676 results on '"social values"'
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2. Reading Humanitarian Heroes for Global Citizenship Education?: Curriculum Critique of a Novel Study on Craig Kielburger's 'Free the Children'
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Karsgaard, Carrie
- Abstract
Literature classrooms hold great potential to educate students for critical global citizenship through serious engagement with marginalized stories that test or subvert mainstream knowledges and structures, including the familiar humanitarian framework that dominates Western thinking about the Global South. Unfortunately, much existing literary curriculum in the Global North often does just the opposite. Instead, Western-oriented texts and safe, traditional reading practices contribute to a form of global citizenship that perpetuates Western hegemony and limits expressions of citizenship to benevolent actions. This is especially the case where global citizenship curriculum is developed by NGOs and humanitarian organizations, such as Me to We, a popular social enterprise with increasing influence over education in Canada, the U.S. and the U.K. Using the frameworks of critical global citizenship education, Slaughter's (2006) theory of humanitarian reading, and Stone-Mediatore's (2003) notion of reading for enlarged thought, this paper will undertake a close reading of the unit materials for "Free the Children," a unit developed by Me to We, which aspires to educate for global citizenship. Unit activities problematically appropriate the voices and viewpoints of child laborers in South Asia by establishing dichotomies between readers and the populations that Me to We aspires to help. This unit provides a means by which to examine the effectiveness of reading a memoir by an exemplary humanitarian, particularly when unit activities are framed by an organization with a particular humanitarian agenda.
- Published
- 2019
3. Foreigners' Integration and Language Learning in Adult Education in Canada: Experience for Ukraine
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Busko, Mariia, Huk, Liudmyla, Kuzan, Halyna, and Vilkhovchenko, Nadiia
- Abstract
The article deals with the research of special features of foreigners' integration and language learning in Canada as an integral part of adult education. The paper outlines a complex of basic scientific approaches such as system, structural and functional, andragogical, axiological, intercultural, and competency-based approaches. The study analyses a number of programmes for immigrants' integration in Canada, as well as language learning by adults. Critical overview allowed assuming that "Language Instructions for Newcomers to Canada" is the most popular programme among immigrants in this country. Taking into account the lack of similar programmes for foreign students in Ukraine and positive experience of Canada in this sphere, Lviv Polytechnic National University developed an elective course for international PhD students aimed at their adaptation in Ukraine. The article focuses on the features of the course which is based on the "Language Instruction for Newcomers to Canada" programme. Its content component is based on the demands, individual needs and involves the acquisition of language skills and acquaintance with the culture of the country. At the end of the course, the PhD students took part in a survey. The results of the survey showed that in spite of some difficulties, it appeared to be quite effective and informative.
- Published
- 2019
4. Sexuality Education as Political Theology: Pathways to Non-Violence
- Author
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Heyes, Joshua M.
- Abstract
Thinking sexuality education and religion together often results in antagonisms that pit religious and secular values against each other. Political theology provides new insights into this tendency by showing how modern concepts of political legitimacy are based on secularised Christian theology. Neoliberal schooling, public sexual health and human rights provide legitimacy for sexuality education in post-Christian societies and all three are grounded in political theology. The political theology of sexuality education can be seen wherever ideal sexual subjectivities are presented which set up standards which one can succeed or fail to meet with clear consequences. These standards could be heterosexual, safe and marital, but equally agential, pleasurable, transgressive and self-aware. While there may be many ways of escaping the Christian political theological foundations of sexuality education altogether, a political theology of non-violence opens up a way for Christian and secular conceptions of sexuality education to move forward amidst significant cultural and moral difference.
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- 2022
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5. Neither Hired Mouth nor Class Monarchs: The Scope of Schoolteachers' Freedom of Expression in Canada
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de Britto, Tatiana Feitosa
- Abstract
What are the boundaries for teachers' freedom of expression in public, secular schools in Canada? Drawing from the constitutional text, legislation, and normative expectations emerging from the literature, this article examines the scope given to teachers' expression in landmark case law. The analysis shows that the binomial of trust and responsibility guides the interpretation of this fundamental freedom for teachers, who should neither act as class monarchs, absolutely free of restraints, nor as hired mouth, narrowly limited to the official curriculum. The article concludes that the ethical duties of preventing harm to students and engaging in responsible pedagogy circumscribe Canadian schoolteachers' freedom of expression.
- Published
- 2018
6. Cross-Cultural Perspectives on the Meaning of Family Quality of Life: Comparing Korean Immigrant Families and Canadian Families of Children with Autism Spectrum Disorder
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Fong, Vanessa C., Gardiner, Emily, and Iarocci, Grace
- Abstract
This study sought to examine and compare conceptualizations and descriptions of family quality of life, from the perspectives of Korean immigrant and Canadian families of children with autism spectrum disorder. Thematic analysis of semi-structured interviews from 13 Korean immigrant parents and 12 Canadian parents of children with autism living in BC, Canada was conducted. For Korean immigrant families, three themes were identified: family cohesiveness, value orientation, and acceptance from society. For Canadian families, themes comprising family interactions, support, emotional well-being, individual characteristics, and comparisons to other families were essential elements in defining their family quality of life. Findings highlight how cultural values and differences may translate into different conceptualizations of family quality of life and underscore the need for cross-cultural and diverse perspectives in the study and development of future assessment tools.
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- 2021
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7. Ideal Teachers According to TALIS: Societal Orientations of Education and the Global Diagnosis of Teacher Self-Efficacy
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Benoliel, Pascale and Berkovich, Izhak
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This article explores the link between the OECD TALIS 2013 survey's framework for defining the ideal teacher and national educational goals by focusing on the teacher self-efficacy items, using cross-country comparisons. Surprisingly, cross-country analysis of the TALIS 2013 data combined with World Value Survey data about Desired Child Qualities demonstrates that the OECD TALIS teacher self-efficacy items are aligned with traditional collectivist educational goals. Thus, the findings indicate that the ideal teacher characteristics embodied in the OECD TALIS 2013 teacher self-efficacy items favour countries that prioritize socialization and culturalization. The implications for theory and practice are discussed herein.
