Documents found
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112232.More information
The purpose of this study is to explore the psychometric properties of the French version of the Student Engagement Instrument in order to perform a cross-cultural validation of its factorial structure, based on a sample of 919 French Canadian high school students. Results confirm the reliability of the instrument with good internal consistency (Cronbach’s alpha between .76 and .84). Confirmatory factor analysis shows the validity of the six scales composing the French version of the instrument. Results are significant as there were no standardized instruments with which to evaluate student engagement in high school students in French. Student engagement represents an important intervention target towards improving student achievement and preventing dropout.
Keywords: l’engagement des élèves envers l’école, student engagement with school, l’engagement psychologique, psychological engagement, l’engagement cognitif, student engagement instrument, la validation culturelle, cultural validation, l’instrument de mesure d’engagement des élèves, cognitive engagement
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112233.More information
In this MJE Forum, the author invites conversation on what it means to be a teacher in Quebec’s unique Cegep system. Cegep, positioned between the more structured secondary program and the more autonomous university experience, requires that its teachers grapple with what it means to be a Cegep teacher. Her own piece focuses on exploring her development as a teacher and how teacher identity is shaped by personal and professional relationships. Beyond professional development in workshops and continuing education, Cegep teachers engage in discussions, debates, and collaborations with our peers; ultimately, this community of practice is an essential element in the development of our teaching practice and our identity.
Keywords: cegep, cegep, collège, college, identité d’enseignant, teacher identity, apprentissage par observation, apprenticeship of observation, communauté de pratique, community of practice
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112235.More information
This essay discusses a wide range of media—including an 1853 Albion Cree Press, a Cree typewriter, and contemporary Indigenous artworks—to create a sense of the multiplicity of Indigenous technologies available for study today and the vastness of the visual record. While older art historical studies would be limited to so-called high art, namely paintings and sculpture, this essay takes an expansive approach to consider multiple examples of visual culture in the formation of Indigenous literacy traditions. The work considers the importance of birchbark biting and moss in the pictorial record, for example, as a form of Indigenous technology. This essay has also been inspired by recent conversations with my mom and colleagues in the discipline of contemporary art and for that I am thankful and try to reflect a more conversational approach to the media discussed herein as a methodology of upending binaries and tensions of spoken and unspoken and not-as-yet written stories. The research engages in visual analysis of Indigenous literary artifacts and images. By Indigenous literacies I mean the way Indigenous people have engaged and engage technologies and media to move ideas forward, to create art and culture. The essay takes a speculative approach, using some stories about artworks and narrative approaches to honor a history of Métis and Cree paths to knowledge that are based on storytelling rather than definitive histories. As a person of Métis ancestry on my maternal side, I write this essay not as a fluent Cree or Michif speaker, but as one who is in a life-long process of language learning. Analysis of visual imagery expands staid notions and simplistic understandings of Indigenous literacies as solely based on writing.
Keywords: gramophone, Indigenous literacies, Cree typewriter, Masinatahikan, walking with mom, print media
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112237.More information
The Salish Weave Box Sets: Art and Storytelling Project was conducted for the Indigenous Curriculum Resource Centre (ICRC) at Simon Fraser University (SFU) Library, with the goal of providing resources to include Indigenous art in the post-secondary classroom. The project looked at the concept of art as literature, using the concept of Indigenous Storywork (Archibald, 2008). In this paper, we provide further context about the ICRC at SFU Library and the Salish Weave Box Sets, and we present the approach, project themes, and lessons learned from the Salish Weave Box Sets: Art and Storytelling Project.
Keywords: Indigenous art, Art autochtone, narration autochtone, Indigenous storywork, decolonizing libraries, décoloniser les bibliothèques, décoloniser le curriculum, decolonizing curriculum, bibliothèques universitaires, academic libraries, Indigenous librarianship, bibliothéconomie autochtone, Indigenous methodologies, méthodologies autochtones
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112239.
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112240.More information
Keywords: Shan Sa, Adaptation du texte, Traduction culturelle, Réception