In this article, I examine how Mahatma Gandhi’s philosophy of non ‐ violent resistance (Satyagraha) can be applied to decolonize schooling and education practices in Ghana. Satyagraha consists of three fundamental elements: appeal to the oppressor, non ‐ cooperation, and civil disobedience. Part of an anti ‐ racist and anti ‐ colonial dis ‐ course, Satyagraha is a strategy, epistemology, and methodology for creating spaces for inclusion of Ghanaian Indigenous knowledge and worldview in school curricula and pedagogy. This article is also informed by my lived experiences and observations as an Indigenous student from Ghana. I conclude the article with a discussion of the benefits and dangers inherent in such transformative work. Key words: anti ‐ racism, anti ‐ colonial, non ‐ violence, spirituality Dans cet article, l’auteur montre comment la philosophie de non ‐ violence (satyagraha) de Gandhi peut etre mise a profit pour decoloniser l’ecole et les pratiques pedagogiques au Ghana. Le satyagraha comprend trois elements essentiels : l’appel a l’oppresseur, la non ‐ cooperation et la desobeissance civile. Partie integrante d’un discours antiraciste et anticolonial, le satyagraha est une strategie, une epistemologie et une methodologie visant a creer des espaces pour l’inclusion d’une vision du monde et d’un savoir proprement ghaneens quant aux programmes scolaires et a la pedagogie. Cet article repose aussi sur l’experience personnelle et les observations de l’auteur en tant qu’etudiant ghaneen. L’article se termine par une discussion des bienfaits et des dangers inherents a un tel travail de transformation. Mots cles : antiracisme, anti ‐ colonial, non ‐ violence, spiritualite
在本文中，我将探讨圣雄甘地的非暴力抵抗哲学如何应用于加纳的非殖民化学校和教育实践。Satyagraha由三个基本要素组成:呼吁压迫者、不合作和公民不服从。作为反种族主义和反殖民主义的一部分，Satyagraha是一种策略、认识论和方法论，旨在创造空间，将加纳土著知识和世界观纳入学校课程和教学法。这篇文章也来自我作为加纳土著学生的生活经历和观察。在文章的最后，我讨论了这种变革性工作所固有的好处和危险。关键词:反种族主义，反殖民主义，非暴力，灵性，Dans et article，甘地非暴力哲学(satyagraha)的monteur评论，非殖民化的利润，加纳的教育实践学院。Le satyagraha概括了三个基本要素:“呼吁”和“压迫者”、“不合作”和“反服从”。政党整合，反种族主义，反殖民主义，统一的战略，统一的认识论，统一的方法论，统一的空间，统一的包容，统一的世界观，统一的知识，统一的知识，统一的知识，统一的知识，统一的知识，统一的课程，统一的教学。这篇文章包含了奥斯特尔的经验，以及奥斯特尔的观察结果。这篇文章讨论了一场艰苦的转型所带来的好处和危险。口号:反种族主义，反殖民主义，非暴力，精神主义
{"title":"DECOLONISING KNOWLEDGE PRODUCTION: THE PEDAGOGIC RELEVANCE OF GANDHIAN SATYAGRAHA TO SCHOOLING AND EDUCATION IN GHANA","authors":"P. Adjei","doi":"10.2307/20466678","DOIUrl":"https://doi.org/10.2307/20466678","url":null,"abstract":"In this article, I examine how Mahatma Gandhi’s philosophy of non ‐ violent resistance (Satyagraha) can be applied to decolonize schooling and education practices in Ghana. Satyagraha consists of three fundamental elements: appeal to the oppressor, non ‐ cooperation, and civil disobedience. Part of an anti ‐ racist and anti ‐ colonial dis ‐ course, Satyagraha is a strategy, epistemology, and methodology for creating spaces for inclusion of Ghanaian Indigenous knowledge and worldview in school curricula and pedagogy. This article is also informed by my lived experiences and observations as an Indigenous student from Ghana. I conclude the article with a discussion of the benefits and dangers inherent in such transformative work. Key words: anti ‐ racism, anti ‐ colonial, non ‐ violence, spirituality Dans cet article, l’auteur montre comment la philosophie de non ‐ violence (satyagraha) de Gandhi peut etre mise a profit pour decoloniser l’ecole et les pratiques pedagogiques au Ghana. Le satyagraha comprend trois elements essentiels : l’appel a l’oppresseur, la non ‐ cooperation et la desobeissance civile. Partie integrante d’un discours antiraciste et anticolonial, le satyagraha est une strategie, une epistemologie et une methodologie visant a creer des espaces pour l’inclusion d’une vision du monde et d’un savoir proprement ghaneens quant aux programmes scolaires et a la pedagogie. Cet article repose aussi sur l’experience personnelle et les observations de l’auteur en tant qu’etudiant ghaneen. L’article se termine par une discussion des bienfaits et des dangers inherents a un tel travail de transformation. Mots cles : antiracisme, anti ‐ colonial, non ‐ violence, spiritualite","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":"30 1","pages":"1046-1067"},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466678","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69234465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explored how the Internet bridges theory and practice. Teacher educators, teachers, and prospective teachers used collaborative technologies to design networked communities embedded in three distinct perspectives: the networked learning community, the networked community of practice, and the knowledge building community. Networked communities prompted the development of solutions for integration of information and communication technologies (ICTs) at the elementary, secondary, and post‐secondary levels. These communities provide opportunities for sustained theory‐practice dialogue between teachers at different stages of their professional development and opportunities for ‘boundary spanning’ between courses, practica, pre‐ and in‐service education, graduate seminars, and collaborative research activities.
