Pub Date : 2024-07-02DOI: 10.36510/learnland.v17i1.1116
Melissa-Ann Ledo, Siibii Petawabano
Our commentary includes an introduction to, and conversation sparked by, the Cree School Board’s Mikw Chiyâm, a secondary school program that engages in an artist-in-residence model. This is a dialogue between Melissa-Ann Pereira Ledo, settler queer educator/researcher/artist, and Siibii Petawabano, one of the first students who was part of the pilot program in the First Nation community of Mistissini in 2015. In 2021, after making “the leap” to become a professional artist-musician, Siibii returned to the program as one of the artists in residency themselves.
{"title":"I Would Not Have Made That Leap: Art as the Vehicle to Tell Your Story, Connect and Build Relationships","authors":"Melissa-Ann Ledo, Siibii Petawabano","doi":"10.36510/learnland.v17i1.1116","DOIUrl":"https://doi.org/10.36510/learnland.v17i1.1116","url":null,"abstract":"Our commentary includes an introduction to, and conversation sparked by, the Cree School Board’s Mikw Chiyâm, a secondary school program that engages in an artist-in-residence model. This is a dialogue between Melissa-Ann Pereira Ledo, settler queer educator/researcher/artist, and Siibii Petawabano, one of the first students who was part of the pilot program in the First Nation community of Mistissini in 2015. In 2021, after making “the leap” to become a professional artist-musician, Siibii returned to the program as one of the artists in residency themselves.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":"12 4","pages":""},"PeriodicalIF":0.2,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141688560","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}
Pub Date : 2024-07-02DOI: 10.36510/learnland.v17i1.1119
Alexandra Arraiz Matute, Emmanuel Tabi
In this article we explore the work of two after-school programs in Toronto, Ontario. Our Youth Success (OYS) is a community-based mentoring program dedicated to lowering the push-out rates of students of Spanish and/or Portuguese-speaking descent. In the Youth Speak Program (YSP), community activists use spoken word poetry and rapping as a vehicle for Black students to express their emotional lives. The data we present come from two separate studies which both used ethnographic approaches, focusing on observation and interviews with participants (Hammersley & Atkinson, 2019). Using Critical Race Theory (CRT), we examine interview data on how the pedagogical relationships developed in these spaces promote the wellbeing of Latinx and Black youth beyond academic outcomes. We argue that these spaces provide insight into the transformative possibilities of critical pedagogies for the wellbeing and healing of communities who have long been marginalized from mainstream institutions.
{"title":"Safe Spaces and Critical Places: Youth Programming and Community Support","authors":"Alexandra Arraiz Matute, Emmanuel Tabi","doi":"10.36510/learnland.v17i1.1119","DOIUrl":"https://doi.org/10.36510/learnland.v17i1.1119","url":null,"abstract":"In this article we explore the work of two after-school programs in Toronto, Ontario. Our Youth Success (OYS) is a community-based mentoring program dedicated to lowering the push-out rates of students of Spanish and/or Portuguese-speaking descent. In the Youth Speak Program (YSP), community activists use spoken word poetry and rapping as a vehicle for Black students to express their emotional lives. The data we present come from two separate studies which both used ethnographic approaches, focusing on observation and interviews with participants (Hammersley & Atkinson, 2019). Using Critical Race Theory (CRT), we examine interview data on how the pedagogical relationships developed in these spaces promote the wellbeing of Latinx and Black youth beyond academic outcomes. We argue that these spaces provide insight into the transformative possibilities of critical pedagogies for the wellbeing and healing of communities who have long been marginalized from mainstream institutions.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":"29 12","pages":""},"PeriodicalIF":0.2,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141685228","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}
Pub Date : 2024-07-02DOI: 10.36510/learnland.v17i1.1125
Charlotte Lombardo, Phyllis Novak
This article confronts tensions of “risk” and “change” in youth engagement and community arts, towards insights for alternate world-building. We problematize overly instrumental approaches, by examining aesthetic and inductive theories of change arising from Making With Place, a research creation initiative based in Toronto, Canada. From Spring 2020 to Fall 2022, we engaged diverse young people as artist-researchers in community arts production experiments exploring concepts of place from individual and collective perspectives. We draw here on resulting public artworks, discussions with the artists, and our own field notes to surface the theories of change arising from this work. We identify three emergent metaphors—the garden, the bridge, the margins—and the ways in which they resist dominant discourses in favor of new practices of imagination and repair. We explore how these creative explorations articulate theories of change that refuse forgetting and call forth desire.
