Pub Date : 2024-07-02DOI: 10.36510/learnland.v17i1.1129
Monica McGlynn-Stewart, Nicola Maguire, Lori Budge, Ana-Luisa Sales, Elise Patterson
This three-year qualitative research study examined the knowledge and experiences of 20 early years educators while introducing Indigenous perspectives and pedagogies on Land-Based Learning in 10 urban childcare centers. Educators were introduced to Indigenous perspectives and pedagogies through workshops with Indigenous speakers and Indigenous-authored picture books. These perspectives included the importance of supporting children to develop responsive and caring relationships to the Land for their own wellbeing and for the wellbeing of all their fellow creatures. Supported by their educators, the children increased their sense of belonging in the world, expressed gratitude for their fellow creatures, and recognized and enacted their responsibility to care for nature.
{"title":"Learning From Indigenous Perspectives: Wellbeing in the Early Years","authors":"Monica McGlynn-Stewart, Nicola Maguire, Lori Budge, Ana-Luisa Sales, Elise Patterson","doi":"10.36510/learnland.v17i1.1129","DOIUrl":"https://doi.org/10.36510/learnland.v17i1.1129","url":null,"abstract":"This three-year qualitative research study examined the knowledge and experiences of 20 early years educators while introducing Indigenous perspectives and pedagogies on Land-Based Learning in 10 urban childcare centers. Educators were introduced to Indigenous perspectives and pedagogies through workshops with Indigenous speakers and Indigenous-authored picture books. These perspectives included the importance of supporting children to develop responsive and caring relationships to the Land for their own wellbeing and for the wellbeing of all their fellow creatures. Supported by their educators, the children increased their sense of belonging in the world, expressed gratitude for their fellow creatures, and recognized and enacted their responsibility to care for nature.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":"18 5","pages":""},"PeriodicalIF":0.2,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141687570","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.v17i1.1133
Lauren Sulz, Douglas Gleddie
Recognizing the contributions that school sport can make to the wellbeing of students, this paper proposes a “re-imagined” school sport framework. School Sport for All (SS4A) places students at the center of building a program where development and wellbeing are prioritized. The SS4A framework fully integrates and promotes key aspects from comprehensive school health, whole-child education, and long-term athlete development throughout all its features. As a whole, SS4A aims to ensure the benefits of sport can be experienced by all, within a school system where teaching and learning are prioritized in the classroom and in the school community.
{"title":"School Sport for All: An Inclusive Developmental Framework to Improve Participation","authors":"Lauren Sulz, Douglas Gleddie","doi":"10.36510/learnland.v17i1.1133","DOIUrl":"https://doi.org/10.36510/learnland.v17i1.1133","url":null,"abstract":"Recognizing the contributions that school sport can make to the wellbeing of students, this paper proposes a “re-imagined” school sport framework. School Sport for All (SS4A) places students at the center of building a program where development and wellbeing are prioritized. The SS4A framework fully integrates and promotes key aspects from comprehensive school health, whole-child education, and long-term athlete development throughout all its features. As a whole, SS4A aims to ensure the benefits of sport can be experienced by all, within a school system where teaching and learning are prioritized in the classroom and in the school community.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":"347 6","pages":""},"PeriodicalIF":0.2,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141686875","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.v17i1.1126
Tanya Matthews, Jayne A. Malenfant
We present a dialogue between two community-based scholars in Tio’tia:ke/Montréal, who are examining the experiences of low-income Black families and youth, and gender-diverse, homeless youth. We argue that success must be understood differently in light of the systemic discrimination many youth navigate in schools and explore how research may mirror experiences of discrimination and lack of access that youth navigate in schools. The article highlights how relational research approaches may provide lessons for supporting youth and community leadership and posits that we must foster deep practices of trust-building, shared aims for research impact, and trust in youth.
{"title":"Reimagining Educational Success: Lessons on Support, Wellbeing, and Trust from Community-Grounded Research with Black Families and Gender-Diverse Youth","authors":"Tanya Matthews, Jayne A. Malenfant","doi":"10.36510/learnland.v17i1.1126","DOIUrl":"https://doi.org/10.36510/learnland.v17i1.1126","url":null,"abstract":"We present a dialogue between two community-based scholars in Tio’tia:ke/Montréal, who are examining the experiences of low-income Black families and youth, and gender-diverse, homeless youth. We argue that success must be understood differently in light of the systemic discrimination many youth navigate in schools and explore how research may mirror experiences of discrimination and lack of access that youth navigate in schools. The article highlights how relational research approaches may provide lessons for supporting youth and community leadership and posits that we must foster deep practices of trust-building, shared aims for research impact, and trust in youth.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":"5 10","pages":""},"PeriodicalIF":0.2,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141684544","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.v17i1.1128
Kate McCabe
A cancer diagnosis enlivens the question of what it means to live well with the Earth and its multidimensional beings, including the children I teach. A cancer diagnosis provides a necessary push to step out from the confines of a self and toward and into the wild fray of this life. I interpret my lived experiences through the practical philosophy of hermeneutics. Hermeneutics has helped me perform and write my lived experience, which I hope will draw in readers and listeners to a recognition of their inescapable ecological interdependence. Cultivating an ability to listen and interpret the world and the human and more-than-human kinships is important to me. Listening to words that children speak helps me learn to be open to the fullness of life, how life is lived, how life can be remembered and suffered and let go. I am gathering sense of being in the world and of understanding the offering that arrives when I nurture a commitment to care for the Earth.