{"title":"Innovative Models of Web-Supported University-School Partnerships","authors":"Thérèse Laferrière, G. Erickson, Alain Breuleux","doi":"10.2307/20466633","DOIUrl":"https://doi.org/10.2307/20466633","url":null,"abstract":"This study explored how the Internet bridges theory and practice. Teacher educators, teachers, and prospective teachers used collaborative technologies to design networked communities embedded in three distinct perspectives: the networked learning community, the networked community of practice, and the knowledge building community. Networked communities prompted the development of solutions for integration of information and communication technologies (ICTs) at the elementary, secondary, and post‐secondary levels. These communities provide opportunities for sustained theory‐practice dialogue between teachers at different stages of their professional development and opportunities for ‘boundary spanning’ between courses, practica, pre‐ and in‐service education, graduate seminars, and collaborative research activities.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":"30 1","pages":"211-238"},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466633","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69233385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Using interviews, focus groups, and observations, I examined teacher candidates’ experiences with their mentoring teachers over two student teaching periods. Using Feiman‐Nemser and Rosaen’s (1997) mentorship model of guiding teacher learning, I investigated the relational, conceptual, and contextual aspects of the student teaching experience. Results suggest that opportunities to question teaching practices as well as co‐ planning and co‐teaching with associates supported the development of self‐reflection and educational philosophies. Data suggest that mentor beliefs and pressures to maintain board and provincial standardized curriculum reforms prevented teacher candidates from exploring social justice, constructivist, and inquiry‐oriented pedagogies.
{"title":"LEARNING TO TEACH: TEACHER CANDIDATES REFLECT ON THE RELATIONAL, CONCEPTUAL, AND CONTEXTUAL INFLUENCES OF RESPONSIVE MENTORSHIP","authors":"Finney Cherian","doi":"10.2307/20466624","DOIUrl":"https://doi.org/10.2307/20466624","url":null,"abstract":"Using interviews, focus groups, and observations, I examined teacher candidates’ experiences with their mentoring teachers over two student teaching periods. Using Feiman‐Nemser and Rosaen’s (1997) mentorship model of guiding teacher learning, I investigated the relational, conceptual, and contextual aspects of the student teaching experience. Results suggest that opportunities to question teaching practices as well as co‐ planning and co‐teaching with associates supported the development of self‐reflection and educational philosophies. Data suggest that mentor beliefs and pressures to maintain board and provincial standardized curriculum reforms prevented teacher candidates from exploring social justice, constructivist, and inquiry‐oriented pedagogies.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":"30 1","pages":"25-46"},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466624","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69233407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article we offer a research ‐ based response to and critique of approaches suggested to address boys’ literacy and pedagogical reform. Our aim is to open up a dialogue by examining the conceptual limits imposed by casting boys as particular sorts of literate subjects. We argue against officially sanctioned literacy practices that fail to engage with research ‐ based literature that raises serious questions about gender reform initiatives. We suggest caution and further informed dialogue in response to media generated public concerns and educational policies aimed at remasculinizing schools rather than interrogating gender binaries. Key words: masculinity, gender reform, literacy practices, essentialist frameworks Dans cet article, les auteurs offrent, a la suite de leurs recherches, une reponse aux approches suggerees pour s’attaquer a la litteratie chez les garcons et a la reforme pedagogique. Tout en formulant des critiques, les chercheurs visent a ouvrir un dialogue en examinant les limites conceptuelles imposees lorsqu’on considere les garcons comme des types particuliers de sujets quant a la litteratie. Les auteurs s’opposent aux pratiques officiellement sanctionnees en matiere de litteratie, mais faisant fi de la litterature qui, fondee sur la recherche, souleve de graves questions au sujet des initiatives de reforme selon le sexe. Ils suggerent d’etre prudents et de poursuivre un dialogue eclaire en reponse aux inquietudes du public suscitees par les medias et aux politiques de l’enseignement visant a remasculiniser les ecoles plutot qu’a remettre en question la vision binaire des genres. Mots cles: masculinite, reforme selon le sexe, pratiques de litteratie, cadres essentialistes
