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How to Pay your Students to Go to School: Student-run record labels and the creative pedagogue 如何支付你的学生去上学:学生经营的唱片公司和创造性的教育
IF 0.1
McGill Journal of Education Pub Date : 2021-11-09 DOI: 10.7202/1083421ar
Michael Lipset
{"title":"How to Pay your Students to Go to School: Student-run record labels and the creative pedagogue","authors":"Michael Lipset","doi":"10.7202/1083421ar","DOIUrl":"https://doi.org/10.7202/1083421ar","url":null,"abstract":"The author examines a federally funded internship program he organized while serving as the director of the High School for Recording Arts Los Angeles program. The school paid students to operate their own record label. Under the American Workforce Innovation and Opportunity Act, approved organizations provide paid, for-credit internships to young people who meet the definition of opportunity youth. Through this partnership, students learned real-world skills, gained hands-on experience, and built their resumes. The author experienced a shift in his professional praxis from school leader to creative pedagogue. During the internship, the school experienced increased student attendance and enrolment, suggesting the paid internship resulted in increased opportunities for student learning. The author covers similar opportunities across the US and Canada.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47344436","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}
引用次数: 1
Exploring the Creative Geographies of Work with Pre-Service Social Studies Teachers: Exposing intersections of time and labour in New Brunswick, Canada 与职前社会研究教师一起探索工作的创造性地域：加拿大新不伦瑞克省时间与劳动的交叉点
IF 0.1
McGill Journal of Education Pub Date : 2021-11-09 DOI: 10.7202/1083423ar
Casey Burkholder, Allen Chase
{"title":"Exploring the Creative Geographies of Work with Pre-Service Social Studies Teachers: Exposing intersections of time and labour in New Brunswick, Canada","authors":"Casey Burkholder, Allen Chase","doi":"10.7202/1083423ar","DOIUrl":"https://doi.org/10.7202/1083423ar","url":null,"abstract":"What creative approaches might be harnessed to encourage social critique and action in pre-service Geography teacher education? By reflecting on an assignment in Casey’s Introduction to Teaching Geography class where pre-service teachers (including Allen) visually mapped a worker’s labour for a day on unceded and unsurrendered Wolastoqiyik territory (Fredericton, New Brunswick), we ask: What can we learn about work, labour, space, capitalism, and intersectionality by visually mapping a worker’s day and analyzing their labour? We argue that by confronting the apolitical teaching of Geography education through the example of the Mapping Labour assignment, we might attempt to disrupt the ways that European Canadian settler geographies permeate the existing curriculum and work to disrupt neoliberal assumptions about schooling, creativity, and work.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48888250","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}
引用次数: 0
A Creative Pedagogue's Inquiry through Images: Does it Have Wings? 一个创造性的教师通过图像探究:它有翅膀吗?
IF 0.1
McGill Journal of Education Pub Date : 2021-11-09 DOI: 10.7202/1083430ar
Anar Rajabali
{"title":"A Creative Pedagogue's Inquiry through Images: Does it Have Wings?","authors":"Anar Rajabali","doi":"10.7202/1083430ar","DOIUrl":"https://doi.org/10.7202/1083430ar","url":null,"abstract":"In this photo essay, I enact how a creative pedagogue engages with artistic practice and contemplative inquiry. As a poet, at home in words, photography represents a creative risk. This vulnerability is felt in the sharing of the work through the lens of (re)search. Hence, I ask: Does it have wings? By delving in expressive forms toward the service of understanding my personal and pedagogical self, creative risk is rewarded in profound ways. I have discovered that my art practice is driven by intention, intuition and imagination. Thus, here is my creative pedagogy in action illuminating how an inquiry through images provokes learning and teaching. Both poetry and photography provide keen vision—a way of sensing and seeing Light.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47283629","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}
引用次数: 1
L’harmonie de la musique et l’identité linguistique : l’a/r/tographie avec des futurs enseignants 音乐与语言认同的和谐:与未来教师的a/r/ tography
IF 0.1
McGill Journal of Education Pub Date : 2021-11-09 DOI: 10.7202/1083433ar
G. Cormier
