bluuebunny/crossref_metadata_2025 huggingface dataset:
How not to be a Hypocrite: School Choice and the Morally Perplexed Parent
Authors: Anderson Kirk
Published: September 2024

While clearly governments need to address funding and disparities in public education; public education also needs to "step up to the plate" in delivering sound quality programs in every school while showing flexibility and innovation as competitive alternatives to actually compete for those student who are bound for private schools irregardless of the circumstances.
Managing Standardized Testing in Today's Schools
Authors: Klein Ana Maria , Zevenbergen Andrea A. , Brown Nicole
Published: September 2024

This paper explores how teachers manage standardized testing in schools. A survey was distributed among 20 elementary, middle, and high school teachers in a semi-rural community of Western New York. The data gathered from the survey responses reveal important information about the impact of testing on teaching. Standardized testing affects many of the teachers' focus on instruction. In many cases, teachers prepare their students year-round. Teachers provide test-related, preparative instruction, which governs most of their curricula. A few teachers admit that testing allows them to develop more focused teaching experiences for their students. Insights gleaned from this research study reveal the need to address the many challenges teachers encounter related to standardized testing.
Creativity in Sport: Originality, Transformation, Indeterminacy, and New Concepts in the Arts
Authors: Senyshyn Yaroslav
Published: September 2024

For the latter, in particular, it is both a metaphor and parable of creativity through various sports such as boxing, baseball, the high jump, football, the mile run, basketball, figure skating, soccer, swimming, hockey, wrestling, golf, and tennis. [...] Eisenberg accepts the basic notion of Howard Gardiner's theory of multiple intelligences although he extends it to include a public awareness and recognition for a "creative athletic performance as intelligent, as involving the highest functioning of the mind in conjunction with a highly skilled body" (2004a, p. 6). Creativity in Sport (2004a) and Exploring Creativity (2004b) that are able to stimulate discussion of sports and creativity at a higher level than ever before; hi other words, he (along with his co-authors who have been inspired by his ideas on indeterminacy) is able to view sport at the fringes and parameters of art and the ultimate ineffability of indeterminate and transformative acts of creativity through its very own and most creative practitioners.
Depth in Education
Authors: Winchester Ian
Published: September 2024

For example, early in the 20th century, when empirical methods were replacing speculative discussions often derived from earlier thinkers in educational circles, the picture of educational depth that was beginning to prevail was one that derived from successful empirical models in natural science, especially the natural science of the 19th century. The intellectual thought of the West has not seen anything like this agreement since the early Mediaeval universities when study of the natural world was also considered the study of a text written by God to be interpreted by his believers, a world full of signs and portents, the setting aside of which led to the development of natural philosophy in the 16th and 17th centuries.
Constructivist Epistemology in Action
Authors: Kumar Muthu
Published: September 2024

In alignment with the challenges of knowledge-based economies of today, teachers are compelled to constantly revise traditional notions of learning in order to motivate students to find delight in the active creation, exploration, and discovery of disciplinary knowledge. In examining innovative philosophies of education, constructivism stands out as one much heralded alternative that has been widely promoted in recent times in attempts at moving away from old ways of instruction and their attendant limitations. By empowering learners to be self-directed, in theory, a learning model underpinned by constructivist principles undoubtedly offers an array of attractive pedagogical benefits. However, the real-time implementation of such a model within the constraints of classroom contexts could potentially be problematic. In this paper, some of the conundrums associated with the application of constructivist ideas in learning environments are discussed. A constructivism oriented instructional framework that tries to bridge the chasm between theory and practice is also elucidated in this paper. This framework suggests a repertoire of heuristic instructional strategies that facilitate students' independent construction of various classes of scientific knowledge.
Educating Preservice Teachers for Diversity: Perspectives on the Possibilities and Limitations of Service Learning
Authors: Desrochers Claire
Published: September 2024

In this article, service learning is explored as a way to educate preservice teachers for diversity. By providing the opportunity to learn experientially about other cultures, service learning can "shift principles of multicultural education from abstraction to reality" (Boyle-Baise, 2002, p. 7). However, putting preservice teachers in contact with children in culturally and socially diverse settings through service is not enough to ensure that learning about diversity will take place. This paper highlights the complexity both of learning about diversity in teacher education and of doing so through service. These perspectives are offered to foster reflection on the way service learning engagements might be structured to engage preservice teachers in the exploration of issues of diversity through personal and meaningful involvement with children from socially and culturally diverse backgrounds.
The State and the Politics of Knowledge
Authors: Hyslop-Margison Emory J.
Published: September 2024

