bluuebunny/crossref_metadata_2025 huggingface dataset:
INTERVENÇÃO FISIOTERAPÊUTICA UROLÓGICA EM UM PACIENTE COM NEUROMIELITE ÓPTICA: ESTUDO DE CASO
Authors: Vilanova Alessandra Roberta Couto , Monteiro Eduardo Augusto Silva , Frazao Gabriel Augusto Picanço , Bastos Thalita da Rocha , Sá Fernanda Alencar Franco de , Correa Regina da Rocha , Santos Gleidiane Lorrana Sales Dos , Taveira Lesssandra Barros Moraes , Costa Jamilly Souza , Marinho Iris do Socorro dos Santos
Published: April 2021

O INTRODUÇÃO: A neuromielite óptica é uma doença que atinge principalmente acuidade visual através de neurite óptica e a função medular através da mielite transversa,ocasionando déficit sensitivo motor,inclusive distúrbios esfincterianos.OBJETIVO:Analisar a intervenção fisioterapêutica em um paciente com neuromielite óptica e assim compreender como a fisioterapia urológica pode melhorar a qualidade de vida desse paciente.METODOLOGIA:Foi realizado um estudo de caso da resposta terapêutica no paciente portador de neuromielite óptica.RESULTADOS:O paciente após a eletroestimulação da porção posterior do nervo tibial, a níveis sacrais e terapia comportamental apresentou melhora da urgência miccional, diminuição da frequência miccional e da noctúria. CONCLUSÃO:Observou-se o quanto a fisioterapia urológica contribui para regular a desordem vesico-intestinal e o controle esfincteriano, proporcionando melhor qualidade de vida ao paciente, ressaltando que não há protocolos específicos fisioterapêuticos para a doença de Devic.
Whole-genome sequence of bioactive streptomycete derived from mangrove forest in Malaysia, Streptomyces sp. MUSC 14
Authors: Ser Hooi-Leng , Tan Loh Teng-Hern , Tan Wen-Si , Yin Wai-Fong , Chan Kok-Gan
Published: April 2021

The contribution of streptomycetes to human health is undeniably important and significant, given that these filamentous microbes can produce interesting compounds that can be used to cure deadly infections and even cancer. Isolated from the east coast of Peninsular Malaysia, Streptomyces sp. MUSC 14 has shown significant antioxidant capacity. The current study explores the genomic potential of MUSC 14 via a genome mining approach. The genome size of MUSC 14 is 10,274,825 bp with G + C content of 71.3 %. AntiSMASH analysis revealed a total of nine biosynthetic gene clusters (with more than 80 % similarities to known gene clusters). This information serves as an important foundation for subsequent studies, particularly the purification and isolation of bioactive compounds by genetic manipulation techniques.
Survival of Makyung in Kelantan: The Challenge under the Federal Centric Environment
Authors:   Universiti Teknologi Mara, Mustafa Nurulhuda Adabiah , Abdullah Nuraisyah Chua , Mohd Dian Azni
Published: April 2021

Makyung is one of the many traditional performances from the Malaysian region that has shaped the Malay national cultural identity. It has been recognized as one of the Masterpieces of the Oral and Intangibles of Humanity in 2001 as well as part of intangible cultural heritage having significant cultural values propounded by the UNESCO International Convention for the Safeguarding of Intangible Cultural Heritage of 2003 (ICH Convention). However, the State of Kelantan had enacted the Entertainment Control and Places of Entertainment Enactment (1998) (KECE 1998) that clearly prohibits any entertainment containing prohibited elements according to Islamic principles. Currently, the performance of makyung was allowed with certain modifications but recently, there is an intention by the state government of Kelantan to prohibit Makyung totally. It is to be noted that there are overlapping powers between the Federal and the State jurisdictions with regard to the safeguarding of makyung. At federal level, the National Heritage Act 2005 (the NHA) is the existing law in Malaysia for the safeguarding of intangible cultural heritage inspired by the establishment of the ICH Convention. However, the NHA is a general law that is inadequate at giving comprehensive protection to makyung since heritage matter falls under the Concurrent List of the Ninth Schedule of the Federal Constitution where the State also has the legislative power to make law with regard to the same. In order to address this conflict, there is a need to examine the provisions in the Federal Constitutions, the NHA, KECE 1998 and evaluate to what extent these laws safeguard the performance of makyung. This study examines the conflicts in powers between both Federal and the State Legislations which powers are guaranteed by the Constitution. This study uses the qualitative research method, where a doctrinal research is conducted. This paper contends that, both powers must come to a compromise and meet halfway for the preservation of the heritage.
Small Steps Across the Chasm: Ideas for Embedding a Culture of Open Education in the University Sector
Authors: Harris Lisa , Warren Lorraine , Leah Jean , Ashleigh Melanie
Published: April 2021

