Canadian Journal of Education最新文献

{"title":"DECOLONISING KNOWLEDGE PRODUCTION: THE PEDAGOGIC RELEVANCE OF GANDHIAN SATYAGRAHA TO SCHOOLING AND EDUCATION IN GHANA","authors":"P. Adjei","doi":"10.2307/20466678","DOIUrl":"https://doi.org/10.2307/20466678","url":null,"abstract":"In this article, I examine how Mahatma Gandhi’s philosophy of non ‐ violent resistance (Satyagraha) can be applied to decolonize schooling and education practices in Ghana. Satyagraha consists of three fundamental elements: appeal to the oppressor, non ‐ cooperation, and civil disobedience. Part of an anti ‐ racist and anti ‐ colonial dis ‐ course, Satyagraha is a strategy, epistemology, and methodology for creating spaces for inclusion of Ghanaian Indigenous knowledge and worldview in school curricula and pedagogy. This article is also informed by my lived experiences and observations as an Indigenous student from Ghana. I conclude the article with a discussion of the benefits and dangers inherent in such transformative work. Key words: anti ‐ racism, anti ‐ colonial, non ‐ violence, spirituality Dans cet article, l’auteur montre comment la philosophie de non ‐ violence (satyagraha) de Gandhi peut etre mise a profit pour decoloniser l’ecole et les pratiques pedagogiques au Ghana. Le satyagraha comprend trois elements essentiels : l’appel a l’oppresseur, la non ‐ cooperation et la desobeissance civile. Partie integrante d’un discours antiraciste et anticolonial, le satyagraha est une strategie, une epistemologie et une methodologie visant a creer des espaces pour l’inclusion d’une vision du monde et d’un savoir proprement ghaneens quant aux programmes scolaires et a la pedagogie. Cet article repose aussi sur l’experience personnelle et les observations de l’auteur en tant qu’etudiant ghaneen. L’article se termine par une discussion des bienfaits et des dangers inherents a un tel travail de transformation. Mots cles : antiracisme, anti ‐ colonial, non ‐ violence, spiritualite","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466678","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69234465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Innovative Models of Web-Supported University-School Partnerships","authors":"Thérèse Laferrière, G. Erickson, Alain Breuleux","doi":"10.2307/20466633","DOIUrl":"https://doi.org/10.2307/20466633","url":null,"abstract":"This study explored how the Internet bridges theory and practice. Teacher educators, teachers, and prospective teachers used collaborative technologies to design networked communities embedded in three distinct perspectives: the networked learning community, the networked community of practice, and the knowledge building community. Networked communities prompted the development of solutions for integration of information and communication technologies (ICTs) at the elementary, secondary, and post‐secondary levels. These communities provide opportunities for sustained theory‐practice dialogue between teachers at different stages of their professional development and opportunities for ‘boundary spanning’ between courses, practica, pre‐ and in‐service education, graduate seminars, and collaborative research activities.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466633","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69233385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"LEARNING TO TEACH: TEACHER CANDIDATES REFLECT ON THE RELATIONAL, CONCEPTUAL, AND CONTEXTUAL INFLUENCES OF RESPONSIVE MENTORSHIP","authors":"Finney Cherian","doi":"10.2307/20466624","DOIUrl":"https://doi.org/10.2307/20466624","url":null,"abstract":"Using interviews, focus groups, and observations, I examined teacher candidates’ experiences with their mentoring teachers over two student teaching periods. Using Feiman‐Nemser and Rosaen’s (1997) mentorship model of guiding teacher learning, I investigated the relational, conceptual, and contextual aspects of the student teaching experience. Results suggest that opportunities to question teaching practices as well as co‐ planning and co‐teaching with associates supported the development of self‐reflection and educational philosophies. Data suggest that mentor beliefs and pressures to maintain board and provincial standardized curriculum reforms prevented teacher candidates from exploring social justice, constructivist, and inquiry‐oriented pedagogies.