When the veneer of the employability skills discourse is stripped away from career education policies, these neo-liberal initiatives focus on creating an ideologically compliant workforce for the unstable global labor market. In South Korea, conservative business lobby groups paint a decidedly bleak picture of the nation's readiness to meet global labor market changes, describing it as a "national crisis" to justify implementing career education: "The dominant group identified militant labor strikes, the shortage of manual labor, and the Korean people's supposedly irrational aspirations for college education and for mental labor as the main factors in weakening national competitiveness" (p. 150).
Modern Languages Across the Curriculum
Authors: Roy Sylvie
Published: September 2024

All of these authors wrote about their own cultural differences of theoretical understanding and practical implementation of "modern languages across the curriculum," which they also call "content and language integrated learning." For example, there is a need for advanced oral and written proficiency for subject-knowledge requirements and for pedagogical content knowledge, the "modern languages across the curriculum" that comprises language acquisition and development, bilingualism, school policy, material developments, and assessment (p. 185).
Construction and Education
Authors: Winchester Ian
Published: September 2024

Do we construct our own world from our experiences? A number of educational jurisdictions in our time have embraced inquiry as the official approach to teaching and learning. Most thought, so far as it was mediated by language and not just grunts and crude gestures, would have been immediate and concrete like Wittgenstein's builders in the first few sections of the Philosophical Investigations, Yet in the lives of our not so distant ancestors much, perhaps most of the things encountered in their everyday lives were not in any direct sense made or constructed. For the objects of everyday life are now not constructed in the old way by family members, by past tribal members remembered, or by ourselves.\n Of course a child finds itself in a world of language in much the way a hawk finds itself in a world of flight.
Informal Learning: Mid-Life Learners Forging a Learning Philosophy
Authors: Helterbran Valerie R.
Published: September 2024

This case study research examines the learning attitudes and practices of adults who have earned less than a college degree. Their beliefs are probed in regards to their self-educative efforts in relation to their self-direction, motivation to learn, and self-efficacy. Data were collected primarily through interviewing four adult learners identified through purposive sampling. These learners reflected the vision and valuing of wanting to be educated persons. Through them, as they forge their learning philosophy, we are given a lens through which to view and appreciate all learners in our midst especially as it applies to the learning philosophy developed by mid-life learners beyond their formal education
Teaching Children to Think, by R. Fisher
Authors: Motamedi Vahid
Published: September 2024

In further exploration of this idea Fisher points out that "One of the challenges of teaching children to think is to help them to discover that the process of evaluating, approving, and disapproving of one's own ideas is natural and healthy; the confidence to be self-critical can strengthen the sense of self" (p. 54).
Race to Equity: Disrupting Educational Inequality
Authors: Veinotte Cheryl
Published: September 2024

The STAR group reached new ground when they fought for all schools in the Toronto School Board to provide copies of course outlines (which were already deemed to be public knowledge) in order to investigate and grade courses for their level of social justice content, including material from authors of color, material from gays and lesbians, and other social justice issues. Toward the Inclusive University, where he outlined six key principles that he felt essential in anti-racist education including: 1 anti-racist education dealing with the concept of racism being a social construction; 2 anti-racist education in the struggle for justice of oppressed groups, and institutional change resulting from political pressure; 3 anti-racist education could not be an add-on and changes were required across the curriculum; 4 anti-racist education needed to be system-wide; 5 anti-racist education had its own pedagogy that would require teachers and students to work together to understand and challenge unjust power relations; and, 6 anti-racist education must be willing to engage other forms of oppression including sexism, homophobia, and class prejudice that are all part of the education system.
Learning to Live Well as Teachers in a Changing World: Insights Into Developing a Professional Identity in Teacher Education
Authors: Thomas Lynn , Beauchamp Catherine
Published: September 2024

Developing a strong sense of a professional identity as a teacher may be crucial to the well-being of new members of the profession. This article describes the initial results of a research project examining the development of professional identity in new teachers undertaken with recent graduates from teacher education programmes in two universities in Quebec. Twenty-one volunteers were interviewed after graduation and before beginning their first jobs about their image of themselves as professionals and their projections of a future identity in relation to a vision of an ideal teacher. Analysis of these interviews reveals that new teachers are tentative in their declarations about their professional identity and uncertain as to how they will reach their ideals. The results of the study provide insights into the increasing importance of the exploration and development of professional identity within teacher education programmes.
Re-imagining Arts Integration: Rhizomatic Relations of the Everyday
Authors: Wiebe Sean , Sameshima Pauline
Published: September 2024

