Pub Date : 2022-06-23DOI: 10.36510/learnland.v15i1.1082
Naila Keleta-Mae
This commentary has been revised from a guest talk, with the same title, that the author delivered at the opening session of the Children and Youth Performance Conference III, presented by Young People’s Theatre and York University, online on June 25, 2021. The attendees were theatre practitioners, performers, community organizers, educators, and researchers working in the area of children and youth performance. This commentary attempts to demonstrate in practice “what we lose” when we only stage whiteness by focusing on the insights gained from centering the intellectual and artistic contributions of Black educators and Black theatre practitioners.
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Pub Date : 2022-06-23DOI: 10.36510/learnland.v15i1.1070
K. Kahl
As teachers and students navigated the forced transition to online education, their physical and social interaction became possible only through technology. How did this mediated interaction affect learning outcomes, teacher presence, and their performance, in synchronous classroom spaces? What was lost in the translation of in-person instruction? What might this lost element tell us about the epistemology of embodiment, the transfer of knowledge in the classroom, and the roles of teachers and students within these knowledge frameworks? Through autoethnographical performative inquiry, this paper argues that embodiment—individual and collective—and multidimensional proximity construct sites of knowledge transfer.
{"title":"Mapping Presence: An Exploration of Embodiment and Knowledge Transfers in Cyber-Mediated Classrooms","authors":"K. Kahl","doi":"10.36510/learnland.v15i1.1070","DOIUrl":"https://doi.org/10.36510/learnland.v15i1.1070","url":null,"abstract":"As teachers and students navigated the forced transition to online education, their physical and social interaction became possible only through technology. How did this mediated interaction affect learning outcomes, teacher presence, and their performance, in synchronous classroom spaces? What was lost in the translation of in-person instruction? What might this lost element tell us about the epistemology of embodiment, the transfer of knowledge in the classroom, and the roles of teachers and students within these knowledge frameworks? Through autoethnographical performative inquiry, this paper argues that embodiment—individual and collective—and multidimensional proximity construct sites of knowledge transfer.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44757321","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 : 2022-06-23DOI: 10.36510/learnland.v15i1.1085
Inci Yilmazli Trout, Shaniek Tose, Caitlin Caswell, M. Christensen
The rich learning that accompanies collaborative research practices can go unappreciated without systematic reflection and examination, which is an under-researched area. In this arts-informed inquiry, grounded in the experiences of four scholars, we show how artmaking was integrated into a qualitative research process to represent findings. In the qualitative phase, we analyzed researcher reflections kept throughout the research process to identify themes. Then, we created different art forms to represent the themes. Engaging in artmaking allowed us to be reflexive, strengthened our understanding of collaboration, and how using arts expanded the qualitative findings.
{"title":"Integrating Arts in a Collaborative Research Process: An Arts-Informed Inquiry","authors":"Inci Yilmazli Trout, Shaniek Tose, Caitlin Caswell, M. Christensen","doi":"10.36510/learnland.v15i1.1085","DOIUrl":"https://doi.org/10.36510/learnland.v15i1.1085","url":null,"abstract":"The rich learning that accompanies collaborative research practices can go unappreciated without systematic reflection and examination, which is an under-researched area. In this arts-informed inquiry, grounded in the experiences of four scholars, we show how artmaking was integrated into a qualitative research process to represent findings. In the qualitative phase, we analyzed researcher reflections kept throughout the research process to identify themes. Then, we created different art forms to represent the themes. Engaging in artmaking allowed us to be reflexive, strengthened our understanding of collaboration, and how using arts expanded the qualitative findings.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46424570","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 : 2022-06-23DOI: 10.36510/learnland.v15i1.1060
R. Elke
Indigenous metissage weaves together life writing, poems, scholarship, and images, as a way of sharing strands of my experience of how, while not innovative to us, Indigenous research methods and transformative, participatory pedagogies, such as dreaming, ceremony, making, and drumming, offer suggestions around ways in which to create communities of learning which are inviting for all learners. This is particularly so when we work in arts-based practices, approaches, and paradigms. These transformative Indigenous pedagogies have become the sites of rich, healing conversations with myself, with the land and waters, with my Ancestors, and All My Relations.
{"title":"Indigenous Pedagogies: Weaving Communities of Wonder","authors":"R. Elke","doi":"10.36510/learnland.v15i1.1060","DOIUrl":"https://doi.org/10.36510/learnland.v15i1.1060","url":null,"abstract":"Indigenous metissage weaves together life writing, poems, scholarship, and images, as a way of sharing strands of my experience of how, while not innovative to us, Indigenous research methods and transformative, participatory pedagogies, such as dreaming, ceremony, making, and drumming, offer suggestions around ways in which to create communities of learning which are inviting for all learners. This is particularly so when we work in arts-based practices, approaches, and paradigms. These transformative Indigenous pedagogies have become the sites of rich, healing conversations with myself, with the land and waters, with my Ancestors, and All My Relations.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48057006","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 : 2022-06-23DOI: 10.36510/learnland.v15i1.1084
Botao Wu
Poetic Inquiry invites people to return to the thousand-yearlong scholarly activity, namely writing original poetry. It encourages multiple possibilities of combining lexical thinking, poetry composition, and translation. In an attempt to revive the glory of writing, Poetic Inquiry appeals to a broader readership of scholarly works. This article explores my scholarly and daily life and seeks to learn by writing original poems. It also analyzes how I translate my Chinese poetry into English. With poetic works, I travel across languages, time, and space toward a better understanding of myself and the world.
