bluuebunny/crossref_metadata_2025 huggingface dataset:
Monocultivos e industrias extractivas en Guatemala: ¿Qué relación tienen la deficiencia institucional, la falta de investigación científica y los impactos ambientales?
Authors: Escobar-Anleu Bárbara I.
Published: April 2021

Guatemala es considerado uno de los países megadiversos a nivel mundial. En conjunto, estos países albergan más del 70 % de biodiversidad del planeta, en tan sólo alrededor del 10 % de su territorio. Debido a la diversidad de recursos naturales, no resulta extraño que la economía del país dependa principalmente de estos. El ser una potencia mundial en biodiversidad podría representar múltiples ventajas y oportunidades, pero en realidad la degradación de los recursos naturales es histórica y persiste. Los monocultivos y la industria extractiva son ejemplos de actividades económicas que se han expandido en la región, contribuyendo al deterioro de los recursos naturales. Existe una paradoja, «la maldición de los recursos naturales», la cual se refiere a la situación en que países con muchos recursos naturales, suelen tener bajas tasas de crecimiento económico y una explicación es la debilidad institucional. El que existan deficiencias institucionales se relaciona con falta en cumplimiento de ley, una ineficiente regulación y manejo de recursos naturales y su consiguiente degradación. Si a esto agregamos que Guatemala invierte apenas el 0.029% del PIB en actividades de investigación, hallamos otra explicación a estas deficiencias, ya que las instituciones no tienen datos para tomar decisiones fundamentadas. Así se vincula el deterioro ambiental con las deficiencias institucionales, lo cual también se relaciona con poca investigación y reducido crecimiento económico. Aunque estos vínculos rara vez se resaltan, es necesario hacerlo para comprender y promover cambios dentro de un sistema explotador de recursos, que afecta la calidad de vida de los guatemaltecos.
La determinación social de la enfermedad renal crónica de causas no tradicionales (ERCnT) en Guatemala
Authors: Cerón Alejandro
Published: April 2021

La Enfermedad Renal Crónica de Causas no Tradicionales (ERCnT) ha aumentado en los últimos veinte años, convirtiéndose en un problema de salud pública importante que se observa principalmente en países de Centroamérica y Asia, afectando principalmente a trabajadores agrícolas jóvenes. La presencia de factores de riesgo relacionados con toxinas, medio ambiente y condiciones laborales sugiere una causa multifactorial, la cual puede que involucre la exposición a agroquímicos, contaminantes ambientales, y episodios repetidos de deshidratación. La comprensión de las condiciones sociales que unen estos factores en grupos específicos de población es fundamental para el desarrollo de programas de salud pública tendientes a la prevención de esta epidemia devastadora. Luego de presentar brevemente los antecedentes, este ensayo discute el paradigma de causalidad de la enfermedad implícito en la literatura disponible sobre ERCnT, concretamente la “multicausalidad”, sitúa el enfoque en su contexto histórico, y presenta sus fortalezas y limitaciones. Luego, el ensayo presenta dos paradigmas de causalidad que podrían ayudar a avanzar en la investigación sobre las causas de la enfermedad, específicamente los enfoques socioecológico y de determinación social de la salud. El ensayo concluye con recomendaciones para una agenda de investigación e intervención que enfoque en explicar las causas de la ERCnT.
La enfermedad renal crónica de causa no tradicional (ERCnT): una visión desde la protección social y la economía preventiva
Authors: Balsells Edgar
Published: April 2021

La presente es una ponencia presentada durante la realización del Seminario de Enfermedad Renal Crónica no Tradicional, celebrado en ciudad de Guatemala en junio de 2019. El mismo busca el enfoque de tal enfermedad desde una perspectiva económica de costos, y previsión en la seguridad social, buscando el ahorro de prestaciones pecuniarias en materia de discapacidad para los trabajadores de arduas tareas agrícolas estacionales, principalmente en la costa sur. El enfoque se efectúa desde el ámbito de la Economía Preventiva, y las experiencias en costos sociales del autor, concluyendo que tal enfermedad se encuentra en ascenso y amerita de políticas de salud curativa y preventiva, para impedir la discapacidad de trabajadores agrícolas muy jóvenes, quienes gracias a una resolución especial de la Junta Directiva del Instituto Guatemalteco de Seguridad Social (Igss), son cubiertos.
Sobrevivencia de pacientes con Enfermedad Renal Crónica Tradicional y no Tradicional en clínicas de hemodiálisis del Instituto Guatemalteco de Seguridad Social de Escuintla, Suchitepéquez y Retalhuleu, Guatemala
Authors: Cano Jaqueline C. , García Elizabeth M. , Zapon Oscar A. , Soto Angela R. , Mazariegos Cindy P. , Velásquez Stephany I. , Guzman Ana E. , Choco Andre , Sánchez-Polo Vicente , Lange Karla , Arroyo Gerardo
Published: April 2021