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- 2021
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8. Strategies for Culturally Responsive Assessment Adopted by Educators in Inuit Nunangat
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Snow, Kathy, Miller, Tess, and O'Gorman, Melanie
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The education systems of Inuit Nunangat (the four regions of the Canadian Arctic that are the traditional homes of Inuit) have undergone significant change and continue to experience transitions in terms of purpose, curriculum, administration, and control. A key part of this transition is ensuring that the assessment of student learning is culturally responsive. Hence, the purpose of this study was to explore Inuit educators' culturally responsive assessment practices. Five case studies were conducted in four regions of Inuit Nunangat (Nunatsiavut, Nunavik, Nunavut, and Inuvialuit) which resulted in a sample of 180 participants. In-depth interviews and focus groups were held with teachers, students, administrators, and Elders. Data were synthesized and resulted in themes related to the challenges and achievements in developing assessment practices that were grounded in Inuit culture, values, and worldview. We conclude recommending that more support and attention are needed to focus on developing culturally responsive assessment tools and understanding the impact of such tools on student success and engagement.
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- 2021
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9. On Saviours and Saviourism: Lessons from the #WEscandal
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Jefferess, David
- Abstract
In 2020, the Canadian-based humanitarian organisation WE was the subject of a funding scandal in Canada that cast a critical light on its finances and mandate. The scandal tarnished the reputations of the organisation and its founders, Craig and Marc Kielburger, who had been lauded as model global citizens for more than two decades. This paper uses the controversy as an example to distinguish between the increasingly disparaged trope of the white saviour and the continuing normalisation of saviourism as an orientation that naturalises philanthropic or charitable approaches to alleviating suffering as both just and effective.
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- 2021
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10. Development of Moral Reasoning in Situational and Cultural Contexts
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Lo, Jesse Ho-Yin, Fu, Genyue, Lee, Kang, and Cameron, Catherine Ann
- Abstract
This article examines relationships between children and youths' judgments and their justifications of truth telling and verbal deception, in situational and cultural contexts. Han Chinese, Euro-Canadians and Chinese-Canadians, seven- to 17-years of age were presented competitive scenarios in which protagonists told either lies to protect, or truths to harm, various levels of collectivity. Participants evaluated protagonists' statements, using a 7-point scale, and justified their judgments. Cultural variations in moral evaluations emerged among the three groups of participants. Older Chinese participants reflected significant collective cultural values in their judgements; by contrast, Euro-Canadians identified more individualistically; and Chinese-Canadians demonstrated notable variability between these perspectives in their judgments. The article enhances understanding of situational and cultural sources in the development of moral reasoning within a sociocultural framework.
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- 2020
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11. Dealing with Illiberal and Discriminatory Aspects of Faith in Religious Education: A Case Study of Quebec's Ethics and Religious Culture Curriculum
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Maxwell, Bruce and Hirsch, Sivane
- Abstract
Taking Quebec's mandatory religious education curriculum, Ethics and Religious Culture (ERC), as a case study, this paper examines the question of whether it is legitimate to teach about the illiberal and discriminatory aspects of religious belief and practice--misogyny, homophobia, racial discrimination and the like--in a religious education class. This paper seeks an answer the question by considering the pedagogical choice to raise a critical lens to the religions studied in class in relation to the cultural approach to religious education that ERC teachers are required to adopt, the critical, democratic and intercultural aims of ERC, and the legal constraints imposed on ERC by the Canadian and Quebecois constitutional framework. The conclusion of our analysis is that while the cultural approach to RE clearly rules out the use of learning activities specifically designed to reveal illiberal and discriminatory aspects of religions. However, perceived points of conflict with prevailing social values constitute a legitimate opportunity for religious education teachers to invest their specialised knowledge of religious traditions in the service of increasing pupils' religious literacy.
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- 2020
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12. Supporting Critical Multicultural Teacher Educators: Transformative Teaching, Social Justice Education, and Perceptions of Institutional Support
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Gorski, Paul C. and Parekh, Gillian
- Abstract
In most teacher education programmes in Canada and the United States, educators' opportunities to develop equity-related skills are concentrated into single 'multicultural' courses. These courses tend to have a conservative or liberal orientation, focused on appreciating diversity or cultural competence, rather than a critical orientation, focused on preparing teachers to address inequity. In this study, based on a survey of instructors of multicultural and intercultural teacher education courses in Canada and the US (N = 186), we examined the relationship between the criticality of their multicultural teacher education courses and their perceptions of institutional support for the values they teach. We found a negative relationship between the two -- the more critical the instructors' approaches, the less institutional support they perceived.
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- 2020
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13. Human Rights Education in Canada: Results from a CTF Teacher Survey
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Canadian Teachers' Federation, Froese-Germain, Bernie, Riel, Rick, and Theoret, Pauline
- Abstract
The United Nations has placed a high priority on human rights education. Building on the foundation laid by the UN Decade for Human Rights Education (1995-2004), the UN General Assembly launched the World Programme for Human Rights Education in December 2004 "as a global initiative, structured in consecutive phases, to advance the implementation of human rights education in all sectors." The first phase of the programme (2005-2009) focused on integrating human rights education into elementary and secondary school systems. The second phase (2010-2014) focuses on integrating human rights education in the higher education system as well as training for civil servants, law enforcement officials and military personnel. As part of the Canadian Defenders for Human Rights initiative, the Canadian Teacher's Federation (CTF) conducted an online survey of teachers in February 2013 to obtain their perspectives on human rights education in Canadian schools. The survey sought out teachers' perspectives in the following areas: (1) The delivery of human rights education in the school--whether through curricular and/or extra-curricular activities; (2) Specific curriculum areas with a human rights education component; (3) School-based human rights education projects as an extension of the curriculum; (4) The value placed on human rights education by various stakeholders; (5) Availability of resources to support the teaching of human rights education (including examples of key resources); (6) Professional development related to human rights education; (7) Greatest success in relation to teaching a human rights issue; and (8) Greatest challenge facing human rights education in Canada. The survey was conducted online with almost 2,600 teachers in 8 of the 10 provinces and in all 3 territories from February 11 to March 1, 2013. The findings from the survey are presented in this document, along with key messages from the teacher voice of human rights education. (Contains 5 charts and a list of 6 sources.)
