Teaching About Gender-Based Violence Toolkit, Salsabel Almanssori, Keith Trent-Rennick, Alexandra Lai, Catherine Vanner

Education Publications

No abstract provided.

What Do You Want Your Teachers To Know? Using Intergenerational Reflections In Education Research, Catherine Vanner

Education Publications

The Intergenerational Reflections technique was developed to bring together the voices of connected stakeholders of different ages and positions—in this case, students and teachers—to create recommendations that build on both groups’ perspectives. This article describes its use and results as piloted in the Time to Teach about Gender-Based Violence in Canada project. The project gathered 11 teacher participants in a participatory workshop to mobilize teachers’ reflections on student-produced cellphilms responding to the prompt: “What do you want your teachers to know when teaching about gender-based violence?” Framed using hooks’ engaged pedagogy, analysis describes teachers’ identification of potential pedagogical adaptations responding …

Literacy Education In The Post-Truth Era: The Pedagogical Potential Of Multiliteracies, Lana Parker, Kristy Smith

Education Publications

Current literacy curriculum often reflects an emphasis on traditions of print literacy. This focus is a concern in the post-truth era, as youth engage in diverse meaning-making practices that shape their habits as consumers and producers of information. This in-depth case study investigated the in-class and at-home online behaviors of high school students. We find that even when explicit learning about ‘research’ occurred in class, students are lacking sense-making strategies in their personal online engagements. We also find that curriculum relies on tradition with very little recognition of (multi)literacies as socially constructed and that teachers desire more professional development and …

Teach A Person To Fish: An Examination Of The Functionalities Of Outdoor Classrooms In Windsor-Essex County, Loretta M. Sbrocca

Education Publications

ABSTRACT

Outdoor classrooms are valuable learning environments that are adaptable in the face of differing terrain, climate, geography, weather and changing educational requirements. They can be used to teach all subjects, engage students in personal development goals and organizational priorities, and promote community involvement. How can educators harness the vast potential of outdoor classrooms as a learning tool? Understanding their functionalities is one means. This research employs an online questionnaire and optional follow-up interviews with various types of educators throughout Windsor-Essex County to help participants understand the functionalities of their own outdoor classrooms. Results showed that educators had different interpretations …

Stem, Istem, And Steam: What Is Next?, Atiya Razi, George Zhou

Education Publications

The historical and political emergence of STEM has changed the educational paradigm. Researchers, educators, and frontline professionals consider STEM as their savior. However, the ambiguity surrounding STEM and its successors, Integrated STEM education, and STEAM has created confusion for educators and frontline workers about which framework and concept they have to adapt to support their nation in the global financial crisis. Unfortunately, limited research offers insight into the historical, political, and educational development of STEM, iSTEM, and STEAM. This literature review fills this gap by addressing the historical, political, and educational development and uncertainty surrounding STEM, iSTEM, and STEAM. Also, …

Sem From The Canadian Perspective: Developing Relationships That Enhance Belonging, Student Persistence, And Student Success, Clayton Smith, Susan Gottheil

Education Publications

This chapter explores the perceptions of Canadian enrolment4 leaders regarding the importance of collaboration, communication, and partnership of administration, faculty, staff, and students, as well as external communities, in the successful implementation of Strategic Enrolment Management (SEM) and enhancing students’ sense of belonging, student persistence, and student success. Twenty-three former and current enrolment administrators from Canadian colleges and universities were interviewed and asked to reflect on their experience with SEM over the last decade. Respondents were also asked about the usefulness of SEM over the next decade regarding their own experience and the recent COVID-19 pandemic. The chapter discusses the …

Education About Gender-Based Violence: Opportunities And Obstacles In The Ontario Secondary School Curriculum, Catherine Vanner

Education Publications

This article examines the Ontario secondary school curriculum’s inclusion of opportunities to teach about gender-based violence, drawing on analysis of the Social Sciences and Humanities, Canadian and World Issues, and Health and Physical Education curricula and seven teacher interviews. Analysis applies Feminist Critical Discourse Analysis to show that opportunities for teachers to address gender-based violence issues exist, but the use of discourses that emphasize critical engagement with gender-based violence concepts are limited to upper level optional courses. Given their prevalence in Canada, gender-based violence issues should be positioned in the curriculum as essential knowledge, and taught with recognition of the …

The Role Of Organizational Change Management In Successful Strategic Enrollment Management Implementation, Clayton Smith

