Pub Date : 2021-06-24DOI: 10.36510/learnland.v14i1.1047
Anne Murray-Orr, Jennifer Mitton
Critical literacy is widely accepted as an important element of culturally relevant pedagogy. In this article, we detail results of a study into how six teachers in rural Eastern Canada purposefully incorporated critical literacy into teaching and learning activities in their classrooms from a culturally relevant pedagogical stance. Findings highlight teachers’ intentional planning that embeds critical literacy, critical literacy in the wider community, and use of multimodal practices in teaching for critical literacy. The critical literacy practices of these teachers reflect their thinking about knowledge and knowledge construction as one key aspect of their culturally relevant pedagogy.
{"title":"Middle Years Teachers’ Critical Literacy Practices as Cornerstones of Their Culturally Relevant Pedagogies","authors":"Anne Murray-Orr, Jennifer Mitton","doi":"10.36510/learnland.v14i1.1047","DOIUrl":"https://doi.org/10.36510/learnland.v14i1.1047","url":null,"abstract":"Critical literacy is widely accepted as an important element of culturally relevant pedagogy. In this article, we detail results of a study into how six teachers in rural Eastern Canada purposefully incorporated critical literacy into teaching and learning activities in their classrooms from a culturally relevant pedagogical stance. Findings highlight teachers’ intentional planning that embeds critical literacy, critical literacy in the wider community, and use of multimodal practices in teaching for critical literacy. The critical literacy practices of these teachers reflect their thinking about knowledge and knowledge construction as one key aspect of their culturally relevant pedagogy.","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":"49110150","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.v14i1.1028
Debbie B. Golos, Annie M. Moses, Elaine Gale, Michele Berke
Societal views of Deaf people typically stem from a medical or deficit perspective, which then informs educational practices. In contrast, educational settings that embrace a cultural perspective provide visual language and strategies that can benefit all students. This article will address three common myths about American Sign Language (ASL) and Deaf people and share research-supported pedagogical practices and recommendations on how to be an ally on behalf of Deaf people.
{"title":"Building Allies and Sharing Best Practices: Cultural Perspectives of Deaf People and ASL Can Benefit All","authors":"Debbie B. Golos, Annie M. Moses, Elaine Gale, Michele Berke","doi":"10.36510/learnland.v14i1.1028","DOIUrl":"https://doi.org/10.36510/learnland.v14i1.1028","url":null,"abstract":"Societal views of Deaf people typically stem from a medical or deficit perspective, which then informs educational practices. In contrast, educational settings that embrace a cultural perspective provide visual language and strategies that can benefit all students. This article will address three common myths about American Sign Language (ASL) and Deaf people and share research-supported pedagogical practices and recommendations on how to be an ally on behalf of Deaf people.","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":"49110162","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.v14i1.1035
Lisa Nontell
The author explores tensions between teacher-centered styles of teaching and play-based approaches that invite students to be creators of their own learning. Through narrative inquiry, the author uses a metaphor of wildflowers growing in natural environments to explore a child-led process of learning through play that fosters creativity and deep thinking. Teaching Kindergarten for the first time, the author reflects on challenges of living “secret stories” in the classroom that differ from “sacred stories” of the school’s pedagogical practices, feeling a need to create a “cover story” to present her pedagogy as conforming, yet capable and successful.
{"title":"Life of a Wildflower: Reimagining Meaningful Learning Through Play-Based Pedagogy","authors":"Lisa Nontell","doi":"10.36510/learnland.v14i1.1035","DOIUrl":"https://doi.org/10.36510/learnland.v14i1.1035","url":null,"abstract":"The author explores tensions between teacher-centered styles of teaching and play-based approaches that invite students to be creators of their own learning. Through narrative inquiry, the author uses a metaphor of wildflowers growing in natural environments to explore a child-led process of learning through play that fosters creativity and deep thinking. Teaching Kindergarten for the first time, the author reflects on challenges of living “secret stories” in the classroom that differ from “sacred stories” of the school’s pedagogical practices, feeling a need to create a “cover story” to present her pedagogy as conforming, yet capable and successful.","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":"48206007","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.v14i1.1040
G. Prasad
This article reports on collage as a pedagogical practice to support teacher candidate reflection. We outline a multi-step collage-based reflection workshop that was part of a required course on “Inquiries Into Learning.” The summative collage project was designed to help teacher candidates reflect on their vision of learning (hope) and their fears and doubts as beginning teachers. The process and product of their final integrated collage led students to interrogate how their hopes and fears mingle together in practice. Six teacher candidates share their series of collages and GIFs, along with their reflective personal statements. We conclude by highlighting lessons learned through collaging from the perspective of students.
