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Gaelic is an endangered language, but the traditional music associated with it thrives. Among individuals committed to learning Gaelic as a heritage language who also engage in traditional music-making, intense experiences shape the connection between language and music. The present study examines the connection between intensely motivating 'flow' experiences in music and language using qualitative data. In this context, flow is defined both at the individual level, consistent with much of the literature, but also at the group level which contributes a more nuanced, group-oriented conceptualisation of flow experiences. Data come from a sample of 54 participants recruited via social media and associated with traditional music and Gaelic language. The results show the depth of connection to traditional music developed over years that appears to feed into a motivation for language learning. The concept of group flow is prevalent in the descriptions, even though it was not measured directly. Group flow offers a nuanced lens through which to view how the connection between music and language developed in a context where language revitalisation is taking place.

In this article, we illustrate the application of a number of theoretical frameworks we have used to guide our work in interprofessional education (IPE) and collaborative interprofessional care (IPC). Although we do not claim to be experts in any one of these theories, each has offered important insights that have broadened our understanding of the complexities of interprofessional learning and practice. We have gained an appreciation for an increasing number of theories relevant to IPE and IPC, and, as a result, we have woven together more key principles from different theories to develop activities for all levels of interprofessional learners and clinicians. We pay particular attention to relational competencies, knotworking/idea dominance, targeted tension and situational awareness. We are now drawing on the arts and humanities and complexity theory to foster relationship-building learning. Evaluation of our endeavors will eventually follow these latter theories for methods that better match the human and social experiences that underpin learning. Our "theoretical toolbox" therefore may be of value to educators who develop and implement creative interprofessional learning activities, as well as clinicians interested in moving toward more effective collaboration.

Western-trained, non-Indigenous researchers in Canada have an ethical responsibility to collaborate with Indigenous Peoples and to re-envision the scientific research process through the lens of reconciliation. The health of the natural environment has long been a concern to both Indigenous and non-Indigenous Peoples, and weaving different ways of knowing could provide a path forward to address critical wildlife health concerns. Here, we conducted a review of the peer-reviewed and grey literature that claims to weave Indigenous and Western ways of knowing in ecotoxicology and wildlife health in Canada, coding for background information, wildlife health stressors, research methods, Indigenous participation, and research outcomes. Seventeen studies met the inclusion criteria, the majority of which were published since 2015 and took place in Canada's North. Research collaborations were often between First Nations or Inuit knowledge holders (most frequently, active harvesters and Elders) and Western-trained, non-Indigenous academics. Most studies were initiated by mutual agreement between community partners and researchers, but no study was "Indigenous-led" at any stage of research. Studies investigated environmental contaminants and health-related topics in a range of wildlife, usually traditional subsistence species. The most commonly studied disease was avian cholera, and the most studied class of toxicants was metals and trace elements. Indigenous knowledge was primarily collected via interviews. Studies often used multiple methodologies to braid or weave knowledge, but the most frequently used methodology was community-based participatory research. To provide a more holistic understanding of the process of weaving knowledge, we conducted an in-depth examination, applying a decolonizing lens, of two exemplar cases of collaborative research with Indigenous communities. This exploration led to the conclusion that research that weaves ways of knowing must not be approached with a "one-size-fits-all" mindset, but instead should emphasize relationship building, continuous engagement, and ethical practices. By adopting such practices, Western-trained, non-Indigenous academics can better address critical wildlife health concerns while contributing meaningfully to advancing healing and reconciliation with Indigenous Peoples. [ABSTRACT FROM AUTHOR]

The parasitoid wasp genus Alphomelon Mason, 1981 is revised, based on a combination of basic morphology (dichotomous key and brief diagnostic descriptions), DNA barcoding, biology (host data and wasp cocoons), and distribution data. A total of 49 species is considered; the genus is almost entirely Neotropical (48 species recorded from that region), but three species reach the Nearctic, with one of them extending as far north as 45° N in Canada. Alphomelon parasitizes exclusively Hesperiinae caterpillars (Lepidoptera: Hesperiidae), mostly feeding on monocots in the families Arecaceae, Bromeliaceae, Cannaceae, Commelinaceae, Heliconiaceae, and Poaceae. Most wasp species parasitize either on one or very few (2–4) host species, usually within one or two hesperiine genera; but some species can parasitize several hosts from up to nine different hesperiine genera. Among species with available data for their cocoons, roughly half weave solitary cocoons (16) and half are gregarious (17); cocoons tend to be surrounded by a rather distinctive, coarse silk (especially in solitary species, but also distinguishable in some gregarious species). Neither morphology nor DNA barcoding alone was sufficient on its own to delimit all species properly; by integrating all available evidence (even if incomplete, as available data for every species is different) a foundation is provided for future studies incorporating more specimens, especially from South America. The following 30 new species are described: cruzi, itatiaiensis, and palomae, authored by Shimbori & Fernandez-Triana; and adrianguadamuzi, amazonas, andydeansi, calixtomoragai, carolinacanoae, christerhanssoni, diniamartinezae, duvalierbricenoi, eldaarayae, eliethcantillanoae, gloriasihezarae, guillermopereirai, hazelcambroneroae, josecortesi, keineraragoni, luciarosae, manuelriosi, mikesharkeyi, osvaldoespinozai, paramelanoscelis, paranigriceps, petronariosae, ricardocaleroi, rigoi, rostermoragai, sergioriosi, and yanayacu, authored by Fernandez-Triana & Shimbori. [ABSTRACT FROM AUTHOR]