{"title":"Composing and Translating Poetry: Learning From Scholarly and Daily Activities","authors":"Botao Wu","doi":"10.36510/learnland.v15i1.1084","DOIUrl":"https://doi.org/10.36510/learnland.v15i1.1084","url":null,"abstract":"Poetic Inquiry invites people to return to the thousand-yearlong scholarly activity, namely writing original poetry. It encourages multiple possibilities of combining lexical thinking, poetry composition, and translation. In an attempt to revive the glory of writing, Poetic Inquiry appeals to a broader readership of scholarly works. This article explores my scholarly and daily life and seeks to learn by writing original poems. It also analyzes how I translate my Chinese poetry into English. With poetic works, I travel across languages, time, and space toward a better understanding of myself and the world.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49110249","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 : 2022-06-23DOI: 10.36510/learnland.v15i1.1078
S. Patel
For the South Asian diasporic, questions about (be)longing and identity are almost undeniable. Through a personal reflection, I contour these experiences by way of poetic inquiry, specifically interrogating “performing” Canadian-ness (Alvi, 2020) and the meaning of “home” (Badruddoja, 2006) that are a part of the living pedagogy of immigrant families navigating the “status“ of emigration. It is in that intermediary of “straddling cultural divide” (Sharrif, 2008) that words of poetry emerge, tantalizing a processual capitulation of (be)longing and identity formation; that is, the constant trail of navigating the in-between of “here nor there” and the (im)possibilities that this hyphenation offers.
对于南亚散居者来说，关于渴望和身份的问题几乎是不可否认的。通过个人的反思，我用诗意的探究勾勒出这些经历，特别是质疑“表演”的加拿大人身份（Alvi，2020）和“家”的意义（Badrudoja，2006），这是移民家庭应对移民“身份”的生活教育学的一部分。正是在“跨越文化鸿沟”（Sharrif，2008）的中介中，诗歌词汇出现了，渴望和身份形成的过程性投降；也就是说，在“here nor there”和这种连字符提供的（im）可能性之间导航的不断轨迹。
{"title":"”Where Are You Really From?”: “Mapping” the South Asian Diasporic Through Poetic Inquiry","authors":"S. Patel","doi":"10.36510/learnland.v15i1.1078","DOIUrl":"https://doi.org/10.36510/learnland.v15i1.1078","url":null,"abstract":"For the South Asian diasporic, questions about (be)longing and identity are almost undeniable. Through a personal reflection, I contour these experiences by way of poetic inquiry, specifically interrogating “performing” Canadian-ness (Alvi, 2020) and the meaning of “home” (Badruddoja, 2006) that are a part of the living pedagogy of immigrant families navigating the “status“ of emigration. It is in that intermediary of “straddling cultural divide” (Sharrif, 2008) that words of poetry emerge, tantalizing a processual capitulation of (be)longing and identity formation; that is, the constant trail of navigating the in-between of “here nor there” and the (im)possibilities that this hyphenation offers.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42091315","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 : 2022-06-23DOI: 10.36510/learnland.v15i1.1081
T. Shigematsu, Graham W. Lea, Christina Cook, G. Belliveau
“Tell me about your research.” How does one begin to convey the importance of our life’s work—our research? Enter stage right, Research-based Theatre, an innovative, arts-based methodology that takes research data and brings it to life, by showing, rather than telling. In this article, we tell the story of how Research-based Theatre first came to be, and why it is especially well suited to the contemporary challenge of showcasing diverse and marginalized voices. We also share a short scene that illustrates the methodology in practice. We conclude by offering ways Research-based Theatre can be a meaningful approach for pedagogy and community-engaged initiatives.
{"title":"A Spotlight on Research-Based Theatre","authors":"T. Shigematsu, Graham W. Lea, Christina Cook, G. Belliveau","doi":"10.36510/learnland.v15i1.1081","DOIUrl":"https://doi.org/10.36510/learnland.v15i1.1081","url":null,"abstract":"“Tell me about your research.” How does one begin to convey the importance of our life’s work—our research? Enter stage right, Research-based Theatre, an innovative, arts-based methodology that takes research data and brings it to life, by showing, rather than telling. In this article, we tell the story of how Research-based Theatre first came to be, and why it is especially well suited to the contemporary challenge of showcasing diverse and marginalized voices. We also share a short scene that illustrates the methodology in practice. We conclude by offering ways Research-based Theatre can be a meaningful approach for pedagogy and community-engaged initiatives.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46916860","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 : 2021-06-24DOI: 10.36510/learnland.v14i1.1041
Sumer Seiki, D. Domínguez, Jolynn Asato
In this case study, we explore ways to prepare preservice teachers to translate theory into practice and make science curriculum accessible through familial curriculum. Using her “Family Science Lesson Planning” assignment sequence, Sumer taught preservice teachers the theory of transformative curriculum making (Seiki, 2016), and guided them to recognize, articulate, and translate their own familial curriculum into science lessons. As a result, the three participant preservice teachers’ own histories and familial knowledge were repositioned and valued alongside science. Our findings show how to use science curriculum and instruction to border cross between home and school, thereby making science more accessible.
{"title":"Remaking Science Teaching: Border Crossing Between Home and School","authors":"Sumer Seiki, D. Domínguez, Jolynn Asato","doi":"10.36510/learnland.v14i1.1041","DOIUrl":"https://doi.org/10.36510/learnland.v14i1.1041","url":null,"abstract":"In this case study, we explore ways to prepare preservice teachers to translate theory into practice and make science curriculum accessible through familial curriculum. Using her “Family Science Lesson Planning” assignment sequence, Sumer taught preservice teachers the theory of transformative curriculum making (Seiki, 2016), and guided them to recognize, articulate, and translate their own familial curriculum into science lessons. As a result, the three participant preservice teachers’ own histories and familial knowledge were repositioned and valued alongside science. Our findings show how to use science curriculum and instruction to border cross between home and school, thereby making science more accessible.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49573320","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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