{"title":"Come, I Will Walk With You","authors":"Kate McCabe","doi":"10.36510/learnland.v17i1.1128","DOIUrl":"https://doi.org/10.36510/learnland.v17i1.1128","url":null,"abstract":"A cancer diagnosis enlivens the question of what it means to live well with the Earth and its multidimensional beings, including the children I teach. A cancer diagnosis provides a necessary push to step out from the confines of a self and toward and into the wild fray of this life. I interpret my lived experiences through the practical philosophy of hermeneutics. Hermeneutics has helped me perform and write my lived experience, which I hope will draw in readers and listeners to a recognition of their inescapable ecological interdependence. Cultivating an ability to listen and interpret the world and the human and more-than-human kinships is important to me. Listening to words that children speak helps me learn to be open to the fullness of life, how life is lived, how life can be remembered and suffered and let go. I am gathering sense of being in the world and of understanding the offering that arrives when I nurture a commitment to care for the Earth.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":"9 13","pages":""},"PeriodicalIF":0.2,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141685857","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.v17i1.1130
Jinny Menon, Michelle Lavoie, Vera Caine, Margot Jackson, Holly Symonds Brown
In this article, we draw on a narrative inquiry into the experiences of children, youth, and families waiting for mental health support during the COVID-19 pandemic in Western Canada. We foreground two youths’ experiences (Gillian, who self-identifies as transgender, and Malek, who self-identifies as racialized) to highlight the complex barriers and supports each encountered while attempting to secure appropriate care as they navigated moments of crisis within their worlds of home, school, and communities. By inquiring into their mental health stories, we foreground the unique ways these youth enacted counterstories to disrupt hegemonic constructions of their identities, build agency, and support their wellbeing.
{"title":"Seeking Care: Youth’s Counterstories Within the Context of Mental Health","authors":"Jinny Menon, Michelle Lavoie, Vera Caine, Margot Jackson, Holly Symonds Brown","doi":"10.36510/learnland.v17i1.1130","DOIUrl":"https://doi.org/10.36510/learnland.v17i1.1130","url":null,"abstract":"In this article, we draw on a narrative inquiry into the experiences of children, youth, and families waiting for mental health support during the COVID-19 pandemic in Western Canada. We foreground two youths’ experiences (Gillian, who self-identifies as transgender, and Malek, who self-identifies as racialized) to highlight the complex barriers and supports each encountered while attempting to secure appropriate care as they navigated moments of crisis within their worlds of home, school, and communities. By inquiring into their mental health stories, we foreground the unique ways these youth enacted counterstories to disrupt hegemonic constructions of their identities, build agency, and support their wellbeing.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":"25 39","pages":""},"PeriodicalIF":0.2,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141684530","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.v17i1.1132
Melissa Morris
This inquiry investigates the effects of trauma on students by analyzing personal experiences and teaching methods. Through the lens of autoethnography, a nonfictional storytelling approach, I reflect on my learning journey to identify compassionate and mindful teaching practices, aiming to foster a trauma‑sensitive classroom environment. Emphasizing the significance of teachers sharing their stories through autoethnography, this exploration contributes valuable insights to the ongoing discourse on trauma-informed pedagogy for student wellbeing.
{"title":"Reflexive Inquiry’s Impact on Mindful Teaching for Student Wellbeing","authors":"Melissa Morris","doi":"10.36510/learnland.v17i1.1132","DOIUrl":"https://doi.org/10.36510/learnland.v17i1.1132","url":null,"abstract":"This inquiry investigates the effects of trauma on students by analyzing personal experiences and teaching methods. Through the lens of autoethnography, a nonfictional storytelling approach, I reflect on my learning journey to identify compassionate and mindful teaching practices, aiming to foster a trauma‑sensitive classroom environment. Emphasizing the significance of teachers sharing their stories through autoethnography, this exploration contributes valuable insights to the ongoing discourse on trauma-informed pedagogy for student wellbeing.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":"6 9","pages":""},"PeriodicalIF":0.2,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141686035","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.v17i1.1120
Mary Frances Buckley-Marudas, Rosalinda Godinez, Karmel Abutaleb, Gray Cooper, Margaret Rahill, Drew Retherford, Sarah Schwab, Taylor Zepp, Adam Voight
In this article, the authors share what they learned from considering a collection of narrative reflections written by six high school educators, all co-authors, who have integrated youth participatory action research (YPAR) into their instructional practice. Taken together, the written reflections shed light on teachers’ reasons not only for pursuing YPAR but also for persisting with YPAR in their particular school context. The authors found that all teachers shared a commitment to social justice, yet their individual purposes for engaging with YPAR varied. Drawing on the teachers’ written reflections, the authors delve into teachers’ motivations for integrating YPAR into their teaching practice in order to conceptualize teachers’ reasons for facilitating YPAR in school.
