Critical Studies in Education最新文献

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Politics of rhythm and crisis in the slow death of higher education: implications for academic work and student support 高等教育缓慢死亡中的节奏和危机政治:对学术工作和学生支持的影响

2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Critical Studies in Education

Pub Date : 2023-10-02 DOI: 10.1080/17508487.2023.2263048

Robert Shaw, Matej Blazek

This paper explores the role that conflicting rhythms of academic life and crisis have on the ability of academics to meet their commitments, such as providing support to students. Drawing from our experience in UK higher education, we argue that contemporary academic life can be seen as a constant process of being taken over by different crises. These crises tend to follow a rhythm of brief periods as emergencies subsequently operationalised into forms of ongoing, unresolved crisis. In turn, these crisis rhythms intersect with contrasting rhythms of different actors in university life, specifically that of academics, the institution itself, and students. Drawing from Lefebvre’s vocabulary of rhythmanalysis, we argue that the arrhythmia between these different groups in the university is a key part in the failure of higher education to do more than proliferate crisis. Illustrated by our experiences in student-support focused roles during the height of COVID-19 lockdowns, we explore how this particular crisis imposed itself as emergency but was then absorbed into the group of ongoing crises which impact on academic life. The paper concludes with suggestions of alternative approaches to university workload for staff and students alike, which might render university life more eurhythmic and equitable.

本文探讨了学术生活和危机的冲突节奏对学者履行其承诺(如为学生提供支持)的能力的作用。根据我们在英国高等教育的经验，我们认为，当代学术生活可以被看作是一个不断被不同危机接管的过程。这些危机往往遵循一种短暂的节奏，因为紧急情况随后演变为持续的、未解决的危机。反过来，这些危机节奏与大学生活中不同角色的对比节奏相交，特别是学者，机构本身和学生的节奏。从列斐伏尔的节奏分析词汇中，我们认为大学中这些不同群体之间的心律失常是高等教育失败的关键部分，而不仅仅是扩散危机。根据我们在COVID-19封锁高峰期间以学生支持为重点的角色的经验，我们探讨了这场特殊的危机是如何作为紧急情况出现的，但随后被吸收到影响学术生活的持续危机中。最后，本文对大学工作人员和学生提出了一些替代方法，这些方法可能使大学生活更加有节奏和公平。

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Kîyokêwin (Visiting), leadership, and consenting to learn in public: indigenizing social sciences and humanities at the Royal Military College of Canada Kîyokêwin(访问)、领导和同意公开学习:在加拿大皇家军事学院本土化社会科学和人文科学

2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Critical Studies in Education

Pub Date : 2023-09-30 DOI: 10.1080/17508487.2023.2261472

Danielle Lussier, James Denford

ABSTRACTEspousing Indigenous Research Methods including Kîyokêwin/Visiting, beadwork as an embodied pedagogical and research practice, and storytelling, this article explores the authors’ experiences working in senior academic leadership positions to support indigenization at the Royal Military College of Canada. The authors consent to learn in public and discuss opportunities for role-modeling individual leadership in institutional contexts and for building small ‘safe enough’ spaces that generate energy and momentum that have the possibility of supporting broader-scale indigenization efforts. The authors understand the call to indigenize education as a non-negotiable imperative, and argue that it is an ethical responsibility for all who live in Canada to engage intentionally in concrete acts of reconciliation – in (re)building relationships with Indigenous Peoples.KEYWORDS: Academic leadershipbeadworkpost-secondary educationstorytellingTruth and reconciliationVisiting Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsDanielle LussierDr. Danielle Lussier, Red River Métis from Treaty 1 Territory and the Homeland of the Métis Nation, is a citizen of the Manitoba Métis Federation and mum to three proud, tiny Métis. She holds a Bachelor of Laws, a Licence en Droit in the civil law of Quebec, a Master of Laws with Specialization in Women’s Studies, and a PhD in Law. Called to the bar in Ontario in 2009 following a research assistantship at the Supreme Court of Canada and clerkship at the Federal Court of Canada, she has served on the Indigenous Advisory Group of the Law Society of Ontario since 2018. Prior to taking up her position as the inaugural Associate Vice-Principal, Indigenous Knowledges and Learning, at the Royal Military College of Canada, she spent a number of years supporting Learners at the University of Ottawa Faculty of Law; first as Indigenous Learner Advocate, and later as Director of Indigenous and Community Relations and Professor of Indigenous Legal Orders. Her academic research considers the development of Indigenous Legal Pedagogies for use in learning spaces, the role Indigenous Methodologies can play in the revitalization of Indigenous Knowledge Systems, and pathways to reconciliation, indigenization, and decolonization of post-secondary education. As a beadwork artist, she is keenly interested in the relationship between law and beadwork and the use of beadwork practice as a tool to (re)build community, facilitate learning, valourize Indigenous Ways of Knowing, and mobilize knowledge.James DenfordDr. James Denford emigrated from Great Britain to Canada, grew up in and around Edmonton in Treaty 6 Territory, and put down roots in the Kingston area to raise a family in the unceded territory of the Hodinöhsö:ni and Anishinaabe peoples. He holds a Bachelor of Engineering and MBA from the Royal Military College of Canada and a PhD in Management from Queen’