Education Publications

During the 2019 American Association of Collegiate Registrars and Admissions Officers Strategic Enrollment Management (SEM) Conference, there was much discussion about how important change management is for successful SEM implementation. While we have known for some time that SEM needs institutionwide collaboration and support to achieve its objectives (Black 2010, Dolence 1993, Henderson 2005, Kalsbeek 2007, and Smith 2000–2001), enrollment managers have varying degrees of success in achieving the change management necessary to fully implement SEM. This article provides an overview of change management in higher education, identifies some of the ways organizational change contributes to successful SEM implementation, and …

Using A Multiliteracies Approach To Foster Critical And Creative Pedagogies For Adult Learners, Susan M. Holloway, Patricia A. Gouthro

Education Publications

Drawing upon a pilot study and a Social Sciences and Humanities Research Council (SSHRC) Insight research study to explore how a multiliteracies framework may inform more critical and creative pedagogical approaches for adolescents and adults, this article begins with a brief overview of the literature on multiliteracies and then overviews the methodology used in the two research studies. Although multiliteracies has not been used frequently as a theoretical framework to inform work in adult learning contexts, this article argues that there are many benefits to this approach for adult educators to consider, particularly given the increasing need to attend to …

Variability By Individual Student Characteristics Of Student Satisfaction With Promising International Student Teaching Practices, Clayton A. Smith, George Zhou, Michael Potter, Deena Wang, Miranda Pecoraro, Renan Paulino

Education Publications

This paper explores promising teaching practices for teaching linguistically and culturally diverse international students by identifying the teaching practices that have high levels of international student satisfaction and student perceptions of learning. Data were collected through an online survey at a mid-sized Canadian public comprehensive university. Variability of student satisfaction by individual student characteristics (e.g., level of study, year of study, age, gender, field of study, country of origin, length of time studying outside country of origin, parents’ educational level, and study location) is presented. Recommendations for professional practice are discussed

Toward A Definition Of Transnational Girlhood, Catherine Vanner

Education Publications

In this article, I join a conversation about the definition and value of the term transnational girlhood. After surveying the fields of transnationalism, transnational feminism, and girlhood studies, I reflect on the representation of girls who act or are discussed as transnational figures. I critique the use of the term, analyze movements that connect girls across borders, and close by identifying four features of transnational girlhood: cross-border connections based on girls’ localized lived experiences; intersectional analysis that prioritizes the voices of girls from the Global South who, traditionally, have had fewer opportunities to speak than their Global North counterparts; recognition …

Connecting Best Practices For Teaching Linguistically And Culturally Diverse International Students With International Student Satisfaction And Student Perceptions Of Student Learning, Clayton A. Smith, George Zhou, Michael Potter, Deena Wang

Education Publications

This paper explores promising teaching practices for teaching linguistically and culturally-diverse international students by identifying the teaching practices that have high levels of international student satisfaction and student perceptions of learning. This study is based on the belief that the most effective teaching practices are where promising teaching practices, student satisfaction, and student perceptions of learning meet. Researchers used a mixed-methods research design that included an online-survey questionnaire, focus-group discussions, and individual interviews. All of the promising teaching practices identified as having high levels of student satisfaction have medium/high perceptions of student learning. Some of the promising teaching practices with …

Using A Multiliteracies Approach In Adult Education To Foster Inclusive Lifelong Learning, Patricia A. Gouthro, Susan M. Holloway

Education Publications

This paper examines strategies that can inform everyday teaching practices of adult educators as well as teacher educators in adult and higher education through a multiliteracies approach. Using original film footage of teaching and learning, interviews with educators and learners, and analysis of curricular planning materials created by the participants, this research attempts to identify and examine features of effective pedagogy and the philosophical decision-making behind its creation.

Mapping A Multiliteracies Pedegogical Approach In Adult Education And Higher Education., Susan M. Holloway, Patricia A. Gouthro

Education Publications

This paper examines strategies that can inform everyday teaching practices of adult educators as well as teacher educators in adult and higher education through a multiliteracies approach. Using original film footage of teaching and learning, interviews with educators and learners, and analysis of curricular planning materials created by the participants, this research attempts to identify and

‘This Is A Competition’: The Relationship Between Examination Pressure And Gender Violence In Primary Schools In Kenya, Catherine Vanner

Education Publications

This study explores the relationship between gender violence in schools and teaching and learning processes in two case study primary schools in Kirinyaga County, Kenya. For seven months in 2015, the following qualitative methods were used: participant observation, individual teacher interviews, individual art-based student interviews and member-check interviews with teachers and students. Findings indicate that examination pressure can directly and indirectly perpetuate gender violence in schools by using corporal punishment and public humiliation as motivational tools and by diverting resources from efforts to enhance safety and equality to ever more time for exam preparation.

