Search Results

Keywords: formation professionnelle initiale, formation en alternance, Suisse, théorie de l’autodétermination, résiliation du contrat d’apprentissage

This article focusses on the exploration of avenues of dissemination within research-creation methodology – and whether the pedagogical boundaries that research-creation attempts at dismantling within research and practice (especially with respect to film and media) are sustained when the project reaches the dissemination stage. Much like guerilla warfare, where smaller bands of rebels and fighters attack and take on an enemy seemingly much bigger in power than themselves, I view guerilla pedagogy as a methodology of teaching, creating, and disseminating knowledge and art that challenges the confines of corporatized neoliberal universities and hypocritical geopolitical processes which restrict the flow of knowledge in spaces of conflict zones, and fundamentally subverts pre-conceived ideas of the roles of the pedagogue and the student. Through understanding the critical nature of research-creation in decolonizing the production of knowledge, this article explores the necessity of decolonizing prevailing methods of knowledge mobilization. To that end, we try to understand what decolonized knowledge mobilization could look like within research-creation and as research-creation itself. This evaluation happens through studying guerilla pedagogy both as a way of knowledge production in research as well as a method of knowledge mobilization within research-creation. This is done through the extensive academic work conducted on guerilla techniques in different aspects of academia, pedagogy, and activism, as well as through an experiential account of my fieldwork in Kashmir. Research-creation has the potential to facilitate the processes of guerilla pedagogy, creatively evolving it for different political and epistemological circumstances – catering it to the audience and students who require it the most in the way they need it the most. As Weems mentions, “our task is to engage the world’s subaltern in places where they speak, unheard.”

All bodies—child, animal, plant—are bodies sustained by life processes. Human as well as animal and plant bodies coexist with a multiplicity of microbial life. As symbiotic partners, human bodies are ecosystems of microbial life in a microbial world. In this way, microbes cannot simply be seen as disease-causing and human bodies as hosts of human-only life. Simplistic notions of the child as a unitary and social subject and the image of the agentic child are both questioned by this view. What if we considered for childhood studies the body’s microbial constitution in a bacterial world? How would everyday life unfold as a more-than-human sociality in which children act, think, and feel on a daily basis? In this conversation article, seven multidisciplinary scholars address the following questions by grounding their responses in their respective fields, in childhood, and in their research interests: How do microbes and childhood matter in your research? Consider how the understanding of microbes as foundational for life influences your field of research. How does your research seek to engage the biosocial imagination and the challenge of integrating biological and social understandings of the child in fruitful and robust ways? How do considerations of microbes and childhood bring together multidisciplinary engagements?

Keywords: concept of child, biosocial, interdisciplinary, multispecies relations, agency, more-than-human sociality

Introduction: The requirement of a university degree as the entry standard to the nursing profession is regularly debated in Quebec (Canada). Several recommendations have been made to increase the proportion of nurses with a bachelor’s degree in nursing given the increasing complexity of care. The literature cites many factors that discourage nurses from returning to nursing studies, but what are the strategies to encourage them to do so? Objective: To describe the state of knowledge on the strategies that have facilitated the return to school for nurses pursuing a bachelor’s degree in nursing, as tested and evaluated in empirical studies. Method: Integrative literature review conducted using the Whittemore and Knafl (2005) method, accompanied by a literature search in 6 databases. Results: On a total of 2545 publications identified, 27 studies were retained. Among the strategies, new baccalaureate programs based on a partnership model, the use of motivational interviews and the support offered by relatives of nursing students were found. Discussion and Conclusion: Four categories (academic, organizational, individual and mixed) highlights tested and evaluated strategies for facilitating nurses’ return to school.