The authors critique the commonly accepted notions of "digital native" students and the widening generation gap between them and "technophobic" faculty. Their case studies, from UK higher education, demonstrate that attempts to introduce new models of learning are inhibited by 1) prevailing structure and culture within universities and 2) expectations (or even a stated preference) for traditional delivery and assessment of knowledge by the students themselves. The authors recommend a strategy for more systemic integration of social technologies and new learning styles into the curriculum to help ensure that universities remain relevant and add value to learners and employers in the digital age.Keywords: digital native; technophobic; higher education; social technologies; learning styles
A Small-Scale Adventure Learning Activity and its Implications for Higher Education Practice and Research
Authors: Veletsianos George
Published: April 2021

In this paper, I discuss the implementation of a small-scale Adventure Learning project in a higher education classroom. Data used to evaluate the Adventure Learning project indicates that the learner experience was engaging, meaningful, fun, and challenging. Suggestions for future practice and research include a call to rethink education in terms of pedagogy, social technologies, creative curricula, authentic learning, and narrative. Higher education learning experiences should foster participation and interaction and envision integrative approaches to learning that not only solve problems but also reconsider the kinds of experiences that we offer to learners.Keywords: adventure learning; pedagogy; social technologies; higher education; narrative
Harnessing New Technologies to Teach Academic Writing to the Net Generation
Authors: Wiebe Sean , McAuley Sandy
Published: April 2021

While the ubiquity of Web 2.0 technologies disrupts conventional notions of schooling and literacy, its impact on learning is idiosyncratic at best. Taking the form of a dialogue based on the 15-week collaboration of two colleagues implementing an innovative 1st-year university writing course, this paper documents some of the successes and challenges they faced as they sought to create a space for those technologies in their classrooms.Keywords: Web 2.0; schooling and literacy; learning; higher education; new technologies
Here, There, and Everywhere: A Review of DIY U by Anya Kamenetz
Authors: Becker Jon , Stewart Meredith , Green Jason
Published: April 2021

Book Review: Here, There, and Everywhere: A Review of DIY U by Anya Kamenetz
Through a Stereoscopic Viewer: Transient Moments in Remembered Thyme
Authors: Morawski Cynthia M.
Published: April 2021

From the emulsion of images taken yesterday, we develop our engagement in time today—the then that is always changing into now. Weathered shutters close together. Driftwood shifts on rocky sand. Sedges grow among the seashells. Grasses ground a concert band. Seen through the sights of a stereoscopic viewer, the author uses both her word and image to travel through presents in retaken pasts—portals into the practice of her language arts classroom life. The thought of a carousel going round, turns writing into other ways for words to resound. The recollection of sepia on a rooftop at night changes voice into variegations of color and light. It is in these moments of remembered scenes that the author reconsiders what her teaching means.Keywords: writing; photographic inquiry; poetic inquiry; English Language Arts
Mathematics Teacher Educator Identity: A Conversation Between a Specialist and Generalist
Authors: Murphy M. Shaun , Glanfield Florence
Published: April 2021

In this paper we consider the ways the constructs of being a generalist and specialist in teaching have contributed to our stories to live by in mathematics teacher education. We employ narratives of experience to serve as frames for our discussion in this paper. We explore how our work in public schools contributed to our practice in teacher education and the ways this shapes our curriculum making with preservice teachers. Our stories to live by as mathematics educators highlight how curriculum is more than subject matter objectives and how we are shaped in our relationships with learners.Keywords: mathematics; generalist; specialist; curriculum; stories to live by; narrative inquiry
Not Making the Grade: A Narrative Inquiry Into Timmy’s Experiences With the Mandated Curriculum
Authors: Houle Sonia T.
Published: April 2021

This research draws on the experiences of a Grade 1 delayed reader, his parents, and his teachers, to show his lived curriculum across his home and school contexts.  This narrative inquiry is situated in the literature of curriculum studies, in the notions of the lived curriculum and curriculum-making.  Field texts include field notes from the classrooms, transcripts of conversations with the child, his parents, and his teachers.  For this paper, I illustrate the child’s experiences at the end of Grade 1, among the tensions created between the lived curriculum of a struggling reader, and the expectations of the mandated curriculum, which are shaped by institutional and sociocultural narratives.  My goal is to provide insight into making curriculum in schools that accounts for the lived curricula of all children.Keywords: lived curriculum; narrative inquiry; curriculum-making
Modeling in the Classroom: What Approaches are Effective to Improve Students' Writing?
Authors: Maynes Nancy , Scott Jeff
Published: April 2021