{"title":"GENDER‐BASED LITERACY REFORM: A QUESTION OF CHALLENGING OR RECUPERATING GENDER BINARIES","authors":"Wayne Martino, Michael Kehler","doi":"10.2307/20466644","DOIUrl":"https://doi.org/10.2307/20466644","url":null,"abstract":"In this article we offer a research ‐ based response to and critique of approaches suggested to address boys’ literacy and pedagogical reform. Our aim is to open up a dialogue by examining the conceptual limits imposed by casting boys as particular sorts of literate subjects. We argue against officially sanctioned literacy practices that fail to engage with research ‐ based literature that raises serious questions about gender reform initiatives. We suggest caution and further informed dialogue in response to media generated public concerns and educational policies aimed at remasculinizing schools rather than interrogating gender binaries. Key words: masculinity, gender reform, literacy practices, essentialist frameworks Dans cet article, les auteurs offrent, a la suite de leurs recherches, une reponse aux approches suggerees pour s’attaquer a la litteratie chez les garcons et a la reforme pedagogique. Tout en formulant des critiques, les chercheurs visent a ouvrir un dialogue en examinant les limites conceptuelles imposees lorsqu’on considere les garcons comme des types particuliers de sujets quant a la litteratie. Les auteurs s’opposent aux pratiques officiellement sanctionnees en matiere de litteratie, mais faisant fi de la litterature qui, fondee sur la recherche, souleve de graves questions au sujet des initiatives de reforme selon le sexe. Ils suggerent d’etre prudents et de poursuivre un dialogue eclaire en reponse aux inquietudes du public suscitees par les medias et aux politiques de l’enseignement visant a remasculiniser les ecoles plutot qu’a remettre en question la vision binaire des genres. Mots cles: masculinite, reforme selon le sexe, pratiques de litteratie, cadres essentialistes","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":"30 1","pages":"406-431"},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466644","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69234021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined the assessment literacy of primary/junior teacher candidates in all four years of their concurrent program. Candidates from each year of the program completed a survey pertaining to self ‐ described level of assessment literacy, main purposes of assessment, utilization of different assessment methods, need for further training, and suggested methods for promoting assessment literacy in university and practice teaching settings. Levels of self ‐ efficacy remained relatively low for teacher candidates across each of the four years of this program. Most candidates suggested summative purposes for assessment and only a minority expressed formative purposes. They favoured observational techniques and personal communication. Key words: classroom assessment; preservice education Cette etude porte sur la capacite d’evaluation chez les etudiants en pedagogie durant les quatre annees de leur programme de formation a l’enseignement au primaire et au premier cycle du secondaire. Des etudiants de chaque annee du programme ont rempli un questionnaire portant sur les sujets suivants : auto ‐ estimation de leur aptitude a l’evaluation, buts principaux des evaluations, utilisation de diverses methodes d’evaluation, besoin d’une formation plus poussee et suggestion de methodes pouvant aider a perfectionner l’aptitude a l’evaluation a l’universite et lors de stages pedagogiques. Les repondants dans chacune des annees du programme estimaient que leur capacite d’evaluation etait relativement faible. La plupart ont parle d’evaluations sommatives et seulement une minorite, d’evaluations formatives. Les repondants favorisaient les techniques d’observation et les communications personnelles. Mots cles : evaluation des eleves, formation a l’enseignement
本研究考察了小学/初级教师候选人在所有四年的并行项目中的评估读写能力。每年参加该项目的考生都要完成一份关于自我描述的评估素养水平、评估的主要目的、不同评估方法的使用、进一步培训的需要以及在大学和实践教学环境中提高评估素养的建议方法的调查。在这个项目的四年中，教师候选人的自我效能水平一直相对较低。大多数考生提出总结目的的评估，只有少数人表示形成目的。他们喜欢观察技巧和个人交流。关键词:课堂评价;职前教育:为学生提供能力评估课程，为教师提供能力评估课程，为初级教育课程，为初级教育课程，为初级教育课程，为初级教育课程。课程的学生不需要在问卷调查中填写重要的问卷:学生能力的自动评估和评估，但评估的原则，各种评估方法的利用，学生的形成和学生的建议方法，学生的完善，学生的能力评估和大学的阶段教学方法。答复者对方案估计能力和评价能力之间的关系是否可靠的问题提出了质疑。La plupart ont parle d ' evaluation somatives和seuement unminor, d ' evaluation formative。大多数受访者倾向于使用观察法和通信人员。主要内容:评估等级，形成等级
{"title":"EXPLORING TEACHER CANDIDATES’ ASSESSMENT LITERACY: IMPLICATIONS FOR TEACHER EDUCATION REFORM AND PROFESSIONAL DEVELOPMENT","authors":"Louis Volante, Xavier Fazio","doi":"10.2307/20466661","DOIUrl":"https://doi.org/10.2307/20466661","url":null,"abstract":"This study examined the assessment literacy of primary/junior teacher candidates in all four years of their concurrent program. Candidates from each year of the program completed a survey pertaining to self ‐ described level of assessment literacy, main purposes of assessment, utilization of different assessment methods, need for further training, and suggested methods for promoting assessment literacy in university and practice teaching settings. Levels of self ‐ efficacy remained relatively low for teacher candidates across each of the four