{"title":"Making With Place: Community Artists Theorizing Change","authors":"Charlotte Lombardo, Phyllis Novak","doi":"10.36510/learnland.v17i1.1125","DOIUrl":"https://doi.org/10.36510/learnland.v17i1.1125","url":null,"abstract":"This article confronts tensions of “risk” and “change” in youth engagement and community arts, towards insights for alternate world-building. We problematize overly instrumental approaches, by examining aesthetic and inductive theories of change arising from Making With Place, a research creation initiative based in Toronto, Canada. From Spring 2020 to Fall 2022, we engaged diverse young people as artist-researchers in community arts production experiments exploring concepts of place from individual and collective perspectives. We draw here on resulting public artworks, discussions with the artists, and our own field notes to surface the theories of change arising from this work. We identify three emergent metaphors—the garden, the bridge, the margins—and the ways in which they resist dominant discourses in favor of new practices of imagination and repair. We explore how these creative explorations articulate theories of change that refuse forgetting and call forth desire.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":"22 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141687992","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 commentary presents six pieces from the Que du Love (Only Love) exhibition, which was led by photographer Amelia Segrera and Chalet Kent staff, multimedia director Marilia Beltrame, interviewer and writer Fabiana Diaz, and curator Karl-André St-Victor. The five original photographs featured here were taken on 35 mm film by Segrera, and each features a young person accompanied by their words about love, which are excerpts taken from their interviews. We also include three poems, in French, from student Rania Guerasse, exploring some of the visceral and spiritual intensities of love and heartbreak.
{"title":"Que du Love","authors":"Amelia Segrera, Fabiana Diaz, Marilia Beltrame, Karl-André St-Victor","doi":"10.36510/learnland.v17i1.1118","DOIUrl":"https://doi.org/10.36510/learnland.v17i1.1118","url":null,"abstract":"This commentary presents six pieces from the Que du Love (Only Love) exhibition, which was led by photographer Amelia Segrera and Chalet Kent staff, multimedia director Marilia Beltrame, interviewer and writer Fabiana Diaz, and curator Karl-André St-Victor. The five original photographs featured here were taken on 35 mm film by Segrera, and each features a young person accompanied by their words about love, which are excerpts taken from their interviews. We also include three poems, in French, from student Rania Guerasse, exploring some of the visceral and spiritual intensities of love and heartbreak.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":"75 2","pages":""},"PeriodicalIF":0.2,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141688504","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}
Pub Date : 2024-07-02DOI: 10.36510/learnland.v17i1.1117
Jessica Ruglis, Karl-André St-Victor
In this dialogue, Karl-André St-Victor and Dr. Jessica Ruglis discuss the concepts of wellbeing for youth and supporting young people in being well. Karl is the Executive Director of Chalet Kent, while Jessica is an Associate Professor of Human Development at McGill University and a Board Member at Chalet Kent. They have collaborated for the past eight years, and in this commentary, they discuss supporting the wellbeing of young people through two recent community projects: Que du Love (Only Love), a multimedia project; and the newly founded Uptown Institute, which aims to support young adults into flourishing lives. The dialogue is facilitated by Dr. Bronwen Low, Associate Professor of Education at McGill University and a long-standing partner and former Board President of Chalet Kent. The conversation touches on aspects of education, relationship building, trust, power, change, art, home, and the future.
