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Somali Refugee Students In Canadian Schools: Postmigration Experiences 加拿大学校的索马里难民学生：移民后的经历
IF 0.1
McGill Journal of Education Pub Date : 2022-03-11 DOI: 10.7202/1087047ar
Mohamad Ayoub, George Zhou
{"title":"Somali Refugee Students In Canadian Schools: Postmigration Experiences","authors":"Mohamad Ayoub, George Zhou","doi":"10.7202/1087047ar","DOIUrl":"https://doi.org/10.7202/1087047ar","url":null,"abstract":"This paper reports on the postmigration experiences of a group of Somali refugee students attending public schools in a southwestern city in Ontario, Canada. The findings were drawn from a qualitative study conducted to investigate the participants’ postmigration experiences. Data were collected through semi-structured, one-on-one interviews with six participants. Study participants faced many postmigration learning difficulties and socio-cultural challenges. The findings show the strengths of the participants related to resiliency and perseverance. Educators, administrators, peer students, and members of the school community could play a central role in supporting Somali refugee students after resettlement. This paper proposes strategies and approaches to support educators and the school community in their work with refugee students of Somali background and other cultural backgrounds.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49534147","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 Study Of Chinese International Student Dropout: Acculturation Experiences And Challenges In A Pre-University English Language Improvement Program 中国留学生辍学问题研究：大学前英语语言改善项目中的文化适应经历与挑战
IF 0.1
McGill Journal of Education Pub Date : 2022-03-11 DOI: 10.7202/1087048ar
Peiyu Wang, George Zhou
{"title":"A Study Of Chinese International Student Dropout: Acculturation Experiences And Challenges In A Pre-University English Language Improvement Program","authors":"Peiyu Wang, George Zhou","doi":"10.7202/1087048ar","DOIUrl":"https://doi.org/10.7202/1087048ar","url":null,"abstract":"With an increasing number of international students coming to Canada for higher education, Canadian universities are offering diverse English language improvement programs (ELIPs) to improve international students’ English proficiency. However, some Chinese international students struggle to pass such programs and eventually withdraw. This study examines the living and learning experiences of Chinese international students who dropped out of ELIPs and identifies the factors associated with their decisions to drop out. The findings indicate that Chinese international students dropped out due to academic failure that was related to low learning motivation, lack of time management and self-regulation, and insufficient academic and social integration. Implications for educators in higher education, study support services, and students are presented.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49614500","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
Analyse bioécologique des difficultés et du développement professionnel de stagiaires en enseignement 教学学生困难与专业发展的生物生态学分析
IF 0.1
McGill Journal of Education Pub Date : 2022-03-11 DOI: 10.7202/1087051ar
A. Habak, J. Desbiens, Enrique Correa Molina, Brigitte Caselles-Desjardins
{"title":"Analyse bioécologique des difficultés et du développement professionnel de stagiaires en enseignement","authors":"A. Habak, J. Desbiens, Enrique Correa Molina, Brigitte Caselles-Desjardins","doi":"10.7202/1087051ar","DOIUrl":"https://doi.org/10.7202/1087051ar","url":null,"abstract":"Considered a central component of teacher training, the internship represents a professionalization situation. However, difficulties experienced by trainees may influence this potential. During the semi-structured interviews, associate teachers (n = 7) seemed to attribute the difficulties mainly to trainees while trainees (n = 14) and supervisors (n = 9) link more causes to the environment. Our results suggest a shared responsibility between concerned individuals and organizations. Based on the bioecological theory and its environments, primary dyad and development constructs, our avenues of reflection tackle initial training, support and internship methods.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46745354","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
Sock Hops and Red Rooms: On Teaching Jane Eyre to Marginalized Students 袜子跳与红色房间——论《简爱》边缘学生的教学
IF 0.1
McGill Journal of Education Pub Date : 2021-11-09 DOI: 10.7202/1083431ar
Heba Elsherief
{"title":"Sock Hops and Red Rooms: On Teaching Jane Eyre to Marginalized Students","authors":"Heba Elsherief","doi":"10.7202/1083431ar","DOIUrl":"https://doi.org/10.7202/1083431ar","url":null,"abstract":"This short story illustrates an occasion of culturally responsive and sustaining pedagogical practices in relation to the canonical texts which are often used in urban classrooms. In it, a lesson on Jane Eyre’s childhood point of view and mode of introspectiveness delves into a tale of dancing and Otherness. The story shows that in spaces where the majority of students are marginalized, opportunities wherein diverse bodies are encouraged to respond in ways that are meaningful to them, to “write themselves” into narratives, are crucial for inclusive and equity-building engagement.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45627426","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
(Un)seen Undulation: Reflecting on the Ripples made by Artist-Teachers and Researchers 《见过的波动:反思艺术家教师与研究者的涟漪
IF 0.1
McGill Journal of Education Pub Date : 2021-11-09 DOI: 10.7202/1083428ar
Adam Vincent
{"title":"(Un)seen Undulation: Reflecting on the Ripples made by Artist-Teachers and Researchers","authors":"Adam Vincent","doi":"10.7202/1083428ar","DOIUrl":"https://doi.org/10.7202/1083428ar","url":null,"abstract":"This Artistic and Creative Inquiry (ACI) uses personal narrative to share examples of how poetry has been successfully used in both classroom and academic support settings to enhance students’ understanding of course concepts and to identity their own learning preferences. This pragmatic discussion of poetry as a teaching tool is then coupled with a poetic exploration of artist-teacher identity and how this identity influences teaching approaches. The inquiry concludes with a discussion of the power that exists when there is an awareness and ownership of the role of artist-teacher (and researcher) and the impacts that it can have on students and ultimately society.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48563377","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
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":null,"pages":null},"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
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":null,"pages":null},"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
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":null,"pages":null},"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
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":null,"pages":null},"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
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":null,"pages":null},"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
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