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466624","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69233407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"GENDER‐BASED LITERACY REFORM: A QUESTION OF CHALLENGING OR RECUPERATING GENDER BINARIES","authors":"Wayne Martino, Michael Kehler","doi":"10.2307/20466644","DOIUrl":"https://doi.org/10.2307/20466644","url":null,"abstract":"In this article we offer a research ‐ based response to and critique of approaches suggested to address boys’ literacy and pedagogical reform. Our aim is to open up a dialogue by examining the conceptual limits imposed by casting boys as particular sorts of literate subjects. We argue against officially sanctioned literacy practices that fail to engage with research ‐ based literature that raises serious questions about gender reform initiatives. We suggest caution and further informed dialogue in response to media generated public concerns and educational policies aimed at remasculinizing schools rather than interrogating gender binaries. Key words: masculinity, gender reform, literacy practices, essentialist frameworks Dans cet article, les auteurs offrent, a la suite de leurs recherches, une reponse aux approches suggerees pour s’attaquer a la litteratie chez les garcons et a la reforme pedagogique. Tout en formulant des critiques, les chercheurs visent a ouvrir un dialogue en examinant les limites conceptuelles imposees lorsqu’on considere les garcons comme des types particuliers de sujets quant a la litteratie. Les auteurs s’opposent aux pratiques officiellement sanctionnees en matiere de litteratie, mais faisant fi de la litterature qui, fondee sur la recherche, souleve de graves questions au sujet des initiatives de reforme selon le sexe. Ils suggerent d’etre prudents et de poursuivre un dialogue eclaire en reponse aux inquietudes du public suscitees par les medias et aux politiques de l’enseignement visant a remasculiniser les ecoles plutot qu’a remettre en question la vision binaire des genres. Mots cles: masculinite, reforme selon le sexe, pratiques de litteratie, cadres essentialistes","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466644","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69234021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"EXPLORING TEACHER CANDIDATES’ ASSESSMENT LITERACY: IMPLICATIONS FOR TEACHER EDUCATION REFORM AND PROFESSIONAL DEVELOPMENT","authors":"Louis Volante, Xavier Fazio","doi":"10.2307/20466661","DOIUrl":"https://doi.org/10.2307/20466661","url":null,"abstract":"This study examined the assessment literacy of primary/junior teacher candidates in all four years of their concurrent program. Candidates from each year of the program completed a survey pertaining to self ‐ described level of assessment literacy, main purposes of assessment, utilization of different assessment methods, need for further training, and suggested methods for promoting assessment literacy in university and practice teaching settings. Levels of self ‐ efficacy remained relatively low for teacher candidates across each of the four years of this program. Most candidates suggested summative purposes for assessment and only a minority expressed formative purposes. They favoured observational techniques and personal communication. Key words: classroom assessment; preservice education Cette etude porte sur la capacite d’evaluation chez les etudiants en pedagogie durant les quatre annees de leur programme de formation a l’enseignement au primaire et au premier cycle du secondaire. Des etudiants de chaque annee du programme ont rempli un questionnaire portant sur les sujets suivants : auto ‐ estimation de leur aptitude a l’evaluation, buts principaux des evaluations, utilisation de diverses methodes d’evaluation, besoin d’une formation plus poussee et suggestion de methodes pouvant aider a perfectionner l’aptitude a l’evaluation a l’universite et lors de stages pedagogiques. Les repondants dans chacune des annees du programme estimaient que leur capacite d’evaluation etait relativement faible. La plupart ont parle d’evaluations sommatives et seulement une minorite, d’evaluations formatives. Les repondants favorisaient les techniques d’observation et les communications personnelles. Mots cles : evaluation des eleves, formation a l’enseignement","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466661","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69234170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Participatory Evaluation as Educational Outreach: Working in Unsettling Times","authors":"C. Harris","doi":"10.2307/20466663","DOIUrl":"https://doi.org/10.2307/20466663","url":null,"abstract":"In the context of information and communication technologies in five Newfoundland coastal communities, this article deals with participatory research and outreach. Outreach in these communities, reeling from the near‐collapse of the fishery and struggling to survive in a climate of neo‐liberal restructuring, is considered to be a holistic educational enterprise involving new technologies and the popular media, schools, and their district officers, clinics and regional health care providers, and children and adults as lifelong learners. Based on five approaches that emerged in the final year of one project ‐‐ the work of an on‐site liaison, a residential workshop, community workshops, reports through popular media, and contacts with outside organizations – the author argues that outreach should be recognized as integral to all","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466663","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69234359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"First Graders' Preferences for Narrative and/or Information Books and Perceptions of Other Boys' and