Curriculum integration often appears complex and when this happens those who are involved with providing professional development or teacher education may be inclined to promote simplistic or solution-oriented approaches to facilitate integration. Many variants of a problem-solution model exist, and programs that encourage teachers to identify a few difficulties and then strategize possible ways to remove those difficulties more than likely minimize the very benefits of an integrative program. In contrast to this, we propose a conceptualization of curriculum integration that is rhizomatic. Supporting and extending the research that integrative arts practices lead to imaginative, flexible, and embodied pedagogical praxis, a rhizomatic integration of the arts values complicated and disruptive possibilities that enliven the imagination toward more socially just ways of living and learning. Integration, when understood as rhizomatic, will enable teachers to better respond to the everyday multiplicity of surprises that are part of their ever-changing world.
Picturing a Past in School: Situating Culture(s), Histories, Language(s) and Power in Fine Arts Teacher Training
Authors: Panayotidis E. Lisa
Published: September 2024

In this paper, I ask provocatively what it is that we do when we teach about art to students in schools and in university teacher training programs. I attempt to think through the necessary relations that exist in secondary fine arts teacher training. Within a hermeneutic unfolding I consider the difficulty of seeing, speaking, and listening for myself and my students, considering not what one is to teach, nor even how one is to teach, but how omissions and absences inscribe partial, located, ahistorical, and dominant ideological narratives about what and who counts, what constitutes the good, and what knowledge is of most worth. The implications of understanding the past, and its place in our present dealings gives us important insights into imagining our futures and considering how we and our students might live well in teacher education in a changing world.
Phronesis and the Student Teacher
Authors: Spence Sheila
Published: September 2024

This paper examines the preparation of teachers, through the lens of various authors who have interrogated the role of the particular circumstance. The current acknowledgment of the need for differentiation and individual needs, increasingly apparent in changing times, is explored through a hermeneutic approach, taking the case as an example, which has ramifications for the profession in general. The argument contends that, while knowing what to do is important, knowing why, how, when, and with whom are often even more important and becomes essential when considering the classroom as a place where the teacher lives daily with students. Tracing the idea of phronesis from its Aristotelian roots through contemporary writing and into a narrative of a particular student teacher, this essay seeks to claim a significant place for this ancient, but enduring and currently relevant idea, which embodies the idea of living well with others.
Evaluation of a School, Family, and Community Partnerships Program for Preservice Teachers in Quebec, Canada
Authors: DesLandes Rollande , Fournier Hèléne , Morin Lucille
Published: September 2024

Research reveals that schools and teachers must take the leadership in planning and implementing parent and community involvement practices. Some authors have shown that preservice course experiences contribute to enhance participants' perceptions of their competence levels in fostering family and community involvement. The current evaluative research is aimed at investigating the impact of a Quebec school, family and community partnerships program on preservice teachers' knowledge and comfort levels in working with families and the community, and on their personal attitudes and beliefs regarding family and community involvement in general and in relation to specific involvement strategies. Findings provide general support for the effectiveness of the course. Recommendations emphasize the need to verify long term effects on preservice teachers' knowledge, attitudes, and beliefs regarding parent and community involvement practices.
Educating for Inclusion: Community Building Through Mentorship and Citizenship
Authors: Roland Karen A.
Published: September 2024

Schools are powerful instruments of socialization. Societal conditions due in part to demographic shifts and immigration require the adoption of initiatives to address educational equity. Community building may enhance the inclusion of those who experience pedagogical silencing in all levels of schooling. Both mentoring and citizenship education share the goal of community building through relationship development. The intersection of mentoring and citizenship behaviour is discussed in the context of three studies: the University of Central Lancashire's peer mentoring scheme, Florida's HOMES project to enhance immigrant student achievement, and the CASA Latina ESL study of community building in the classroom and student empowerment. The overarching theme of this paper is examining the value of community building via mentoring and citizenship development to promote educational equity.
The Game of Prediction and Retrodiction: A Radical-Constructivist Perspective on the Notion of Time in Physics
Authors: Quale Andreas
Published: September 2024

