McGill Journal of Education最新文献_第9页

KANIEN’KEHA / MOHAWK INDIGENOUS LANGUAGE REVITALISATION EFFORTS IN CANADA 加拿大的堪萨斯/莫霍克土著语言振兴工作

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McGill Journal of Education Pub Date : 2019-06-03 DOI: 10.7202/1060864AR

Grace A. Gomashie

{"title":"KANIEN’KEHA / MOHAWK INDIGENOUS LANGUAGE REVITALISATION EFFORTS IN CANADA","authors":"Grace A. Gomashie","doi":"10.7202/1060864AR","DOIUrl":"https://doi.org/10.7202/1060864AR","url":null,"abstract":"This paper gives an overview of ongoing revitalisation efforts for Kanien’keha / Mohawk, one of the endangered Indigenous languages in Canada. For the Mohawk people, their language represents a significant part of the culture, identity and well-being of individuals, families, and communities. The endangerment of Kanien’keha and other Indigenous languages in Canada was greatly accelerated by the residential school system. This paper describes the challenges surrounding language revitalisation in Mohawk communities within Canada as well as progress made, specifically for the Kanien’keha / Mohawk language. EFFORTS DE REVITALISATION LINGUISTIQUE DE LA LANGUE MOHAWK / KANIEN’KEHA AU CANADA Cet article offre une vue d’ensemble des efforts de revitalisation linguistique realises pour preserver la langue mohawk / kanien’keha, une des langues autochtones les plus menacees au Canada. Pour la communaute mohawk, cette langue constitue une part fondamentale de la culture, de l’identite et du bien-etre des individus, des familles et des communautes. La mise en peril de la langue mohawk kanien’keha et des autres langues autochtones au Canada a ete grandement accentuee par le systeme de pensionnats autochtones. Cet article explore les defis inherents a la revitalisation de la langue en cours dans les communautes mohawks au Canada et les progres realises, particulierement en ce qui a trait a la langue mohawk kanien’keha.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47023065","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: 8

PERCEPTION DE MEMBRES DE LA COMMUNAUTÉ ÉDUCATIVE DES FACTEURS DE RÉUSSITE ET D’ÉCHEC DES ÉLÈVES ISSUS DE L’IMMIGRATION D’ÉCOLES SECONDAIRES DÉFAVORISÉES ET PLURIETHNIQUES MONTRÉALAISES 教育界成员对蒙特利尔弱势和多族裔高中移民学生成功和失败因素的看法

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McGill Journal of Education Pub Date : 2019-06-03 DOI: 10.7202/1060861AR

Mélissa Bissonnette, P. Toussaint, C. Martiny, G. Fortier, Fernand Ouellet

{"title":"PERCEPTION DE MEMBRES DE LA COMMUNAUTÉ ÉDUCATIVE DES FACTEURS DE RÉUSSITE ET D’ÉCHEC DES ÉLÈVES ISSUS DE L’IMMIGRATION D’ÉCOLES SECONDAIRES DÉFAVORISÉES ET PLURIETHNIQUES MONTRÉALAISES","authors":"Mélissa Bissonnette, P. Toussaint, C. Martiny, G. Fortier, Fernand Ouellet","doi":"10.7202/1060861AR","DOIUrl":"https://doi.org/10.7202/1060861AR","url":null,"abstract":"La reussite scolaire est souhaitee pour tous les eleves quebecois. Considerant la diversite ethnoculturelle des eleves dans les ecoles montrealaises, et leur reussite scolaire plus difficile a atteindre, l’article decrit et analyse la perception de membres de communautes educatives de milieux scolaires pluriethniques et defavorises quant a la reussite et l’echec scolaires des eleves issus de l’immigration. Les donnees issues de 79 entrevues ont ete analysees au regard des relations a leurs caracteristiques sociales et demographiques. Les resultats montrent que parmi les trois principaux facteurs de reussite et d’echec identifies dans la recherche, seuls le sexe, l’âge et le statut des participants permettent de relever des differences au sein des propos des participants et sont discutes dans l’article. EDUCATIONAL COMMUNITY PERCEPTIONS OF THE FACTORS CONTRIBUTING TO THE ACADEMIC SUCCESS AND FAILURE OF LOW INCOME MONTREAL FIRST AND SECOND GENERATION IMMIGRANT HIGH SCHOOL STUDENTS High school success is the goal for every Quebec student. Given the increasing diversity in the ethno-cultural make up of students in the Montreal area high schools and their differing achievement results, this research project focused on the educative community perceptions of their school success. The results from 79 interviews identified three principal success and failure factors. Responses in relation to their social demographical characteristics such as gender, occupation, and age are discussed.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46518664","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: 4

L’ÉVOLUTION DU SAVOIR PROFESSIONNEL DES ENSEIGNANTS AU QUÉBEC ET EN ONTARIO : UNE ANALYSE SOCIOLOGIQUE NÉOWÉBÉRIENNE 魁北克和安大略省教师专业知识的演变:新贝斯社会学分析

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McGill Journal of Education Pub Date : 2019-06-03 DOI: 10.7202/1060859AR