Girls' Book Preferences.","authors":"M. Chapman, M. Filipenko, M. McTavish, Jon Shapiro","doi":"10.2307/20466649","DOIUrl":"https://doi.org/10.2307/20466649","url":null,"abstract":"In this article, we report on grade ‐ one children’s preferences for narrative and/or information books, and their perceptions of what boys and girls like to read. Data include responses on two book preference tasks by 40 children in four schools. Children chose books and explained the reasons for their choices. One task was a closed, force ‐ choice task, the other, an open ‐ ended task. Boys and girls had similar interests, either preferring stories or liking information books and stories to the same degree. Yet boys and girls perceived that boys prefer information texts and girls prefer narratives. The children’s perceptions reflect gendered stereotypes . Key words: literacy, reading, motivation, genre, gender Dans cet article, les auteurs signalent que les eleves de 1re annee preferent les livres qui racontent des histoires ou donnent de l’information et presentent ce que, selon de ces eleves, les garcons et les filles aiment lire. Les donnees comprennent les reponses de 40 enfants dans quatre ecoles a deux questionnaires, l’un a reponses libres et l’autre a choix multiples, sur les preferences en matiere de livres. Les enfants ont choisi des livres et donne les raisons de leur choix. Les garcons et les filles avaient des interets similaires, preferant soit les histoires, soit les livres d’information et les histoires au meme degre. Et pourtant, les garcons comme les filles avaient l’impression que les garcons aimaient mieux les livres d’information et les filles, les histoires. Les perceptions des enfants refletent les stereotypes marques par le sexe. Mots cles : litteratie, lecture, motivation, genre","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466649","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69233773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PROFIL SCRIPTURAL D’ÉLÈVES FRANCO‐ ALBERTAINS DU PRIMAIRE EN VUE DE L’IMPLANTATION D’UN PROGRAMME D’INTERVENTION EN ÉCRITURE","authors":"Martine Cavanagh","doi":"10.2307/20466659","DOIUrl":"https://doi.org/10.2307/20466659","url":null,"abstract":"Les resultats positifs obtenus en coherence textuelle aupres d’eleves quebecois suite a leur participation a un programme en ecriture fonde sur des principes de l’apprentissage constructiviste (Cavanagh, 2006) et le fait que ces principes rejoignent ceux de la pedagogie preconisee pour les francophones minoritaires, nous amenent a vouloir implanter ce programme aupres d’eleves franco ‐ albertains pour evaluer ses effets sur leur competence redactionnelle. Cependant, il s’avere au prealable necessaire de verifier que les connaissances ciblees par le programme correspondent aux difficultes majeures a l’ecrit des eleves de ce milieu. Le but du present article est donc d’etablir un profil de la competence scripturale d’eleves franco ‐ albertains de la 4 e a la 6 e annee du primaire (n = 126). A cette fin, deux composantes cles ont ete evaluees dans le contexte de l’ecriture d’un texte narratif et d’opinion: la grammaire du texte et la grammaire de la phrase. Les resultats montrent que la premiere composante pose plus de difficultes aux eleves que la seconde et qu’en general, les eleves font peu de progres d’un degre scolaire a l’autre, ce qui souligne la pertinence du programme propose pour cette population. Mots cles: pedagogie en milieu minoritaire, didactique de l’ecriture, coherence textuelle, types de texte, strategies d’ecriture. The positive results in textual coherence obtained from a group of Quebec students participating in a writing program based on constructivist learning principles, as well as the fact that these principles reflect those of the pedagogy prescribed for francophone minorities, have led us to attempt to implant this program in a Franco ‐ Albertan environment in order to evaluate its effect on students’ writing abilities. However, it was first necessary to verify the supposition that the abilities developed by the program correspond to the major difficulties of the pupils in this milieu. The aim of the present article is therefore to establish a profile of the writing competence of Franco ‐ Albertan pupils from grades four to six (n = 126). To this end, two key  components, text and sentence grammar, were evaluated in the context of the production of both narrative and opinion texts. The results show that the first component poses more problems for the students than the second and that, in general, the students have made little progress from one grade to another, thus indicating the program’s pertinence for this population. Key words : minority ‐ language pedagogy, teaching writing, textual coherence, types of text, writing strategies","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466659","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69234109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Travels in space and place: Identity and rural