The notions of prediction and retrodiction, and the role they play in the natural sciences, are discussed. These notions derive from our perception of the fundamental category of time, as an ordering scheme for our experiential world. The issue of philosophical determinism vs. human free will is examined from a perspective of radical constructivism, and contrasted with the issue of solipsism vs. shared experience; and it is argued that both philosophical determinism and solipsism may be rejected, on the same (existential, not logical) grounds. Both prediction and retrodiction are discussed, in the context of some sciences (notably, classical and quantum physics), and are shown to be realisable only to a very limited extent. Some consequences of this, for the ability of science to forecast what will happen in the future, or to infer what has happened in the past, are reviewed. It is concluded that scientific knowledge, of both the past and the future, is (and must be) constructed in the present, based on presently observed data and theoretical arguments. Hence there can be no conception of true knowledge, either of the future or of the past.
Can our Conception of the Nature of Science be Tentative Without Qualification?
Authors: Perla Rocco J. , Carifio James
Published: September 2024

The tentative and revisionary character of scientific knowledge is believed to play a central role in nature of science (NOS) studies by teachers, researchers, and curriculum developers. However, some educational researchers and scholars have recently expressed serious concerns about the view of tentativeness and change espoused in the science education literature claiming that it is simplistic, one-dimensional, inconsistent, irresponsibly vague, and self-contradictory. Despite these concerns, there are few detailed examples of how these types of problems manifest themselves in the science education literature and the difficulties they might pose for learners and other researchers. Accordingly, this article isolates and critically examines a single foundational proposition about the tentativeness of science made by leading NOS researchers. It is demonstrated that this generalization has some important inconsistencies and limitations that are problematic at the philosophical and instructional level. Throughout the article, it is argued that a logico-linguistic analysis of epistemic propositions made by researchers is desirable in NOS studies and that seemingly benign propositions can give rise to different viable, yet diametrically opposed, interpretive frameworks.
Critical Thinking in Science Education: Can Bioethical Issues and Questioning Strategies Increase Scientific Understandings?
Authors: Gunn Thelma M. , Grigg Lance M. , Pomahac Guy A.
Published: September 2024

Many North American school districts and post-secondary academic institutions are acknowledging the importance of becoming a critical thinker. Future citizens will need to be to informed consumers of technology, science, sociology, and ethics, to name a few. After all, the world has become vastly more complicated, necessitating such skills as reasonableness and logical thinking. By engaging students at a crucial time in their developmental process, we can lay the foundation for good critical thinkers. The purpose of this paper is to examine the importance of critical thinking in science education, both at the secondary and post-secondary levels. Evidence regarding its suitability will be drawn from critical thinking and science education literature, as well as previous studies using bioethical decision-making and generic question stem strategies with middle school and university students.
Envisioning Technological Literacy in Science Education: Building Sustainable Human-Technology-Lifeworld Relationships
Authors: Kim Mijung , Roth Wolff-Michael
Published: September 2024

Present discourses on technology education are taking a positive and value-neutral approach with utilitarian and vocational overtones. The discourses generally lack discussions of human agency and human responsibility for techno-scientific activities and technological literacy. To support the emergence of a collective civic literacy, we argue in this text that technology education needs to take up critical and value-acknowledging aspects with emphasis on building sustainable relationships among human beings, technology, and lifeworld. To understand the relationship between human agency and modern technology, we examine the nature of technology in the dimensions of technology as causality and technology as a relationship of lifeworld. Discussing Martin Heidegger's perspectives on the causalities of technology, we question how the nature of technology situates human beings in power-related relationships to the world. Understanding technology as process and relationship of lifeworld, the paper extends its discussion of the responsibility of a dialectical human-technology-lifeworld relation based on a socio-technical and ethico-moral framework of technology. By recognizing human responsibility of and for modern technology, we outline a critical and reflective approach to technological literacy. The approach challenges the position of current approaches to technology in the attempt to provide a foundation for a contemporary pedagogy of technological awareness and values.
Living Ethically in the Classroom: Enacting and Sustaining Inquiry
Authors: Towers Jo
Published: September 2024

This article draws on interviews with several recent graduates of an inquiry-based initial teacher education programme, and on video data collected in their K-6 classrooms, to explore the extent to which these new teachers were able to enact inquirybased teaching approaches and to consider the kinds of structures necessary to sustain such practices in today's schools.
Engaging Children in Citizenship Education: A Children's Rights Perspective
Authors: Howe R. Brian , Covell Katherine
Published: September 2024

