ethanporcaro/eric-fulltext-meta huggingface dataset:
Standpoint Theory in Professional Development:Examining Former Refugee Education in Canada
Author: Braun, Vanessa
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Refugees,Disadvantaged,Discourse Analysis,Academic Achievement,English Language Learners,Faculty Development,Social Theories,Inclusion,Cost Effectiveness,Equal Education

On September 2, 2015, a toddler was photographed on an unnamed Turkish beach in a position reminiscent of a baby sleeping in his crib. Alan Kurdi would instantly become the poster child for an entire nation that had no other alternative but to run and risk their lives on inflatable dinghies. On the open expanse of the Mediterranean Sea, the rate of survival was much higher than staying in Syria. On December 11, 2015, the newly elected Canadian Liberal majority government opened up Canada's borders to Syrian refugees, and the Canadian education system is now grappling with how to adequately address the needs of their &quot;former refugee students.&quot; This article examines how deficit discourse affects academic excellence of all English as an Additional Language (EAL) learners, including former refugee students, and how professional development offers a cost-effective solution to the effects of deficit discourse on former refugee students, while equipping teachers with reliable skills and tools to use in diverse classrooms. In addition, this article investigates how standpoint theory can be used as the foundation for professional development programming for teachers of all students, including those who were refugees.
Culturally Relevant Physical Education: Educative Conversations with Mi&apos;kmaw Elders and Community Leaders
Author: Robinson, Daniel B.
Date: 2016-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Culturally Relevant Education,Physical Education,Canada Natives,Teaching Methods,Foreign Countries,Teacher Role,Cultural Influences,Educational Environment

This paper presents results from a recently completed inquiry that investigated culturally relevant physical education for Aboriginal students. Employing a decolonizing research methodology (storywork), we engaged seven Mi'kmaw Elders and three Mi'kmaw community physical activity/education leaders in conversations about culturally relevant physical education. Attending to Halas, McCrae, and Carpenter's (2012) framework for culturally relevant physical education, we share our findings related to Mi'kmaw students and school communities. The results ought to be of notable interest to those who share an interest in culturally relevant pedagogy, physical education, and/or Aboriginal education.
Culture in Schooling in the Inuvialuit Settlement Region
Author: Berger, Paul
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Canada Natives,Indigenous Populations,High Schools,Teacher Attitudes,Student Attitudes,Parent Attitudes,Culturally Relevant Education,Cultural Awareness,Faculty Development,Educational Policy,Teacher Competencies

We describe research on Inuvialuit culture in schooling in the Inuvialuit Settlement Region in the northwestern Northwest Territories in Arctic Canada. A mixed-methods case study using questionnaires in the region's six communities explored students', parents,' and high school teachers' perspectives on Inuvialuit culture in the schools. While students and parents were pleased that local culture is reflected in the schools, most would like to see more Inuvialuit culture become part of schooling. Teachers would like to know more about Inuvialuit culture and history and would like professional development to help them teach Inuvialuit students more effectively. This research suggests that policy in the Northwest Territories to move towards culturally responsive schooling is yet to be fully embodied. It should be prioritized.
Who Is the Basic Writer? Reclaiming a Foundational Question for Graduate Students, New Teachers, and Emerging Scholars
Author: Parisi, Hope
Date: 2018-00-00
Type: Journal Articles
Subjects: Basic Writing,Student Characteristics,History,Open Enrollment,Psychological Patterns,Educational Research,Personality,Teacher Characteristics,Writing Teachers,College Students

The question of who is the basic writer threads the history of Basic Writing, characterizing many disciplinary tensions and concerns. When traced to Basic Writing's beginnings as part of open admissions at CUNY, the question often links to Shaughnessy's &quot;Errors and Expectations&quot; as a telling of basic writers' language deficiencies. This essay attempts to reclaim the question of who is the basic writer for Basic Writing studies by proposing to offer it to graduate students of Basic Writing and their mentors as a heuristic occasion for professional development. To de-link the question a bit from its acquired history, I critique and reframe &quot;Errors'&quot; relation to its open admissions context and to its author's intentions for informing teacher disposition and emphasizing student affect. As well, I highlight examples of student-present literature for how they model teacher disposition in view of this question, and I reference recent basic writing scholars' efforts to view students more authentically from co-constructive and race-conscious perspectives.
The Community Strength Model: A Proposal to Invest in Existing Aboriginal Intellectual Capital
Author: Eady, Michelle J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Indigenous Knowledge,Literacy Education,Foreign Countries,Adult Literacy,Adult Basic Education,Technology Uses in Education,Educational Technology,Culturally Relevant Education,Community,Models