{"title":"Collage as a Pedagogical Practice to Support Teacher Candidate Reflection","authors":"G. Prasad","doi":"10.36510/learnland.v14i1.1040","DOIUrl":"https://doi.org/10.36510/learnland.v14i1.1040","url":null,"abstract":"This article reports on collage as a pedagogical practice to support teacher candidate reflection. We outline a multi-step collage-based reflection workshop that was part of a required course on “Inquiries Into Learning.” The summative collage project was designed to help teacher candidates reflect on their vision of learning (hope) and their fears and doubts as beginning teachers. The process and product of their final integrated collage led students to interrogate how their hopes and fears mingle together in practice. Six teacher candidates share their series of collages and GIFs, along with their reflective personal statements. We conclude by highlighting lessons learned through collaging from the perspective of students.","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":"48916025","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.v14i1.1050
Alison L. Grittner
Drawing upon Heron and Reason’s (1997) participatory inquiry paradigm and extended epistemology, this article explores how six Master of Social Work (MSW) students engaged in sensory arts-based critical reflection concerning their social location, identities, social justice, and social policy. We share our process for creating sensory arts-based stories, the stories themselves, and pedagogical reflections. We elucidate how sensory arts-based storytelling allows learners to draw upon their strengths, unique perspectives, and experiences in the world, generating transformative understandings of social justice. Sensory arts-based storytelling holds potential as an interdisciplinary mode of critical reflection, generating inclusive learning environments oriented towards social change.
{"title":"Sensory Arts-Based Storytelling as Critical Reflection: Tales From an Online Graduate Social Work Classroom","authors":"Alison L. Grittner","doi":"10.36510/learnland.v14i1.1050","DOIUrl":"https://doi.org/10.36510/learnland.v14i1.1050","url":null,"abstract":"Drawing upon Heron and Reason’s (1997) participatory inquiry paradigm and extended epistemology, this article explores how six Master of Social Work (MSW) students engaged in sensory arts-based critical reflection concerning their social location, identities, social justice, and social policy. We share our process for creating sensory arts-based stories, the stories themselves, and pedagogical reflections. We elucidate how sensory arts-based storytelling allows learners to draw upon their strengths, unique perspectives, and experiences in the world, generating transformative understandings of social justice. Sensory arts-based storytelling holds potential as an interdisciplinary mode of critical reflection, generating inclusive learning environments oriented towards social change.","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":"42488675","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.v14i1.1039
M'Balia Thomas
This paper examines the everyday creativity embedded within authentic classroom assessments. While not all authentic assessments are necessarily creative (i.e., novel, innovative, and contextually appropriate), I demonstrate everyday creativity in two authentic classroom assessments I have adopted in my TESOL courses. In revealing the everyday creativity of these tasks, and in light of their desired learning outcomes, I seek to demystify the role everyday creativity can play in student demonstrations of knowledge and skill.
{"title":"The Everyday Creativity of Authentic Classroom Assessments","authors":"M'Balia Thomas","doi":"10.36510/learnland.v14i1.1039","DOIUrl":"https://doi.org/10.36510/learnland.v14i1.1039","url":null,"abstract":"This paper examines the everyday creativity embedded within authentic classroom assessments. While not all authentic assessments are necessarily creative (i.e., novel, innovative, and contextually appropriate), I demonstrate everyday creativity in two authentic classroom assessments I have adopted in my TESOL courses. In revealing the everyday creativity of these tasks, and in light of their desired learning outcomes, I seek to demystify the role everyday creativity can play in student demonstrations of knowledge and skill.","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":"44790409","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.v14i1.1048
M. Rowan
In this interview, Carol Rowan recounts how she moved up North to Inukjuak, because she sought to live and learn with Inuit. Following her union with Jobie Weetaluktuk in 1984, and the subsequent births of their three Inuit children, she developed pedagogical approaches informed by and rooted in Inuit ontologies and epistemologies. She discusses how written and spoken Inuktitut language holds culturally specific content. Moreover, she shares how living with land, engaging with Elders, speaking in Inuktitut, and using local materials of the place can serve to displace prevailing Western hegemony with deeper, more intimate understandings of local environments and lifestyles.