在这次对话中，卡尔-安德烈-圣维克多（Karl-André St-Victor）和杰西卡-鲁格里斯（Jessica Ruglis）博士讨论了青少年福祉和支持青少年健康成长的概念。卡尔是肯特小木屋的执行董事，而杰西卡则是麦吉尔大学人类发展副教授和肯特小木屋的董事会成员。在这篇评论中，他们讨论了通过最近的两个社区项目来支持年轻人健康成长的问题：Que du Love（唯爱），一个多媒体项目；以及新成立的 Uptown Institute，旨在支持年轻人过上幸福的生活。对话由麦吉尔大学教育学副教授、肯特木屋的长期合作伙伴和前董事会主席 Bronwen Low 博士主持。对话涉及教育、建立关系、信任、权力、变革、艺术、家庭和未来等方面。
{"title":"Airglow: Young People and Wellbeing","authors":"Jessica Ruglis, Karl-André St-Victor","doi":"10.36510/learnland.v17i1.1117","DOIUrl":"https://doi.org/10.36510/learnland.v17i1.1117","url":null,"abstract":"In this dialogue, Karl-André St-Victor and Dr. Jessica Ruglis discuss the concepts of wellbeing for youth and supporting young people in being well. Karl is the Executive Director of Chalet Kent, while Jessica is an Associate Professor of Human Development at McGill University and a Board Member at Chalet Kent. They have collaborated for the past eight years, and in this commentary, they discuss supporting the wellbeing of young people through two recent community projects: Que du Love (Only Love), a multimedia project; and the newly founded Uptown Institute, which aims to support young adults into flourishing lives. The dialogue is facilitated by Dr. Bronwen Low, Associate Professor of Education at McGill University and a long-standing partner and former Board President of Chalet Kent. The conversation touches on aspects of education, relationship building, trust, power, change, art, home, and the future.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":"3 5","pages":""},"PeriodicalIF":0.2,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141688252","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}
Pub Date : 2024-07-02DOI: 10.36510/learnland.v17i1.1131
Frances Moore, Peter Gouzouasis
While it began with a variety of narrative representations of writing personal experiences, since Ellis (2004; Bochner & Ellis, 2016), evocative, performative, and creative nonfiction forms of storying have coalesced to form contemporary autoethnography. For over a decade, Canadian arts education researchers have blazed trails to employ those forms of autoethnography as “learning stories” (Carr, 2001; Carr & Lee, 2012) to study teaching and learning practices in a variety of school and community educational contexts. Learning stories enable educators to reveal teaching and learning experiences that cannot be represented by, or communicated through, other research forms. The present inquiry, which begins with the story of an early childhood educator, is rooted in the fusion of evocative autoethnography and learning stories with arts-based research, particularly a/r/tography.
{"title":"An Early Childhood Educator’s Learning Story in the Time of COVID","authors":"Frances Moore, Peter Gouzouasis","doi":"10.36510/learnland.v17i1.1131","DOIUrl":"https://doi.org/10.36510/learnland.v17i1.1131","url":null,"abstract":"While it began with a variety of narrative representations of writing personal experiences, since Ellis (2004; Bochner & Ellis, 2016), evocative, performative, and creative nonfiction forms of storying have coalesced to form contemporary autoethnography. For over a decade, Canadian arts education researchers have blazed trails to employ those forms of autoethnography as “learning stories” (Carr, 2001; Carr & Lee, 2012) to study teaching and learning practices in a variety of school and community educational contexts. Learning stories enable educators to reveal teaching and learning experiences that cannot be represented by, or communicated through, other research forms. The present inquiry, which begins with the story of an early childhood educator, is rooted in the fusion of evocative autoethnography and learning stories with arts-based research, particularly a/r/tography.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":"64 7","pages":""},"PeriodicalIF":0.2,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141688520","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}
Pub Date : 2024-07-02DOI: 10.36510/learnland.v17i1.1124
Cory Legassic
This piece offers a conceptual framework for collective care as pedagogy in higher education, and a proposition of how to theorize its orientations within anticolonial and feminist work on affect in education. First, I spotlight work that helps to define collective care. Next, I call on the concept of affective individualism as a way to describe what is: the taken-for-granted affective governmentality (Zembylas, 2021) that shapes how we often come together in our classrooms. Finally, I ground collective care as pedagogy as the building of affective solidarity, an affective conceptual framework for what could be, grounded in the feminist work of Clare Hemmings (2012).
