Documents found
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4031.More information
The Faroese grindadráp is a centuries-old, dramatic spectacle in which an entire pod of pilot whales is slaughtered en masse in a blood-soaked harbour, followed by the distribution of whale meat and blubber to participating villagers. For many Faroese, grindadráp is an embodiment of nationalism, achieved through the primordialization of tradition and the securitization of a beloved food source. For many outsiders, particularly since aggressive anti-whaling campaigns have besmirched the Faroese reputation in the international gaze, grindadráp amounts to a barbarous anachronism intolerable in modern society. This study takes a multivocal digital ethnographic approach to explore how politics, economics, and ethics of grindadráp are understood through social media debates, institutional rhetoric, and an interview. It considers how essentializing discourses of tradition and modernity are framed, their implications for collective action, and some potentialities that are revealed through a shift in perspective from barbaric ritual to dynamic economic practice.
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4032.More information
This article explores the student/teacher affective connection in preschool and elementary school education. This study relies on a critical experientialist work theory and a feminist perspective to understand and conceptualize the invisible work upon which this affective connection rests: care work. The methodology relies on qualitative research, including individual and group interviews. The sample includes 25 preschool and elementary school teachers. On the one hand, this study reveals tensions as the affective connection with the students is both desired and valued by teachers and compulsory, implicitly embedding care work within Quebec’s school mission. On the other hand, this study conceptualizes care as work and reveals how this invisible care work is embedded in social relations of sex.
Keywords: enseignement préscolaire et primaire, Preschool and primary education, care work, travail de care, travail invisible, invisible work, lien affectif, affective connection, rapports sociaux de sexe, social sex relationship
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4033.More information
This article uses the national arts research network Mass Culture (MC) as a case study for assessing the strengths and limitations of participatory governance and community-based research for reimagining and enacting better futures in the Canadian arts sector. MC is currently the only digital network that takes such an approach to promote the equitable mobilization of arts research in Canada, which falls in line with broader trends and values associated with the participatory turn of cultural policy. At MC, this orientation is first reflected in the governance structure, which grew out of both grassroots processes and formal consultations involving key actors in the Canadian arts community. Here, I draw inspiration from Rosenau’s (Rosenau & Czempiel, 1992) definition of governance to refer to MC’s system of rule, which includes informal mechanisms such as intersubjective meanings, along with formally sanctioned regulations such as charters, terms of reference, etc. MC’s approach is also activated by the methods through which it designs, implements, and evaluates cross-sectoral collaborative projects at the national level. By experimenting with various community-engaged methods tailored to each of its initiatives, MC seeks to build the relational and data infrastructures that are needed to ensure that the research it produces is both relevant and easily accessible to potential users, from practitioners, artists, academics, arts funders, and policymakers, to those working at the intersection of several professional roles. By providing an in-depth account of MC’s emergence as a networked organization and by elaborating on its community-based approach to research, this article aims to contribute new knowledge about the value of various models of collaboration in the fields of cultural policy and cultural management.
Keywords: Mass Culture, Mobilisation culturelle, cultural policy, politique culturelle, community-based research, recherche communautaire, participatory governance, gouvernance participative
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4034.More information
This qualitative study reports the university experiences of Quebec students whose parents were born in Latin America. The analysis, which looks at students who have either persisted in school or discontinued their studies, underscores the importance of cultural capital and, especially, an understanding of the student craft for school retention. The students report a low sense of affiliation with the university, and a perceived lack of support and care from the university and its social actors. Our interpretation of the data highlights self-blame for the challenges faced in university concurrently with the implementation of strategies to meet the challenges of the institution. We conclude by emphasizing how important it is for universities to support students better, adequately inform them about their options and the institution’s inner workings, and form a community with students in a spirit of care.
Keywords: expériences universitaires, university experiences, métier d’étudiant, student craft, soin, care, immigration, immigration, Amérique Latine, Latin America, Canada, Canada
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4035.More information
Undergraduate research is a “high-impact” educational practice that enriches student learning and facilitates student career advancement. This sequential explanatory mixed methods study, composed of a quantitative online questionnaire followed by qualitative focus group interviews, sought to explore undergraduate student attitudes on research and elicit perceived facilitators and barriers to undergraduate research engagement. The survey respondents (N = 377), all undergraduate health sciences students at McMaster University in Hamilton, Ontario, generally had positive attitudes toward undergraduate research, but had polarized perceptions of its accessibility, supportiveness, and appreciation. Follow-up focus group interviews with selected participants (N = 11) revealed four main themes: (1) the hidden curriculum of undergraduate research, (2) the paucity of meaningful research work for emerging student researchers, (3) the administrative barriers within the undergraduate research landscape, and (4) the inequitable access to undergraduate research opportunities. This study’s findings suggest potential avenues to improve the undergraduate student research experience.