Effective writing is a learned skill, required to advance many forms of learning both in classroom contexts, and in job and career contexts. Previous research (Graham & Perin, 2007) has identified many strategies that promote improvements in students’ writing through a meta-analysis of research studies and previous meta-analyses. Other authors and researchers identify approaches to effective teaching (DeRiddler, 2002; Englemann, Becker, Carmine, & Gersten, 1988; McLaughlin, Gregory, Weber, & Stookey, 2005; Rosenshine, 1997; Stahl & Nagy, 2006; Waldrep, 2005). This study uses 10 of the 11 high impact writing strategies identified by previous writing research, as well as more general approaches to effective instruction, to examine the gain scores in three forms of writing by 81 students in Grades 3 to 6 classes to determine the combined effects of high impact approaches to writing on students’ ability to write definitions (concept clarification), compare, and write in argumentative formats.Keywords: writing strategies; effective instruction
Educational Relevance of the Arts in a Technocratic World
Authors: Glen Carla
Published: April 2021

Today, it is important to acknowledge our investment in the technologized visual culture world, but at the same time within that investment, allow for active participation in forms that press for engagement and reflection.  Theorized through phenomenology, embodiment, and performative inquiry, Arts’ Educational Relevance in a Technocratic World presents an awakening of space moments of possibilities through active and interactive participation in installation art forms that press for participatory inquiry, engagement, and reflection with our close entanglement with the technologically driven visual culture world, the world in which we dwell, in relationship to our selves and others.Keywords: visual culture; installation art; phenomenology; enactivism; performative inquiry
Michael Apple, Social Theory, Critical Transcendence, and the New Sociology: An Essay
Authors: Brown Douglas
Published: April 2021

Michael Apple has changed educational review and study significantly over the past 35 years.  He has written numerous books and articles, centering upon education and power, curriculum theory and research, cultural politics, critical pedagogy, as well as advancing the development of the democratic school.  Challenging social and political orthodoxy Michael Apple has altered the way scholars and educators approach schooling in North America, situating school life and schooling at the centre of educational theory and practice and, undeniable, social critique.  This essay reviews and appraises some of these changes.  It follows Michael Apple’s scholarship, acknowledging the theorists profound influence over educational theory and the critical process.Keywords: Critical Pedagogy; Michael Apple; Education; Resistance; New Sociology of Education
Disrupting Ignorance and Settler Identities: The Challenges of Preparing Beginning Teachers for Treaty Education
Authors: Tupper Jennifer
Published: April 2021

In the fall of 2008, the Provincial Government of Saskatchewan announced mandatory treaty education for all students in K-12 schooling.  Given the foundational importance of treaties and the treaty relationship to Canada, and ongoing reconciliation efforts with First Nations people, this initiative is to be celebrated.  However, a central concern exists regarding the implementation of treaty education in Saskatchewan schools. To that end, this paper discusses research, with 348 predominately white, teacher education candidates at the University of Regina, regarding their knowledge, (mis)understandings, and experiences with treaty education, in both grade school and university contexts.  Using critical race theory as a lens through which to conceptualize and make sense of the research, along with theories of ignorance as an epistemological exercise, the paper illustrates the imperative of enacting treaty education given (white) settler students struggles(and refusals) to connect their own social and economic privileges to treaties.Keywords: Treaty education; critical race theory; curriculum
Culturally Relational Education In and With an Indigenous Community
Authors: Donald Dwayne , Glanfield Florence , Sterenberg Gladys
Published: April 2021

The unfolding of our work with Eagle Flight First Nation prompts us to reflect deeply on what it means to do research in and with an Indigenous community.  This paper presents three stances that we considered when invited to “do research” in an Indigenous community around mathematics education: a mathematically deficit response, a culturally deficit response, and a culturally relational response.  By considering the meaning of culturally relational education as co-researchers alongside the community councillors, school staff, and children, we are seeking to honour meaningful engagements with Indigenous philosophies and knowledge systems as they are understood and lived by all in relation.Keywords: research; mathematics education; culturally relational education; Indigenous philosophy; Indigenous knowledge
Where the Boys Are—Contemporary Research Responds to the “Boys Problem” in Reading: A Review of Hammett & Sanford’s (2008), Boys, Girls & the Myths of Literacies and Learning
Authors: Lind Karen , McNeil Barbara , Mulholland Valerie , Pirbhai-Illich Fatima
Published: April 2021

A review of Roberta Hammett and Kathy Sanford’s (2008) Boys, Girls & the Myths of Literacies and Learning. Toronto: Canadian Scholars' Press.
Editorial
Authors: Lewis Patrick J.
Published: April 2021

An introduction to the Spring 2012 issue.
Editorial
Authors: Lewis Patrick
Published: April 2021

An introduction to the Autumn 2012 issue.
Walking Our Talk About Assessment With Preservice Teachers
Authors: Munroe Elizabeth , Foran Andrew , MacLeod Katarin , Graham Deborah , Lunney-Borden Lisa , Curry Anne
Published: April 2021