Keywords: retour aux études, return to school, nurses, infirmières, baccalauréat en sciences infirmières, bachelor’s degree, facilitators, facilitateurs, stratégies, strategies

This article explores the cinema of the Kendrick brothers, evangelical pastors turned filmmakers. It analyses the fatherhood discourse they incorporate in their filmography. By mobilizing the concept of hegemonic masculinity, this study aims to elucidate the gender theory underlying the Kendrick brothers’ films and to demonstrate how this theory ultimately aligns with the continuity of their pastoral practice. Indeed, this article seeks to show that the role of the Kendrick brothers’ evangelical cinema is rooted in a deliberate intention to use the image as a tool for theological transmission.

Keywords: cinéma, cinema, evangelicalism, évangélisme, cinéma évangélique, evangelical cinema, masculinity, masculinité, hegemonic masculinity, masculinité hégémonique, crise de la masculinité, masculinity crisis

In this paper, we make practical and theoretical contributions to feminist adult education. Practically, we provide an overview of a three-hour arts- and play-based research workshop with research activities/tools that readers can further research to adapt to their own contexts. Theoretically, we explore how these creative practices can contribute to wider notions of relationality and ethics of care when integrated with Indigenous, decolonising, and intersectional, feminist approaches. After offering a rich description of arts- and play-based methods (photovoice, found poetry, collage, narrative métissage, river journey, and lego visioning), we discuss how creative methods and practices hold the potential to foster deeper connections, promote collective accountability, and support the ongoing work of decolonising education. We encourage future research to further explore the intersection of these practices with feminist adult education, and to continue expanding our collective understanding of how to cultivate care, responsibility, and reciprocity in teaching and learning settings.

Keywords: méthodes axées sur les arts, Arts-based Methods, Play-based Methods, méthodes axées sur le jeu, éducation féministe des adultes, Feminist Adult Education, féminisme autochtone, Indigenous Feminisms, Relationality, rationalité, éthique des soins, Ethics of Care

The purpose of this study is to understand how teachers’ perceptions of teacher leadership are formed in education practice. Based on information processing theory and findings from 873 teachers in Chinese schools, this article provides an explanation of the formation of teachers’ leadership perceptions as a function of both alterable variables within the school context and unalterable characteristics of both leaders and followers. It is concluded that alterable school conditions explain most of the variations in teachers’ perceptions of teacher leadership. The study proposes the theoretical implication that alterable variables were more powerful in the development process of teachers’ perceptions of teacher leadership. In addition, the findings indicate that school principals can control organizational factors to enhance teachers’ perceptions of teacher leadership to improve the effectiveness of leadership.

Keywords: teachers’ perceptions, perceptions de la part des enseignants, teacher leadership, leadership par les enseignants, information processing theory, théorie du traitement de l’information

This paper seeks to answer what material quality of life can be expected for someone working in a library in Canada, based on the salaries offered in a data set of three months of job postings on a national job board. The postings were categorized by provincial and municipal location and education level. These data were then compared to census information about the cost of housing in the community where the job was located, to approximate whether the pay was sufficient to provide financial stability, and therefore a good material quality of life. The results of the study show that based on the average of all postings, library workers appear to have a good material quality of life. However, a significant number of individual positions did not provide financial stability. Positions that required an MLIS were more likely to provide a good material quality of life, while positions that required a technician diploma were less likely to do the same. I conducted this analysis with the acknowledgement that library workers exist within communities both in the libraries where we work and in the broader sense of where we live. These contexts have power dynamics, and those who have greater financial stability have a responsibility to advocate for, or stand in solidarity with, other members of the community who have less.

Keywords: income equality, égalisation des revenus, library worker solidarity, solidarité des employés d’une bibliothèque, accessibilité financière, affordability, library salaries, salaires dans les bibliothèques, compensation, compensation

This article explores the emergence of discourses of “human trafficking” in Canadian newspapers during the 1990s, focusing on the depiction of Central and East European migrant women. The period saw much debate over a work permit exemption in federal immigration policy that allowed for the migration of workers into the exotic dance sector. We argue that debates over the exemption were often framed through an ethnosexualizing discourse that enabled narratives of victimization and legitimated repressive border security and policing practices.

Keywords: Eastern Europe, Exotic dancer, Temporary work permit, Immigration, Canada, Human Trafficking