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McGill Journal of Education最新文献

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Editorial 编辑
IF 0.1
McGill Journal of Education Pub Date : 2021-06-15 DOI: 10.7202/1077968ar
Teresa Strong-Wilson, A. Lanoix, Émilie Tremblay-Wragg, Jérôme St-Amand
{"title":"Editorial","authors":"Teresa Strong-Wilson, A. Lanoix, Émilie Tremblay-Wragg, Jérôme St-Amand","doi":"10.7202/1077968ar","DOIUrl":"https://doi.org/10.7202/1077968ar","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":"43930302","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
Book Review: Erika Hasebe-Ludt & Carl Leggo (Eds). Canadian Curriculum Studies: A Métissage of Inspiration/Imagination/Interconnection. Toronto: Canadian Scholars (2018). 319 pp. $54.95 (paperback). (ISBN 978-1-77338-055-1) 书评:Erika Hasebe-Ludt和Carl read (Eds)。加拿大课程研究:一种激励/想象/互联的方法。多伦多:加拿大学者(2018)。319页。(978-1-77338-055-1 en)
IF 0.1
McGill Journal of Education Pub Date : 2021-06-15 DOI: 10.7202/1077979AR
A. Funk
{"title":"Book Review: Erika Hasebe-Ludt & Carl Leggo (Eds). Canadian Curriculum Studies: A Métissage of Inspiration/Imagination/Interconnection. Toronto: Canadian Scholars (2018). 319 pp. $54.95 (paperback). (ISBN 978-1-77338-055-1)","authors":"A. Funk","doi":"10.7202/1077979AR","DOIUrl":"https://doi.org/10.7202/1077979AR","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":"46705166","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
Decolonizing Educational Practices through Fostering Ethical Relationality in an Urban Indigenous Classroom 通过在城市土著课堂中培养道德相关性来实现教育实践的非殖民化
IF 0.1
McGill Journal of Education Pub Date : 2021-06-15 DOI: 10.7202/1077978AR
D. Conrad, Etienna Moostoos-Lafferty, N. Burns, Annette Wentworth
{"title":"Decolonizing Educational Practices through Fostering Ethical Relationality in an Urban Indigenous Classroom","authors":"D. Conrad, Etienna Moostoos-Lafferty, N. Burns, Annette Wentworth","doi":"10.7202/1077978AR","DOIUrl":"https://doi.org/10.7202/1077978AR","url":null,"abstract":"To foster the success of young Indigenous learners, our study partnered with an urban Indigenous school in Alberta’s capital region. This paper explores the decolonizing practices that emerged through the ethical relationships developed with students and staff guided by the Cree wisdom teachings of wîcihitowin and wahkohtowin. A group of Indigenous and Canadian university and school-based co-researchers worked with a class of students over four years (from grade 6 to 9) incorporating Indigenous knowledges with the mandated Social Studies curriculum. The teachings included Cree language, land-based activities, ceremony and story. Students expressed appreciation for the teachings and the opportunities they had experienced over the course of the study; it was a small step towards decolonizing education.","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":"46334790","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’accompagnement selon une démarche réflexive sur-dans-pour la pratique tel que vécu par trois types d’acteurs 根据三种类型的行动者所经历的对实践的反思方法进行支持
IF 0.1
McGill Journal of Education Pub Date : 2021-06-15 DOI: 10.7202/1077969AR
Patrick Houde, Suzanne Guillemette
{"title":"L’accompagnement selon une démarche réflexive sur-dans-pour la pratique tel que vécu par trois types d’acteurs","authors":"Patrick Houde, Suzanne Guillemette","doi":"10.7202/1077969AR","DOIUrl":"https://doi.org/10.7202/1077969AR","url":null,"abstract":"Collective accompaniment, as per the reflexivity approach on-in-for practice, requires the adoption of different postures, whether one is placed in the role of the accompanying or accompanied person. This article presents the lived experiences of an accompaniment process fostering research and training within an individual and collective reflexivity approach. Three types of actors are interrelated: an accompanying research director, an accompanied and accompanying doctoral candidate, and accompanied and accompanying English as a second language teachers. Advocating for an action-research approach using the first-person point of view (“I”), each actor was invited to reflect on their practice from an on-in-for perspective. The discussion presents three dimensions: the role of ethical rules, the art of questioning, and the interdependence between involved actors.","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":"43524464","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 社论
IF 0.1
McGill Journal of Education Pub Date : 2020-06-04 DOI: 10.7202/1069762ar
Teresa Strong-Wilson, Vincent Boutonnet, Jérôme St-Amand
{"title":"Editorial","authors":"Teresa Strong-Wilson, Vincent Boutonnet, Jérôme St-Amand","doi":"10.7202/1069762ar","DOIUrl":"https://doi.org/10.7202/1069762ar","url":null,"abstract":"<jats:p />","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2020-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48581762","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
THE FAMILY LEARNING APPROACH: A CONCEPT NOTE 家庭学习方法:概念笔记
IF 0.1
McGill Journal of Education Pub Date : 2020-06-04 DOI: 10.7202/1069770ar
Marine Dumond
{"title":"THE FAMILY LEARNING APPROACH: A CONCEPT NOTE","authors":"Marine Dumond","doi":"10.7202/1069770ar","DOIUrl":"https://doi.org/10.7202/1069770ar","url":null,"abstract":"The family learning approach, home education, or homeschooling is an alternative pedagogical choice that enables parents to take charge of their school-aged child’s education by replacing full-time school attendance. Scientific research on the family learning approach is emerging and mainly conducted and published in English-speaking contexts. This article presents a brief concept note of recent and international scientific literature on the family learning approach in order to identify studied dimensions and current knowledge. The following themes are addressed: history, current picture, place in society, and issues of the family learning approach.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2020-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47362924","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