In this reflective study, six members of a Faculty of Education implemented or adapted research-informed assessment practices in their university Bachelor of Education teaching. These practices included aligning university course outcomes to assessment, separating achievement on university course outcomes from achievement of non-academic outcomes, collaboratively creating achievement indicators for provincial curriculum outcomes, co-constructing criteria with university students for assignments, setting up opportunities with university students for peer feedback before an assignment is submitted for marking, and administering and marking a test according to research-suggested practices. This article describes the implementation of these practices and analyzes the challenges and successes experienced as these teacher educators strove to model assessment practices that are expected of preservice teachers when they enter the profession. The primary goal of implementation was to increase congruence between teaching and practice in terms of assessment. Keywords: assessment; preservice teacher learning; self-study
Exploring the Experiences of a Small Group of Saskatchewan Neophyte Aboriginal Teachers
Authors: Hellsten Laurie-ann M. , Preston Jane P. , Prytula Michelle P. , Jeancart Danielle P.
Published: April 2021

The purpose of this paper is to explore the experiences of a small group of Aboriginal neophyte teachers in Saskatchewan, Canada. Part of a larger study, this research used a mixed method approach for data collection in which 18 Aboriginal beginning teachers completed a survey (with Likert-scale items and open-ended questions) and an additional two Aboriginal beginning teachers participated in individual interviews. This study is a focused attempt to highlight the voices of the Aboriginal beginning teachers. Findings suggested that many participants had difficulty obtaining employment and identified family and friends as their core supports. Most participants felt challenged by their workload and a lack of supports to address the diverse needs of their students. Most participants found teaching to be rewarding and enjoyed the autonomy of their own classrooms. Many of the issues raised by the participants can be addressed by placing a greater focus on an Aboriginal epistemology based on the concept of community. To promote Aboriginal teacher recruitment, employment, and retention rates, it is essential that neophyte teachers are provided with employment assistance, mentorship opportunities, and curricular and unit plan resources.     Keywords: neophyte/beginning teachers; preservice teacher education, mixed-methodology
Aboriginal Adolescents, Critical Media Health Literacy, and the Creation of a Graphic Novel Health Education Tool
Authors: Wilmot Robin M. , Begoray Deborah L. , Banister Elizabeth M.
Published: April 2021

As Coyote tossed his eyes the next time, the ravens swooped, swift as arrows from a strong bow. One of them snatched one eye and the other raven caught the other eye."Quoh! Quoh! Quoh'," they laughed, and flew away to the Sun-dance camp. (Quintasket, 1933)The knowledge mobilization project involving Aboriginal students described in this article is an extension of a multi-phase, longitudinal, interdisciplinary research project aimed at understanding the processes through which adolescents develop critical media health literacy (CMHL) (Wharf Higgins & Begoray, 2012; Wharf Higgins, Begoray, Beer, Harrison, & Collins, 2012). The primary purpose of this project was to create a culturally relevant CMHL health education graphic novel. An additional purpose was to develop pedagogical approaches to be used to stimulate discussion around media-perpetuated health messages with Aboriginal adolescents: Like Coyote, they too have had their eyes snatched. In brief, we collaborated with Aboriginal students to create culturally sensitive material representative of their identities as media-affected adolescents in the 21st century. In turn, the dialogic process utilized during our project appeared to be a viable pedagogical approach when working with CMHL and Aboriginal adolescents, a supposition that will be the subject of our further research in the fall of 2013. Throughout the project, the authors, all of whom are non-Indigenous, were guided in their use of Indigenous ways of knowing by the Aboriginal education community.Keywords: Aboriginal adolescent health; health education; critical media health literacy; graphic novels as health education toolsAuthor Note:The authors gratefully acknowledges the financial support of the Canadian Institues of Health Research (CIHR 293119) in the funding of this project.
Dream Weaving as Praxis: Turning Culturally Inclusive Education and Anti-Racist Education Into a Decolonial Pedagogy
Authors: Lorenz Danielle
Published: April 2021

Utilizing the parameters of the dreaming phase in the decolonizing framework developed by Poka Laeuni (2009), this paper investigates how culturally inclusive education and anti-racist education philosophies have been posited as potential approaches to decolonizing Canadian K-12 schools. To examine how culturally inclusive education manifests in Ontario’s K-12 system as a result of the Ontario First Nation, Métis, and Inuit Educational Policy Framework, this paper explores three topic areas. First, I provide a literature review of culturally inclusive education; second, I offer a literature review of anti-racist education; and third, having assessed the shortcomings of the two pedagogies previously, I conclude that neither culturally inclusive education nor anti-racist education are sufficient alone as decolonizing strategies. From this analysis, I hypothesize that by weaving components of the two pedagogies together, a possible decolonizing framework may be created. Keywords: education; culturally inclusive education; anti-racist education; Indigenous education; decolonization
Editorial
Authors: Gaywish Rainey , Deer Frank , Aquash Mark , Peden Sherry , Donald Dwayne
Published: April 2021

CASIE Guest Editors: Rainey Gaywish and Frank Deer, University of Manitoba; Mark Aquash, Univeristy of British Columbia; Sherry Peden, University College of the North; Dwayne Donald, University of Alberta
Landscapes of Literacy: The Challenges of Reading Cree-English Dual Language Picture Books as a Decolonizing Strategy
Authors: Crandall Joanie
Published: April 2021