The authors argue that recent initiatives in citizenship education are deficient in failing to provide an engaging values framework for the practice of citizenship. Although an international consensus has arisen on the need for stronger citizenship education in schools and for learning that is issues based, collaborative, and participatory, the consensus has not resulted in appropriate action. Progress has been hampered because of the lack of capacity building and opportunities for meaningful participation. But the problem does not end here. A major shortcoming is the continuing absence of a values framework that engages students and motivates them for citizenship. The authors suggest that when citizenship education is constructed on the basis of treating children as valued citizens and educating them about their rights and responsibilities under the Convention on the Rights of the Child, a much stronger foundation is laid for the practice of citizenship.
Knowing Differently Situated Others: Teachers and Arrogant Perception
Authors: Ford Maureen
Published: September 2024

In the context of teacher education, where practicality is the chief area of concern for teacher candidates, philosophical analyses of oppression must be perceived to contribute to the pressing concerns of teaching workloads and classroom management as well as justice. This paper proposes to make a link between teaching work and considerations of diversity that emerge as teachers "consider the standpoint of the other" (see Young, 1997, p. 22). Arguing with Iris Marion Young that it is neither possible nor ethically satisfactory to "take the other's point of view" per se, the paper provides an account of what is involved in considering the standpoint of differently situated others. The argument here, however, is epistemological rather than ethical. Specifically? - the paper addresses questions that arise as teachers occupy subject positions of relative privilege either within the society at large or as a function of the normalizing processes of schools. Young's analysis of asymmetric reciprocity is juxtaposed with Maria Lugones' analysis of arrogant and loving perception, "worlds" and "world traveling" (1990). The analysis offers teachers a means of rereading their participation in school purposes and their reception of student performances as resistance. The paper proceeds in four sections: the first reports briefly on Young's advocacy of asymmetrical reciprocity, and emphasizes a fragile understanding open to wonder and surprise rather than recognition. The second presents a reading of Lugones' and Frye's conceptions of arrogant perception and world-traveling that pays particularly close attention to Lugones' account of what it means to be at ease in a world. The third section of the paper moves to the level of institutional analysis. The object of study is that body of schooling practices that might be read as positioning teachers in subject positions of institutional arrogant perception. The fourth section addresses three practical ways in which teachers might address notions of arrogant and loving perception: deconstructing their institutional and social locations, using their own world-traveling to proliferate non-dominant curricular and classroom practices, and reorienting themselves with respect to students' resistance.
How to Develop Students' Imaginations
Authors: Takaya Keiichi
Published: September 2024

This paper will present a somewhat counter-intuitive argument on the way we may take imagination seriously in our educational practice; I will argue that the development of students' imaginative capacities is likely to be done by intensive study of specific details, rather than by so-called imaginative activities that are fun but lack rigor and content.
Communicating With Parents Across Cultures: An Investigation of an ESL Parents' Night
Authors: Guo Yan
Published: September 2024

Increasing diversity in the student population intensifies the need for establishing culturally responsive communication between teachers and parents. This study examines the communication processes between Chinese immigrant parents and Canadian English as a Second Language (ESL) teachers in a Parents' Night event organized to increase understanding of the ESL program. It is based on observations of three annual Parents' Nights, interviews of ESL teachers and bilingual assistants who acted as interpreters for parents, and focus groups. Results indicate that teachers approached Parents' Night as a mass educational event, which limits the scope for Taylor's "dialogue across differences." As an educational event. Parents' Night appears to be effective in providing general information about the ESL program for new parents. But as an intercultural conflict negotiation event, Parents' Night is ineffective in satisfying experienced parents. The study illustrates how teachers' failure to understand the cultural frame of reference of the immigrant parents created more tensions (Scollan & Scollon, 2001). Implications for preparing teachers to work with parents from diverse cultures are discussed.
Becoming an Academic: Professional Identity on the Road to Tenure
Authors: Aitken Avril
Published: September 2024

This paper. presented in first person narrative, looks at the tensions that exist when professional identity in higher education is constructed with and against teaching identity. Using a post-structuralist perspective and an auto-ethnographic approach, the author explores her own experience of seeking to successfully secure tenure. An analysis of the author's written self-representations destined for hiring and evaluation committees is followed by an analysis of spontaneous writing that emerged through the research process. A juxtaposition of the analyses reveals the tensions that exist when academic work follows a previous career. The paper provides insight into the formation of professional identity of one new academic appointee and draws attention to the need to better understand professional identity in higher education.
The "Ten-Year Road:" Joys and Challenges on the Road to Tenure
Authors: Hibbert Kathryn M. , Stooke Rosamund , Pollock Katina , Namukasa Immaculate , Faez Farahnaz , O'Sullivan Julia
Published: September 2024