years of this program. Most candidates suggested summative purposes for assessment and only a minority expressed formative purposes. They favoured observational techniques and personal communication. Key words: classroom assessment; preservice education Cette etude porte sur la capacite d’evaluation chez les etudiants en pedagogie durant les quatre annees de leur programme de formation a l’enseignement au primaire et au premier cycle du secondaire. Des etudiants de chaque annee du programme ont rempli un questionnaire portant sur les sujets suivants : auto ‐ estimation de leur aptitude a l’evaluation, buts principaux des evaluations, utilisation de diverses methodes d’evaluation, besoin d’une formation plus poussee et suggestion de methodes pouvant aider a perfectionner l’aptitude a l’evaluation a l’universite et lors de stages pedagogiques. Les repondants dans chacune des annees du programme estimaient que leur capacite d’evaluation etait relativement faible. La plupart ont parle d’evaluations sommatives et seulement une minorite, d’evaluations formatives. Les repondants favorisaient les techniques d’observation et les communications personnelles. Mots cles : evaluation des eleves, formation a l’enseignement","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":"30 1","pages":"749-770"},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466661","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69234170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the context of information and communication technologies in five Newfoundland coastal communities, this article deals with participatory research and outreach. Outreach in these communities, reeling from the near‐collapse of the fishery and struggling to survive in a climate of neo‐liberal restructuring, is considered to be a holistic educational enterprise involving new technologies and the popular media, schools, and their district officers, clinics and regional health care providers, and children and adults as lifelong learners. Based on five approaches that emerged in the final year of one project ‐‐ the work of an on‐site liaison, a residential workshop, community workshops, reports through popular media, and contacts with outside organizations – the author argues that outreach should be recognized as integral to all
{"title":"Participatory Evaluation as Educational Outreach: Working in Unsettling Times","authors":"C. Harris","doi":"10.2307/20466663","DOIUrl":"https://doi.org/10.2307/20466663","url":null,"abstract":"In the context of information and communication technologies in five Newfoundland coastal communities, this article deals with participatory research and outreach. Outreach in these communities, reeling from the near‐collapse of the fishery and struggling to survive in a climate of neo‐liberal restructuring, is considered to be a holistic educational enterprise involving new technologies and the popular media, schools, and their district officers, clinics and regional health care providers, and children and adults as lifelong learners. Based on five approaches that emerged in the final year of one project ‐‐ the work of an on‐site liaison, a residential workshop, community workshops, reports through popular media, and contacts with outside organizations – the author argues that outreach should be recognized as integral to all","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":"30 1","pages":"793-818"},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466663","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69234359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Chapman, M. Filipenko, M. McTavish, Jon Shapiro
In this article, we report on grade ‐ one children’s preferences for narrative and/or information books, and their perceptions of what boys and girls like to read. Data include responses on two book preference tasks by 40 children in four schools. Children chose books and explained the reasons for their choices. One task was a closed, force ‐ choice task, the other, an open ‐ ended task. Boys and girls had similar interests, either preferring stories or liking information books and stories to the same degree. Yet boys and girls perceived that boys prefer information texts and girls prefer narratives. The children’s perceptions reflect gendered stereotypes . Key words: literacy, reading, motivation, genre, gender Dans cet article, les auteurs signalent que les eleves de 1re annee preferent les livres qui racontent des histoires ou donnent de l’information et presentent ce que, selon de ces eleves, les garcons et les filles aiment lire. Les donnees comprennent les reponses de 40 enfants dans quatre ecoles a deux questionnaires, l’un a reponses libres et l’autre a choix multiples, sur les preferences en matiere de livres. Les enfants ont choisi des livres et donne les raisons de leur choix. Les garcons et les filles avaient des interets similaires, preferant soit les histoires, soit les livres d’information et les histoires au meme degre. Et pourtant, les garcons comme les filles avaient l’impression que les garcons aimaient mieux les livres d’information et les filles, les histoires. Les perceptions des enfants refletent les stereotypes marques par le sexe. Mots cles : litteratie, lecture, motivation, genre