The article theorizes the possibilities of a decolonizing methodology in a reading of David Bouchard’s Cree-English dual language picture books Nokum is My Teacher and The Drum Calls Softly. Paulo Freire’s (1971) call to educators to become teacher-learners and Luis Urrieta Jr.’s (2007) concept of figured worlds as they relate to forms of identity work to inform the reading. The article suggests that not only can dual language picture books be read as social documents, but also that reading these texts as a decolonizing strategy provides opportunity for dialogic engagement across cultural boundaries.Keywords: Cree; education; decolonizing pedagogy; dual language texts; picture books; language revitalization
Let’s Do it First and Talk About it Later: Rethinking Post-Secondary Science Teaching for Aboriginal Learners
Authors: Hogue Michelle M.
Published: April 2021

As an oral culture, Aboriginal ways of knowing and learning come through practice and practical application first, rather than through theory or text. For Aboriginal students, the Western methodological approach to learning theory first, poses a counterintuitive near insurmountable roadblock, particularly in science. This paper presents the results of two successful pilot course offerings of an introductory chemistry course in a First Nations’ Transition Program; a course that engaged Aboriginal students in a creative, hands-on, practical way. The medicine wheel, in the context of the four seasons (spring, summer, autumn, and winter), is used as the frame to teach chemistry concepts from an Aboriginal cultural lens and beginning with hands-on methodology to establish context and develop experience before bridging to Western theory. Keywords: Aboriginal students; learning theory; curriculum; teaching practices
Editorial
Authors: Gaywish Rainey , Deer Frank , Aquash Mark , Peden Sherry , Donald Dwayne
Published: April 2021

Editorial for 19(3) Spring 2014 Special Issue, Part 2: [Indigenous Education] in education
Not Just for Boys: Good Pedagogy is Good for All
Authors: Hughes Scott
Published: April 2021

This conceptual paper examines the education of boys through the filter of pedagogy and goodness. In this paper, I posit a distinction between instructional strategies (the toolkit of practical activities and strategies used to support children’s learning) and pedagogy (the relational and practical response to the needs of children in the lived moments of teaching). Through a discussion of the role model hypothesis, which posits that like-gender teachers are good for like-gender students, I argue that it is not only a teacher’s gender but also a teacher's non-gendered human qualities such as fairness and kindness that are most relevant to students’ learning. This paper concludes with discussion on strength and masculinity as being multi-dimensional constructs, and considers the notion of good pedagogy, which endeavours to place a multiplicity of all boys’ and all girls’ ways of being at the centre of practical and pedagogical thinking in order that they may flourish fully at school and in learning.Keywords: gender; education of boys; pedagogy; goodness; role model
Liberalism, Advanced Liberalism, and the Governmental Policy Challenge in Education
Authors: Brown Douglas
Published: April 2021

Governmentality, as credited to Michel Foucault, was developed later on in the theorist’s life.In Foucault’s understanding of government, or governmentality, our sources of regulation are anchored in the programmes, policies, strategies, methods, thoughts and action of our everyday conduct. Governance becomes more a methodology, a practice or rational way of doing things, affecting the way in which power is exercised over ourselves and others. Thus as governance moves past fixed understandings concerning hierarchical power (state and civil society) subject freedom becomes participant in forms of state organization and regulation. Foucault’s approach towards liberalism begs an analysis rationalizing political and educational forms of governance as such an activity. Here liberalism may be viewed as a reflective way of doing things, a method for rationalizing government practices, in that the state will profit and boost control by actually doing less over a citizenry. Under advanced liberalism (neoliberalism) the pathways of state government and self-government collide with even less frequency. Control then is more characteristically the mandate of the individual as citizens become experts of themselves, exerting rituals of personal regulation over bodies, conduct, and minds. This paper scrutinizes the influences of both liberal and advanced liberal administrative streams in Canadian educational policy, asking stakeholders to think long and hard on what is asked of our profession.
Editorial
Authors: Lewis Patrick J
Published: April 2021

An introduction to the summer 2014 issue of in education
Uumasuusivissuaq: Spirit and Indigenous Writing
Authors: Jessen Williamson Karla
Published: April 2021

The scholarship on Indigenous peoples is deeply steeped in colonization and often assumes a Western perspective. I start this article with my poetry as a female kalaaleq (Inuk from Greenland) poet. I contextualize my writing through discussions on praxis and new knowledge creation through poetry. In this article, I argue for a process of decolonization of written, academic knowledge on Indigenous peoples by inviting Indigenous writers to consider writing in poetry form, which comes from giftedness of inner soul-namely the spirit.Keywords: epistemology; narrative; Inuit worldview; decolonization; praxis
“The Receiver No Longer Holds the Sound”: Parents, Poetry, and the Voices We Create in the World
Authors: McLeod Heather , Ruebsaat Gisela
Published: April 2021