This paper explores the pre-tenure experiences of five assistant professors employed in the faculty of education of a research-intensive university. Acting as co-researchers, the authors researched their experiences through a critical narrative approach. The analysis, informed by critically-oriented writing that extends Wenger's Communities of Practice. takes as axiomatic the notion that globalized processes of economic restructuring are mediating work in the academy and examines its local manifestations. Discussions explore issues of power, equity, shifting identities, and the need for improved navigational resources. The authors found that the process of critically and collaboratively researching their pre-tenure experiences offered insight into sites of personal and professional agency and also served as the impetus to form the social semiotic spaces that encouraged a sense of community. The Dean, a tenured member, but also a newcomer, serves in the role of critical friend.
Navigating the Potholes and Speed Bumps: Three Female Perspectives on Tenure and Promotion
Authors: Hellston Laurie-Ann M. , Martin Stephanie , McIntyre Laureen J.
Published: September 2024

This paper presents an auto-ethnographic exploration of three women's experiences of the journey to tenure. Individual stories and composite themes were generated through reflexive writing and focused conversations about our experiences as women navigating the challenges and rewards of the tenure and promotion process between 2003 and 2009. Results are discussed with reference to resiliency theory and future practice in our new roles as tenured and promoted faculty.
The Slow Breath to Tenure: Unwinding the University
Authors: Pente Patti , Adams Catherine
Published: September 2024

Can we really afford the feverish pace the post-university seems to demand of us as pre-tenured faculty? Who or what does such frenetic activity ultimately serve? Without seeking recourse in romantic nostalgia, this article documents an optimistic demarcation of new chronotopic sites in the academe: "slow hours," taking time for personal journal writing, creating visual poetry. We hope our "slow breaths" on our journey to tenure will stand as invitation to our community of colleagues to also regularly partake of moments that shift the instrumental demands of productivity toward the immediacy of creative process as instances of scholarly endeavors.
When the Tenure Road is Rocky – Toward Integrated Selves and Institutions
Authors: Brown Willow I. , Sherry John G.
Published: September 2024

Two first-person narratives explore the tenure process from the perspectives of a leadership practitioner/ scholar and a clinical counsellor. Vygotskian (1978) social constructivism contributes to analysis of one narrative as self-leadership through facilitative inner speech. Analysis of the second narrative draws on Tuckman's (2001) explanation of group dynamics as a framework for generating curative processes, as identified by Yalom (2005). Both narratives highlight intrapersonal challenges and strategies but joint analysis leads to recommendations for organizational development. The authors situate their stories within a hopeful vision of universities as learning communities, with greater integrity of purposes, expectations, and reward processes.
Administrative Leadership in the Age of Inclusion: Promoting Best Practices and Teacher Empowerment
Authors: Harpell Jody V. , Andrews Jac J.W.
Published: September 2024

This paper presents ways administrative leaders in schools can facilitate inclusive education. It is argued that inclusive teaching models must provide access to the regular curriculum and assessment procedures, but also yield achievement gains in students, which are, at least, as effective as traditional methods. Moreover, these models must also reflect values that are consistent with humanitarian principles and embedded within the concept of inclusive education. Although more research is required, differentiated instruction and co-teaching appear to represent two such instructional models. However, adopting these models requires effective leadership strategies, which empower teachers.
Rendering Unto Caesar: Reconciling Liberal Principles With the Requirements of Roman Catholic School Board "Expectations for Graduates"
Authors: Lang James C.
Published: September 2024

I discuss potential ethical issues for an educator required by a publicly-funded Ontario (or similar) Roman Catholic School Board employer to teach students such that when they graduate they will be "discerning believer[s] formed in the Catholic Faith community who celebrate[s] the signs and sacred mystery of God's presence through word, sacrament, prayer, forgiveness, reflection, and moral living" (I 998, p. 5). I contrast the moral responsibilities of a Catholic religious studies educator with the moral responsibilities of a public school educator who is guided by principles of liberalism as characterized, primarily, by some of the works of Will Kymlicka.
A Critical Stand of My Own: Complementarity of Responsible Environmental Sustainability Education and Quality Thinking
Authors: Seatter Carol Scarff
Published: September 2024