- Published
- 2013
14. Changing Family Habits: A Case Study into Climate Change Mitigation Behavior in Families
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Leger, Michel T. and Pruneau, Diane
- Abstract
A case-study methodology was used to explore the process of change as experienced by 3 suburban families in an attempt to incorporate climate change mitigation behavior into their day to day life. Cross-case analysis of the findings revealed the emergence of three major conceptual themes associated with behavior adoption: collectively applied competences such as self-efficacy and perseverance; shared ecological values among family members; and collaborative family dynamics. Based on these findings, the authors conclude by outlining the lessons learned in terms of their potential for policy makers and possible educational programs for families looking to adopt a more sustainable lifestyle.
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- 2012
15. The Effect of Culture on Online Learning
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Kinasevych, Orest
- Abstract
The author is conducting survey research to identify possible effects of culture on online learning success. The research will consider the cultural dimension of uncertainty avoidance identified by Hofstede (2001). The research participants will be students at Canadian post-secondary institutions. The survey will ask learners about their perceptions of the online learning tools they had used, their own impressions of their learning success as influenced by the online learning tools, and information about their cultural values. This paper outlines the research underpinnings, approach, and expected results. [This paper was published in: F. Sudweeks, H. Hrachovec and C. Ess (eds). Proceedings Cultural Attitudes Towards Communication and Technology 2010, Murdoch University, Australia, 420-427.]
- Published
- 2010
16. African, Muslim Refugee Student Teachers' Perceptions of Care Practices in Infant and Toddler Field Placements
- Author
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Massing, Christine
- Abstract
Within the context of the education-care divide in the field, numerous studies have affirmed that preschool teachers feel unprofessional when they assume a caring role yet believe that love and care are central to their work. However, immigrant/refugee teachers may experience this tensionality more acutely since their own cultural beliefs and values about caring for young children are situated outside the authoritative discourse, underpinned by western theories and practices. Framed by sociocultural-historical theory and concepts such as communities of practice, the purpose of this one-year ethnographic study was to enquire into how immigrant/refugee women studying in a Canadian early childhood college programme navigated the interstices between these discourses. Qualitative data were collected through field notes, spatial mapping, interviews, focus groups, and artefacts/documents. This article focuses on disjuncture between the cultural and religious understandings of care that five African, Muslim refugee women brought to their field placements in infant/toddler classrooms and the authoritative professional expectations, as related to mealtime practices. The findings elucidated how they interpreted care not only as a means of ensuring children's health and well-being, but also as a means of teaching religious and cultural values.
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- 2018
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17. Music as a Tool for Environmental Education and Advocacy: Artistic Perspectives from Musicians of the Playlist for the Planet
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Publicover, Jennifer L., Wright, Tarah S., Baur, Steven, and Duinker, Peter N.
- Abstract
Environmental education is a key tool in humanity's efforts to address environmental issues. The arts can help provide some of the affective components of environmental education -- emotions, values, and motivations driving pro-environmental behavior. As one of the arts, music can captivate, entertain, and create a sense of community. Using non-probabilistic purposive sampling, we interviewed a cohort of environmentally aware musicians with the goal of understanding their mental constructions around the role of music in environmental education and advocacy. A constant comparative coding method was used to code the interviews. The analysis revealed four artistic and five quality dimensions that the participants considered when sharing their pro-environmental values through their music. The four artistic dimensions emerged as continua representing ranges of choice regarding how a musician might create and deliver an environment-related song. The five quality dimensions emerged as recommendations for effectiveness of messaging through art that is perceived as authentic.
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- 2018
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18. Implementing Nunavut Education Act: Compulsory School Attendance Policy
- Author
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Kwarteng, E. Fredua
- Abstract
This paper discusses the implementation of Nunavut compulsory school attendance policy as part of the Nunavut Education Act (2002). Using a bottom-up approach to policy implementation in the literature and the author's six years teaching experience in Nunavut, the paper argues that the compulsory school attendance policy may not achieve its objectives unless the District Education Authority (DEA) of each community is allowed the flexibility to adapt the policy to its local context. Because each community in the territory has a different micro-implementation environment, the DEA in consultation with principals, teachers, parents, and other community members would be able to construct effective implementation plans based on the latitude that the policy allows them.
- Published
- 2006
19. Presenting Canadian Values in LINC: The Roles of Textbooks and Teachers
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Thomson, Ron I. and Derwing, Tracey M.
- Abstract
A survey of 63 employees in LINC programs in Ontario, British Columbia, and Alberta Indicated that the mandate of LINC to incorporate information on "Canadian values" remains partly unfulfilled. Although professionally trained ESL instructors may be equipped to incorporate Canadian values into the content of classroom instruction, those who lack specific preparation are likely to rely on published texts. We analyzed 67 textbooks used in LINC programs. In general, most of the materials have little in the way of Canadian content and even less in the way of Canadian values. The survey responses suggested that some teachers dealt with general Canadian values if they cam up in class: others, however, felt that it was inappropriate to deal with such complex topics in LINC programs and that the proficiency level of LINC students was an obstacle. Most teachers felt that survival English was paramount in LINC.
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- 2004
20. Shifting the Paradigm: Knowledge and Learning for Canada's Future. CPRN Discussion Paper.
- Author
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Canadian Policy Research Networks Inc., Ottawa (Ontario). and Jenson, Jane
- Abstract
This paper examines the personal and societal choices that will shape the kind of country Canada will become. It is argued that Canadian policymakers' current approach to work, family, and urban life is based on patterns and associations that were developed in an earlier time and no longer reflect Canadians' experiences in the 2000s. Recent trends in Canadian home and family life, workplaces, and cities are analyzed, and policy challenges resulting from significant social changes in each of these areas are identified. It is argued that policymakers must address the following sets of choices when formulating the policies that will shape education in Canada in years to come: (1) striving for work-life balance or crafting policies based on the belief that life is only at work; (2) sharing responsibilities for intergenerational well-being needs with families or adopting policies based on the belief that families are solely responsible for meeting those needs; (3) accepting the notion that life "without work" matters or basing policies on the principle that everybody must work; and (4) acting as if "space matters" (spending on physical and cultural infrastructures, investing in public services, deciding land use and housing policies, redesigning local, province and federal governance, enabling democracy). The consequences of selected policy decisions based on each of these choices are explored. The bibliography lists 46 references. Five reference tables are appended.(MN)
- Published
- 2001
21. Education Reform in Alberta: Where Do We Go from Here?
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Spencer, Brenda L. and Webber, Charles F.