Indigenous communities have strengths and wisdom beyond Westernized culture's recognition and understanding. However, there continues to be significant difference in literacy and life skills between Indigenous and non-Indigenous adults. In this article, I reflect on a project that investigated how technology could best support adult literacy learners in an Australian Indigenous community. The project provided insights into how local people perceive the concept of literacy and the significant role it plays in critical thinking and quality decision making. The aim of my research was to create a set of principles to support adult literacy learners, which could be interpreted and applied on a global level. From this project, a new theoretical framework--the Community Strength Model--emerged. The cyclical model serves as a tool to assist researchers with conceptualizing the collective process of learning within an Indigenous culture, where being true to Indigenous knowledge and Indigenous ways of learning is imperative to successful outcomes. It also provides a structure to facilitate respectful research, which can be adapted for Indigenous communities globally.
&quot;I&apos;m Still Angry!&quot; A Korean Student&apos;s Self-Negotiation in Her Canadian Classroom
Author: Burton, Jennifer
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Experience,English (Second Language),Second Language Instruction,Foreign Students,College Students,Power Structure,Identification (Psychology),Language Usage,Language Teachers

Grounded in poststructuralist understandings of language and identity and Davies and Harré's (1990) positioning theory, this paper explores one South Korean student's educational experiences in her English as a Second Language (ESL) classroom, specifically related to subject positions and identity construction pertaining to language. Using a researcher diary, semi-structured interviews, and dialogue journals with one Korean university student, this paper reports findings from a qualitative study. The findings suggest a critical awareness of the effects of positioning on language learning experiences. The results indicate that although a student may exercise agency to take up or resist subject positions, this positioning is part of a greater discourse, generally outside the control of the student, that constructs identity through particular social experiences. The results of this study will be of interest to researchers in the areas of language identity, second language learning, and higher education in the 21st century.
Becoming Unsettled Again and Again: Thinking with/in and against Autobiographical Writing
Author: Aamodt, Audrey
Date: 2016-00-00
Type: Journal Articles
Subjects: Autobiographies,Identification (Psychology),Social Influences,Self Concept,Foreign Countries,Treaties,Land Settlement,Social Justice,Indigenous Populations,Indigenous Knowledge

This theoretical paper takes up pieces of the process of thinking about, and proposing, my PhD research in the context of (my own) treaty personhood identities. Demonstrating tension through autobiographical writing, I aim to disrupt humanist notions of (my) self as stable, rational, and understandable. With some attention to certain poststructural philosophies, especially by engaging in Deleuzian lines of flight, I seek to continually unsettle the assumption that (my) self can be known fully, that (my) subjectivity can easily be named. Instead, I view identities as plural and shifting, and subjectivity as a process of identity formation that is socially constructed. As well, the process of writing such self-stories further constitutes (my) self, in a relational process with other texts and contexts, towards becoming-otherwise again and again.
Using Art-Based Ways of Knowing to Explore Leadership and Identity with Native American Deaf Women
Author: Paris, Damara Goff
Date: 2015-00-00
Type: Journal Articles
Subjects: Deafness,Females,American Indians,Art Activities,Visual Stimuli,Cultural Influences,Indigenous Knowledge,Identification (Psychology),Cultural Differences,Nonverbal Communication,Language Usage,Inquiry,Sign Language,Leadership

During a phenomenological-narrative study regarding the perspectives of leadership among women who are both Native and Deaf, a portion of the data collection focused on visual art as a means of interpreting what leadership meant to the participants. Participants produced visual imagery to impart their ways of knowing as women who negotiated their paths between two distinct cultures. Themes of identification with indigenous art forms, spirituality, and evolving self-identities were shared, with the participants leading the development of their artistic renderings. The participant-created visual arts highlight the significance of non-verbal modes of inquiry within Indigenous and Deaf populations.
Aboriginal Ways of Knowing and Learning, 21st Century Learners, and STEM Success
Author: Hogue, Michelle M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Canada Natives,Indigenous Knowledge,21st Century Skills,STEM Education,Disproportionate Representation,Culturally Relevant Education,Interdisciplinary Approach,Learner Engagement,Academic Achievement,School Holding Power,Barriers