This paper examines the teaching of education for environmental sustainability-related programs in higher education and puts forward an argument for embedded critical thinking within all courses that promote action competence and pro-environmental behaviour. Mogensen's four paradigms of critical thought - epistemological, transformative, dialectical, holistic - provide a template to expand the notion of critical thinking as one that is not limited to a higher order, analytical process suitable for a select few individuals. Drawing on diverse research literature in educational philosophy and psychology, as well as environmental sustainability educational theory and practice, an argument is put forward that without embedded critical thinking pedagogy there can be no action competence and without action competence environmental sustainability programs are deficient and powerless. Therefore it is the case that teaching environmental sustainability education without embedded critical thinking is in danger of indoctrinating students.
Countering Disadvantage, Promoting Health The Value of Children Human Rights Education
Authors: Howe R. Brian , Covell Katherine
Published: September 2024

The purpose of this article is to show the value of rights-respecting schools in countering the negative effects of social disadvantage and poverty on the education and health of children. The article builds on literature on the social determinants of health, showing a linkage between social position and health, and on education research, showing education to be a protective factor against disadvantage. In reference to a study of children's rights education in Hampshire, England, the authors adds to this literature by showing how schools with comprehensive children's human rights education - schools that model practices consistent with the United Nations Convention on the Rights of the Child - engage children in school and counter the ill effects of social disadvantage. In engaging children and providing them with a positive school climate, rights-respecting schools increase the likelihood that disadvantaged children will do better at school, complete school, and live healthier and more productive lives.
Respecting Students, Acquiring Humility,and Ignoring the Curriculum
Authors: Senyshyn Yaroslav
Published: September 2024

There is much talk and theorizing these days about narrative techniques and prescriptive approaches to love in the classroom and education at large as though these were new and novel methodologies. This paper as a voice(s) inside a secondary school seeks to address this issue indirectly through the experience of a teacher who has been given a classroom full of problematic grade 11 students. These students, for all practical purposes, are no longer cared for by their respective school system and they, in turn, have also given up on that system as well. They are all segregated on the basis of their poor reading skills and lack of self- discipline into a classroom that no one wants to teach. The highly unwanted job is given to a neophyte teacher, the author of this paper too many years ago, who ultimately has little choice in the matter. This teacher is highly unsuccessful in the beginning because he develops an intense dislike for these students in order to cope with their outward and self-destructive tendencies. In turn , in order to cope with his inadequacy and anxiety in teaching these students successfully. he pictures himself being ridded of them even in his dreams. Only with his emergent respect, humility, a disregard for the required curriculum and a love for his students that is ultimately reciprocated by them do they all learn to work together in a harmonious manner. Through ancient history, the opera, provocative literature and a special fieldtrip the teacher discovers that he has more to learn from his students than they could ever learn from him.
Storytelling in University Education: Emotion, Teachable Moments, and the Value of Life
Authors: Woodhouse Howard
Published: September 2024

Teaching as a process of storytelling allows faculty to reach out to students' emotions, breathing life into the ideas that are being taught and learned. Storytelling among indigenous peoples emphasizes the importance of balanced relationships with the land, with all living creatures, and with the cosmos. It serves different functions in other societies that can also enhance teaching and learning. Alfred North Whitehead's account of emotions is relevant to the learning process and to teachable moments better understood as learning opportunities that enhance the value of students' lives. I provide an example of such a learning opportunity in which one of my students experienced an energetic connection with her colleagues as a living community. Teachable moments and storytelling can strengthen students' range of comprehension, their imaginative and aesthetic appreciation, as well as their growing capacity to learn. True stories - those based on a process which more coherently and inclusively takes into account life coordinates - enable students and faculty to critique the money sequence of value of the global market. A pedagogy based on true storytelling opens up spaces for the expression of different groups whose voices have been marginalized.
The Path of Access: Exploring the Vacillating Histories of Individuals with Physical and Developmental Disabilities in the United States
Authors: Shyman Eric
Published: September 2024

The social and educational history of individuals with physical and developmental disabilities in the United States has been an underrepresented area of importance in the historical and philosophical discourse of education. However, when examined closely, these two groups of individuals share both common plights and important developments across time. Discussion of such a topic is important as knowing the history of a people is imperative to maintaining social progress and benefit for that people. This paper will examine the social and educational histories of individuals with physical and development disabilities in the United States, as well as explore the corresponding political and legislative practices in the United States.
Rhizomatic Writing and Pedagogy: Deleuze & Guattari and Heidegger
Authors: Humphreys Chloe
Published: September 2024