- Abstract
This paper discusses what educational leadership might look like at the start of the 21st century, specifically within the context of Alberta. It also provides a brief synopsis of some of Alberta's major reforms of the past decade, and it presents some of the key findings and recommendations of a 1998 study entitled "An Analysis of Attitudes and Beliefs about Public Education in Alberta." It then links this work to the key findings and recommendations of recent research. School reform in Alberta suggests that educational leaders challenge their beliefs and assumptions and leads to the following questions: (1) How can the international components of teacher education and graduate programs at postsecondary institutions be made most meaningful? (2)How can the structure and function of schools be reconceptualized to maximize the possibilities offered by information and communication technologies? (3) What is the relationship between educators' traditionally conservative assumptions about schooling and imposed change by legislators? and (4) What is the limited capacity of public schools to change and the challenge this presents to the schools' credentialing, social, and custodial functions? (Contains 30 references.) (DFR)
- Published
- 2000
22. Informal Learning: Cultural Experiences and Entrepreneurship among Aboriginal People. NALL Working Paper #04.
- Author
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Ontario Inst. for Studies in Education, Toronto., Wotherspoon, Terry, and Butler, Joanne
- Abstract
This discussion paper explores interactions among formal learning, informal learning, and life conditions and opportunities experienced by aboriginal people in Canada. The contradictory importance of education for aboriginal people is examined with respect to three related aspects of these relationships. First, the paper summarizes students' accounts of their experiences in conventional and alternative school settings in three Saskatchewan communities, exploring how these relate to the students' broader cultural and home environments. Second, it examines the formal and informal educational experiences of a small group of adults surveyed in an urban Indian and Metis Friendship Center. Finally, the paper explores issues that arise around the emergence of entrepreneurial training and entrepreneurship, areas posed by many commentators as a possible way of bridging formal and informal learning and overcoming the longstanding marginalization of aboriginal people from labor market and economic participation. The paper concludes that gaps remain in the attainment of educational success by aboriginal people, relative to the general population, when viewed in terms of conventional educational indicators. However, the aboriginal youth and adults involved in the study place a high value in formal schooling, mainstream economic activities, and entrepreneurial opportunities to provide routes for individual and community advancement. The study suggests that the aboriginal peoples could benefit more if the educational system better integrated their skills and culture and acknowledged the strengths that the aboriginal people bring to learning. (The paper lists 40 references.) (KC)
- Published
- 1999
23. Shifting Identities: Negotiating Intersections of Race and Gender in Canadian Administrative Contexts
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Armstrong, Denise and Mitchell, Coral
- Abstract
This qualitative study used a critical intersectional lens to examine how two black female Canadian principals negotiated their professional identities in administrative contexts. Both principals encountered gender and race-related pressures to fit normative expectations of administrators as white males. Navigating their intersecting identities was described as a precarious balance of accommodating and asserting: this involved authoring and effacing identity, and standing up and standing tall for personal and professional values. These negotiations affected how these principals constructed their professional identities, performed their administrative roles, and achieved equity goals. Implications and recommendations for inclusive administrative theory and practice that acknowledge and value diverse professional identities are discussed.
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- 2017
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24. Values in the Decision Making of CEOs in Public Colleges.
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Keast, David A.
- Abstract
A study of 10 public colleges in Alberta (Canada) examined the role of value judgments in presidential decision making. Data were drawn from surveys of 10 administrators and interviews with 4 concerning decision making in representative situations. Findings are presented concerning the types of decisions made, processes used in making them, and the value choices influencing them. (Author/MSE)
- Published
- 1996
25. Comparative Intergroup Relations and Social Incorporation in Two Multilingual Societies: Canada and Switzerland. Occasional Paper No. 95-03.1.
- Author
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Duke Univ., Durham, NC. Center for International Studies. and Schmid, Carol
- Abstract
A study of national identity and social integration in two multilingual societies, Canada and Switzerland, examines the relations between Quebec and anglophone Canada and between French and German Switzerland. First, the historical setting for the emergence of multilingualism is outlined for both countries, and the demography of the major language groups is summarized. Then the role of group attitudes in preserving ethnic and national identity, and the degree to which majority and minority language groups adhere to the same core values, are analyzed. Finally, the relative social and political stability in Switzerland and the more tenuous linguistic equilibrium in Canada are reviewed. It is concluded that attitudinal differences between language groups do not disappear, even in contexts with low intergroup tension, but that mediating factors such as the unity of common political and civic culture in Switzerland affect social integration. Survey data on multiple loyalties, divergence/consensus on political issues and core values, and attitudes toward diversity and multilingualism in each country are appended. Contains 59 references. (MSE)
- Published
- 1995
26. The Changing Culture of Rural Ontario. Occasional Papers in Rural Extension, No. 9.
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Guelph Univ. (Ontario). and Sim, R. Alex
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This paper overviews the evolution of rural society in Ontario (Canada) from the author's personal experience and research. The paper defines "rural" and "culture" and discusses how these concepts are relevant to social change and the resulting effects on technology, demographics, social organization, and community beliefs and meanings. Modern technology has resulted in the closure of rural schools, churches, businesses, and post offices. Additionally, daily travel between large and small communities has closed the gap between rural and urban life and changed rural demography. For example, rural teachers are now less likely to live in the community; to know much of the child's home life; or to meet socially with the children, their parents, or other individuals active in the community. Another impact of rural change is the centralization of local institutions and loss of local control. In rural Ontario, schools are managed by a cluster of highly trained and highly paid officials with whom parents, teachers, and principals have limited influence. In essence, urbanization has resulted in the adoption of urban values and beliefs at the expense of traditional rural values that emphasize the importance of community life. A form of social action is proposed that uses "community sounding" as a way to stimulate rural community rejuvenation. This effort solicits community participation and stresses local history to reestablish an awareness of rural values. Rural people must strive to develop a new definition of rural by freeing themselves from labels and stereotypes that are impressed on them by urban opinion makers. (LP)
- Published
- 1993
27. Mutations des roles techniques et formation. Etude documentaire (Changes in the Roles and Education of Technicians. Documentary Study).