A nivel mundial, la enfermedad renal crónica (ERC), representa un problema de salud ingente, con un incremento de 82.3 % de muertes en las últimas dos décadas, ya sea por la ERC secundaria a diabetes o hipertensión arterial entre otras, o la enfermedadrenal crónica de causa no tradicional (ERCnT), relacionada con las condiciones extremas de trabajo agrícola en Mesoamérica, la inadecuada rehidratación y al estrés por calor. Debido a la falta de datos sobre las características epidemiológicas de estasenfermedades, se realizó un estudio sobre la sobrevivencia de 55 pacientes con ERC y ERCnT, en tres departamentos de la costa sur de Guatemala, por medio de un estudio transversal retrospectivo en pacientes en estadio V con tratamiento de hemodiálisisen el Instituto Guatemalteco de Seguridad Social (IGSS). Se aplicó el análisis estadístico de Kaplan-Meier para calcular las tasas de sobrevivencia a 5 años. Se determinó que la ERCnT tiene una mayor sobrevivencia (69.6 %) con respecto a ERC (38.9 %) yuna mayor tasa de sobrevivencia en mujeres (58.8 %) que en hombres (47.4 %). Al comparar las vías de acceso vascular en la hemodiálisis, los pacientes con fístula tienen menor tasa de mortalidad (22.9) que los que utilizaban catéter (39.0). La tasa de incidencia de mortalidad general en pacientes con ERC y ERCnT durante el período de enero de 2013 a agosto 2019 fue de 29.1 por 100 años/personas. La mayor tasa de mortalidad en estos pacientes estuvo asociada a eventos cardiovasculares (36.4 %).
Evaluación anual del fitoplancton y su respuesta a la calidad de agua en el lago de Amatitlán, Guatemala
Authors: Rodas-Pernillo Evelyn , Vasquez-Moscoso Camila A.
Published: April 2021

Se realizó un estudio sobre la composición y abundancia del fitoplancton en el lago de Amatitlán, y el efecto de la calidad de agua sobre su biodiversidad. Para ello, se colectaron muestras de agua en cuatro puntos específicos del lago, en la superficie del agua y a profundidades de 5, 10 y 20 m, de manera mensual durante el 2017. Se midieron parámetros fisicoquímicos in situ como temperatura y pH. Igualmente, se identificaron y contabilizaron cianobacterias y microalgas. El índice de estado trófico (IETP) catalogó al lago como eutrófico e hipertrófico(IETP = 63.80-88.18). Se reportan 34 géneros de fitoplancton distribuidos en 30 familias, 17 órdenes y 10 clases. Los indicadores biológicos, tales como, floraciones algales de Microcystis (38.41%), baja diversidad de diatomeas (Nitzschia, Aulacoseira y Cyclotella) , presencia de microalgas Nitzschia y Scenedesmus resistentes a procesos de eutrofización, y alta concentración de coliformes fecales, de hasta 24,000 NMP/100 ml, evidenciaron la baja calidad de agua que se presenta en el lago de Amatitlán. En época seca se encontró más diversidad de microalgas debido a la mayor incidencia de radiación solar, el poco recambio de agua y la acumulación de materia orgánica.Aunque esto varía con los cambios en la concentración de nitrógeno total (NT) y fosforo total (PT), que potencian la proliferación de cianobacterias tóxicas. La biodiversidad del lago fue baja debido al estado hipereutrófico en que se encuentra. Se recomienda poner en funcionamiento plantas de tratamiento de aguas residuales para evitar que esta problemática continúe.
Biomarcadores suPAR y citocinas en la detección temprana de cáncer gástrico
Authors: Villagran-Blanco Carmen I
Published: April 2021

El cáncer gástrico (CG) es un problema prevalente a nivel mundial, presentándose aproximadamente 18 millones de casos nuevos en el año 2018, representa el 5.7% del total de cánceres, siendo la quinta neoplasia maligna más común en el mundo. En Guatemala se sitúa entre los primeros cinco cánceres respecto a morbilidad y mortalidad. El CG se ha asociado de manera contundente a infección por Helicobacter pylori el cual desencadena un proceso inflamatorio crónico; adicionalmente algunas cepas de H. pylori producen toxinas bacterianas capaces de inducir cambios celulares que conllevan al desarrollo del proceso neoplásico. La alta mortalidad por CG en parte, se relaciona con la etapa tardía en la que se diagnostica ya que se requiere el uso de métodos invasivos, lo que dificulta su detección temprana. El objetivo de la presente revisión, fue realizar una narrativa de los estudios y las evidencias científicas, respecto de la identificación de biomarcadores séricos en la detección temprana del cáncer gástrico. Se revisaron dos tipos de biomarcadores, la proteína soluble uPAR (suPAR) que es el receptor del activador del plasminógeno (uroquinasa) y promotora de angiogénesis y por otro lado, la detección sérica de las citocinas IL-1?, IL-6, TNF?, IL-10, IFN?, IL-4 e IL-17 en el CG así como su potencial utilidad en su detección temprana. Estos biomarcadores fueron seleccionados por la ventaja que tendrían de ser métodos no invasivos que podrían mejorar la detección, tratamiento y pronóstico de esta enfermedad.
Voluntary and mandatory use of face mask by pedestrians in Guatemala City during the COVID-19 pandemic
Authors: Guerra-Centeno Dennis , Burmester-Ruiz Luisa , Guerra-Burmester Paula , Guerra-Burmester Dennis , Villatoro-Paz Federico
Published: April 2021