{"title":"First Graders' Preferences for Narrative and/or Information Books and Perceptions of Other Boys' and Girls' Book Preferences.","authors":"M. Chapman, M. Filipenko, M. McTavish, Jon Shapiro","doi":"10.2307/20466649","DOIUrl":"https://doi.org/10.2307/20466649","url":null,"abstract":"In this article, we report on grade ‐ one children’s preferences for narrative and/or information books, and their perceptions of what boys and girls like to read. Data include responses on two book preference tasks by 40 children in four schools. Children chose books and explained the reasons for their choices. One task was a closed, force ‐ choice task, the other, an open ‐ ended task. Boys and girls had similar interests, either preferring stories or liking information books and stories to the same degree. Yet boys and girls perceived that boys prefer information texts and girls prefer narratives. The children’s perceptions reflect gendered stereotypes . Key words: literacy, reading, motivation, genre, gender Dans cet article, les auteurs signalent que les eleves de 1re annee preferent les livres qui racontent des histoires ou donnent de l’information et presentent ce que, selon de ces eleves, les garcons et les filles aiment lire. Les donnees comprennent les reponses de 40 enfants dans quatre ecoles a deux questionnaires, l’un a reponses libres et l’autre a choix multiples, sur les preferences en matiere de livres. Les enfants ont choisi des livres et donne les raisons de leur choix. Les garcons et les filles avaient des interets similaires, preferant soit les histoires, soit les livres d’information et les histoires au meme degre. Et pourtant, les garcons comme les filles avaient l’impression que les garcons aimaient mieux les livres d’information et les filles, les histoires. Les perceptions des enfants refletent les stereotypes marques par le sexe. Mots cles : litteratie, lecture, motivation, genre","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":"48 1","pages":"531-553"},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466649","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69233773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Les resultats positifs obtenus en coherence textuelle aupres d’eleves quebecois suite a leur participation a un programme en ecriture fonde sur des principes de l’apprentissage constructiviste (Cavanagh, 2006) et le fait que ces principes rejoignent ceux de la pedagogie preconisee pour les francophones minoritaires, nous amenent a vouloir implanter ce programme aupres d’eleves franco ‐ albertains pour evaluer ses effets sur leur competence redactionnelle. Cependant, il s’avere au prealable necessaire de verifier que les connaissances ciblees par le programme correspondent aux difficultes majeures a l’ecrit des eleves de ce milieu. Le but du present article est donc d’etablir un profil de la competence scripturale d’eleves franco ‐ albertains de la 4 e a la 6 e annee du primaire (n = 126). A cette fin, deux composantes cles ont ete evaluees dans le contexte de l’ecriture d’un texte narratif et d’opinion: la grammaire du texte et la grammaire de la phrase. Les resultats montrent que la premiere composante pose plus de difficultes aux eleves que la seconde et qu’en general, les eleves font peu de progres d’un degre scolaire a l’autre, ce qui souligne la pertinence du programme propose pour cette population. Mots cles: pedagogie en milieu minoritaire, didactique de l’ecriture, coherence textuelle, types de texte, strategies d’ecriture. The positive results in textual coherence obtained from a group of Quebec students participating in a writing program based on constructivist learning principles, as well as the fact that these principles reflect those of the pedagogy prescribed for francophone minorities, have led us to attempt to implant this program in a Franco ‐ Albertan environment in order to evaluate its effect on students’ writing abilities. However, it was first necessary to verify the supposition that the abilities developed by the program correspond to the major difficulties of the pupils in this milieu. The aim of the present article is therefore to establish a profile of the writing competence of Franco ‐ Albertan pupils from grades four to six (n = 126). To this end, two key components, text and sentence grammar, were evaluated in the context of the production of both narrative and opinion texts. The results show that the first component poses more problems for the students than the second and that, in general, the students have made little progress from one grade to another, thus indicating the program’s pertinence for this population. Key words : minority ‐ language pedagogy, teaching writing, textual coherence, types of text, writing strategies