This essay offers a scope, or a kaleidoscope, for questioning and challenging accepted structures and practices within education. By enacting a philosophy of education inspired by Deleuze and Guattari's ( 1987) figuration of a rhizome, I map a pragmatic territory in which rhizomatic learning is a field for students to experience meaning in education. I will explore how becoming more rhizomatic in pedagogy might liberate educators and students from arborescent and replicable ways of thinking. Rhizomatics, as used in this paper, is an attempt to burrow holes in the educational subterranean, move through current pedagogical concepts and invisible mental landscapes, and horizontally connect thinkers. In particular, this paper posits the convergence of Heidegger's (1971) ideas on truth and being, and Deleuze and Guattari's (1987) philosophies on thinking, learning, and the rhizome.
Literature and Literacy Education in Multicultural and Multilingual Settings from the Perspectives of Gloria Anzaldua's Borderlands and Edouard Glissant's Poetics of Relation
Authors: Dimas Hector Manual Serna
Published: September 2024

Literature has been considered a bridge among people, their languages, and their cultures. However, it has often been used as an object of multiple analyses that seem to provide aprioristic views of cultures and languages, the writers, and the narratives they tend to represent. This paper addresses the question of the role of literature and literacy education in today's multicultural and multilingual classrooms. It explores Gloria Anzaldua's Borderlands and Edouard Glissant's Poetics of Relation to provide a means to understand these writers ' own relationships with the languages and the cultures they recognized they were both part of and alien to. The paper also strives to describe the composition (writing) and literature classroom taking into considerations these writers' experiences, reflections, and scholarly works as members of multilingual and multicultural societies.
La pensée critique est-elle encouragée en formation du personnel enseignant?
Authors: Simbagoye Athanase , Gauthier Yvon
Published: September 2024

For years now, teacher-training programs have been designed to emphasize the development of competencies. This new pedagogy can prove unproductive if prescribed learning targets fail to integrate critical thinking into training. How then do we train future teachers to be critical and to integrate critical thinking into their own pedagogical practice, which now targets the development of competencies? In training future teachers in class management, several variables must be considered. It's necessary to guide future teachers towards adoption of a coherent epistemological position with respect to the competency approach, help them learn to problematize class situations (learning situations), and initiate them into an approach that emphasizes reflection and critical analysis.
Education and the Strange Struggle of the Intellectual for Enlightenment
Authors: Jones David C.
Published: September 2024

This paper examines the strange struggle of intellectuals for enlightenment, and it centres primarily on the teachings of three significant mystics-Sathya Sai Baba and the spiritual colleagues, Aurobindo and the Mother. What say these and others about the highest reaches of humanity, the pinnacle of human accomplishment, its sublimest potential and destiny, its inner light and nature? What role do they give to the intellect in scaling these summits, and why do intellectuals so often resist the climb? For Baba, Aurobindo and the Mother, enlightenment was simply a recognition and a lived awareness of an inner majesty for which "divine" seems the only adequate descriptor.
A New Logic of Consensus on the Foundations of Science Education in Canada: Results of a Delphi Study of the Expert Community
Authors: Murray John
Published: September 2024

Despite episodes of identifiably Canadian influences on science education, the last six decades of science education in Canada has been a decidedly American experience - particularly from the standpoints of: I) the foundational policy documents that have provided explicit impetus to periodic science curriculum reform in Canada; 2) the principal theoretical foundations, guiding assumptions, and goals of science education, and; 3) the development of curricular frameworks in Canadian provincial jurisdictions. Though admittedly contested, it will be argued here that the Canadian systems of science education operating in the provinces and territories have not had opportunity, historically, to engage with curriculum uniquely designed from a Canadian perspective that supplies broad and respected appeal to the context of Canadian society, its demographics, its geographic diversity, and its geopolitical position internationally.
Could University Sessional Instructors Be Directly Compensated by Their Students in an Age of Academic Capitalism?
Authors: Winchester Ian
Published: September 2024

One of the striking phenomena of our time in universities across Canada is the large presence of sessional instructors in both undergraduate and graduateprograms. This is partly due to the increasing production of people with doctorates who would like to be part of the university professorate but for whom there are little fulltime job opportunities. Universities in Canada are not in a steady expansion phase of the sort that was common immediately after the Second World War and in the early 1960s and 1970s. Many universities may be expected to increase their student numbers, often students from outsideCanada who pay higher fees, but are not expected to increase their permanent faculty numbers. In many cases the reward for engaging in this expansion of student numbers is more money directly to departmental or Faculty coffers. But there is no guarantee that these numbers or this money will hold. So the solution is to hire recent doctoral graduates who can teach the courses but to whom no immediate prospect of a permanent, tenure track job can be offered.