The COVID-19 pandemic has currently affected more than 200 countries and caused around four million cases. Face masks are recommended for preventing the contagion. The Guatemalan government issued a decree  for the mandatory use of face masks in public places. In order to find out the frequency of voluntary and mandatory use of face masks by Guatemalans we conducted a case study divided in two episodes (pre and post mandatory use decree) by driving a 27.8 km car transect through 11 of the 22 zones of Guatemala City and observing the use of face mask by pedestrians walking on the sides of the transect. Pedestrians were visually classified by age category (children [< 12 years], juveniles [12-21 years], adults [21-65 years] and elders [> 65 years]) and gender. During the pre-decree observation, we registered 476 individuals using a face mask and 674 not using or using them improperly. During the post-decree observation, we registered 797 individuals using face mask and 211 not using or using them improperly. In general, the frequency of face mask use was higher in the post-decree sample. Males used masks less frequent than females, especially the elders and before the decree became mandatory. Although the mandatory use decree managed to increase the frequency of the use of the mask, there is a portion of the population that is not using it or that is using it improperly, so this should be considered by the health authorities who are dealing with the COVID-19 pandemic.
Conocimiento y prácticas relacionadas con control y prevención de COVID-19 en trabajadores de la salud
Authors: Maldonado Briones Herberth G. , Melgar Toledo Mario A. , Sandoval Paiz Nancy V.
Published: April 2021

La enfermedad por coronavirus 2019 (COVID-19) ha afectado a los trabajadores de la salud (TS) quienes suman riesgo de exposición en la comunidad y el trabajo. El conocimiento y preparación son fundamentales, sin embargo, durante la pandemia se han suspendido las actividades presenciales de formación-capacitación. El objetivo de este estudio fue determinar si la educación en línea genera una diferencia en el conocimiento y práctica de prevención y control de infecciones (PCI) para la COVID-19 en TS. Previo consentimiento, se administró un cuestionario antes-después a los participantes de un curso de PCI en línea. Para la evaluación de conocimientos y prácticas se diseñaron preguntas tipo Likert con valores de 1 a 5, realizando el análisis con la prueba no paramétrica de rangos con signo de Wilcoxon para muestras relacionadas. En 345 participantes, la mediana fue 30 (RIC 15) años, femenino (224, 65%), residentes en el departamento de Guatemala (221, 57%), labora en sector público (155, 44.9%), sector privado (154, 44.6%), y seguro social (29, 8.4%). La evaluación antes-después mostró diferencia significativa de la brecha existente en el conocimiento y las prácticas de PCI (p < .05). La mayor brecha se observó en el autocuidado de la salud física, mental y nutricional. En las percepciones, uno de cada tres encuestados manifestó temor a sufrir estigma en caso de resultar infectados. La educación y entrenamiento en PCI es esencial ante una enfermedad altamente contagiosa que amenaza la salud y seguridad de los TS, principalmente en entornos sanitarios con recursos limitados.
Falta de evidencia de transmisión vertical y hallazgos histopatológicos en restos placentarios de pacientes con diagnóstico de Síndrome Respiratorio Agudo Severo por Coronavirus 2 (SARS-CoV-2) en Guatemala
Authors: Hernandez Elisa , Rodas Orlando , Barrios Juan C. , Carías Camilo , Pérez Vivian
Published: April 2021

El primer caso de infección por el virus SARS-CoV-2, fue reportado en la ciudad de Wuhan, China en diciembre de 2019. Desde entonces la enfermedad se ha dispersado a más de 188 países, confirmándose más de 53 millones de casos a nivel mundial. El 13 de marzo de 2020 se reportó el primer caso de COVID-19 en Guatemala y, a mediados del mes de noviembre, se han reportado más de 116,000 casos, 4,000 fallecidos y 106,000 recuperados; con una tasa de mortalidad de 23 por cada 100,000 habitantes y una letalidad del 3.4%. Hasta ahora, la literatura científica disponible abarca ciertos aspectos de salud reproductiva, mientras se continúa recopilando más información que permita conocer más de su impacto real durante el proceso infeccioso y las secuelas derivadas de éste. La presente es una revisión histopatológica de restos placentarios de tres mujeres con resultado positivo para SARS-CoV-2, ingresadas en un hospital privado de la Ciudad de Guatemala. El examen histopatológico del tejido placentario aporta información importante sobre la salud de la madre y del feto. Todos los casos revelaron signos macroscópicos y microscópicos de disfunción placentaria por mala perfusión vascular materna, con formación de infartos hemorrágicos y daño placentario asociado con efectos adversos en el embarazo. Agregando a esto, dos neonatos presentaron un resultado negativo para SARS-CoV-2 y uno falleció. Es de suma importancia el estudio de la placenta de madres positivas a SARS-CoV-2 para conocer el rol de esta durante el embarazo y también, indagar en la posibilidad de transmisión vertical.
Investigating the Impact of Weekly Weblog Assignments on the Learning Environment of a Secondary Biology Course
Authors: Brunsell Eric , Cimino Christopher
Published: April 2021