More And Better Grant Proposals? The Evaluation Of A Grant-Writing Group At A Mid-Sized Canadian University, Natasha Wiebe, Eleanor Maticka-Tyndale

Education Publications

Obtaining external funding has become increasingly difficult for Canadian researchers in the social sciences and humanities. Our literature review suggests that grant-writing groups and workshops make an important contribution to increasing both applications for external funding and success in funding competitions. This article describes an 8-month grant-writing group for 14 social scientists in a mid-sized Canadian university. The goal was to increase applications and successes in funding competitions. The group integrated several strategies perceived by Porter (2011b) to encourage more and better grant proposals: offering "homegrown" workshops that were ongoing rather than occasional, sharing successful proposals, coaching and editing, bringing …

Reading The World: Dialogical Learning And Conversations With Fiction, Patricia A. Gouthro, Susan M. Holloway, Jennifer Guy

Education Publications

This paper draws upon a SSHRC funded research study on lifelong learning, fiction writing, and creativity to discuss how the work of Paulo Freire and Martha Nussbaum draw attention to the importance of education for democratic learning. Using fiction as a way to foster dialogue may enhance opportunities for adults to engage in critical debate and to rethink how they will “read the world”.

Stories We Live By: Convergences In Community Narratives Of Mennonites And Pentecostals, Natasha Wiebe

Education Publications

This essay employs the art of narrative inquiry to explore points of convergence and divergence between Mennonites and Pentecostals. I recount three interrelated storylines constructed from my mennocostal experience: from memories of services and activities in my childhood Pentecostal church; from stories told by Mennonite family; and from writing and reflections of authors who share my Russian Mennonite heritage. These storylines are: (1) Pentecostal exuberance and Mennonite quiet; (2) Pentecostal soldiers and Mennonite peacemakers; and (3) Pentecostals and Mennonites as God’s chosen people. I assess how these stories blend together to create larger narratives that impact behaviours such as worship, …

Fictional Spaces, Learning Places: Exploring Creative Learning Sites Connected To Fiction, Patricia A. Gouthro, Susan M. Holloway

Education Publications

Connections between lifelong learning and fiction writing are explored by drawing upon the findings from two research studies that included interviews with fiction authors and with key informants at creative learning sites such as book festivals, writing conferences and creative writing programs. Focusing on two main themes; adult learning and the power of story, and lifelong learning and creative learning sites, we use a Foucauldian analysis to consider how learning sites are an essential aspect of the circular materiality of power in learning. We conclude by considering how creative learning sites related to fiction may be seen as a way …

Adult Education And Publishing Canadian Fiction In A Global Context: A Foucauldian Analysis, Patricia A. Gouthro, Susan M. Holloway

Education Publications

This paper draws upon findings from a research study on the relationship between fiction, citizenship, and lifelong learning. It includes interviews with authors from several genres, publishing houses, and arts councils. This paper explores many of the ambivalent outcomes of the shifting power elements in publishing that can simultaneously benefit and disadvantage the publication of a national body of fiction. Although focused on the Canadian context, fiction writers and publishers around the globe face similar challenges. Using a Foucauldian analysis, it considers the importance of fiction and adult learning in shaping discourses of citizenship and critical social learning.

Conversations About Education: Professional Development Through A Multi-Epistemic Lens, Roland Karen, Julia Colella, Blessing Igbokwe

Education Publications

This study involves the program evaluation of the Conversations About Education pilot, developed as a community collaboration to offer professional development involving participants from a Faculty of Education, local school partners, and community organizations offering programming to Newcomers to Canada. The program sought to provide a collective forum where educational issues could be examined and discussed through a multi-epistemic lens. During the program events participants were encouraged to share their personal perspectives of the classroom experience, and together discuss the implications that lived/life experience has on confronting bias in teaching. The evaluation of the pilot program employed a qualitative approach …

Creating A Knowledge Community: Embedded Professional Practice, Karen Roland

Education Publications

The Faculty of Education at a Southwestern Ontario, Canadian University appointed an Experiential Learning Specialist (ELS) as a member of the Faculty in 2007. The Experiential Learning Specialist acts as an impartial resource for all members of the educational community (teacher candidates, faculty, staff, school partners), by providing counselling, collaboration and mediation to promote social justice and equity in teacher education. In this regard, the Experiential Learning Specialist has developed professional resources, provided confidential counselling, guided conflict resolution through mediation processes, and endeavoured to build a knowledge community. The continued focus has been to contribute to the development and implementation, …

Visual Literacies And Multiliteracies: An Ecology Arts-Based Pedagogical Model., Susan M. Holloway

Education Publications

No abstract provided.