{"title":"L’harmonie de la musique et l’identité linguistique : l’a/r/tographie avec des futurs enseignants","authors":"G. Cormier","doi":"10.7202/1083433ar","DOIUrl":"https://doi.org/10.7202/1083433ar","url":null,"abstract":"By adopting an a/r/tography lens, this text will explore the relationship between music, linguistic identity and education. Through my experiences teaching high school French immersion classes and later my transition to teaching at the Faculty of Education, I will explore the risks and possibilities associated with this methodology. Bringing music into the classroom through a/r/tography can contribute to a heightened interest in the French language and a reinforcement of the francophone identity among students. My own identity journey shows the diversity of dynamic spaces in the field of education and presents the potential for positive exchanges within these spaces for the development of linguistic identity among future teachers and professors.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48361280","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}
引用次数: 0
Embracing Ambiguity: The intersection of biology, music, and art in secondary school teaching for student creativity 拥抱歧义:生物、音乐和艺术在中学教学中对学生创造力的交叉
IF 0.1
McGill Journal of Education Pub Date : 2021-11-09 DOI: 10.7202/1083434ar
Tasha Ausman, Travis Mandel
{"title":"Embracing Ambiguity: The intersection of biology, music, and art in secondary school teaching for student creativity","authors":"Tasha Ausman, Travis Mandel","doi":"10.7202/1083434ar","DOIUrl":"https://doi.org/10.7202/1083434ar","url":null,"abstract":"In these conversational field notes, two teachers reveal their experiences with creativity in contexts where students are encouraged to dwell in spaces of ambiguity and vulnerability in learning.  Using anatomy to inform music pedagogy empowers students to work through metaphor-rich instruction in order to develop a grounded approach to artistic interpretation, while using fine art in the science classroom allows students of anatomy to explore the artistic possibilities of imagination in relation to the human body. In both cases, the crisscrossing of pedagogical lines from biology into music and music into art helped to transform students’ relationships with ambiguity from being negative and closed-off, to positive and constructive.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43878112","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}
引用次数: 0
Étude de la littérature sur la créativité en sciences de l’éducation dans les pays francophones 法语国家教育科学创造力文献研究
IF 0.1
McGill Journal of Education Pub Date : 2021-11-09 DOI: 10.7202/1083424ar
Cindy De Smet, Mary-Beatrice Raileanu, M. Romero
{"title":"Étude de la littérature sur la créativité en sciences de l’éducation dans les pays francophones","authors":"Cindy De Smet, Mary-Beatrice Raileanu, M. Romero","doi":"10.7202/1083424ar","DOIUrl":"https://doi.org/10.7202/1083424ar","url":null,"abstract":"The term “creativity” is used in a wide variety of ways in professional, technological, socio-economical and educational contexts. In this paper, an exploratory literature review of the French-language scientific literature in educational sciences was conducted, revealing the fields of knowledge that mobilize the creativity concept. Both a descriptive and a categorical content analysis were employed. The results of these analyses allowed us to situate the context of creativity and to identify five fields of knowledge: 1) teaching and personal development, 2) problem solving and computational thinking, 3) artistic approach, 4) training and/or educational programs, and 5) creativity development factors.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":"1 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42468940","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}
引用次数: 1
The Patch: An Artful Syn(aes)thetic Mapping of Linguistic Data through Collaborative Digital / Analogue Literacy Processes 补丁：通过协作数字/模拟识字过程对语言数据进行巧妙的合成映射
IF 0.1
McGill Journal of Education Pub Date : 2021-11-09 DOI: 10.7202/1083426ar
Kedrick James, Rachel Horst, Yuya Takeda, Esteban Morales