A weblog, or blog, presents an intriguing way to create a collaborative space within a traditional classroom structure. Well-constructed blog assignments may provide a safe environment and encourage a collaborative learning culture. This study explores the use of blog-based assignments on student participation in a high school biology course. Data collected from field notes, surveys, student interviews, and quiz scores provided evidence that the blog assignments had a positive impact on in-class participation rate, self-directed research, achievement, and classroom environment.Keywords: weblog; blog; blog-based assignments
Educators’ Perceptions of Uses, Constraints, and Successful Practices of Backchanneling
Authors: Toledo Cheri , Peters Sharon
Published: April 2021

This qualitative study sought to explore participants’ perceptions of the impact of web-based backchanneling conversations in a variety of learning environments. Backchannels, forms of instant message conversations, take place during synchronous learning sessions. Online interviews with educators from Canada and the United States revealed their perceptions of the uses, constraints, and successful practices of backchanneling. Educators in the study saw backchanneling as a non-disruptive, non-subversive, collaborative activity that expanded participation and interactions; an approach applied with intentionality to enhance learning. Six themes emerged from the data: backchanneling for professional development and networking; backchanneling for engagement; constraints of backchanneling; changes in teacher and/or learner perspectives; examples of backchanneling in educational settings; and suggestions for successful backchanneling.Keywords: web-based backchanneling; learning environments; professional development; networking
What’s Your Story? A Book Review of Leah Fowler’s A Curriculum of Difficulty: Narrative Research in Education and the Practice of Teaching (2006)
Authors: Mitchell Lisa A.
Published: April 2021

This is a book review of Leah Fowler’s (2006) book entitled, A Curriculum of Difficulty: Narrative Research and the Practice of Teaching. This review was written as a complementary piece for Lisa A. Mitchell’s (2010) paper entitled, A Continuum of Learning: Enhancing Connections Between Teacher-Candidates and Education Graduate Students Through a Narrative Framework, which can also be found in this issue of in education.
Carrying Stories From the Outside In: A Collaborative Narrative Into a Teacher Education Community
Authors: Griffin Shelley M. , Ciuffetelli Parker Darlene , Kitchen Julian
Published: April 2021

As three professors working collaboratively in teacher education, we reflect on our participation as former graduate students in narrative research circles facilitated by Dr. Jean Clandinin (University of Alberta) and Dr. Michael Connelly (Ontario Institute for Studies in Education, University of Toronto).  By drawing upon the stories that we carry from institutions outside Brock University, we inquire into how our narrative experiences inform our current positioning within a teacher education community.  Situating our work within social constructionism and narrative inquiry honours our relational, co-constructed work.  Reflecting on three central questions regarding our individual research circle experiences assists in understanding how our narratives overlap with our current community.  We draw attention to unspoken tensions that are embedded while working in relation.  We invite other scholars to consider how collaborative research circle experiences can be a powerful form of living in community and a means of enhancing scholarly writing and practice.Keywords: research circle; research writing; teacher education; narrative inquiry; social constructionism; self-study
Integral Development and Educational Renewal in Saskatchewan: A Visionary Process
Authors: Wotherspoon Barbara
Published: April 2021

“We must educate to survive, critique and create.” (Berry, as cited in O’Sullivan, 1999, p. 8) Transformative educators such as Thomas Berry, Brian Swimme, and Edmund O’Sullivan believe that the time has come for a shift away from the dominant Western educational ideology that focuses on achievement, individualism, and material success. They propose that education must become more than a system of banking information and standardized testing, and educators must be prepared to operate out of a much larger integrated worldview. They suggest that schools must provide balanced non-dualistic education that values students more for who they are than what they can achieve. In June 2008, the Saskatchewan Ministry of Education published a document which addresses similar concerns to those raised by Berry, Swimme, and O’Sullivan. The document entitled Renewed Objectives for the Common Essential Learning of Critical and Creative Thinking (CCT) and Personal and Social Development (PSD) recommends a number of key changes to existing educational policy in the areas of emotional, social and spiritual formation. The recommendations place emphasis on spiritual development, environmental awareness, ecological principles, human diversity, creative-ability development, and community-based achievement. This paper analyzes the educational need for renewal of current Western ideology and it supports the revamping of policy as proposed by the 2008 Ministry of Education document. It also discusses how the three principles of O’Sullivan’s (1999) integral development theory towards transformative education may be helpful for enhancing the effective implementation of the 2008 CCT and PSD Ministry of Education document.Keywords: integrated education; transformative education
Remembering Why: The Role of Story in Educational Research
Authors: Binder Marni
Published: April 2021

This paper examines the role of story in educational research as an empowering method of inquiry. By stepping back and remembering why, the author retells a professional story of practice between her and a colleague, exploring Vivian Gussin Paley’s story play in a Grade 1/2 inner city classroom. Moving in and through past and present experiences illustrates the need for story in researching professional practice, the significance of story as a powerful research tool, and the profound understanding of teaching and learning that unfolds as a result of such collaborations. Story creates an ethos in the teaching and research community, uniting theory and practice into a visible partnership.Keywords: story; educational research; theory and practice
Is There a Need for Healing in the Classroom? Exploring Trauma-Informed Education for Aboriginal Mature Students
Authors: Mordoch Elaine , Gaywish Rainey
Published: April 2021