{"title":"Recognizing the Wealth of Knowledge in Inuit, First Nations, and Métis Communities","authors":"M. Rowan","doi":"10.36510/learnland.v14i1.1048","DOIUrl":"https://doi.org/10.36510/learnland.v14i1.1048","url":null,"abstract":"In this interview, Carol Rowan recounts how she moved up North to Inukjuak, because she sought to live and learn with Inuit. Following her union with Jobie Weetaluktuk in 1984, and the subsequent births of their three Inuit children, she developed pedagogical approaches informed by and rooted in Inuit ontologies and epistemologies. She discusses how written and spoken Inuktitut language holds culturally specific content. Moreover, she shares how living with land, engaging with Elders, speaking in Inuktitut, and using local materials of the place can serve to displace prevailing Western hegemony with deeper, more intimate understandings of local environments and lifestyles.","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":"43995679","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.v14i1.1043
Hayley Dominey
This article is a condensed version of the author’s research which explores the relationship between imaginative play and creativity in education, and examines the structures, approaches, benefits, and obstacles surrounding the topic of imaginative play and creativity. The photo collection is a reflection on the ponderings throughout the author’s project research. Inspired by zoom-in puzzles, a similar approach was taken to the creative representation of pedagogical wonderings through a photographic journey. By looking at things from different vantage points, one can see things in different ways, and, perhaps, experience a sort of catharsis through contemplation of the overlooked in the obvious.
{"title":"Evoking Never Never Land: The Importance of Imaginative Play and Creativity","authors":"Hayley Dominey","doi":"10.36510/learnland.v14i1.1043","DOIUrl":"https://doi.org/10.36510/learnland.v14i1.1043","url":null,"abstract":"This article is a condensed version of the author’s research which explores the relationship between imaginative play and creativity in education, and examines the structures, approaches, benefits, and obstacles surrounding the topic of imaginative play and creativity. The photo collection is a reflection on the ponderings throughout the author’s project research. Inspired by zoom-in puzzles, a similar approach was taken to the creative representation of pedagogical wonderings through a photographic journey. By looking at things from different vantage points, one can see things in different ways, and, perhaps, experience a sort of catharsis through contemplation of the overlooked in the obvious.","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":"45350523","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.v14i1.1044
Elia Gindin, Meaghan Van Steenbergen, D. Gleddie
Two teachers and a professor engaged in collaborative inquiry through narrative as a form of reflective practice, pedagogical growth, and practitioner research. Using a Deweyan lens and elements of narrative inquiry, we consider our stories of teaching through a supportive, growth-based sharing process. Viewing pedagogical experiences through this lens enabled us to enter each other’s worlds and engage in reflection—together. Our work speaks to the situations that arise when expectations conflict with reality. The process of reflecting and re-reflecting led us to the conclusion that engagement in this fashion is a valuable reflexive method for teacher professional growth.
{"title":"Strangers No More: Collaborative Inquiry Through Narrative as Teacher Reflective Practice","authors":"Elia Gindin, Meaghan Van Steenbergen, D. Gleddie","doi":"10.36510/learnland.v14i1.1044","DOIUrl":"https://doi.org/10.36510/learnland.v14i1.1044","url":null,"abstract":"Two teachers and a professor engaged in collaborative inquiry through narrative as a form of reflective practice, pedagogical growth, and practitioner research. Using a Deweyan lens and elements of narrative inquiry, we consider our stories of teaching through a supportive, growth-based sharing process. Viewing pedagogical experiences through this lens enabled us to enter each other’s worlds and engage in reflection—together. Our work speaks to the situations that arise when expectations conflict with reality. The process of reflecting and re-reflecting led us to the conclusion that engagement in this fashion is a valuable reflexive method for teacher professional growth.","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":"45711606","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.v14i1.1038
Tiiu Poldma, Lora Di Fabio, Zakia Hammouni
This paper explores how students connect meaningfully with theory through the aesthetic experiences of problem solving together in the context of a workshop. It can be challenging for students studying design in university programs to understand how theory is relevant, when applied in practical design studio activities. In the colour workshop presented, students participate in brainstorming exercises to create proposals. Theory is made meaningful through learning activities, including a creative brainstorming session animated by both teachers and industry guests. The experience described was enthusiastically received, with the academia-industry collaboration providing a valuable platform for knowledge exchange both among students and teachers.
{"title":"Students Engaged in Reflection and Practical Problem Solving: Exploring Colour Theory","authors":"Tiiu Poldma, Lora Di Fabio, Zakia Hammouni","doi":"10.36510/learnland.v14i1.1038","DOIUrl":"https://doi.org/10.36510/learnland.v14i1.1038","url":null,"abstract":"This paper explores how students connect meaningfully with theory through the aesthetic experiences of problem solving together in the context of a workshop. It can be challenging for students studying design in university programs to understand how theory is relevant, when applied in practical design studio activities. In the colour workshop presented, students participate in brainstorming exercises to create proposals. Theory is made meaningful through learning activities, including a creative brainstorming session animated by both teachers and industry guests. The experience described was enthusiastically received, with the academia-industry collaboration providing a valuable platform for knowledge exchange both among students and teachers.","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":"48969265","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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