Pedagogies of Enlightenment or Entitlement?

Tasha Ausman
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Abstract

Mindfulness and wellness practices are increasingly becoming part of the curricular landscape in secondary schools in Canada, particularly with growing attention to the mental health of students during the 2020 COVID-19 pandemic. This research examines the implementation of a school yoga program introduced to students bubbled in classroom cohorts in a school in Gatineau, Quebec. This paper employs Derrida’s framework of unconditional hospitality to ask whether it is possible for diasporas to reclaim indigenous knowledges through practices of ethical relationality, even as his philosophy brings to light some of the impossibilities of overturning the historical power relations entrenched in colonial pasts and the ongoing prevalence of White supremacy.
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启蒙教育学还是权利教育学?
正念和健康实践正日益成为加拿大中学课程格局的一部分,特别是在2020年COVID-19大流行期间,人们越来越关注学生的心理健康。本研究考察了在魁北克省加蒂诺的一所学校里,一项学校瑜伽课程的实施情况。本文采用德里达无条件接待的框架来询问散居者是否有可能通过伦理关系的实践来重新获得本土知识,即使他的哲学揭示了推翻殖民历史中根深蒂固的历史权力关系和持续盛行的白人至上主义的一些不可能。
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Tribute to Canute Lloyd Stanford (June 5, 1933 - May 21, 2023) CPI Special Issue: "All That Glitters is Not Gold: Culturally Responsive Online Assessment and Pedagogy in Uncertain Times" Applying Culturally Relevant Pedagogy to Online Learning Relational Autonomy in Teacher Education: Deepening Teacher Quality through Indigenous and Decolonizing Education Voices of the Forcibly Displaced: Transition, Resettlement and Education
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