In this paper, we describe a perplexing pattern of behaviours in mature Aboriginal students in university studies who appear capable of being successful to complete course work, but fail due to incompletion of academic work.  Despite numerous strategies to provide students with opportunities for success, these students' behaviours remain perplexing.  Considering the prevalence of trauma (accident, violence, suicide) in the Aboriginal population and the intergenerational trauma of the residential school experience, we examine trauma-informed care principles and their adaption to educational systems as a potential strategy to mitigate this problem.  A conceptual framework based on an Indigenous knowledge perspective of Four Lodges guides the discussion of this issue.Keywords: mature students; Aboriginal students; intergenerational trauma; residential school; care
Challenging Hierarchy: Narrative Ruminations on Leadership in Education
Authors: Leggo Carl
Published: April 2021

Everybody involved in education is a potential educational leader. Consequently, leadership is everybody’s responsibility, either in a designated role of leadership or in supporting those in formal positions of leadership. This essay invites readers to consider the value of telling stories about our lived experiences with educational leadership. We as educators need to learn how to engage in dialogue with one another, how to support one another, and how to live creatively with one another. We need new stories, more complex, intricate, and eloquent narratives that conceive, compose, and imagine our relationships with one another. We need new myths or at least we need to engage in a process of constantly reviewing and revising the myths that we live by. Our lives in schools and outside schools are located (called together) in stories. So, in this essay, I offer a few stories from a long life of teaching, stories that I anticipate might raise questions for educators about how we compose and sustain more creative relationships among all of us in our different roles. I focus on heart, humility, health, and hope as four familiar concepts in teaching and learning in order to contribute to a conversation that is ongoing, always in process, and never definitive. As educators, we need to communicate, respond to, evaluate, and transform our stories by infusing our pedagogy with heart, humility, health, and hope. Our stories shape our identities, compose our relationships, and create possibilities for learning to live well with one another.Keywords: educational leadership; hierarchy; narrative
Becoming Pedagogical: Sustaining Hearts With Living Credos
Authors: Leggo Carl , Irwin Rita L.
Published: April 2021

From September to December 2009, a class of teacher candidates completed a Bachelor of Education course titled English Language Arts: Secondary Curriculum and Instruction. The instructor introduced himself at the beginning of the course as an a/r/tographer who is an artist, a researcher, and a teacher. He invited students to think about the possibilities of their being a/r/tographers, and to think about how they live in the world, as well as in their new emerging identities in the Bachelor of Education program, as artists and researchers and teachers. The teacher candidates were invited to think about how they werebecoming pedagogical, and how they could sustain their hearts in the dynamic and complex process of becoming pedagogical.They were reminded that teacher candidates are not learning a toolbox of skills and strategies for teaching; they are learning how to navigate the tangled and complex world of human beings in communities called schools.Keywords: teacher education; lifewriting; a/r/tography; credo; creativity
Unpacking Our White Privilege: Reflecting on Our Teaching Practice
Authors: Burleigh Dawn , Burm Sarah
Published: April 2021

MacIntyre (1981) asks, “Of what stories do I find myself a part?” (p. 201). As teachers working in an Indigenous context, we found ourselves telling stories that had moments of tension between our Eurocentric ways of knowing and the Indigenous context in which we taught. This intersection has prompted our research. We ask two questions in this inquiry: What can our experiences as non-Indigenous teachers in an Indigenous community offer us in our understanding as new researchers in the field of Indigenous education, and how can our teaching narratives further preservice teachers’ understandings of teaching Indigenous students? Through critical White studies, our research examines White privilege, power, and position and begins to unearth the experiences of teaching as non-Indigenous educators in a remote Indigenous community in Ontario, Canada. Narrative inquiry and autoethnographic methods connect our stories to greater social, political, and cultural discourses. These stories serve to disrupt the dominant discourse that divides and others the complexities of Indigenous education. This work will interrogate and unpack our White privilege and power and will serve to assist preservice teachers in their understanding of teaching within Indigenous contexts.Keywords: Indigenous education; narrative inquiry; critical White studies; teacher education
You Don’t Know Me: Adolescent Identity Development Through Poetry Performance
Authors: Hughes Janette Michelle , Morrison Laura Jane , Hoogland Cornelia
Published: April 2021

Our study concerns adolescents using poetry writing as an interrogative and creative means of shaping and creating “voices” or “identities.” Toronto-based high school students were challenged to be creators (rather than solely consumers) of available social practices within a digital landscape using mobile devices and social networking platforms. The students engaged in the processes of creating poetry that included experimentation with form (including spoken word, found, and rhyming couplet poetry), research, and writing-induced challenges of received ideas. Their creations of their multiple “Resonant Voices,” which in some cases were powerful statements of self-discovery and social criticism, were further amplified because they occurred in a formal educational setting.Keywords: adolescents; identity; digital literacies; multiliteracies; poetry; social practices; social networking sites; Facebook; pedagogy; mobile devices; Android app; poetic inquiry; metacognitive
Liminal Lives: Navigating the Spaces Between (Poet and Scholar)
Authors: Clarke C. L.
Published: April 2021