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Conseil des Colleges, Quebec (Quebec). and Pinard, Helene
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Drawing from research conducted in 1990-91, this report examines trends affecting the future work of technicians in Quebec, their pre-employment education, and the link between college and work. Part 1 focuses on aspects of the economic, technological, and social environment that will influence the future role of technicians. Economic concerns include the current status of the Quebec economy, globalization of the world's economy, economic trends toward growth and the domination of commerce and service industries, and emerging motives and values. The technological/technical environment is examined in terms of information technologies, biotechnology, energy management, recycling, innovations in materials engineering, and the diffusion of technological advances. Social issues include the growing gap between rich and poor, the social conscience of the business world, and the development of an information society. Part 2 examines changes in the productive sector, including those related to organizational dynamics and the professional structure of the labor force. Part 3 considers the role of technicians and the competencies expected of them, including creativity, a sense of personal autonomy and responsibility, and the capacity to integrate information, transfer it across disciplines, work as a team member, learn, and adapt. Finally, part 4 looks toward the future, addressing scientific and technological trends, the globalization of human history, the relationship between educational and career changes, and influences on the ethical order. Concluding comments emphasize the cultural, ethical, educational, and socioeconomic questions that should be addressed in conceptualizing the role of technicians in the year 2000. (AC)
- Published
- 1992
28. Canadian Mathematics Education Study Group = Groupe Canadian d'Etude en Didactique des Mathmatiques. Proceedings of the Annual Meeting (Burnaby, British Columbia, Canada, May 25-29, 1990).
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Canadian Mathematics Education Study Group. and Quigley, Martyn
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These conference proceedings include two invited lectures, three working group reports, three topic group reports, two Ad Hoc group reports, a round table report, a list of participants, and a list of previous proceedings. The invited lectures were: "Values in Mathematics Education" (Ubiratan D'Ambrosio) and "Remarks on Understanding in Mathematics" (Anna Sierpinska). The topics of the working group reports were: (1) Fractal Geometry and Chaos for High Schools (Ron Lewis and Brian Kaye); (2) The NCTM Standards and the Canadian Reality (Tom Kieren and George Gadanidis); and (3) A Cognitive Matrix Describing the Understanding of Early Multiplication (Nicolas Herscovics, Jacques Bergeron, Candice Beattys, and Nicole Nantais). The topic groups dealt with: the evaluation of student achievement in the Toronto Board of Education Benchmarks Programme, experiences using the computer software "Maple" (Joel Hillel, Lesley Lee, Robert Benjamin, Pat Lytle, and Helena Osana), and the Simon Fraser joint master's program for mathematics and education (Harvey Gerber). The ad hoc groups reported on the development of student understanding of functions (Steve Monk) and fractalicious structures and probable events (Brian Kaye). The Round Table report on the future of mathematical curricula in light of technical advances was moderated by Bernard Hodgson and Eric Muller, and featured panelists Harold Brochmann, Sandy Dawson, Gary Flewelling, and Israel Weinzweig. Appended are lists of proceedings participants and of previous proceedings available through the Educational Resources Information Center (ERIC). (MDH)
- Published
- 1991
29. The Importance of the Board-President Relationship in Three Community Colleges.
- Author
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Levin, John S.
- Abstract
Qualitative-interpretive research methods were used to examine the board-president relationship in three British Columbia (Canada) community colleges. Five major reasons for which the relationship is important emerged: board and administrator influence in both the campus and external communities; value compatibility; self-images; and reflection of institutional characteristics. (Author/MSE)
- Published
- 1991
30. Toward a Shift in Expectations and Values: What We've Learned from Collaborative Action Research in Northern Indigenous Communities
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Peterson, Shelly Stagg, Horton, Laura, and Restoule, Jean Paul
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In this paper we propose that collaborative action research values, goals and practices have much in common with guiding principles for conducting research with educators and community members in First Nation, Inuit and Metis communities, as outlined in the Task Force on Aboriginal Languages and Cultures on Aboriginal Languages and Cultures' (2005) document. We draw on experiences in the Northern Oral Language and Writing through Play Partnership project to make our case, and conclude by identifying needed shifts in expectations and values within the broader academic community for conducting educational research in Indigenous communities.
- Published
- 2016
31. Classmate Characteristics and Student Achievement in 33 Countries: Classmates' Past Achievement, Family Socioeconomic Status, Educational Resources, and Attitudes toward Reading
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Chiu, Ming Ming and Chow, Bonnie Wing-Yin
- Abstract
Classmates can influence a student's academic achievement through immediate interactions (e.g., academic help, positive attitudes toward reading) or by sharing tangible or intangible family resources (books, stories of foreign travel). Multilevel analysis of 141,019 fourth-grade students' reading achievements in 33 countries showed that classmates' family factors (parent socioeconomic status [SES], home educational resources) were more strongly related to a student's reading achievement than were classmates' characteristics (parent ratings of past literacy skills, attitudes toward reading). However, these classmate links to reading achievement differed across students (e.g., high-SES classmates benefited high-SES students more than low-SES students). Also, links between classmates' past reading achievement and a student's current reading achievement were stronger in countries that were richer, were more collectivist, or avoided uncertainty less. These findings show how an ecological model of family and classmate microsystems, classmate family mesosystem, and country macrosystem can help provide a comprehensive account of children's academic achievement.
- Published
- 2015
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32. Where Are the Women? And Other Questions, Asked within an Historical Analysis of Sociology of Music Education Research Publications: Being a Self-Reflective Ethnographic Path
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Lamb, Roberta
- Abstract
This article presents a meta-analysis of one area of sociological literature in music education: Where are the women and "others"? Where do we raise concerns about social values? Institutional Ethnography provides the basis for the meta-analysis, presented in two historical periods, pre-1960 and 2007-2012. A short story of an actual experience, functioning as a metaphor for this research study, is woven throughout the paper. The work of women who influenced John Dewey's oft-cited oeuvre is summarized. Then we return to music education sociological studies before 1960, Vanett Lawler, and Max Kaplan. "Where are the women?" places misogyny and racism onto the institutional ethnography map. Nine themes appear in the 2007-2012 articles with two becoming much more prevalent than any of the others: social theory and social justice. These two themes are examined within the problematic and the structure of music education's ruling relations. Directions for future sociological research in music education are proposed.