Aboriginal people are alarmingly under-represented in science, technology, engineering, and mathematics (STEM)-related careers. This under-representation is a direct result of the lack of academic success in science and mathematics, an issue that begins early in elementary and middle school and often escalates in secondary school with the majority consequently doing poorly, not completing these courses and often dropping out. This makes them ineligible to pursue STEM-related paths at the post-secondary level. The greatest challenges to success in these courses are the lack of relevancy for Aboriginal learners and, as importantly, how they are taught; impediments that are also paramount to the increasing lack of success for many nonAboriginal students in STEM-related courses. This paper explores how Aboriginal ways of knowing and learning and those of the 21st century learners of today very closely parallel each other and illustrates how the creative multidisciplinary approach of a liberal education might be the way to enable early academic engagement, success and retention of Aboriginal learners in the sciences and mathematics.
Digital Technology Innovations in Education in Remote First Nations
Author: Beaton, Brian
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Canada Natives,Educational Technology,Technology Uses in Education,Educational Innovation,Teaching Methods,Land Settlement,Culturally Relevant Education,Barriers,Access to Education,Online Courses,Internet,Elementary Secondary Education,Adult Education,Telecommunications,Handheld Devices

Using a critical settler colonialism lens, we explore how digital technologies are being used for new education opportunities and First Nation control of these processes in remote First Nations. Decolonization is about traditional lands and creating the conditions necessary so Indigenous people can live sustainably in their territories (Simpson, 2014; Tuck &amp; Yang, 2012). Remote First Nations across Canada face considerable challenges related to accessing quality adult education programs in their communities. Our study, conducted in partnership with the Keewaytinook Okimakanak Research Institute, explores how community members living in remote First Nations in Northwestern Ontario are using digital technologies for informal and formal learning experiences. We conducted an online survey in early 2014, including open-ended questions to ensure the community members' voices were heard. The critical analysis relates the findings to the ongoing project of decolonization, and in particular, how new educational opportunities supported by digital technology enable community members to remain in their communities if they choose to, close to their traditional lands.
Thinking Together: A Duoethnographic Inquiry into the Implementation of a Field Experience Curriculum
Author: Seidel, Jackie
Date: 2015-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Field Experience Programs,Curriculum Development,Undergraduate Study,Teacher Collaboration,Teacher Education Programs,Foreign Countries,Partnerships in Education,Cooperative Planning,Elementary Secondary Education

This paper examines the experiences of two colleagues working in close collaboration over several years to create, implement, and assess an innovative and integrative cohort-based, preservice-teacher, field-experience curriculum in a new Bachelor of Education program. Engaging a duoethnographic narrative approach, this paper both inquires into the experiences of the authors, and traces the complex interrelational work, and personal work that was required to do &quot;good&quot; work together on behalf of preservice students and partners in the &quot;field.&quot;
Empowering Students in the Trauma-Informed Classroom through Expressive Arts Therapy
Author: Field, Miranda
Date: 2016-00-00
Type: Journal Articles
Subjects: Art Therapy,Intervention,School Safety,Classroom Environment,Psychoeducational Methods,Trauma,Counseling Techniques,Behavior Problems,Student Empowerment

Teachers and school staff are noting an increase in disruptive and aggressive behaviour within the classroom and safety within our schools continues to be questioned. Students arriving in the classroom have diverse backgrounds, which include trauma. For students to feel safe within the classroom they must feel a true sense of belonging; understanding their identity within the classroom context will begin to empower each student to create an environment where they belong. Psychoeducational therapy is one approach that is successfully combined with expressive arts therapy and trauma-informed therapy to facilitate empowerment in students. Restoring each student's identity within the classroom while addressing the underlying cause of disruptive behaviour will promote social healing.
Fostering Remembrance and Reconciliation through an Arts-Based Response
Author: Dupuis, Jenny Kay
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Urban Schools,High School Students,High School Teachers,Indigenous Populations,Canada Natives,Boarding Schools,Drama,Art Education,Memory,Social Justice,Racial Discrimination,History,Trauma,Identification (Psychology),Consciousness Raising

This paper presents the results of study about an urban high school in Ontario that performed a stage play that portrayed the legacy of the Indian residential schools in Canada. We wanted to know the impact this arts-based response had on teachers and students. From the data that we obtained from focus groups, we identify four learning outcomes of the legacy project: reflection on knowledge and identity; fact-finding through the processes of respecting memory; using the arts to remember; and broadening perspectives: remembrance (memory), reconciliation, and memorialization. Our research can assist educators and researchers to implement an arts-based model that honours and respects residential school survivors and their families.
The Gap between Text and Context: An Analysis of Ontario&apos;s Indigenous Education Policy
Author: Butler, Jesse K.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Public Policy,Educational Policy,American Indian Education,Canada Natives,Content Analysis,Program Evaluation,Program Implementation,Educational Objectives,Racial Identification

