Documents found
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112351.More information
The purpose of this ethnographically informed research study was to explore the integration of making and mindfulness pedagogies in a single curricular intervention (“MakerMinds”) and, in particular, how making engages students in mindfulness content and encourages their independent use of mindfulness tools. Mindfulness programs have long been used to promote mental health in clinical and non-clinical settings. Related research with school-aged children is limited, however, and the problem of how to fully engage them in mindfulness programming remains unsolved. Here, we report on the experiences of 24 Grade 4 students in MakerMinds over an eight-week period. Qualitative data from multiple sources revealed a program successful in engaging students and encouraging their application of mindfulness tools as needed in their daily lives. It also positively impacted conceptual and experiential knowledge of mindfulness and developed students’ agentic awareness of themselves as problem-solving makers and nascent mindfulness practitioners.
Keywords: constructionism, making, makerspace, meditation, mental wellness, mindful learning, mindfulness, student wellness
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112352.More information
Considering the treatment of pictoral works in the French class and, especially, proposing a pedagogical approach structured in this direction implies shedding light upon this phenomenon with a particular attention paid to its wide range of possibilities. From this standpoint, it seems possible, in corollary, to allot to such a treatment a teaching posture that is as rich in its interculturality as in its authenticity.
Keywords: image commentary, commentaire d’image, French, pédagogie, pedagogical, français, interculturality, interculturalité
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112353.More information
The concept of intermediality appears contrary to our conception of the French classical aesthetic, which we consider to be characterised by unity rather than multiplicity. And yet, the French seventeenth century is also famous for having invented numerous intermedial dramatic genres including Corneille's machine plays, Moliere's comedy-ballets and Lully's operas. In order to elucidate this apparent paradox, I propose to explore the use of the intermède, a paratheatrical ornament used to make any play intermedial. By examining the etymology of the word and the history of its practice, I will clarify its function on the seventeenth century stage. I will then outline a brief typology of the ways in which it could be used to influence the meaning of the main play or, at the very least, how a play was received by the audience. This study will show that dramatic practice in seventeenth century France was much more varied than theoretical texts and printed plays would have us believe, and that the intermede was used much more widely than in Moliere's comedy-ballets.
Keywords: Théâtre, intermède, parathéâtre, Molière
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112354.More information
In European society, individuals tend to fall back on their communal identity. Each community wants to be autonomous vis-à-vis all other communities and at the same time wants to be homogeneous within in itself. Only through a refusal of identifying with the " Other", the "Foreigner" can "We" be asserted, and thus build up a self-sufficient communal identity. Over the years, the exclusion principle of the "Other" considerably intensified in Europe with the introduction of new divisional factors, such as ethnicity, continental and institutional, which have been used to define "Us". Through their narration, urban legends allow Europeans to reaffirm their norms and values as a means of clarifying one of their identities. The semio-pragmatic analysis of hundreds of urban legends allows us to show the intentions, representations, connections and roles of their subjects/transmitters. All of these stories explain the confrontation of two protagonists and its consequences: one protagonist represents the community that includes the subjects/transmitters, the narrator and the hero, all sharing the same moral values and humorous complicity; the other represents an opposing group considered "negative". This opposition allows the adherents to the urban legend to associate individuals with frightening, forbidden or mysterious acts or events. If the interactional approach shows that situations of identity construction or affirmation are complex and cannot be summarized by a strict and unchanging opposition between two groups, the content of the European urban legends nevertheless builds on a simplification of reality that facilitates the representation of the world and of oneself. As the designation of the " Other" does not rely on facts but rather on beliefs and stereotypes, the "Other" becomes a scapegoat which, by opposition, enables us to understand how Europeans identify themselves today.
Keywords: urban legends, légendes urbaines, identity construction, construction identitaire, narratives, bouc émissaire, scapegoat, récits
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112355.More information
Naturalistic interventions, such as activity-based interventions (ABI), use play and daily activities to support development of skills in young children. This article documents the challenges and facilitators encountered by four daycare educators trained and coached to implement ABI to support development of literacy skills. The main challenges identified were lack of time, management of socioemotional issues, and changes to groups of children. Facilitators include physical accommodations and children’s interests. This article highlights the importance of offering a wide range of literacy materials accessible to children.
Keywords: interventions naturalistes, implantation, littératie, milieu de garde, facilitateurs, défis
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112356.More information
Keywords: Ukraine, religion, Russian aggression, tomos, the Orthodox Church of Ukraine
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112357.More information
This article addresses the struggle of crafting a recognized professional scholarly identity, and reflects on the significance of puppets to interrupt this struggle, assert one’s voice, and creatively occupy one’s space. Our interdisciplinary contribution aims to extend conversations on the realities of academic life that are often muted or diluted such as anxiety, self-doubt, weariness and failure, with implications for creative research practices. We engage the aforementioned realities through a mix of creative and whimsical writing styles (e.g., human-puppet dialogues; poetry; reflection), leveraging insights from the Jungian psychological approach to archetypal symbol and the imagination as well as transformative arts-based approaches involving storytelling, voice, and liminal space. After exploring our own experiences carving out space as creative and reflective scholar-practitioners, we discuss two examples where puppets disrupted the status quo of particular academic settings and provided opportunities for different, more spontaneous forms of engagement with the self and with others.
Keywords: imagination, Jungian psychology, liminality, soulful scholarship, voice
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112358.More information
In this paper, I employ the concept of the palimpsest of meaning (Bailey, 2007) to illustrate how Pokémon Go shapes and produces relations to place. Using ethnographic data from student players at the University of Guelph, I demonstrate how augmented reality (AR) gaming constructs a curated layer of place meaning that influences players’ knowledge of, relationships to, and movement through space. In so doing, I argue that we should not ignore the potential of AR technology to influence how we come to know place, emphasizing the impacts that biases, which are coded into this technology, might have on subaltern narratives of place and on marginalized communities, particularly in the context of Canadian settler colonialism and the erasure of Indigenous knowledge.
Keywords: Pokémon Go, anthropology of place and space, place knowledge, place meaning, palimpsest
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112359.More information
In line with a socio-critical approach to digital uses, which includes both the school and the extracurricular contexts in its analysis of student’s relationship to digital technologies, this article presents a review of the scientific literature on the transfer of learning regarding the three disciplinary skills of French as a first language induced by the extracurricular digital uses of adolescents. The data consisted of scientific documents obtained through a review of writings published between 2010 and 2018 and retrieved from databases and specialized journals. The results show that the transfer of learning is not a systematic process because when an adolescent uses a technology in the new context, they do not use the same skills as in the initial context.
Keywords: ordre d’enseignement secondaire, secondary level of education, digital uses, enseignement du français langue, caractéristiques des adolescents, teaching French as a first language, contextes scolaire et extrascolaire, transfer of learning, adolescents' characteristics, transfert des apprentissages, school context and extracurricular context, usages numériques
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112360.More information
This article takes a look at the community of game collectors in Quebec, first by exploring how ludovideophily compares itself from classic collecting. We then isolate Quebec video game collection to identify how the community navigates through a world that is even more open and that interacts mostly in English. Do specifically Quebec centric attributes exist ? An incursion inside this group will highlight our reflection and help confirm if these collectors meld themselves in the bigger group or if they stick their head high enough to differentiate from the international communities.
Keywords: jeu vidéo, collection, collectionneur, Québec, video game, collector, collection, Quebec