This paper focuses on the importance of narrative beginnings to narrative inquiry, arguing that an examination of narrative beginnings is essential to positioning the researcher within the research. Through a series of personal poems, I unpack the significance of my own autobiographical beginnings from a narrative perspective, and from my proposed research on life and learning on the edges of community. In this paper, I also highlight the efficacy of employing poetic representation within a narrative inquiry. Through poetic representation, I demonstrate the liminal nature of understanding field texts and interim field texts as determined by the context of the three-dimensional narrative inquiry space, encompassing temporality, sociality, and place.    Keywords: narrative inquiry; poetic representation; poetic inquiry; three-dimensional narrative inquiry space; marginalization; community; identity
Synthesis: A Poetic Exploration of the Integral Model Investigating the Interconnected Strands of Mindfulness in Our Educational Landscapes
Authors: Holmes Kimberley
Published: April 2021

As a researcher, I am seeking a mode of inquiry that would allow for a reflection on mindfulness and the role it plays in curriculum and learning. Needing to merge my personal voice with the diverse educational landscape, I found that poetic storytelling allowed me to “present possibilities for understanding the complex, mysterious, even ineffable experiences that comprise human living” (Chambers, Hasbe-Ludt, Leggo, & Sinner, 2012, p. xx). Using first-person auto-ethnographical narrative as a research methodology and the Integral Model as a theoretical framework (Wilber, 2000, 2006, Wilber, Patten, Leonard, & Morelli, 2008), the interconnected strands of mindfulness are synthesized within the four quadrants of the model. Self, Science, Storytelling, and Systems are components of mindfulness that together formulate a holistic understanding as “integral theory weaves together the significant insights from all major human disciplines of knowledge, including natural and social science as well as the arts and the humanities” (Visser, 2003).Keywords: education; narrative inquiry; qualitative research
The Radiance of the Small
Authors: Fidyk Alexandra , Neilsen Glenn Lorri , Nudelman Merle
Published: April 2021

The challenge and conundrum are to integrate within ourselves the dark/light cycles of the natural world, yet flourish in times of grief and pain. But how does one lose and be grateful? How does one create harmony between body and soul? Here we explore the lessons of a snail wedded to the earth, astute in its slowness, in its minute shadow; we listen for the small-throated life; we adopt the unapologetic, razor eyes of the raven. Questions lived and explored evoke shadow-answers and other questions. What lessons can be culled in the light of healing? What can we learn by entering moments closely? The suddenness of a death can bring us back to the radiance of the small: to see by means of black and to be at home in suffering.  Keywords: radiance; suffering; alchemy; mystery; descent; paradox; black
A Framework of Creative Education
Authors: Tsai Kuan Chen
Published: April 2021

The purpose of this article is to propose a theoretical framework for creative education, which consists of three dimensions: initiation, operation, and content. I will first review the creativity literature in education, and then go on to demarcate three levels with several components that are necessary to a pedagogical practice for creative education from the perspectives of psychology. I then discuss the embedded attributes of this framework with further descriptions. Finally, implications for the implementation of the framework are also discussed. It is hoped that this work will encourage and enable more educators to take advantage of the existing literature and transform its insights into practice, thereby boosting students’ learning. Keywords: creative education; pedagogy; creativity; theoretical framework
Reading Silenced Narratives: A Curricular Journey into Innu Poetry and Reconciliation
Authors: Vaudrin-Charette Julie
Published: April 2021

Using a life writing research methodology in this article, I seek to understand the complexities implicated in reading silenced narratives as a way towards reconciling internations relationships. To do so, I weave in the poetical territories of Josephine Bacon, Innu poet from Pessiamit, Quebec. I analyse how a poetic text has created spaces for reinterpreting silence[s], that journey into and beyond my whispered narratives as an emerging, settler scholar and curriculum theorist. As I tune into several layers of silences, I examine the pedagogical implications lying within public and intimate territories of silenced narratives and the narrative(s) of silence(s) in our various practices as educators.Keywords: Postcolonialism; Indigenous education; educator's role; pedagogyFigure 1. A visual abstract is offered here as an alternative way to enter the space of silenced narratives of symbolic literacies (see Battiste, 1986).
Using Art-Based Ways of Knowing to Explore Leadership and Identity With Native American Deaf Women
Authors: Paris Damara Goff
Published: April 2021

During a phenomenological narrative study regarding the perspectives of leadership among women who are both Native and Deaf, a portion of the data collection focused on visual art as a means of interpreting what leadership meant to the participants. Participants produced visual imagery to impart their ways of knowing as women who negotiated their paths between two distinct cultures. Themes of identification with indigenous art forms, spirituality, and evolving self-identities were shared, with the participants leading the development of their artistic renderings.  The participant-created visual arts highlight the significance of non-verbal modes of inquiry within Indigenous and Deaf populations.Keywords: Indigenous; Native American; Deaf; Women; Art Inquiry; Identity
Kina’muanej Knjanjiji’naq mut ntakotmnew tli’lnu’ltik (In the Foreign Language, Let us Teach our Children not to be Ashamed of Being Mi’kmaq)
Authors: Julian Ashley , Denny Ida
Published: April 2021