In this article, we explore how poetic inquiry informed by duoethnography enables us to know our parents better and to reflect on our relationships with them after their deaths. We are interested in how this process of inquiry deepens our thinking about the nature of research and writing as well as about teaching and community work. Through the lens of poetry, we have been able to see beyond the received family histories of whom our parents were and to fashion a more layered and nuanced picture not only of them, but also of the social forces that shaped them, and in turn shaped us as researchers and social activists. Sources for our work include Heather’s father’s poetry and Gisela’s poems, which draw from interviews with her mother and anecdotes her mother told her as she was growing up.Keywords: poetic inquiry; duoethnography; parents
Inner Landscapes: Transformative Learning Experiences of Canadian Education Interns in Greece
Authors: Polyzoi Eleoussa , Magro Karen
Published: April 2021

This exploratory study uses transformative learning theory as a lens to interpret and understand the challenges and successes experienced by education students who elect to teach or intern abroad. Transformative learning is a deeper-level learning that challenges learners to understand themselves and their world in new, more nuanced ways. We explore frames of teaching and learning from multiple lenses. Elements of the educational internship experience that emerged from students who participated in this study include initial apprehension, disbelief, and even fear; a disorienting dilemma or incongruent experience within the new school cultural context; a re-evaluation of their frames of reference, and a final emergence of more integrative, inclusive senses of self as “teacher” and “learner.” Transformative learning theory can serve both as a conceptual framework for understanding the experiences of students and as a means of suggesting ways in which educational outcomes can be better designed with a transformative intent in mind. We then present implications for teaching and learning and suggestions for future studies.            Keywords: international experience; preservice teachers; internship; transformative learning; frames of reference
Developing Teacher Candidates' Self-Efficacy Through Reflection and Supervising Teacher Support
Authors: Black Glenda L.
Published: April 2021

The purpose of this study was to explore the complex cognitive and affective challenges of teacher candidates in their development toward self-efficacy in their teaching. Twenty-two teacher candidates recorded their challenges and thinking process during the last six weeks of their practicum. Following their placement, they completed a summative reflection, in which they noted changes in themselves and described when or if they felt confident as classroom teachers. Four themes emerge as the challenge or condition for their self-efficacy: effective classroom management, successful curriculum planning and implementation, positive rapport with students, and supervising teacher approval. This research suggests that teacher preparation program educators can support teacher candidates’ self-efficacy by understanding the developmental stages of teachers, supporting critical reflection, and using motivational and descriptive feedback to improve practical skills.Keywords: teacher self-efficacy; reflection; concerns-based stages model; transformational learning theory; and supervising teacher
Applying First Nations Holistic Lifelong Learning to the Study of Crime
Authors: Anuik Jonathan
Published: April 2021

Since the 1970s, critics have asked universities to “do more” to support Indigenous learners and learning. Universities usually respond by increasing Indigenous student and faculty representation on campuses and adding on units with Indigenous content in existing courses. However, a lot of curriculum and pedagogy remains vacant of Indigenous understandings of learning and perspectives on higher education content and topics for discussion. This paper applies epistemological lessons in the First Nations Holistic Lifelong Learning Model (2007) to the study of crime in America. Its inspiration comes from a guest lecture delivered by myself in an introductory sociology class. The students who take this class are registered in professional programs at a large private university in Rhode Island, United States. I describe the class’s context and use of the model with students in an engaged inquiry format to talk about the subject of the day: crime. This discussion can help faculty consider promising practices for grounding course content in Indigenous epistemologies.             Keywords: Indigenous epistemologies; crime; higher education
From the Classroom to the Bedroom: A Review of Language Learning, Gender and Desire–Japanese Women on the Move
Authors: Khanam Rubina , Burton Jennifer
Published: April 2021

A review of Language Learning, Gender and Desire—Japanese Women on the MoveTakahashi, K. (2013). Language Learning, Gender and Desire—Japanese Women on the Move. North York, ON: Multilingual Matters/Channel View Publications.
Inquiring into the Assessment Education of Preservice Teachers: A Collaborative Self-Study of Teacher Educators
Authors: Munroe Elizabeth Ann , Mitton-Kükner Jennifer , Graham Deborah
Published: April 2021

As professors teaching courses in classroom assessment in a Bachelor of Education program, we engage in collaborative self-study as a means to understand the complexity of our preservice teachers’ learning. Here we describe two of the strategies we use in our teaching: purposefully introducing competing philosophies early in our courses, and guiding our preservice teachers’ to inquire deeply into their assessment histories. We examine our preservice teachers’ differing responses, which range from misunderstanding or resisting to thinking deeply about the course content. We conclude by identifying three protective factors that support us as we work with preservice teachers in the area of assessment education.Keywords: assessment education; preservice teacher education; self-study
Indigenous Knowledge Realized: Understanding the Role of Service Learning at the Intersection of Being a Mentor and a College-Going American Indian
Authors: Nelson Christine A. , Youngbull Natalie R.
Published: April 2021