- Published
- 2014
33. Civil Rights Continued: How History Positions Young People to Contemplate Sexuality (In)justice
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Schmidt, Sandra J.
- Abstract
Same-sex marriage is part of a global civil rights struggle for LGBQ rights. How this movement is framed, advanced, and critiqued across the globe can be linked to how young people in schools are prepared to deliberate social issues in the political sphere. This article examines national history books as cultural artifacts that present what is possible and reasonable in the struggle for LGBQ rights. It examines how LGBQ rights are defined, situated, and understood within past social justice movements included in the texts. Insight into the narrative for rights in the U.S. is provided through comparison to Canada where LGBQ persons have great political protection and visibility. The comparison illuminates that integrating historical thinking and inquiry into textbooks and placing the struggle for rights within the national narrative may help U.S. teachers give reason and a social justice focus to sexuality inequity.
- Published
- 2014
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34. Normalizing Catastrophe: An Educational Response
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Jickling, Bob
- Abstract
Processes of normalizing assumptions and values have been the subjects of theoretical framing and critique for several decades now. Critique has often been tied to issues of environmental sustainability and social justice. Now, in an era of global warming, there is a rising concern that the results of normalizing of present values could be catastrophic. Often, when such concerns arise, education is invoked as a remedial tool, a solution to a crisis and a way of imposing change. However, education is a much-used, yet complicated and sometimes paradoxical, term. Appropriate educational responses to "catastrophes" are contentious, messy and inherently interdisciplinary. This paper will explore intersections of educational philosophy, environmental ethics and social theory to provide some considerations for framing educational responses to the "normalizing of catastrophe". (Contains 7 figures and 4 notes.)
- Published
- 2013
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35. Violent Video Gaming and Moral Reasoning in Adolescents: Is There an Association?
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Bajovic, Mirjana
- Abstract
In this study of 109 adolescents from the eighth grade of seven public elementary schools in Canada, the relationship between adolescents' violent video game playing patterns, habits and attitudes, and their levels of moral reasoning was investigated. The results suggested that playing violent video games in general was a very popular activity among the adolescents. The results demonstrated the significant negative relationship between adolescents' amount of time playing violent video games during the day and their sociomoral maturity based on their scores on The Sociomoral Reflection Measure. The findings are put into the educational and the context of normal development, and suggestions are given for parents, for educators and for future violent video game research.
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- 2013
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36. Promoting Active Citizenship through the Arts and Youth: Canadian Youth-Led Organizations as Beacons of Hope and Transformation
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Porfilio, Brad J. and Gorlewski, Julie A.
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This essay details the pedagogical and cultural work of two youth-led organizations situated in Canada--Beat Nation and 411 Initiative for Change. Through the narratives generated by interviews with several of the organizations' artists and founders, the organizations' pedagogical work generated in cyberspace, and through artists' music, multi-media presentations, and speaking engagements in schools across Canada, we build on the critical project of reconceptualizing how youth express their awareness of what gives rise to salient social issues, such as racism, violence, environmental degradation, poverty, and gender inequalities, and how they work actively with other citizens to extend social and political rights for all. Youth-led organizations such as 411 for Change and Beat Nation seek to change the discursive realities and possibilities of hip hop by exercising it as a means of critical pedagogy. This approach supports the educational goals related to active citizenship, including solidarity, valuing the identities of minoritized populations, and a sense of belonging. We argue the organizations promote active citizenship by working to eliminate oppression confronting the global community, by guiding youth to understand the reasons for social inequality as well as the importance of working collectively to challenge injustice, and by embracing pro-social values and dispositions consistent with democracy, fairness, and equity. (Contains 1 footnote.)
- Published
- 2012
37. The End of Children? Changing Trends in Childbearing and Childhood
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Lauster, Nathanael, Allan, Graham, Lauster, Nathanael, and Allan, Graham
- Abstract
Fertility rates have fallen dramatically around the world. In some countries, there are no longer enough children being born to replace adult populations. The disappearance of children is a matter of concern matched only by fears that childhood is becoming too structured or not structured enough, too short or too long, or just simply too different from the idealized childhoods of the past. "The End of Children?" brings together scholars who draw on their expertise in multiple disciplines--sociology, demography, history, anthropology, family studies, social work, and education--to provide a more balanced, less alarmist perspective on the meanings and implications of these issues. Contrary to predictions of the end of children and the end of childhood, their investigations of developments in Canada and the United States, and to a lesser extent elsewhere in the world, show that fertility rates and ideas about children and childhood are not uniform but rather vary around the globe based on factors such as time, culture, class, income, and age. These timely explorations of how changing ideas about the child are reshaping when and why people have children and how they choose to raise them opens a new dialogue on the production and place of children in modern society.
- Published
- 2011
38. Play, Drawing and Writing: A Case Study of Korean-Canadian Young Children
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Kim, Mi Song
- Abstract
From a sociocultural approach to literacy, young children, including culturally and linguistically diverse (CLD) children, can be viewed as active meaning-makers through participation in everyday literacy practices. This theoretical emphasis on the importance of the social context requires teachers and caregivers not only to improve and co-create learning environments but also to consider how to make sense of children's drawings and other non-verbal modes embedded in literacy practices. Drawing on a Vygotskian perspective, this study explores how young children use drawings and other semiotic tools as important mediators through which they represent their experience, feeling and knowledge in terms of the process of meaning-making. Within a qualitative research framework, this study uses data collected during the lesson theme of "circle" to understand how young culturally and linguistically diverse (CLD) learners' drawings serve as a psychological tool for understanding and representing important aspects of their own experiences in terms of social, cognitive, and affective aspects. Implications of this study are discussed. (Contains 2 tables and 5 figures.)