Colonialism has assimilated and suppressed Indigenous languages across Turtle Island ( North America). A resurgence of language is needed for First Nation learners and educators and this resurgence is required if Indigenous people are going to revitalize, recover and reclaim Indigenous languages. The existing actions occurring within Indigenous communities contributing to language resurgence include immersion schools. Eskasoni First Nation opened its doors in September 2015 to a full immersion school separate from the English speaking educational centers. This move follows the introduction of Mi'kmaq immersion over ten years earlier within the English speaking school in the community. The Mi’kmaw immersion school includes the Ta’n L’nuey Etl-mawlukwatmumk Mi’kmaw Curriculum Development Centre that assists educators in translating educational curriculum from the dominant English language to Mi’kmaq. In this paper, stories are shared about the Eskasoni immersion program’s actions towards language resurgence through a desire-based lens, based on rich narratives from three Mi’kmaw immersion educators.
The Community Strength Model: A Proposal to Invest in Existing Aboriginal Intellectual Capital
Authors: Eady Michelle J.
Published: April 2021

Indigenous communities have strengths and wisdom beyond Westernized culture’s recognition and understanding. However, there continues to be significant difference in literacy and life skills between Indigenous and non-Indigenous adults. In this article, I reflect on a project that investigated how technology could best support adult literacy learners in an Australian Indigenous community. The project provided insights into how local people perceive the concept of literacy and the significant role it plays in critical thinking and quality decision making. The aim of my research was to create a set of principles to support adult literacy learners, which could be interpreted and applied on a global level. From this project, a new theoretical framework—the Community Strength Model—emerged. The cyclical model serves as a tool to assist researchers with conceptualizing the collective process of learning within an Indigenous culture, where being true to Indigenous knowledge and Indigenous ways of learning is imperative to successful outcomes. It also provides a structure to facilitate respectful research, which can be adapted for Indigenous communities globally.
A Review of Critical Mathematics Education: Theory, Praxis, and Reality
Authors: Sundeen Jeremy
Published: April 2021

Book Review of Critical Mathematics Education: Theory, Praxis, and Reality Ernest, P., Sriraman, B., & Ernest, N. (Eds). (2016). Critical mathematics education: Theory, praxis, and reality. Charlotte, NC: Information Age.
Changing Our Practices: Resisting Habits as an Approach to Self Study
Authors: Jollymore Craig , Rose Sherry , Sherman Ann
Published: April 2021

Since 2011, we have been working at an independent high school with a small group of teachers interested in studying their own teaching practices in ways that support both their individual and collective learning. The participating educators are engaged and challenged by their personal interests in deepening formative assessment practices while creating pedagogic practices that create classroom relevance for their students and themselves. For this paper, we have chosen to explore the self-study of one teacher’s journey, in which he engages in the process of examining his own practices, biases, beliefs, and his changing relationships with students. We set the stage for the individual study by discussing the complexity of the interactions between the university faculty and the independent school educators.Keywords: Self-study; professional development; teacher learning
Editorial
Authors: Lewis Patrick J
Published: April 2021

An Editorial for the Spring 2017 issue
Attrition, Retention, and Development of Early Career Teachers: Pan-Canadian Narratives
Authors: Kutsyuruba Benjamin , Walker Keith , Al Makhamreh Maha , Stroud Stasel Rebecca
Published: April 2021

Our pan-Canadian research study examined the differential impact of teacher induction and mentorship programs on the early-career teachers’ retention. This article details the stories from our interview participants (N=36) in relation to what their lived experiences were during their first years of teaching and how they dealt with the requirements, expectations, and challenges. Their narratives were analyzed through the lenses of early career teacher attrition, retention, and development. Our findings showed that despite geographic, contextual and policy differences, there were striking similarities in teachers’ lived experiences and in the impact of these experiences on their decisions to stay or leave and predispositions towards personal and professional development as teachers.
The Authoring of School Mathematics: Whose Story Is It Anyways?
Authors: Armstrong Alayne
Published: April 2021

In this essay, Armstrong connects the act of mathematical problem posing with that of authoring a story.
Innovating in the Margins of Teacher Education: Developing a Bridging Program for Internationally Educated Teachers
Authors: Wimmer Randolph , Young Beth , Xiao Jing
Published: April 2021

In this article, we discuss our recent and current efforts to offer an innovative form of ongoing teacher education designed explicitly for Internationally Educated Teachers (IETs), which might be considered a type of in-service teacher education. We share some of the observations of IETs who have completed the Faculty of Education’s Bridging Program at the University of Alberta as well as our own experiences. Aspects of the program’s curriculum are described such as its framework including the organization of a bridging seminar and field experiences/practicum. To provide context, we review relevant policies and the limited but valuable research from other Canadian bridging programs for IETs. We conclude with a discussion of the most significant changes we have made to practices at the University of Alberta and address the issue of sustainability.        Keywords: Internationally Educated Teachers (IETs); immigrant teachers; foreign-trained teachers; recertification; bridging programs for international teachers; teacher education; professional education; in-service teacher education for international teachers.
Unleashing the Learners: Teacher Self-Efficacy in Facilitating School-Based Makerspaces
Authors: Koole Marguerite , Anderson Kerry , Wilson Jay
Published: April 2021

This qualitative research project explored the key characteristics, attitudes, and experiences of makerspace facilitators in Saskatchewan. The aim was to gather knowledge and wisdom from early adopters of makerspace from a variety of contexts ranging from tinkerspaces to increasingly popular school-based spaces in order to inform early and career-educators of the skills and attitudes conducive to creating and leading dynamic activity spaces. The questions for the semi-structured interviews were based on Bandura’s (1977; 1997) self-efficacy expectations: performance accomplishments, vicarious experience, verbal persuasion, and emotional arousal. The findings align with those of other studies in that they point towards key areas of experience: the value of productive failure, relinquishing control, and modes of support. We conclude that there is a need to help preservice and early career educators to become prepared and confident makerspace facilitators. To this end, we offer four suggestions for new makerspace facilitators: aim towards unleashing, allow others to be the experts and leaders, celebrate success and failure, and  openly seek and offer support.