schooling","authors":"M. Corbett","doi":"10.2307/20466662","DOIUrl":"https://doi.org/10.2307/20466662","url":null,"abstract":"This analysis draws on interview data from a three‐year study of educational decision making of youth living in a coastal community in Atlantic Canada. Students whose educational and mobility aspirations extend outside the known spaces of the community develop the ability to negotiate multiple social spaces in and out of school. The school‐successful ʺ floaterʺ identity position is assumed by youth comfortable in a variety of social groups and situations ranging from peer cliques to interactions with teachers and other institutional authority figures. This contrasts with more localized identity positions, marked by strong and exclusive identification with local networks. Dans cet article, l’auteur analyse les donnees tirees d’entrevues effectuees dans le cadre d’une etude de trois ans portant sur les decisions de jeunes d’une localite cotiere du Canada atlantique quant a leurs etudes. Les eleves dont les aspirations en matiere d’education et de mobilite depassent les espaces connus de la communaute developpent l’aptitude a negocier de multiples espaces sociaux a l’ecole et en dehors de l’ecole. Les jeunes qui sont a l’aise dans plusieurs groupes sociaux et situations, allant des cliques de camarades aux interactions avec les enseignants et autres figures d’autorite, adoptent la position du « migrant » qui reussit a l’ecole. D’autres, au contraire, s’identifient fortement et de maniere exclusive a des cercles ou reseaux locaux.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466662","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69234289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Aboriginal Education and Anti-Racist Education: Building Alliances across Cultural and Racial Identity","authors":"Verna St. Denis","doi":"10.2307/20466679","DOIUrl":"https://doi.org/10.2307/20466679","url":null,"abstract":"A critical race analysis could provide both Aboriginal students and their university student advisors with knowledge to understand and potentially challenge the effects and processes of racialization that have historically, legally, and politically divided Aboriginal communities and families. Coalition and alliances can be made within and across the diversity within Aboriginal and non-Aboriginal peoples' lives through a common understanding and commitment to anti-racist education. A critical anti-racist education could provide a foundation to forge alliances between diverse Aboriginal and non-Aboriginal communities in a common search for social justice in education. Key words: coalition, alliance, social justice, racialization Une analyse critique de la race pourrait fournir aux etudiants autochtones et a leurs conseillers universitaires des connaissances qui leur permettraient de comprendre et peut-etre de remettre en question les effets et les processus de racialisation qui, a travers l'histoire et sur les plans juridique et politique, ont divise les communautes et les familles autochtones. Des coalitions et des alliances peuvent etre formees au sein des peuples autochtones et non autochtones grace a une comprehension et a une promotion communes de l'education antiraciste. Une education antiraciste faisant place a l'analyse critique pourrait fournir une base pour la formation d'alliances entre les communautes autochtones et non autochtones dans un souci commun de justice sociale dans le domaine de l'education. Mots cles : coalition, alliance, justice sociale, racialisation ********** Recently I was invited to talk with university student advisors about how to think and respond to conflict among Aboriginal university students. These advisors described the basis of the conflict as dealing with issues of \"authenticity\" and \"belonging\"; in other words, who is a \"real\" Indian and what does it mean to be a \"real\" Indian. As a child of a Metis/Cree father who spoke Cree and Mitchif (1) and a Treaty 6, Creespeaking mother living in a white settler colonial nation, I too am personally familiar with such identity politics and have had a professsional interest in understanding them (St. Denis, 2002, 2004). These identity politics are rooted in our colonial history and Aboriginal students are, in part, living out a long-established, politically charged script of who belongs and what it means to belong to an Aboriginal community (Brayboy, 2000; King, 2003; Wieder & Pratt, 1990). There are several ways to interpret conflicts resulting from these identity politics. A critical race analysis can help educators understand these identity politics as both the effects of colonialism as well as effects of some of the contradictions that arise in the context of the movement towards cultural revitalization. Ironically, cultural revitalization can be seen to unwittingly encourage a form of cultural fundamentalism that leads to an informal but nonetheless daunting cultu","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466679","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69235137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}