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This article examines attempts at the Southwest Collection at Texas Tech University’s Southwest Collection/Special Collections Library (SWC/ SCL), in Lubbock, Texas, to integrate its oral history program into collection acquisition, arrangement, description, and discovery processes. Beginning with the creation of a staff position dedicated to acquisition, and continuing through an evolution of job duties resulting from COVID-19, the SWC’s oral historians now not only facilitate collection acquisition through extensive relationship building but also engage donors during arrangement and description. Such reconceptions have led to new processes and workflows, wherein oral history has become an endeavour of collaborative knowledge creation and an enabler of a more democratic archives.

In a recent paper, José Ángel Gascón extends the Frankfurtian notion of bullshit to the sphere of argumentation. On Frankfurt’s view, the hallmark of bullshit is a lack of concern for the truth of an utterance on the part of the bullshitter. Similarly, Gascón argues, the hallmark of argumentative bullshit should be viewed as a lack of concern for whether the reasons that are adduced for a claim genuinely support that claim. Gascón deserves credit for drawing attention to the idea of argumentative bullshit. Nevertheless, we argue, his treatment leaves room for further refinement as he fails to clarify important points and misidentifies several features of argumentative bullshit. In particular, Gascón’s account fails to accommodate non-Frankfurtian forms of argumentative bullshit. This paper aims to amend and extend his proposal and proposes a general account that can encompass both Frankfurtian and non-Frankfurtian forms of argumentative bullshit.

Keywords: argumentation, assertion, bullshit, deception, implicature, lying, pseudoscience, sophistry

In 2020 the Medical Council of Canada created a task force to make recommendations on the modernization of its practices for granting licensure to medical trainees. This task force solicited papers on this topic from subject matter experts. As outlined within this Concept Paper, our proposal would shift licensure away from the traditional focus on high-stakes summative exams in a way that integrates training, clinical practice, and reflection. Specifically, we propose a model of graduated licensure that would have three stages including: a trainee license for trainees that have demonstrated adequate medical knowledge to begin training as a closely supervised resident, a transition to practice license for trainees that have compiled a reflective educational portfolio demonstrating the clinical competence required to begin independent practice with limitations and support, and a fully independent license for unsupervised practice for attendings that have demonstrated competence through a reflective portfolio of clinical analytics. This proposal was reviewed by a diverse group of 30 trainees, practitioners, and administrators in medical education. Their feedback was analyzed and summarized to provide an overview of the likely reception that this proposal would receive from the medical education community.

When a student is unable to progress and succeed within his training program or the situation requires the implementation of specialized services or various adaptations, an individualized education plan (IEP) is implemented (Ministère de l'Éducation du Québec [MÉQ], 2004a). Although the Quebec framework for the establishment of the IEP specifies that the student must be placed at the heart of his or her success, the participation of students with emotional and behavioural difficulties (EBD) is generally little solicited, their opinions little taken into account, and they do not feel prepared to play an active role in it (Souchon, 2018). However, many studies demonstrate the positive effects associated with the active involvement of the student in the establishment of his IEP. Based on an integrative review of literature, this article paints a portrait of the situation regarding the establishment of IEPs and the participation of EBD students in this process. It outlines the benefits associated with active participation on their part. Subsequently, the need to support students in order to support this participation is demonstrated. Finally, courses of action are proposed to support EBD students in the development and implementation of their IEP and to support their self-determination throughout the phases of this process.

Keywords: Individualized education plan, Plan d’intervention; Autodétermination; Difficultés de comportement, self-determination, adaptation scolaire, behavioural difficulties, participation de l’élève, special education, student’s participation

The story of the WE enterprise, also known as ME to WE or WE Charity, presents us with a cautionary tale for teachers who welcome social enterprise into schools as a way of bringing community engagement and social justice into their educational programs. Our paper is a cautionary tale that, like all such tales, opens with the statement of a warning about social entrepreneurship in schools. As the narrative unfolds, this warning is disregarded, and the violator ultimately experiences an unpleasant fate. Using the large-scale data available on Instagram, this paper reveals in detail how WE represented itself, how others perceived it, and how it worked in and with schools to achieve its corporate goals. We conclude the tale by discussing how, by delinking education from corporate interests, schools may serve equity and the public good instead of creating brand fanatics in the service of elite interests.