Women’S Experiences In Learning To Write Fiction: Exploring Gendered Engagement In Communities Of Practice, Susan M. Holloway, Patricia A. Gouthro, Erin J. Careless

Education Publications

This paper examines how gender impacts upon the participation women fiction authors in different communities of practice. While some communities of practice may provide valuable supports, in other instances, women may be systemically marginalized. The development of social media is also creating new opportunities and challenges for participation in virtual communities of practice for women writers.

Conferences As Lifelong Learning Sites: Engaging With Different Communities Of Practice, Patricia A. Gouthro, Susan M. Holloway

Education Publications

Conferences can be understood as important lifelong learning sites for adults engaged in a variety of pursuits. As conferences often draw together people to focus on a particular topic, whether it relates to workplace learning, leisure, or health, they may be seen as avenues for fostering what Wenger (1998) terms as “communities of practice”. This paper explores how lifelong learning at conferences is linked to the members of a community of practice, the organization of the event, and the effects of new technologies.

Preparing Teachers To Become Lifelong Learners: Exploring The Use Of Fiction To Develop Multiliteracies And Critical Thinking, Patricia A. Gouthro, Susan M. Holloway

Education Publications

Drawing upon research from a SSHRC grant entitled Creating a Canadian “Voice”: Lifelong Learning, the Craft of Fiction Writing, and Citizenship, we examine how multiliteracies and critical thinking can be fostered using a framework of lifelong learning for teachers. We provide examples from authors and key informants who discuss learning and fiction writing to argue that there are benefits for diverse learners in using wider, more inclusive definitions of literacy associated with multiliteracies. We also provide examples of how multimodal technologies can foster learning connected to critical thinking and multiliteracies.

Online Tutorial For Beginning Teachers: Storytelling For Professional Practice, Karen Roland

Education Publications

Mentoring teacher candidates to successfully navigate the complex and intersecting roles of student and beginning teacher is a core component of teacher education. The online Professional Practice Tutorial for Beginning Teachers created in 2011 consisted of seven case studies which invited teacher candidates to critically analyze and reflect on the application of the Ontario College of Teachers Ethical and Professional Standards of practice. The tutorial was successful with 26% (540 invited) teacher candidates responding, and 52% of these respondents completing the tutorial. In 2012 the tutorial was enhanced to include video learning objects to accompany case studies based on teacher …

Lifelong Learning And Canadian Writers: Fiction Writing, Citizenship, And Learning Around Identity Issues, Patricia A. Gouthro, Susan M. Holloway, Erin J. Careless

Education Publications

This paper draws upon research from a Social Science and Humanities Research Council of Canada study that looks at lifelong learning, citizenship, and fiction writing, to explore how individuals might learn to become Canadian fiction writers. The paper considers how the identity of becoming a writer may be shaped by involvement in writing communities. It explores issues pertaining to identity as well as challenges and supports, with regards to becoming a Canadian writer. The paper concludes by considering how learning in connection to fiction writing may help adult educators to reflect upon issues of identity, diversity, and citizenship.

Visual Literacies: An Ecology Arts-Based Pedagogical Model, Susan M. Holloway

Education Publications

The study explores visual literacies and critical literacies students may experience utilizing photography aimed at engaging youth in thinking more deeply about their relationships to the environment and the communities they live in. This is a case study based on interviews with a total of 5 participants. I argue that visual literacy expands students’ opportunities to build productively upon print-based literacy practices, evens the playing field to some extent for English Language Learners, and connects youth in creative ways to think about being citizens in their communities and the world.

Fiction Writing And Lifelong Learning: Reflecting On The Role Of The Educators In Fostering Well-Being And Happiness For Adult Learners, Patricia A. Gouthro, Susan M. Holloway, Erin J. Careless

Education Publications

No abstract provided.