摘要本文采用Kîyokêwin/访学、串珠作为教学和研究实践、讲故事等土著研究方法，探讨了作者在加拿大皇家军事学院担任高级学术领导职位以支持土著化的经历。作者同意公开学习，并讨论在制度背景下塑造个人领导力的机会，以及建立“足够安全”的小空间，产生能量和动力，有可能支持更大规模的本土化努力。作者认为，教育本土化是一项不容置疑的迫切要求，并认为，有意参与具体的和解行动——与土著人民建立(重新)关系——是所有生活在加拿大的人的道德责任。关键词:学术领导领导工作大专教育讲故事真相与和解访问披露声明作者未报告潜在的利益冲突。其他信息:贡献者说明danielle LussierDr。丹妮尔·卢西尔，来自第1条约领土的红河姆萨梅斯族和姆萨梅斯族的故乡，是曼尼托巴姆萨梅斯族联邦的一名公民，也是三个自豪的小姆萨梅斯族的母亲。她拥有法律学士学位、魁北克民事法的法理执照、妇女研究专业的法律硕士学位和法学博士学位。在加拿大最高法院担任研究助理并在加拿大联邦法院担任书记员后，她于2009年在安大略省获得律师资格，自2018年以来一直担任安大略省律师协会土著咨询小组成员。在加拿大皇家军事学院担任土著知识和学习首任副校长之前，她花了几年时间在渥太华大学法学院支持学习者;首先担任土著学习者倡导者，后来担任土著和社区关系主任和土著法律秩序教授。她的学术研究考虑了在学习空间中使用土著法律教学法的发展，土著方法在土著知识系统的振兴中可以发挥的作用，以及通往和解、本土化和高等教育非殖民化的途径。作为一名珠饰艺术家，她对法律与珠饰之间的关系非常感兴趣，并将珠饰实践作为(重新)建立社区、促进学习、珍视土著认知方式和调动知识的工具。詹姆斯DenfordDr。詹姆斯·丹福德(James Denford)从英国移民到加拿大，在6号条约领土的埃德蒙顿及其周边地区长大，并在金斯顿地区扎下根，在Hodinöhsö:ni和Anishinaabe民族的未割让领土上建立了家庭。他拥有加拿大皇家军事学院的工程学士学位和工商管理硕士学位，以及女王大学的管理学博士学位。他的研究重点是知识管理和信息技术(IT)的战略使用，特别是在公共部门背景下，他对非主导范式研究方法特别感兴趣。他曾在多个领域的顶级学术期刊和从业者网点发表文章。他在加拿大武装部队服役24年，2012年开始第二职业，在RMC担任教授。2016年1月1日，在真相与和解委员会最终报告发布两周后，他被任命为院长，致力于学习，实施RMC的行动呼吁，并在所有愿意教书的人的指导下走和解之路。他是一个愿意和热情，但不熟练的学徒。

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Mundane matters: entangling moments of student wellbeing across cultures, time, space, and virtual worlds Mundane很重要：跨越文化、时间、空间和虚拟世界的学生幸福时刻