Keywords: recherche au premier cycle, undergraduate research, accessibilité, accessibility, méthodes mixtes, mixed methods, perspectives des étudiants, student perspectives, post-secondary students, étudiants postsecondaires, higher education, enseignement supérieur
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4036.More information
Academic freedom has a long, complex history in Canada and elsewhere. For reasons that are at times justifiable and at times indefensible, academic freedom has been constrained in a variety of ways, and not only by institutional or political authorities. Using illustrations drawn from Canada and beyond, this article tracks the history and progress of academic freedom and takes stock of its status in the first part of the 21st century. It explores the origins of academic freedom, the evolving ways in which it has been qualified and even impeded, the particularity of Canadian approaches to its values and practices, and the ongoing challenges universities may face sustaining academic freedom in unsettled and unpredictable times.
Keywords: liberté académique, histoire de l'université, enseignement supérieur canadien, academic freedom, university history, Canadian higher education
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4037.More information
This paper maps key factors that activate adult stakeholders in Ontario to support curriculum pertaining to consent and non-violence in K-12 education. The paper draws from a study that used three qualitative approaches: (1) the design of an original media literacy curriculum module for Ontario youth ages 13-15; (2) curriculum assessment of the module by diverse stakeholders in Ontario K-12 education (n=20); and (3) analysis of archival documents pertaining to consent education and media literacy in Ontario, including official curriculum and media reports. Four key factors united stakeholders in supporting K-12 curriculum pertaining to consent and non-violence in Ontario. Firstly, stakeholders are intrigued by media-based pedagogies that can facilitate consent education that is “culturally relevant” (Ladson-Billings 1994; 1995) for diverse learners in Ontario. Stakeholders are also more likely to support consent and violence prevention initiatives if accompanied by professional development and teaching tools. Educator collectives and political organizing also allow for more feminist and social-justice pedagogies in the classroom, including consent education. Finally, parent councils and community groups are essential places for activism and knowledge sharing that can meet the needs of community members, while addressing stakeholders’ attitudes and behaviours that gatekeep violence prevention initiatives in education.
Keywords: consent education, éducation au consentement, critical curriculum studies, théorie critique des programmes éducatifs, éducation essentielle aux médias, critical media literacy, prévention de la violence sexuelle, sexual violence prevention, éducation à la justice sociale, social justice education, transnational feminism, féminisme transnational
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4038.More information
Disabled children of color (ages 3-8) face multiple, intersecting oppressions in schools and are more likely to be excluded and/or harshly punished for minor behavioral issues compared to white and/or non-disabled peers. Approaches that center multiple stakeholders (families, teachers, and administrators) using a formative intervention called a Learning Lab (LL) have worked to reduce discipline disparities among secondary and upper primary students of color with disabilities (Bal, 2016). Knowing that discipline disparities can start as early as preschool (Kulkarni et al., 2021), however, we examined how LL (re)mediates exclusionary and harsh discipline practices for young children of color with disabilities. We present qualitative case studies of six California-based stakeholders (four teachers, a parent, and an administrator) who participated in LL sessions virtually from 2021-2022. We share findings and lessons learned from constructing virtual LL spaces to reduce exclusionary and harsh discipline for young children of color with disabilities.
Keywords: virtual learning labs, students of color with disabilities, discipline disparities, exclusionary discipline, humanizing practices
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4039.More information
Young people engage daily with various social media platforms to communicate with one another across the globe. Adolescents not only share text, but also use images and sound to express themselves on platforms such as Instagram and TikTok to provide access to user-created content. The recent emergence of InstaPoetry—poetry with images on Instagram—has been part of such communication and provides an entry point into adolescents’ engagement with literature and the arts. Limited research exists, however, on how this literacy practice, paired with virtual and in-person museum visits, influences young people’s self-expression. In addition, there is little known about how teachers can incorporate these literacy practices in the classroom. In this article, we offer ways of integrating and involving these dynamic dimensions into research projects based on four sites of inquiry located in Canada and Australia. Funded by the Social Sciences and Humanities Research Council of Canada, this research project provides concrete teaching to foster adolescents’ engagement with literature and the arts (i.e., contextual design, procedures, environment) in post COVID-19 times.
Keywords: adolescents, Instagram, InstaPoetry, Museums, art galleries, literature, arts, COVID-19
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4040.More information
Keywords: collaboration intersectorielle en enseignement, pratiques collaboratives à visée inclusive, stages de travail adapté, formation préparatoire au travail, transition de l'école à la vie active