Keywords: makerspace, self-efficacy, motivation, early career educators, productive failure
Isu dan cabaran penggunaan MOOC dalam proses pengajaran dan pembelajaran
Authors: Zulkifli Norfarahi , Hamzah Mohd Isa , Abdul Razak Khadijah
Published: April 2021

Kemajuan teknologi masa kini menyaksikan perubahan dalam lanskap pendidikan yang banyak mengubah corak pengajaran dan pembelajaran masa kini seiring dengan pendidikan abad ke 21. Pelan Pembangunan Pendidikan Malaysia Pendidikan Tinggi (PPPM PT) 2015-2025 juga sangat memberi penekanan terhadap penggunaan teknologi maklumat dan transformasi penyampaian proses pengajaran dan pembelajaran. Pelan ini meletakkan lonjakan kesembilan iaitu pembelajaran dalam talian tahap global untuk transformasi sistem pendidikan dengan memanfaatkan teknologi maklumat bagi meningkatkan kualiti pembelajaran di Malaysia. Perkara ini juga bertepatan dengan Pendidikan 4.0 yang mengketengahkan kemahiran abad 21 yang sangat penting untuk diaplikasikan dalam pendidikan. Massive Open Online Courses (MOOC) merupakan satu platform yang diperkenalkan sebagai satu pendekatan baru dalam proses pengajaran dan pembelajaran. Walaupun MOOC didapati dapat menambahbaik pengajaran dan meningkatkan penglibatan pelajar, terdapat banyak kajian lepas menunjukkan kesediaan pelajar menggunakan MOOC masih berada di tahap sederhana. Justeru, kajian ini dijalankan untuk mengenalpasti halangan utama penggunaan MOOC dalam proses pengajaran dan pembelajaran serta mengenalpasti perbezaan dari segi halangan penggunaan MOOC oleh pelajar mengikut demografi di sebuah politeknik di zon selatan. Kajian secara kuantitatif ini dijalankan dengan mentadbir soal selidik kepada 213 orang pelajar untuk mendapatkan maklum balas. Data diukur dengan menggunakan skala likert 1 hingga 5 dan dianalisis menggunakan Statistical Package for Social Science (SPSS) untuk melihat analisis deskriptif dan inferensi kepada. Kesahan soal selidik juga telah dijalankan dan nilai alpha bagi soal selidik ialah, α = 0.887. Dapatan kajian menunjukkan sumber liputan internet/wifi menjadi halangan utama penggunaan MOOC dalam proses pengajaran dan pembelajaran walaupun pelajar memberikan komitmen dan bermotivasi untuk menggunakan MOOC.
Creative music making through composition workshop for higher education educators: An experiential learning
Authors: Salleh Marzelan , Mohamed Razali Camellia Siti Maya
Published: April 2021

This study looked into a way experiential learning was incorporated into a music course by having students participate in a workshop led by a subject matter expert. In the workshop, Passepartout Duo’s role as subject matter experts in the music field ensures an ideal experiential learning environment for composition music students to immerse themselves in order to develop new skills and knowledge. Passepartout Duo is a piano and percussion duo based in Germany, who performs and composes contemporary music. Passepartout Duo members are Nicoletta Favari (piano & keyboard) and Christopher Salvito (drums and percussion). The music composition workshop which ran for two consecutive days was presented in an informal group context introducing contemporary music. Participants and observers of the workshop included Malaysian music students of higher education institutions and professional composers. Participating composers composed original music pieces and worked together and were directly involved with Passepartout Duo in the creative processes required in creating their own music composition and the culmination of the workshop was a concert featuring music compositions from participating composers performed by the duo. Students attending the workshop were found to better grasp musical concepts, be more creative, and have a peek into the career as a composer. Implementing workshops into the music course also maximised learning for students and ensured the efficient development of the course.
Coping with the new norm: ICT-pedagogy integration awareness and competencies of TEI faculty
Authors: Gaboy Regidor G. , Mabalay Michael C. , Mananghaya Michael E. , Mercado Mark Gill Mateo , Romblon Belinda M.
Published: April 2021

This study examined the Information and Communications Technology (ICT) - pedagogy integration awareness and competencies of faculty members of a teacher education institution (TEI). Descriptive research method was employed through the use of survey questionnaire to collect data. Fifty (50) faculty members served as respondents in this study. Most of the respondents perceived themselves to be extremely aware of utilizing ICT tools/ equipment and moderately aware of using application software despite reporting that they were self-taught in acquiring basic ICT skills. They were also found to be proficient in terms of level of competency in integration. It was also discovered that most areas of their competency were significantly related to respondents’ awareness in using ICT. This paper suggests that higher education institutions should devise innovative teacher training programs that will increase the ICT pedagogy awareness and integration of teacher education faculty members.