The article explores the experiences of 13 undergraduate American Indian college students who served as mentors through a service-learning course while attending a 4-year, predominantly White institution (PWI). This chapter elucidates how serving as a mentor allowed participants to draw on three culturally-relevant persistence factors in higher education: relationship, community, and power. Previous research demonstrates that service learning actively involves college students and encourages them to build a connection and a sense of commitment to the community (Lee & Espino, 2011; Rhoads, 1998). Through a Tribal Critical Race Theory lens, the purpose and function of service learning is deconstructed and redefined to fit the needs of North American Indigenous college students. This article reveals that Indigenous undergraduate students tapped into their own supply of Indigenous knowledge in relating their mentoring experience to building meaningful relationships, to being a positive influence in tribal communities, and to recognizing that service is a cyclical power that positively impacts their collective role in society. The article details how relationship, community, and power from Indigenous perspectives are sources of persistence for American Indian students and how social justice-based, service-learning courses provide safe spaces for students to realize their Indigenous knowledge while attending PWIs.Keywords: American Indian college student; service learning; Indigenous knowledge>
Editorial
Authors: Deer Frank
Published: April 2021

An Editorial by the Guest Editor
Power, Identity, and the Construction of Knowledge in Education
Authors: Vindevoghel Lana J.
Published: April 2021

This paper explores the social construction of knowledge, identity formation, and the ways in which the education system supports dominant societal ideology. I examine how dominant historical and societal ideologies are deeply cultivated and facilitated through education systems, including forcefully through the residential school system and, in many cases, subtly through post-secondary education. Further, I identify the method in which personal biases, predisposed by dominant social influence, are subconsciously reflected in the classroom through micro-aggressive behaviour. Weber’s (2010) framework of themes provides a comprehensive perspective from which to understand the nature in which identity is influenced by dominant societal ideology. Finally, I analyze the social construction of knowledge, development of identity, and support of dominant ideology through Gramsci’s concept of hegemony and Foucault’s theory of discourse. The discussion then shifts to describe how conscientization and critical reflection can provide a step forward towards diminishing dominant societal ideology within the educational environment and create a path to embracing Freire’s concept of liberating education.Keywords: knowledge; identity; ideology; education
The Relevance of Prior Learning in Teacher Education Admissions Processes
Authors: Hirschkorn Mark , Sears Alan , Sloat Elizabeth , Christou Theodore Michael , Kristmanson Paula , Lemisko Lynn
Published: April 2021

In this paper, we argue that teacher education admissions processes would benefit from attending more to prospective teacher candidates’ cognitive frames. We begin with the introduction of a three-stage heuristic for describing teacher education. We then review the literature about constructivist notions of prior learning and teacher education program admissions processes. These processes, we argue, fail to adequately account for candidates’ preconceptions about teaching and learning, which affect their beliefs and understanding. Virtually none of the admissions processes we examined explicitly attempts to map the cognitive frames of applicants to uncover the structure of their ideas about teaching and learning. Teacher education institutions might best concentrate upon candidates’ cognitive frames within two core areas: subject area content knowledge and pedagogical knowledge. These two areas have the greatest potential to influence candidates’ future cognitive frameworks, understandings, and points of reference.            Keywords: teacher education admissions processes; identifying cognitive frames; subject area content knowledge; pedagogical knowledge
Socialization Through (Online) Design: Moving into Online Critical Spaces of Learning
Authors: Murphy Odo Dennis , Pace Christi , Albers Peggy
Published: April 2021

This research investigates the social and socialization practices within an online professional development web seminar. The aim of this study was to identify the kinds of social and community building practices that occur in online professional development webinars by exploring how communication tools such as chat are used for community building and socializing purposes. Data was comprised of all electronically generated web seminar (webinar), written chat comment transcripts that were automatically generated during this series of webinars. Data were analyzed inductively and recursively using the constant comparative method. Findings revealed that the Online Web Seminars in Literacy project (oWSL) built community through moderators and participants greeting, assisting, and offering one another support. Moreover, social practices found within and across seminars included social talk, thoughtful debate, and the formation of nested affinity groups. This research revealed that this online professional development webinar provided a space where social practices like creating a sense of community through mutual support and engaging in productive disagreement among participants can stimulate informative critical dialogue that webinar organizers can draw upon to form dynamic and productive online professional development communities.Keywords: Online communities of practice; socialization; web seminars (webinars); professional development; critical literacy
A Review of Teaching Adults: A Practical Guide for New Teachers, by Ralph G. Brockett
Authors: Shiddike Mohammad Omar
Published: April 2021

Book Review: Brockett, R. G. (2015). Teaching adults: A practical guide for new teachers. San Francisco, CA: Jossey-Bass.
Story as a Means of Engaging Public Educators and Indigenous Students
Authors: Moon Martha
Published: April 2021