{"title":"The Patch: An Artful Syn(aes)thetic Mapping of Linguistic Data through Collaborative Digital / Analogue Literacy Processes","authors":"Kedrick James, Rachel Horst, Yuya Takeda, Esteban Morales","doi":"10.7202/1083426ar","DOIUrl":"https://doi.org/10.7202/1083426ar","url":null,"abstract":"The Patch workshop explores creative / critical analyses that can map the collectively relevant topoi of semiosis in linguistic texts according to the three ecologies as articulated by Félix Guattari. As creative pedagogues both in service and critical of creative economics, we valourize a generative practice, one that results in successive creative readings, writings, visualizations, sonifications and audiovisual artifacts. The Patch is a human-computer procedural algorithm, engaging a series of recursive and recombinant processes that utilize several software programs, collaborative writing and performance practices to bridge analogue and digital literacies. A total of 80 teacher education students, graduate students and faculty, working with a single input text, provided the data reported in this paper.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44742094","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}
引用次数: 0
Henry Clerval Scolding Victor Frankenstein: An autoethnographic poem about graduate students and their daemons 亨利·克莱沃责骂维克多·弗兰肯斯坦:一首关于研究生和他们的守护神的自传体诗歌
IF 0.1
McGill Journal of Education Pub Date : 2021-11-09 DOI: 10.7202/1083429ar
Adam D. Henze
{"title":"Henry Clerval Scolding Victor Frankenstein: An autoethnographic poem about graduate students and their daemons","authors":"Adam D. Henze","doi":"10.7202/1083429ar","DOIUrl":"https://doi.org/10.7202/1083429ar","url":null,"abstract":"This article explores the “daemons” that many university students face by exploring Mary Shelley’s Frankenstein in a creative way. Using a poetic method called “erasure,” the author of this article cut fragmented descriptions of Victor Frankenstein, and stitched them together to craft a poem about the need for self-care in the university setting. The poem includes a preface to provide some theoretical context and background information on Frankenstein.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42492595","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}
引用次数: 0
In Praise of Uncertainty, Ambiguity and Wonder 赞美不确定性、歧义和奇迹
IF 0.1
McGill Journal of Education Pub Date : 2021-11-09 DOI: 10.7202/1083427ar
Boyd White
{"title":"In Praise of Uncertainty, Ambiguity and Wonder","authors":"Boyd White","doi":"10.7202/1083427ar","DOIUrl":"https://doi.org/10.7202/1083427ar","url":null,"abstract":"This article takes its direction from notable educators such as John Dewey and Elliot Eisner who argue in favour of endorsing uncertainty and related responses within educational practice. The argument is a push-back against current emphasis on standardization, with its accompanying focus on single right answers that don’t do justice to the complexities inherent in our daily lives. The dual nature of uncertainty is exemplified in the depiction of one person’s interactions with two famous paintings. To provide the reader with a parallel encounter with uncertainty, the article includes a short video and concludes with an ekphrastic poem in response to the video, to illustrate the points being made.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44608255","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}
引用次数: 0
Enacted Agency in a Cross-Border, Online Biliteracy Curriculum Making: Creativity and bilingual digital storytelling 跨国界在线双语课程制作中的制定代理:创造力与双语数字故事
IF 0.1
McGill Journal of Education Pub Date : 2021-11-09 DOI: 10.7202/1083422ar
Zheng Zhang, Wanjing Li
{"title":"Enacted Agency in a Cross-Border, Online Biliteracy Curriculum Making: Creativity and bilingual digital storytelling","authors":"Zheng Zhang, Wanjing Li","doi":"10.7202/1083422ar","DOIUrl":"https://doi.org/10.7202/1083422ar","url":null,"abstract":"This research investigated potentials of bilingual digital story making to engage the creativity of 13 Canadian and Chinese biliteracy learners aged 11–15. Findings in this paper draw on six focal participants and their digital story creation. Informed by asset-oriented multiliteracies, new media literacies, and new materialism, this research adopted a netnography methodology to explore the communal and sociomaterial practices embedded in the intra-actions of human, matter, and virtual spaces of Seesaw and Skype. Drawing on data from six focal students, findings relate how intra-actions among researchers, teachers, students, matters, and spaces shaped participants’ creative acts. This research adds to the knowledge of developing and applying material-informed pedagogies which attend to the enacted agency among teachers, students, materials, and spaces.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47853313","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}
引用次数: 2
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