Adriana Morales-Perlaza, M. Tardif

{"title":"L’ÉVOLUTION DU SAVOIR PROFESSIONNEL DES ENSEIGNANTS AU QUÉBEC ET EN ONTARIO : UNE ANALYSE SOCIOLOGIQUE NÉOWÉBÉRIENNE","authors":"Adriana Morales-Perlaza, M. Tardif","doi":"10.7202/1060859AR","DOIUrl":"https://doi.org/10.7202/1060859AR","url":null,"abstract":"En lien avec la question de la professionnalisation de l’enseignement, cet article presente une analyse de l’evolution historique et sociologique du savoir professionnel a la base de la formation des enseignants au Quebec et en Ontario a travers l’approche neoweberienne en sociologie des professions. A partir d’une recherche documentaire, nous concluons que dans les annees1950-1960 la mise en place d’un savoir rationnel theorique se realise de maniere differenciee, cette rationalisation etant basee sur une pedagogie scientifique au Quebec et sur l’education liberale en Ontario. Malgre l’arrivee d’une « rationalite pratique » dans les annees 1990 dans les deux provinces, les changements des annees subsequentes retiendront certaines conceptions des annees 1950-1960, celles-ci ayant une influence importante sur les structures actuelles de la formation. THE EVOLUTION OF TEACHERS’ PROFESSIONAL KNOWLEDGE IN QUEBEC AND ONTARIO: A NEO-WEBERIAN SOCIOLOGICAL ANALYSIS Related to the question of the professionalization of teaching, this article presents an analysis of the historical and sociological evolution of teachers’ professional knowledge in Quebec and Ontario through the Neo-Weberian approach in the sociology of professions. Employing a review of literature, we conclude that the implementation of theoretical rational knowledge in the years 1950-1960 is carried out in a differentiated manner, with this rationalization being based on a scientific pedagogy in Quebec and on liberal education in Ontario. Despite the arrival of a “practical rationality” in the 1990s in the two provinces, the changes of subsequent years retain certain conceptions from the 1950s and 1960s, which have had a major influence on the current structures of teacher education programs.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42863331","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 PEDAGOGICAL IMPARTIALITY REQUIREMENT IN QUEBEC’S ETHICS AND RELIGIOUS CULTURE CURRICULUM: IS IT CONSISTENT WITH TEACHER AUTONOMY AND CHARTER RIGHTS? 魁北克伦理与宗教文化课程中的教学公正性要求：它是否符合教师自主权和章程权利？

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McGill Journal of Education Pub Date : 2019-06-03 DOI: 10.7202/1060858AR

B. Maxwell

{"title":"THE PEDAGOGICAL IMPARTIALITY REQUIREMENT IN QUEBEC’S ETHICS AND RELIGIOUS CULTURE CURRICULUM: IS IT CONSISTENT WITH TEACHER AUTONOMY AND CHARTER RIGHTS?","authors":"B. Maxwell","doi":"10.7202/1060858AR","DOIUrl":"https://doi.org/10.7202/1060858AR","url":null,"abstract":"Quebec’s Ethics and Religious Culture program (ERC) requires teachers to adopt a professional stance of pedagogical impartiality. This article examines the complex regulatory framework surrounding the impartiality requirement from the perspectives of teachers’ legally recognized right to professional autonomy, their constitutional rights to religious freedom and freedom of expression, and the related issue of impartiality as a pedagogical device when teaching about controversial issues. The paper’s brief review of the jurisprudence does not support a decisive answer to the question of whether the legal basis of the impartiality ERC’s impartiality requirement is sound. However, it does reveal that the impartiality requirement is more legally fragile than it might appear at first glance. L’EXIGENCE D’IMPARTIALITY EN ETHIQUE ET CULTURE RELIGIEUSE : EST-ELLE CONFORME A L’AUTOMIE PROFESSIONNELLE DES ENSEIGNANTS ET LES DROITS GARANTIS PAR LA CHARTE? Le programme d’Ethique et culture religieuse (ECR) impose a ceux qui l’enseigne une obligation d’assumer une posture professionnelle empreinte d’impartialite. Cet article propose une analyse de l’encadrement reglementaire entourant cette exigence d’impartialite du point de vue du droit des enseignants quebecois a l’autonomie professionnelle, leur droit constitutionnel a la liberte d’expression et a la liberte religieuse et l’enjeux connexe de l’impartialite enseignante comme un outil pedagogique disponible aux enseignants lorsqu’ils abordent des questions sensibles en classe. L’examen de la jurisprudence propose dans ce texte laisse la question ouverte quant a la validite juridique de l’exigence d’impartialite. Cependant, tout indique que l’encadrement reglementaire lie a l’exigence d’impartialite en ECR comprend de serieuses lacunes.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44348851","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

Book Review: PENNY HAWORTH & CHERYL CRAIG (Eds.). The Career Trajectories of English Language Teachers. (2016). 书评:潘妮·霍沃斯和谢丽尔·克雷格(编辑)。英语教师的职业发展轨迹。(2016)。

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McGill Journal of Education Pub Date : 2019-06-03 DOI: 10.7202/1060865AR

Philippa Parks

引用次数: 0

Volume 53 Number 2: Editorial 第53卷第2号:社论

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McGill Journal of Education Pub Date : 2019-03-29 DOI: 10.7202/1058394ar

引用次数: 0

Volume 53 Number 3: Editorial 第53卷第3号:社论

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