{"title":"Why Teachers Integrate YPAR in Their Teaching: Cultivating Youth Wellbeing, Student Voice, and Social Justice","authors":"Mary Frances Buckley-Marudas, Rosalinda Godinez, Karmel Abutaleb, Gray Cooper, Margaret Rahill, Drew Retherford, Sarah Schwab, Taylor Zepp, Adam Voight","doi":"10.36510/learnland.v17i1.1120","DOIUrl":"https://doi.org/10.36510/learnland.v17i1.1120","url":null,"abstract":"In this article, the authors share what they learned from considering a collection of narrative reflections written by six high school educators, all co-authors, who have integrated youth participatory action research (YPAR) into their instructional practice. Taken together, the written reflections shed light on teachers’ reasons not only for pursuing YPAR but also for persisting with YPAR in their particular school context. The authors found that all teachers shared a commitment to social justice, yet their individual purposes for engaging with YPAR varied. Drawing on the teachers’ written reflections, the authors delve into teachers’ motivations for integrating YPAR into their teaching practice in order to conceptualize teachers’ reasons for facilitating YPAR in school.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":"7 19","pages":""},"PeriodicalIF":0.2,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141684742","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.v17i1.1127
Alyssa Mayer
Interweaving my thinking with childhood stories of schooling, familial narratives, and experiences as a teacher alongside children, this article makes visible how my pedagogical approaches and desires for children to experience belonging shape my intentional work to recraft marginalizing curricula and assessment practices. In sharing my learning, unlearning, and continued growth, I endeavor to prompt a rethinking of how we, pre-service teachers, fellow educators, and school leaders, support children’s life‑making and wellbeing on school landscapes and offer approaches for all children to be centered as knowledge holders.
{"title":"Attuning to Children’s Layered Life-Making Through Relational Learning and Assessment","authors":"Alyssa Mayer","doi":"10.36510/learnland.v17i1.1127","DOIUrl":"https://doi.org/10.36510/learnland.v17i1.1127","url":null,"abstract":"Interweaving my thinking with childhood stories of schooling, familial narratives, and experiences as a teacher alongside children, this article makes visible how my pedagogical approaches and desires for children to experience belonging shape my intentional work to recraft marginalizing curricula and assessment practices. In sharing my learning, unlearning, and continued growth, I endeavor to prompt a rethinking of how we, pre-service teachers, fellow educators, and school leaders, support children’s life‑making and wellbeing on school landscapes and offer approaches for all children to be centered as knowledge holders.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":"26 46","pages":""},"PeriodicalIF":0.2,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141685424","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.v17i1.1121
Ramona Elke
This work is an Indigenous Métissage weaving together poems, stories, scholarship, and images. It suggests that the distress, educational struggles, changes in traditional educational pathways, and other behaviors of current youth in response to social challenges offer ways out of these crises rather than being symptoms of them. This work offers pathways to learn from the wisdom of distress, and ways to create healing futures for ourselves, the land, waters, ancestors, and All Our Relations.
{"title":"The Kids Are Alright: Changing Perceptions for a New Wellbeing","authors":"Ramona Elke","doi":"10.36510/learnland.v17i1.1121","DOIUrl":"https://doi.org/10.36510/learnland.v17i1.1121","url":null,"abstract":"This work is an Indigenous Métissage weaving together poems, stories, scholarship, and images. It suggests that the distress, educational struggles, changes in traditional educational pathways, and other behaviors of current youth in response to social challenges offer ways out of these crises rather than being symptoms of them. This work offers pathways to learn from the wisdom of distress, and ways to create healing futures for ourselves, the land, waters, ancestors, and All Our Relations.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":"30 11","pages":""},"PeriodicalIF":0.2,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141685330","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.v17i1.1123
J. Gruno, Sandra Gibbons
Experts in public health and education alike have long advocated for the engagement of youth in nature to foster movement, human–nature connectedness, and mental wellbeing. Physical and health education teachers in school-based programs continue to find a variety of ways to help their students be physically active in the natural environment due to the plethora of positive benefits. This paper describes a unit entitled Nature-Based Physical Activity in Pictures that utilized Photovoice to engage youth and foster human–nature connectedness.
{"title":"Nature-Based Physical Activity in Pictures: A Photovoice Unit in (and Beyond) Physical and Health Education","authors":"J. Gruno, Sandra Gibbons","doi":"10.36510/learnland.v17i1.1123","DOIUrl":"https://doi.org/10.36510/learnland.v17i1.1123","url":null,"abstract":"Experts in public health and education alike have long advocated for the engagement of youth in nature to foster movement, human–nature connectedness, and mental wellbeing. Physical and health education teachers in school-based programs continue to find a variety of ways to help their students be physically active in the natural environment due to the plethora of positive benefits. This paper describes a unit entitled Nature-Based Physical Activity in Pictures that utilized Photovoice to engage youth and foster human–nature connectedness.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":"8 11","pages":""},"PeriodicalIF":0.2,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141685961","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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