Two concerns in public Indigenous education are the education of teachers and the engagement of students.  In this study, drawing on stories and multiple perspectives is an approach presented to address both concerns.  In open-ended interviews with seven Indigenous educators and leaders in urban public school boards, story was highlighted as a central component of the success of Indigenous students.  Participants believed that educators’ understanding and teaching practice is enriched by seeking out stories and multiple perspectives—those of Indigenous students and their families and communities in particular. They also believed that when these stories are valued in school, students’ sense of belonging and engagement increase.  This paper explores various angles on drawing on stories in public schools as modes of engagement and learning for both educators and students.  These angles address the experiences that students, teachers, and families bring to schools and the stories tied to local communities and embedded in Canadian school systems.
Editorial
Authors: Mulholland Val
Published: April 2021

An Editorial for the Autumn 2017 issue
Teaching for Civil Society in Finland: A Canadian Perspective on Finnish Educators' Reflections
Authors: Orlowski Paul
Published: April 2021

This article describes a study that took place in Helsinki, Finland in late 2015. A Canadian education professor conducted individual interviews with Finnish educators: six practicing teachers in Helsinki schools, two education professors at the University of Helsinki, and the advisor to the president of Finland’s teachers’ union. Although all five Nordic countries are known to support the social welfare state, Finland was chosen because it is considered to be the most economically left. The study is an exploration of how Finnish educators consider their role and the role of the school regarding civil society and the commons in Finland. The actual research question for the study was, “How do Finnish educators think about the school’s role in supporting the commons and in fostering social cohesion with immigration?” The nine participants were unanimous in their support of the commons and Finland’s generous social welfare state, apparently the result of a collectivist mentality in Finnish society. However, there appears to be growing social, economic, and political discrimination for immigrants and refugees who look different from White Finns. The six teacher-participants expressed uncertainty around how best to deal with these tensions, and were committed to attempting neutrality in their teaching of these social problems, or perhaps even ignoring them altogether. Despite the small sample set, I believe it represents a cross section of views of educators in contemporary Finland. Recent studies mentioned in the literature review support this position. Some comparisons with similar studies in Canada are briefly mentioned.            Keywords: teaching for social justice; comparative education; Finnish education; controversial issues; Nordic social democracy.
Collaboration: Finding our Way Within, Around, and Through
Authors: Robertson Kerry
Published: April 2021

This essay explores professional collaboration, which requires trust and curiosity among members of the learning community.
Early Career Teachers’ Experiences of Communicating with Families via Technology: Educatively Dwelling in Tension
Authors: Reid Nathalie Sandra , Farmer Joanne , Desrochers Claire , McKenzie-Robblee Sue
Published: April 2021

A variety of online programs, apps, and digital learning management systems currently “provide teachers with a means to more easily communicate and share information with students and parents through discussion forums, social media, videoconferencing, email, grade books, and announcements” (Howell & O’Donnell, 2017, p.28). While technology is often seen as shaping positive shifts in teachers’ and schools’ abilities to communicate with families, we, the five co-researchers in the study Understanding the Interactions Between Early Career Teachers and Families, wondered how early career teachers were experiencing the use of technology to interact with families. During semi-structured interviews with each of the 20 teacher participants, we were awakened, for example, to tensions experienced by many of the teachers when expectations to communicate with families electronically conflicted with their longings for more relational and reciprocal interactions. Yet, we also came to see that the teachers were learning to dwell in these tensions in ways that opened potential for educative (Dewey, 1938) growth and movement toward the kinds of interactions with families they were imagining. This paper takes up technology as one of the resonant threads drawn from and across the teachers’ storied experiences, and inquires narratively into the kinds of generative tensions that many of the teachers were experiencing and drawing on as they imagined increased relational and reciprocal ways of interacting with families, and then moves to wonder how dwelling in these tensions might shape preservice and in-service teacher education.Keywords: Early career teachers; families; technology; interactions; agency
The Iglu and the Tent: Centring the Northern Voice in Mathematics Teaching
Authors: Leung Fok-Shuen
Published: April 2021

This work was inspired by conversations with a community of practice based at Nunavut Arctic College in Iqaluit, including Andrea Burry, Maryse Cohen, Goota Jaw, Kaviq Kaluraq, and Gloria Uluqsi. The author gratefully acknowledges their contributions, as well as theindispensable contribution of the land itself.We outline the broad epistemic tendencies of Inuit and Qallunaaq[i] teaching, in the context of a faculty member in the Mathematics department of a large, research-oriented Qallunaaq university. We argue that, against the recommendations of academic literature, historical support and personal experience, the South maintains a position of strong cultural assertiveness. Finally, we propose two shifts in position, aimed at protecting the North and learning from it, that centre the Inuit voice.[i] While Qallunaaq simply means “non-Inuit” (the noun is Qallunaat), the implied meaning here, as in common usage, is “settler Canadian” or “settler North American”.