文本中取得积极结果一致性身旁quebecois续了学生参与剧本编写纲要,提出了基于建构主义的学习原则(2006年,Cavanagh)和事实分析观察这些原则相匹配的政策对于法语少数学生身旁,amenent试图植入了我们这个节目franco‐艾伯塔人对他们的能力,以评估其影响redactionnelle。然而，从一开始就有必要检查该方案所针对的知识是否符合该领域学生的主要写作困难。因此，本文的目的是建立佛朗哥-阿尔伯塔省小学四至六年级学生(n = 126)的圣经能力概况。为此，在叙事和观点文本写作的背景下评估了两个关键组成部分:文本语法和句子语法。结果表明，第一个组成部分比第二个组成部分对学生来说更困难，而且一般来说，学生从一个年级到下一个年级的进步很少，这突出了该计划对这一人群的相关性。关键词:少数民族环境教育学，写作教学，文本一致性，文本类型，写作策略。The results in,指出积极划一馏分in a writing a group of小岛的学生正在审查项目基于constructivist学习原理,as well as The fact that these原理reflect圣母的那些规定for us to have led法语少数,试探性地交货to this program in a植入‐Albertan environment in order to订立its effect on学生写作abilities。然而，首先需要验证以下假设:该方案所发展的能力与学生在这一环境中的主要困难相对应。因此，本文的目的是介绍四至六年级学生(n = 126)的写作能力。To this end, two key components, text and裁决书文法学校,were按计划in the context of the production of使得叙事和舆论的法规。结果表明，第一个组成部分比第二个组成部分给学生带来更多的问题，总的来说，学生从一个年级到另一个年级进展甚微，因此表明该方案与这一人群的相关性。关键词:少数民族语言教育学，教学写作，文本连贯，文本类型，写作策略
{"title":"PROFIL SCRIPTURAL D’ÉLÈVES FRANCO‐ ALBERTAINS DU PRIMAIRE EN VUE DE L’IMPLANTATION D’UN PROGRAMME D’INTERVENTION EN ÉCRITURE","authors":"Martine Cavanagh","doi":"10.2307/20466659","DOIUrl":"https://doi.org/10.2307/20466659","url":null,"abstract":"Les resultats positifs obtenus en coherence textuelle aupres d’eleves quebecois suite a leur participation a un programme en ecriture fonde sur des principes de l’apprentissage constructiviste (Cavanagh, 2006) et le fait que ces principes rejoignent ceux de la pedagogie preconisee pour les francophones minoritaires, nous amenent a vouloir implanter ce programme aupres d’eleves franco ‐ albertains pour evaluer ses effets sur leur competence redactionnelle. Cependant, il s’avere au prealable necessaire de verifier que les connaissances ciblees par le programme correspondent aux difficultes majeures a l’ecrit des eleves de ce milieu. Le but du present article est donc d’etablir un profil de la competence scripturale d’eleves franco ‐ albertains de la 4 e a la 6 e annee du primaire (n = 126). A cette fin, deux composantes cles ont ete evaluees dans le contexte de l’ecriture d’un texte narratif et d’opinion: la grammaire du texte et la grammaire de la phrase. Les resultats montrent que la premiere composante pose plus de difficultes aux eleves que la seconde et qu’en general, les eleves font peu de progres d’un degre scolaire a l’autre, ce qui souligne la pertinence du programme propose pour cette population. Mots cles: pedagogie en milieu minoritaire, didactique de l’ecriture, coherence textuelle, types de texte, strategies d’ecriture. The positive results in textual coherence obtained from a group of Quebec students participating in a writing program based on constructivist learning principles, as well as the fact that these principles reflect those of the pedagogy prescribed for francophone minorities, have led us to attempt to implant this program in a Franco ‐ Albertan environment in order to evaluate its effect on students’ writing abilities. However, it was first necessary to verify the supposition that the abilities developed by the program correspond to the major difficulties of the pupils in this milieu. The aim of the present article is therefore to establish a profile of the writing competence of Franco ‐ Albertan pupils from grades four to six (n = 126). To this end, two key components, text and sentence grammar, were evaluated in the context of the production of both narrative and opinion texts. The results show that the first component poses more problems for the students than the second and that, in general, the students have made little progress from one grade to another, thus indicating the program’s pertinence for this population. Key words : minority ‐ language pedagogy, teaching writing, textual coherence, types of text, writing strategies","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":"30 1","pages":"691-724"},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466659","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69234109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This analysis draws on interview data from a three‐year study of educational decision making of youth living in a coastal community in Atlantic Canada. Students whose educational and mobility aspirations extend outside the known spaces of the community develop the ability to negotiate multiple social spaces in and out of school. The school‐successful ʺ floaterʺ identity position is assumed by youth comfortable in a variety of social groups and situations ranging from peer cliques to interactions with teachers and other institutional authority figures. This contrasts with more localized identity positions, marked by strong and exclusive identification with local networks. Dans cet article, l’auteur analyse les donnees tirees d’entrevues effectuees dans le cadre d’une etude de trois ans portant sur les decisions de jeunes d’une localite cotiere du Canada atlantique quant a leurs etudes. Les eleves dont les aspirations en matiere d’education et de mobilite depassent les espaces connus de la communaute developpent l’aptitude a negocier de multiples espaces sociaux a l’ecole et en dehors de l’ecole. Les jeunes qui sont a l’aise dans plusieurs groupes sociaux et situations, allant des cliques de camarades aux interactions avec les enseignants et autres figures d’autorite, adoptent la position du « migrant » qui reussit a l’ecole. D’autres, au contraire, s’identifient fortement et de maniere exclusive a des cercles ou reseaux locaux.