This paper analyzes the 2007 &quot;Ontario First Nation, Métis, and Inuit Education Policy Framework,&quot; alongside its 2014 &quot;Implementation Plan.&quot; Content analysis is used to determine what specific actions are prioritized in each document, first through a quantitative analysis of the various strategies put forth, then a qualitative analysis of what larger purpose these strategies might indicate. The findings suggest a significant shift in the 2014 document away from substantive action and toward data management, specifically in regard to encouraging Indigenous student self-identification. Previous Ministry publications had called for the self-identification of Indigenous students as a necessary first step to developing targeted programming for these students. However, coming just two years before the 2016 target date for the original plan laid out in the &quot;Framework,&quot; it seems unlikely that this belated emphasis on self-identification in the &quot;Implementation Plan&quot; is for the originally stated purpose of establishing baseline data to implement and evaluate specific programs. Instead, it is suggested that the new self-identification data may be used as a type of symbolic policy, to obscure the absence of substantive change. Conversely, it is suggested that the Ministry of Education should establish a new baseline of self-identified Indigenous students and a renewed strategy, beginning in 2016, to implement specific, targeted programming for these students.
School-Linked Services: Practice, Policy, and Constructing Sustainable Collaboration
Author: Salm, Twyla
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Health Services,Agency Cooperation,School Community Programs,Social Services,Educational Policy,State Policy,Access to Health Care,Holistic Approach,Student Needs,Family Programs,State Aid,Government Role,School Role,Partnerships in Education,Poverty

In Saskatchewan, many of the provincial practices and policies addressing health and social issues including, poverty and social exclusion in multi-service schools are informed by an integrated services policy called School[superscript PLUS]. This study explores how School[superscript PLUS] discourse has shaped and continues to produce the collaborative integrated services landscape and impact wider social strategies even though it is no longer considered government policy. Three factors are suggested as reasons for School[superscript PLUS]'s decline. First, School[superscript PLUS] practice became edu-centric and marginalized other professions in blatant and subtle ways. Second, the level of collaborative competencies needed to perform collaboration is often underestimated--for School[superscript PLUS] too much might have been expected too fast--and finally, there was a daunting complexity factor at the macro level. Data was collected by analysing academic publications and public documents, including government newsletters and the provincial teacher's newspaper. A practice policy paradox is revealed, suggesting that the concept of School[superscript PLUS] emerged organically from the vernacular of practice and continues to produce, and be reproduced, in this domain regardless of the current, official interprofessional policy.
Reading Silenced Narratives: A Curricular Journey into Innu Poetry and Reconciliation
Author: Vaudrin-Charette, Julie
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Poetry,Indigenous Populations,Canada Natives,Teacher Role,Personal Narratives,Social Justice,Cultural Influences,Indigenous Knowledge,Social Bias,Racial Bias,Cultural Maintenance,Language Maintenance

Using a life writing research methodology in this article, I seek to understand the complexities implicated in reading silenced narratives as a way towards reconciling internations relationships. To do so, I weave in the poetical &quot;territories&quot; of Josephine Bacon, Innu poet from Pessiamit, Quebec. I analyse how a poetic text has created spaces for reinterpreting silence[s], that journey into and beyond my &quot;whispered&quot; narratives as an emerging, settler scholar and curriculum theorist. As I tune into several layers of silences, I examine the pedagogical implications lying within public and intimate territories of &quot;silenced narratives&quot; and the &quot;narrative(s) of silence(s)&quot; in our various practices as educators.
Filling in the Gaps: Lessons Learned from Preservice Teachers&apos; Partnerships with First Nations Students
Author: Wiltse, Lynne V.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Preservice Teachers,Indigenous Populations,Canada Natives,Minority Group Students,Indigenous Knowledge,Language Usage,Cultural Influences,Culturally Relevant Education,Literacy Education,Teaching Methods,Racial Bias,Ethnic Stereotypes,Misconceptions,Elementary Education,College School Cooperation

In this paper, I report on a school-university collaborative research project that examined ways to merge the out-of-school literacy resources with school literacy practices for First Nations students in a small city in Western Canada. The project involved three interconnected groups of research participants: (a) a teacher researcher study group; (b) students from the participating teachers' classes; (c) preservice teachers who were partnered with the students in literacy partnerships. Grounded in a &quot;funds of knowledge&quot; perspective, and utilizing ethnographic research methods, this qualitative study explored how students' linguistic and cultural resources from home and community networks were utilized to reshape school literacy practices through their involvement in the Heritage Fair Program. This paper focuses on select lessons the preservice teachers learned through their partnerships with the First Nations students. Study findings suggest that the collaboration increased preservice teachers' understanding of how Aboriginal culture could contribute to more successful teaching practices.