THE EFFECTS OF ANIMAL-ASSISTED ACTIVITIES (AAA) ON THE WELL-BEING OF MINORITY STUDENTS IN GERMANY 动物辅助活动(aaa)对德国少数民族学生福祉的影响
IF 0.1
McGill Journal of Education Pub Date : 2020-05-12 DOI: 10.7202/1069765AR
Laura Sokal, A. Kahl
{"title":"THE EFFECTS OF ANIMAL-ASSISTED ACTIVITIES (AAA) ON THE WELL-BEING OF MINORITY STUDENTS IN GERMANY","authors":"Laura Sokal, A. Kahl","doi":"10.7202/1069765AR","DOIUrl":"https://doi.org/10.7202/1069765AR","url":null,"abstract":"Global increases in mental illness in children and youth have precipitated a wide range of therapies to address this concern. An alternative to this reactive approach is based on models of mental wellness that enhance children’s and youths’ perceptions of well-being and health. The current project examined the effects of a universal animal-assisted activity (AAA) program on a group of minority students who attended a boarding school in Germany. The intent of the current study was to determine whether the duration and types of AAA the students experienced were associated with higher levels of perceived mental well-being. Short-term gains in calmness were demonstrated under some AAA conditions, and long-term gains in well-being resulted from minority children’s participation in rabbit club.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2020-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48563297","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
INCREASING THE ENGLISH-LANGUAGE CONTENT ON FRANCOPHONE MINORITY SCHOOL BOARDS’ WEBSITES IN CANADA: A LONGITUDINAL STUDY (2008-2016) IN SUPPORT OF NON-FRENCHSPEAKING PARENTS AND GUARDIANS 增加加拿大法语少数民族学校董事会网站上的英语内容:一项支持非法语家长和监护人的纵向研究(2008-2016)
IF 0.1
McGill Journal of Education Pub Date : 2020-05-12 DOI: 10.7202/1069769AR
Jules Rocque
{"title":"INCREASING THE ENGLISH-LANGUAGE CONTENT ON FRANCOPHONE MINORITY SCHOOL BOARDS’ WEBSITES IN CANADA: A LONGITUDINAL STUDY (2008-2016) IN SUPPORT OF NON-FRENCHSPEAKING PARENTS AND GUARDIANS","authors":"Jules Rocque","doi":"10.7202/1069769AR","DOIUrl":"https://doi.org/10.7202/1069769AR","url":null,"abstract":"This paper focuses on the results of a longitudinal study examining the English-language content of Francophone minority school boards’ websites throughout Canada, mindful of the changing profile of the boards’ parental population. A document analysis research approach was used to analyse how the content destined for a non-French-speaking audience has evolved, enabling the audience to have access to new and pertinent information. It was observed that the majority of boards in Western Canada and Ontario have increased the presence of English on their websites. Atlantic Canada (with the exception of New Brunswick) has followed this trend. It is worth noting that other languages and content areas have shown up on the web sites, confirming the changing demographics of Francophone minority communities in Canada.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2020-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44084580","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
LE DÉVELOPPEMENT D’UNE COMPÉTENCE INTERCULTURELLE CHEZ DES ÉDUCATRICES EN MILIEU DE GARDE ÉDUCATIF PLURIETHNIQUE 在多民族日托环境中培养教师的跨文化能力
IF 0.1
McGill Journal of Education Pub Date : 2020-05-12 DOI: 10.7202/1069764AR
Manon Boily, Mélissa Bissonnette
{"title":"LE DÉVELOPPEMENT D’UNE COMPÉTENCE INTERCULTURELLE CHEZ DES ÉDUCATRICES EN MILIEU DE GARDE ÉDUCATIF PLURIETHNIQUE","authors":"Manon Boily, Mélissa Bissonnette","doi":"10.7202/1069764AR","DOIUrl":"https://doi.org/10.7202/1069764AR","url":null,"abstract":"This article presents a study of educators working in a multiethnic early childhood centre in Montreal. The purpose of this study is to examine how intercultural competency has developed among educators as a result of continuing education in the workplace initiated through a focus group in partnership with a university researcher. With reference to the Deardorff framework (2004, 2006), the results show that, following the focus group, the educators developed intercultural competency at the lower level (attitudes, skills, knowledge, and understanding) that contributed to the internal and external changes required at the higher level by setting new internal reference frameworks and updating intercultural competency. A qualitative methodology in an interpretative paradigm was chosen to achieve the research objective.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2020-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47260568","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: 3
SHOAH, ÉMOTION ET MODES DE PENSÉE DE LYCÉENS 大屠杀，高中生的情感和思维方式
IF 0.1
McGill Journal of Education Pub Date : 2020-05-12 DOI: 10.7202/1069763AR
Stanislas Hommet
{"title":"SHOAH, ÉMOTION ET MODES DE PENSÉE DE LYCÉENS","authors":"Stanislas Hommet","doi":"10.7202/1069763AR","DOIUrl":"https://doi.org/10.7202/1069763AR","url":null,"abstract":"The article presents the conclusions on the place and role of emotion in the thinking of high school students on the Holocaust/ The article presents a research approach that focuses on emotion as a facilitator and/or obstacle to the learning of history by the Holocaust in a museum context.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2020-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45561365","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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