- Published
- 2011
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39. Cultural Worldviews of Foster Parents
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Brown, Jason D., George, Natalie, St. Arnault, David, and Sintzel, Jennifer
- Abstract
A random sample of Canadian foster parents were asked about the importance of culture in fostering. In response to the question "What values, beliefs and traditions were you raised with and feel are important?," a total of 74 different responses were received. These responses were grouped together by foster parents and the groupings analyzed using multidimensional scaling and cluster analysis. Seven concepts emerged from the groupings, including: (1) spirituality, (2) nationality, (3) personal experience, (4) religion, (5) responsibilities, (6) respect, and (7) right and wrong. These results are compared to the literature. Similarities and differences are noted. (Contains 1 figure and 2 tables.)
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- 2011
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40. Animal Sex: Purity Education and the Naturalization of the Abstinence Agenda
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Sethna, Christabelle
- Abstract
An early-twentieth-century movement for social purity in England, Canada and the United States aimed to eradicate prostitution, the double standard of sexual morals and their dreaded corollary, the venereal diseases. Social purists suggested that "purity education" for children was the best pedagogical prophylaxis against such medico-moral impurity. Popular purity education guides like the "Self and Sex" Series configured purity education as nature study lessons on reproduction in flora and fauna complemented by a back-to-nature regimen of diet, dress and exercise. Social purists hoped that purity education would induce children to adopt an abstinence agenda promoting heterosexual conventions of chastity before marriage, procreative marital sex and sound parenthood. The Series is used to investigate the ways in which the social purity movement turned to a highly selective vision of the natural order to naturalize the abstinence agenda.
- Published
- 2010
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41. Sexual Identity and the LINC Classroom
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Dumas, Jacqueline
- Abstract
Instructors in the federally funded program of Language Instruction for Newcomers to Canada (LINC) are responsible for teaching both the English language and citizenship values to adult immigrants. The recent legalization of same-sex marriage implies that a gay and lesbian presence is an acknowledged fact of Canadian life, with gay rights now entrenched in the value system. This context led to questions of "if", "how", and "why" teachers do or do not address sexual diversity in the classroom. A preliminary study utilizing a survey questionnaire and semi-structured interview was carried out with Alberta LINC teachers to explore perceptions of sexual diversity in relation to their teaching. Results indicate that the learning environment is characterized by the invisibility of the issue. Various redresses are suggested: teachers can utilize an inquiry approach to identity and learner autonomy; publishers can produce materials that include sexual diversity; and teacher-training programs can revise syllabi and teaching approaches in core TESL classes. (Contains 1 note and 3 tables.)
- Published
- 2010
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42. Humanitarian Engineering Placements in Our Own Communities
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VanderSteen, J. D. J., Hall, K. R., and Baillie, C. A.
- Abstract
There is an increasing interest in the humanitarian engineering curriculum, and a service-learning placement could be an important component of such a curriculum. International placements offer some important pedagogical advantages, but also have some practical and ethical limitations. Local community-based placements have the potential to be transformative for both the student and the community, although this potential is not always seen. In order to investigate the role of local placements, qualitative research interviews were conducted. Thirty-two semi-structured research interviews were conducted and analysed, resulting in a distinct outcome space. It is concluded that local humanitarian engineering placements greatly complement international placements and are strongly recommended if international placements are conducted. More importantly it is seen that we are better suited to address the marginalised in our own community, although it is often easier to see the needs of an outside populace.
- Published
- 2010
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43. Viewing Violence, Mental Illness and Addiction through a Wise Practices Lens
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Wesley-Esquimaux, Cynthia C. and Snowball, Andrew
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The progressive approaches First Nations, Metis, and Inuit communities use to address health and wellness concerns are rarely written about or acknowledged in a positive manner. This paper speaks to a concept introduced through the Canadian Aboriginal Aids Network (CAAN) entitled "wise practices". CAAN saw a "wise practices" model as more useful and inclusive of Aboriginal community practice and knowledge exchange than the current "best practice" model. In addition, "wise practices" acknowledge and express the notion of "Changing the Face of Aboriginal Canada", a metaphor frequently used by the senior author of this paper, as a long overdue vehicle for lifting up the collective morale of Aboriginal peoples in Canada. Indigenous peoples worldwide have long articulated an inherent wisdom in developing recovery processes. This natural wisdom has been chronically dismissed and underutilized as a framework for re-building a healthy social construct and worldview. The social and emotional utility of constructing and implementing a "wise practices" healing model based on what are commonly referred to as the Seven Sacred Values, has great potential for addressing violence, mental illness and addictions in Aboriginal communities and can better serve health promotion alongside the western model of "best practices." A "wise practices" model becomes another, deeply humane way, of expressing and operationalizing the traditional knowledge base of Aboriginal Canada and returns a sense of self-efficacy and social strength to Aboriginal communities.
- Published
- 2010
- Full Text
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44. Gambling as a Social Problem: On the Social Conditions of Gambling in Canada
- Author
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Barmaki, Reza
- Abstract
Since the 1980s, Canadian legalized gambling has undergone a massive growth, resulting in numerous social problems such as crime, political corruption, and, most importantly, pathological gambling. When it comes to theorizing gambling in Canada, pathological gambling has been the centre of the attention for two related reasons: (1) the increasing concern with individual and social harms resulting from it; and (2) priority given by grant-giving institutions to "useful" scholarly efforts related to it. A major drawback, however, has been that these explanations often overlook the impact of broader social conditions on gambling behaviour and, instead, provide politically and ideologically conservative, microlevel analyses that point to the individual gamblers as the source of the problem. These theories, therefore, present partial accounts of an enduring and growing, socially produced problem. The argument of this paper is that Canadians' gambling behaviour, and its consequences, must be understood primarily as a social problem and within the nexus of (a) the Canadian state's pro-gambling policies (prompted by the need to generate revenues); (b) the gap between commonly shared Canadian cultural values--monetary success--and legitimate means of achieving them; and (c) capitalist processes of profit-making and commodification. Only then can we have a better understanding of a persistent and growing problem.
- Published
- 2010
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45. Two Cultures, One Programme: Deaf Professors as Subaltern?