{"title":"Towards a Theory of Collective Care as Pedagogy in Higher Education","authors":"Cory Legassic","doi":"10.36510/learnland.v17i1.1124","DOIUrl":"https://doi.org/10.36510/learnland.v17i1.1124","url":null,"abstract":"This piece offers a conceptual framework for collective care as pedagogy in higher education, and a proposition of how to theorize its orientations within anticolonial and feminist work on affect in education. First, I spotlight work that helps to define collective care. Next, I call on the concept of affective individualism as a way to describe what is: the taken-for-granted affective governmentality (Zembylas, 2021) that shapes how we often come together in our classrooms. Finally, I ground collective care as pedagogy as the building of affective solidarity, an affective conceptual framework for what could be, grounded in the feminist work of Clare Hemmings (2012).","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":"25 9","pages":""},"PeriodicalIF":0.2,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141685387","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}
Pub Date : 2024-07-02DOI: 10.36510/learnland.v17i1.1114
Lynn Butler-Kisber
List of reviewers for this issue of the journal.
本期期刊的审稿人名单。
{"title":"Review Board","authors":"Lynn Butler-Kisber","doi":"10.36510/learnland.v17i1.1114","DOIUrl":"https://doi.org/10.36510/learnland.v17i1.1114","url":null,"abstract":"List of reviewers for this issue of the journal.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":"356 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141686321","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}
Pub Date : 2024-07-02DOI: 10.36510/learnland.v17i1.1134
Matthew Yanko
The COVID-19 pandemic’s restrictions for schools and playgrounds threatened children’s social and emotional wellbeing. In response, Grade 4/5 students created music-based activities through action research to sustain playground interactions. This study explored the crucial yet fragile playground relationships and the children’s determination to maintain them. Findings indicate that the student‑initiated projects were not only a medium for self-expression and maintaining friendships, but also served as an important tool for reinforcing the inherent social fabric of the playground setting. Notably, this study underscores the significance of collaborative learning, interpersonal skill development, and intrinsic motivation in fostering social skills and enhancing self-confidence.
{"title":"Maintaining Playground Relationships Through Music During a Pandemic: An Action Research Inquiry","authors":"Matthew Yanko","doi":"10.36510/learnland.v17i1.1134","DOIUrl":"https://doi.org/10.36510/learnland.v17i1.1134","url":null,"abstract":"The COVID-19 pandemic’s restrictions for schools and playgrounds threatened children’s social and emotional wellbeing. In response, Grade 4/5 students created music-based activities through action research to sustain playground interactions. This study explored the crucial yet fragile playground relationships and the children’s determination to maintain them. Findings indicate that the student‑initiated projects were not only a medium for self-expression and maintaining friendships, but also served as an important tool for reinforcing the inherent social fabric of the playground setting. Notably, this study underscores the significance of collaborative learning, interpersonal skill development, and intrinsic motivation in fostering social skills and enhancing self-confidence.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":"19 3‐4","pages":""},"PeriodicalIF":0.2,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141686888","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}
Pub Date : 2024-07-02DOI: 10.36510/learnland.v17i1.1122
N. Golden
In recent years, discourses about youth have been mired in narratives of learning loss and mental health crises. These cultural stories often pathologize youth, offering little in the way of generative pathways for educator practice to aid young people as they navigate the very real challenges in contemporary society. The experiences and reflections shared by a young man, Alberto, about the work he did with his peers and teacher demonstrates the power of community engagement, collaborative art, and responsive teaching to reframe the “problems” of education, offering new pathways to “do wellbeing” in learning spaces.
{"title":"Reframing Youth Wellbeing Through Community-Engaged Learning","authors":"N. Golden","doi":"10.36510/learnland.v17i1.1122","DOIUrl":"https://doi.org/10.36510/learnland.v17i1.1122","url":null,"abstract":"In recent years, discourses about youth have been mired in narratives of learning loss and mental health crises. These cultural stories often pathologize youth, offering little in the way of generative pathways for educator practice to aid young people as they navigate the very real challenges in contemporary society. The experiences and reflections shared by a young man, Alberto, about the work he did with his peers and teacher demonstrates the power of community engagement, collaborative art, and responsive teaching to reframe the “problems” of education, offering new pathways to “do wellbeing” in learning spaces.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":"9 35","pages":""},"PeriodicalIF":0.2,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141683977","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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