{"title":"Travels in space and place: Identity and rural schooling","authors":"M. Corbett","doi":"10.2307/20466662","DOIUrl":"https://doi.org/10.2307/20466662","url":null,"abstract":"This analysis draws on interview data from a three‐year study of educational decision making of youth living in a coastal community in Atlantic Canada. Students whose educational and mobility aspirations extend outside the known spaces of the community develop the ability to negotiate multiple social spaces in and out of school. The school‐successful ʺ floaterʺ identity position is assumed by youth comfortable in a variety of social groups and situations ranging from peer cliques to interactions with teachers and other institutional authority figures. This contrasts with more localized identity positions, marked by strong and exclusive identification with local networks. Dans cet article, l’auteur analyse les donnees tirees d’entrevues effectuees dans le cadre d’une etude de trois ans portant sur les decisions de jeunes d’une localite cotiere du Canada atlantique quant a leurs etudes. Les eleves dont les aspirations en matiere d’education et de mobilite depassent les espaces connus de la communaute developpent l’aptitude a negocier de multiples espaces sociaux a l’ecole et en dehors de l’ecole. Les jeunes qui sont a l’aise dans plusieurs groupes sociaux et situations, allant des cliques de camarades aux interactions avec les enseignants et autres figures d’autorite, adoptent la position du « migrant » qui reussit a l’ecole. D’autres, au contraire, s’identifient fortement et de maniere exclusive a des cercles ou reseaux locaux.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":"30 1","pages":"771-792"},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466662","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69234289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A critical race analysis could provide both Aboriginal students and their university student advisors with knowledge to understand and potentially challenge the effects and processes of racialization that have historically, legally, and politically divided Aboriginal communities and families. Coalition and alliances can be made within and across the diversity within Aboriginal and non-Aboriginal peoples' lives through a common understanding and commitment to anti-racist education. A critical anti-racist education could provide a foundation to forge alliances between diverse Aboriginal and non-Aboriginal communities in a common search for social justice in education. Key words: coalition, alliance, social justice, racialization Une analyse critique de la race pourrait fournir aux etudiants autochtones et a leurs conseillers universitaires des connaissances qui leur permettraient de comprendre et peut-etre de remettre en question les effets et les processus de racialisation qui, a travers l'histoire et sur les plans juridique et politique, ont divise les communautes et les familles autochtones. Des coalitions et des alliances peuvent etre formees au sein des peuples autochtones et non autochtones grace a une comprehension et a une promotion communes de l'education antiraciste. Une education antiraciste faisant place a l'analyse critique pourrait fournir une base pour la formation d'alliances entre les communautes autochtones et non autochtones dans un souci commun de justice sociale dans le domaine de l'education. Mots cles : coalition, alliance, justice sociale, racialisation ********** Recently I was invited to talk with university student advisors about how to think and respond to conflict among Aboriginal university students. These advisors described the basis of the conflict as dealing with issues of "authenticity" and "belonging"; in other words, who is a "real" Indian and what does it mean to be a "real" Indian. As a child of a Metis/Cree father who spoke Cree and Mitchif (1) and a Treaty 6, Creespeaking mother living in a white settler colonial nation, I too am personally familiar with such identity politics and have had a professsional interest in understanding them (St. Denis, 2002, 2004). These identity politics are rooted in our colonial history and Aboriginal students are, in part, living out a long-established, politically charged script of who belongs and what it means to belong to an Aboriginal community (Brayboy, 2000; King, 2003; Wieder & Pratt, 1990). There are several ways to interpret conflicts resulting from these identity politics. A critical race analysis can help educators understand these identity politics as both the effects of colonialism as well as effects of some of the contradictions that arise in the context of the movement towards cultural revitalization. Ironically, cultural revitalization can be seen to unwittingly encourage a form of cultural fundamentalism that leads to an informal but nonetheless daunting cultu
