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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":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":"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
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":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":"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
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":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":"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":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":"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":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":"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
Come Through the Door with Me: Pondering Inventive Practice 和我一起进门:思考创造性的实践
IF 0.1
McGill Journal of Education Pub Date : 2021-11-09 DOI: 10.7202/1083432ar
Shelley Beleznay
{"title":"Come Through the Door with Me: Pondering Inventive Practice","authors":"Shelley Beleznay","doi":"10.7202/1083432ar","DOIUrl":"https://doi.org/10.7202/1083432ar","url":null,"abstract":"The purpose of this paper is to engage readers in thinking about the art of teaching and how to support inventive practice.  Readers are invited into a classroom and immersed in a day of learning with 11 and 12-year-olds.","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":"43142150","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
Editorial 编辑
IF 0.1
McGill Journal of Education Pub Date : 2021-11-09 DOI: 10.7202/1083419ar
Mindy R. Carter, P. Howard, S. Wiebe, Jérôme St-Amand
{"title":"Editorial","authors":"Mindy R. Carter, P. Howard, S. Wiebe, Jérôme St-Amand","doi":"10.7202/1083419ar","DOIUrl":"https://doi.org/10.7202/1083419ar","url":null,"abstract":"<jats:p />","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":"44497027","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
“What’s the Big Idea?” A Case Study of Whole-School Project-Based Instruction in Secondary Education “什么是大创意?”中学教育全校项目教学案例研究
IF 0.1
McGill Journal of Education Pub Date : 2021-11-09 DOI: 10.7202/1083425ar
P. Howard, Christian Ryan, I. Fogarty
{"title":"“What’s the Big Idea?” A Case Study of Whole-School Project-Based Instruction in Secondary Education","authors":"P. Howard, Christian Ryan, I. Fogarty","doi":"10.7202/1083425ar","DOIUrl":"https://doi.org/10.7202/1083425ar","url":null,"abstract":"This paper presents the results of an inquiry into a creative, whole-school integrative learning project that started with posing a ‘big question’. Data were generated to deepen understanding regarding the effects of implementing creative project-based learning Hi on student lived experience and student attitudes toward learning. Research on project-based approaches is required to reflect the current contextual realities specific to high schools. The focus on integrative and arts-based approaches as they relate to high school classrooms indicate that secondary education lags in comparison to elementary and middle grades. The findings presented here provide the possibility of a more informed, attentive, action-sensitive professional practice in the development of educational experiences designed to influence the learning experiences of secondary students.","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":"45662464","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
Les enseignants formés à l’étranger dans les écoles montréalaises : des interactions qui façonnent de nouvelles représentations opératoires 蒙特利尔学校的国际培训教师:塑造新的操作表现的互动
IF 0.1
McGill Journal of Education Pub Date : 2021-06-15 DOI: 10.7202/1077975AR
J. Morrissette, Sébastien Arcand, Ben Diéhdiou, Saïdou Segueda
{"title":"Les enseignants formés à l’étranger dans les écoles montréalaises : des interactions qui façonnent de nouvelles représentations opératoires","authors":"J. Morrissette, Sébastien Arcand, Ben Diéhdiou, Saïdou Segueda","doi":"10.7202/1077975AR","DOIUrl":"https://doi.org/10.7202/1077975AR","url":null,"abstract":"Many teachers work in national contexts different from those in \u0000which they completed their teacher education. To date, research has neglected \u0000the role their colleagues play in their socialisation to the profession. This \u0000research aims to shed light on the ways in which interactions with colleagues \u0000help teachers who have received their training outside of their current national \u0000professional contexts to integrate into Montréal schools. The findings \u0000demonstrate that these interactions help to shape their understanding of \u0000education, their relationships within the educational community and those \u0000within the teaching profession, until these are viable within the new context. \u0000Colleagues play different roles in learning contextspecific \u0000teaching \u0000conventions.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2021-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43784838","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
Claudia Mitchell & Relebohile Moletsane (Eds.). Disrupting Shameful Legacies: Girls and Young Women Speak Back through the Arts to Address Sexual Violence. Leiden, London: Koninklijke Brill. (2018). 345pp. (ISBN 978-90-04-37769-1) Claudia Mitchell和Relebohile Moletsane（编辑），《颠覆可耻的遗产：女孩和年轻女性通过艺术反击性暴力》。伦敦莱顿：布里尔。（2018）。第345页。（ISBN 978-90-04-37769-1）
IF 0.1
McGill Journal of Education Pub Date : 2021-06-15 DOI: 10.7202/1077981AR
Lori Beavis
{"title":"Claudia Mitchell & Relebohile Moletsane (Eds.). Disrupting Shameful Legacies: Girls and Young Women Speak Back through the Arts to Address Sexual Violence. Leiden, London: Koninklijke Brill. (2018). 345pp. (ISBN 978-90-04-37769-1)","authors":"Lori Beavis","doi":"10.7202/1077981AR","DOIUrl":"https://doi.org/10.7202/1077981AR","url":null,"abstract":"<jats:p />","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2021-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45588131","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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