Documents found
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112261.More information
This paper conducts a comprehensive review of the existing literature to examine the significance of zoos in cultivating scientific literacy in society. It focuses on revealing how educators can strategically utilize zoos as a valuable resource to encourage critical thinking about the nature of science (NOS) and socio-scientific issues (SSI) within the framework of formal school science curricula. This review encompasses the diverse educational initiatives zoos undertake, ranging from interactive exhibits to specialized programs, and explores their potential impact on enhancing student understanding of scientific concepts. Drawing on these findings, this paper provides recommendations for educators seeking to integrate zoo experiences into their teaching methodologies, emphasizing the potential for zoos to serve as dynamic platforms for fostering a more profound engagement with science. This research aims to provide practical insights that empower educators to leverage zoos to inspire critical thinking and scientific literacy within the broader community by bridging the gap between informal and formal learning environments.
Keywords: Zoo, Science Education, Learning, Non-School Setting
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112262.More information
Keywords: étudiantes et étudiants en situation de handicap, modalités d’accompagnement, accommodement, approche individuelle, approche universelle
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112263.More information
Keywords: trouble déficit de l’attention/hyperactivité (TDAH), personnes étudiantes universitaires, cycles supérieurs, défis, expérience
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112264.More information
Keywords: apprentissage autorégulé, innovation pédagogique, pratiques à visée universelle, cycles supérieurs, formation continue
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112265.More information
This article is based on a research study that explored the experiences of women of colour at the University of British Columbia (UBC), using critical race feminism as epistemology. Critical race feminism sets out to understand how society organizes itself along the intersections of race, gender, class, and all forms of social hierarchies. Critical race feminist theory utilizes counter-storytelling to legitimize the voices and experiences of women of colour, and draws on these knowledges in efforts to eradicate all forms of social oppression. In this research study, women of colour students, non-academic staff, faculty, and non-university community members shared their experiences of systemic exclusion at and in relation to UBC. These stories, based on intersectional and multiple sites of op-pression, unveiled hegemonic structures and practices which prevented these groups from participating as legitimate, equal, and contributing members of the institution.
Keywords: Critical race feminism, Postsecondary education
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112266.More information
Like all resonantly elegiac texts, Nathalie Stephens’s 2006 book Touch to Affliction does more than just locate or inscribe grief; it also challenges the historicized position of affect by dislocating the identity of the mourner, the City of Death through which the mourner roams, and the shifting identity of the mourner’s “lost beloved.” Stephens’s mourner politicizes the act of walking through the city: first, as a “dissonant body” that refuses gender norms, and second, as a stubborn physical presence of public mourning: that which is wrought by the nation, and that to which the nation can never fully respond. Alluding to philosophy about mid-twentieth-century violence, the narrator asks two resonant questions: “Where is the poet who will return language to the body?” and, more problematically, “Where is the body that is prepared to receive language?”
Keywords: Walter Benjamin, poetry, philosophy of violence, grief and mourning
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112267.More information
This article discusses how girls in Newfoundland learn about and experience menstruation. The project focussed on three generations of women, and we found differences, over time, in how appropriate knowledge is acquired by young girls and how the event of menarche is experienced and interpreted.
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112268.More information
This paper argues that Salt Fish Girl moves beyond questioning the concept of origins to suggesting that the concept itself — and the Enlightenment discourses that support racist, sexist, homophobic, and other marginalizing practices upon which the concept of origins is predicated — no longer makes sense, and that the novelist is arguing for locating connection through shared experiences.
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112269.More information
This article examines York University's Bridging Program for Women from the perspectives of 37 of the program's graduates, showing how this program made possible the empowerment of women over the last quarter century. It focuses on three reoccurring themes found in the students' narratives: security, community, and validation.
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112270.More information
Photovoice is a newly emerging participatory method of research. In this article, we discuss findings resulting from a photovoice project completed with young Aboriginal women who had experienced breast cancer. Three key interrelated themes linked to ethnicity, age, and identity, were particularly salient for the research participants. These are conceptualized as: (1) shame and silence; (2) resilience and strength; and (3) support.