批判性的种族分析可以为土著学生和他们的大学学生顾问提供知识，以了解并潜在地挑战种族化的影响和过程，这些影响和过程在历史上、法律上和政治上分裂了土著社区和家庭。通过对反种族主义教育的共同理解和承诺，可以在土著和非土著人民生活的多样性中建立联盟和联盟。关键的反种族主义教育可以为建立不同土著和非土著社区之间的联盟提供基础，共同寻求教育方面的社会正义。关键词:联盟，联盟，社会正义，种族化分析，种族主义批判，学生自成一体，大学自成一体，教育自成一体，教育自成一体，教育自成一体，教育自成一体，教育自成一体，教育自成一体，教育自成一体，教育自成一体，教育自成一体，教育自成一体，教育自成一体，教育自成一体。这些联盟，这些联盟，促进了三种形式，一种形式，一种形式，一种形式，一种形式，一种形式，一种形式，一种形式，一种形式，一种形式，一种形式，一种形式，一种形式，教育公社，反种族主义。一个教育antiraciste faisant放置一个分析批判我们fournir倒一个基地两者之间communautes形成d 'alliances autochtones等非autochtones在souci commun de正义sociale在domaine de l 'education。Mots cles:联盟，联盟，社会正义，种族化**********最近，我应邀与大学生顾问谈论如何思考和应对土著大学生之间的冲突。这些顾问将冲突的基础描述为处理“真实性”和“归属感”问题;换句话说，谁是“真正的”印度人，成为“真正的”印度人意味着什么。作为一个说克里语和米契夫语的梅蒂斯/克里父亲的孩子(1)，以及生活在白人移民殖民国家的说条约6、说克里语的母亲，我个人也熟悉这种身份政治，并对理解它们有专业兴趣(St. Denis, 2002, 2004)。这些身份政治根植于我们的殖民历史，在某种程度上，土著学生生活在一个长期存在的、充满政治色彩的剧本中，即谁属于一个土著社区，属于一个土著社区意味着什么(Brayboy, 2000;王,2003;Wieder & Pratt, 1990)。有几种方法可以解释由这些身份政治产生的冲突。批判性的种族分析可以帮助教育者理解这些身份政治，既是殖民主义的影响，也是在文化复兴运动背景下出现的一些矛盾的影响。具有讽刺意味的是，文化复兴可以被视为无意中鼓励一种形式的文化原教旨主义，导致一种非正式但仍然令人生畏的文化等级制度，可以鼓励土著人民的真实性观念。我相信，从事冲突和身份政治的土著学生将受益于发展一种批判性的种族分析，为土著学生和他们的顾问提供知识，以了解并潜在地挑战种族化的影响和过程，这些影响和过程在历史上、法律上和政治上分裂了土著社区和家庭。此外，对批判性种族分析的熟悉甚至可以鼓励跨越土著学生不同主体性的富有成效的联盟，以及土著学生与他们的学生顾问和其他想要为土著学生提供支持的教育工作者之间的联盟。在本文中，我简要地讨论了身份和身份政治的概念。文章的这一部分提供了种族和种族化的定义，包括种族如何以及为什么重要的讨论。…
{"title":"Aboriginal Education and Anti-Racist Education: Building Alliances across Cultural and Racial Identity","authors":"Verna St. Denis","doi":"10.2307/20466679","DOIUrl":"https://doi.org/10.2307/20466679","url":null,"abstract":"A critical race analysis could provide both Aboriginal students and their university student advisors with knowledge to understand and potentially challenge the effects and processes of racialization that have historically, legally, and politically divided Aboriginal communities and families. Coalition and alliances can be made within and across the diversity within Aboriginal and non-Aboriginal peoples' lives through a common understanding and commitment to anti-racist education. A critical anti-racist education could provide a foundation to forge alliances between diverse Aboriginal and non-Aboriginal communities in a common search for social justice in education. Key words: coalition, alliance, social justice, racialization Une analyse critique de la race pourrait fournir aux etudiants autochtones et a leurs conseillers universitaires des connaissances qui leur permettraient de comprendre et peut-etre de remettre en question les effets et les processus de racialisation qui, a travers l'histoire et sur les plans juridique et politique, ont divise les communautes et les familles autochtones. Des coalitions et des alliances peuvent etre formees au sein des peuples autochtones et non autochtones grace a une comprehension et a une promotion communes de l'education antiraciste. Une education antiraciste faisant place a l'analyse critique pourrait fournir une base pour la formation d'alliances entre les communautes autochtones et non autochtones dans un souci commun de justice sociale dans le domaine de l'education. Mots cles : coalition, alliance, justice sociale, racialisation ********** Recently I was invited to talk with university student advisors about how to think and respond to conflict among Aboriginal university students. These advisors described the basis of the conflict as dealing with issues of \"authenticity\" and \"belonging\"; in other words, who is a \"real\" Indian and what does it mean to be a \"real\" Indian. As a child of a Metis/Cree father who spoke Cree and Mitchif (1) and a Treaty 6, Creespeaking mother living in a white settler colonial nation, I too am personally familiar with such identity politics and have had a professsional interest in understanding them (St. Denis, 2002, 2004). These identity politics are rooted in our colonial history and Aboriginal students are, in part, living out a long-established, politically charged script of who belongs and what it means to belong to an Aboriginal community (Brayboy, 2000; King, 2003; Wieder & Pratt, 1990). There are several ways to interpret conflicts resulting from these identity politics. A critical race analysis can help educators understand these identity politics as both the effects of colonialism as well as effects of some of the contradictions that arise in the context of the movement towards cultural revitalization. Ironically, cultural revitalization can be seen to unwittingly encourage a form of cultural fundamentalism that leads to an informal but nonetheless daunting cultu","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":"30 1","pages":"1068-1092"},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466679","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69235137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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