Keywords: Entrepreneuriat social, social entrepreneurship, social justice education, éducation à la justice sociale, politiques éducatives, educational policy, ME to WE, ME to WE, mouvement WE, WE Movement, méthodes numériques, digital methods, Instagram, Instagram

This article aims to investigate what are the internal and external marking traits of indie games. Building up on previous efforts from other scholars, we developed a mix method research approach relying on interviews with indie game developers and a quantitative survey. Rather than trying to “re-invent the wheel” by proposing a new definition for the term, we attempt to map out what are the significant distinctive factors present in contemporary indie game from the perspective of developers and non-developers alike, while also discussing the changes of meaning it might have been subject to over time. We found that the determiningtraits of what allows one to perceive a game as indie change over time,andthat,despite thecorefact thatcreative independence remainsthe central feature of all indie games, the conditions for achieving this independence appear to be rather flexible, especially when it comes to issues of funding and publishing agreements. Additionally, our findings point to the term "indie" as being highly mutable and reliant on temporal and contextual aspects, with the qualities that divideindie fromnon-indie games being more akin to a continuum than something rigidly binary.

Keywords: indie, independence, digital games, survey, terminology, Brazil’s game industry

The term “creativity” is used in a wide variety of ways in professional, technological, socio-economical and educational contexts. In this paper, an exploratory literature review of the French-language scientific literature in educational sciences was conducted, revealing the fields of knowledge that mobilize the creativity concept. Both a descriptive and a categorical content analysis were employed. The results of these analyses allowed us to situate the context of creativity and to identify five fields of knowledge: 1) teaching and personal development, 2) problem solving and computational thinking, 3) artistic approach, 4) training and/or educational programs, and 5) creativity development factors.

Keywords: 21st century skills, creativity, educational innovation, education, creative teaching, creative pedagogy, créativité, pédagogie créative, enseignements créatifs, éducation, innovation pédagogique, compétences du 21e siècle

This paper makes a case for attending to the resurgence of Indigenous literary arts in taking up the Truth and Reconciliation Commission of Canada’s Calls to Action in teacher education. I argue that Indigenous literary arts can help to foster relational understandings between readers and Indigenous communities: stories have the capacity to open up processes of relationship and responsibility. To develop this argument, I draw upon perspectives from teachers and from Indigenous writers, with whom I shared conversations on the question of why Indigenous literatures matter. Through an interpretive process of interweaving these perspectives, this article shows that Indigenous literatures can inspire and motivate educators to take on this work and learning despite its attendant challenges.

Keywords: Indigenous literatures, reconciliation, resurgence, arts, teacher education, littératures autochtones, réconciliation, regain, arts, formation des enseignants

Related to the question of the professionalization of teaching, this article presents an analysis of the historical and sociological evolution of teachers’ professional knowledge in Quebec and Ontario through the Neo-Weberian approach in the sociology of professions. Employing a review of literature, we conclude that the implementation of theoretical rational knowledge in the years 1950-1960 is carried out in a differentiated manner, with this rationalization being based on a scientific pedagogy in Quebec and on liberal education in Ontario. Despite the arrival of a “practical rationality” in the 1990s in the two provinces, the changes of subsequent years retain certain conceptions from the 1950s and 1960s, which have had a major influence on the current structures of teacher education programs.

Keywords: professional knowledge, rationalization, professionalization, teachers, Quebec, Ontario, comparative education, neo-Weberian approach, savoir professionnel, rationalisation, professionnelisation, enseignants, Québec, Ontario, éducation comparée, approche néowébérienne