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McDermid, Campbell
- Abstract
Deaf instructors of American Sign Language have taught ASL in formal institutions of higher learning for several decades now, yet little is known of the challenges they face within those contexts. In this study, interviews with instructors of five ASL--English Interpreter Programs (AEIP) and four Deaf Studies Programs (DSP) in Canada identified a number of common themes in particular to the intersection of culture, power, and identity. Within a post-colonial framework differences were found in the discursive practices of the participants as Deaf or non-Deaf individuals. Evidence of systemic audism experienced by the Deaf staff was noted at a number of levels, perhaps due to the existence of a "Grand Narrative of Hearing" and a process of "Worlding" based on the ideology of the hearing majority. As a result perhaps some of the Deaf instructors were ascribed or adopted the role of subaltern, where they should have instead experienced substantial social capital. (Contains 2 tables.)
- Published
- 2009
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46. When Values and Behaviors Conflict: Immigrant BSW Students' Experiences Revealed
- Author
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Calderwood, Kimberly, Harper, Kim, Ball, Kellie, and Liang, David
- Abstract
This qualitative study reveals the discomfort seven immigrant bachelor of social work students reported experiencing when the behaviors expected of them as Canadian social workers conflicted with their fundamental family values. Behaviorally, participants had assimilated to Canadian and to social work cultures; however, the values they held from their home countries remained unchanged. The conflict between their unchanged values and their adapted behavior led to emotional stress in various aspects of their lives. The implications for social work education, supervision, recruiting people to the social work profession, acculturation theory, and future research are discussed.
- Published
- 2009
- Full Text
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47. A Collision of Culture, Values, and Education Policy: Scrapping Early French Immersion in New Brunswick
- Author
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Cooke, Max
- Abstract
A CBC New Brunswick Forum broadcast live on March 27, 2008, from Moncton's Capitol Theatre provided a cathartic moment for parents angry at Education Minister Kelly Lamrock, who was linked into the discussion via satellite from Fredericton. Two weeks earlier, Minister Lamrock had declared in a press release that bilingualism was changing from an optional skill pursued by a few to an expectation for all children. His new French-second-language (FSL) plan called for the elimination of the Grade 1 Early French Immersion (EFI) Entry Point in favour of a Grade 5 Late Immersion Entry Point. The Moncton Forum showcased the passion and polarization caused by the government's proposed changes. On one hand, a government was taking measures that it felt were necessary for more equitable student academic outcomes, and on the other, an outspoken segment of citizens was vehemently protecting the status quo. In Canada's only officially bilingual province, this was more than a difficult policy decision--it erupted into a collision of culture and values. Soon after the Moncton showdown, Willms released a policy brief--"The Case for Universal French Instruction"--where he positioned EFI in the context of segregation, or "the separation of people of different social classes, ethnic or racial groups, or sexes into different schools, neighbourhoods, or social institutions." This provocative assertion irked many parents with children enrolled or soon-to-be registered in EFI--many of whom were EFI graduates themselves. Willms' "intolerable equilibrium" has snapped back, halfway at least; less radical changes to the original EFI program have made changing the status quo more tolerable for many New Brunswickers. Testing the limits of this equilibrium became a tool for change, no matter what side of the argument citizens supported. (Contains 2 tables, 1 figure and 16 notes.)
- Published
- 2009
48. Doing Participatory Evaluation: From 'Jagged World Views' to Indigenous Methodology
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Jordan, Steven, Stocek, Christine, Mark, Rodney, and Matches, Stacy
- Abstract
The paper will present findings from a Social Science and Humanities Research (SSHRC) funded participatory evaluation conducted over the past four years in the Cree nation of Wemindji in Quebec, Canada. COOL (Challenging Our Own Limits) or "Nigawchiisuun" in Cree, was launched in 2003 as part of a broader program of governance initiatives within Wemindji. As a key component of this new governance program, COOL was to address the need for after-school care within the community for parents, as well as to engage with the recurring problem of low retention rates in school. In consultation with the Band Council of the Cree Nation of Wemindji (James Bay), the Deputy Chief at the time (Rodney Mark)--who was elected Chief in 2006--established a COOL committee to oversee the design, organisation, implementation and running of the program. Unlike the other eight Cree communities of the James Bay, Wemindji decided to fund and run its own program based on values, customs, and traditions that have been established through consultations with elders, parents, and other interested groups within the community. This has made COOL a distinctly homegrown, autonomous, self-determined Cree program. The paper will not only report on principal themes and issues connected with the establishment and administration of COOL, but will also discuss why a participatory evaluation has been used to assess its effectiveness as a social/educational program.
- Published
- 2009
49. Issue Definition in Rights-Based Policy Focused on the Experiences of Individuals with Disabilities: An Examination of Canadian Parliamentary Discourse
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Baker, Dana Lee
- Abstract
In issue definition in rights-based policy Canada stereotypically embraces a more positive, human rights-centered approach as compared with the American stereotype associated with the USA's more presumptively negative, civil rights-based tack. Since exclusionary infrastructures violate the core values of democratic governance, a failure to address unnecessarily exclusive infrastructures presents a rights-based public challenge surrounding disability akin to those experienced by other non-elite groups. Analysis of disability policy serves to clarify positive versus negative tendencies in rights-based policy, including whether the expectation of a primarily positive basis in Canada is confirmed. This article examines the definition of public dimensions of the experiences of individuals with autism as a case reflecting the basis of construction of rights in Canada. (Contains 1 table.)
- Published
- 2008
- Full Text
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50. How Preschool Children Learn in Hong Kong and Canada: A Cross-Cultural Study
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Wong, Margaret N. C.
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This paper reviews literacy learning conducted in two laboratory preschools in Hong Kong and Canada, and examines the link between cultural values and educational practices. Both preschools maintain that a constructivist view of child learning underpins their practice. However, the author's experience in these two settings illustrates how similarities and differences are identified in the scope, focus, implementation strategies and learning outcomes of the activities observed. Reasons for these findings are explored from the perspectives of cultural values and societal beliefs in education of the East and the West, and how the constructivist ideology is espoused in these settings. Implications of this cross-cultural comparison on the issue of "best practice" in early childhood education are discussed.
- Published
- 2008
- Full Text
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