This conversation and later interventions occurred in late 2020 and early 2021. Ashok Mathur, Cecily Nicholson, and Aruna Srivastava discuss the politics, limits and possibilities of anti-racism a racism in recent months, particularly in educational and community contexts. We weave our histories and experiences working within anti-racism and cultural communities over many years, reflecting on generational change, COVID, privilege, alliance and the potential of creative practice. [ABSTRACT FROM AUTHOR]

This essay looks at three portraits of women as homemakers on the Pacific Northeast in the decades that followed the accession of British Columbia to the larger Dominion of Canada in 1873. In this period, when colonial relationships were buttressed by legal and administrative means, ideas and practices of the home were central to the spread of Victorian moral norms on the Canadian 'frontier'. It was also the intimate microcosm in which colonial spatial notions of interiority and exteriority, relationships to the site, and object-regimes had to be negotiated. The work of space-making that 'frontier' women presented in minor pictorial and literary genres – letters, private photographs, and watercolours, was in itself a 'minor architecture' that was about finished form, or objecthood, and also about the perpetual negotiation of contradictory and unstable imperial spatial relationships. These relationships had to be reworked, reproduced, and redefined. The histories of these minor architectures on the 'frontier' reveal the power of architecture to weave hegemonic values into the very fabric of existence, as well as fundamental interconnectedness of the identity of settler women and their labour. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Kanada-Studien is the property of Gesellschaft fuer Kanada Studien e.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examines the everyday positive identity of spiritual/religious lesbian, gay, bisexual, transgender, queer (LGBTQ+), Black, Indigenous, People of Color (BIPOC). By enriching our knowledge about the positive developmental processes (e.g., strengths, resilience, protective factors) that multiply marginalized and underrepresented populations employ to navigate their identity, we can better understand the impact and dynamics of systemic oppression on an individual's expression and development of self. Ten individuals from Canada and the US provided diarized voice entries to a daily prompt in an experience sampling method (ESM). We analyzed voice clip entries collected over a period of two to four weeks and conducted an interpretative phenomenological analysis for local and global expressions of identity that weave real-time processes to generate a broader frame of positive identity mechanisms, contexts, and content. Real-time concrete events prompted participants to reflect on their broader identity conceptualizations across time (past, present, and future) through the experiences of presence and gratitude. [ABSTRACT FROM AUTHOR]

This paper reports on an auto ethnographic examination of my identity, my positionality, and my role in reconciliation with Indigenous peoples in Canada and to decolonising and indigenising the academy through my research and teaching practices. It is an individual response to the Truth and Reconciliation Commission of Canada (TRC) calls to Action. I weave in personal narratives, theory, and poetry to engage with deep reflection on my lived experiences and the historical and social contexts that have influenced the construction of my identity and educational praxis. I examine these experiences within the context of colonisation, moving from historical to current perspectives and its specific implications within the Canadian context. Intersectionality and Indigenous theories and perspectives guide this examination. The aim is to further my understanding of Indigenous issues and to prepare myself to be an active and effective agent in the process of reconciliation with Indigenous peoples. The insights I have gained and share in this paper may inspire other educators to initiate their own journeys. [ABSTRACT FROM AUTHOR]

This paper explores the perception of inaccessibility as it reflects the cultural education of the sensorium. Following Gilroy, sensorium is taken here to mean the dense weave of historical experience that organizes the relations among the senses and perception itself. With this concept, I examine texts related to accessibility management at a large Canadian University. These texts include a 2017-18 email exchange regarding accessibility between a subway station and a university building, as well as the first policy statement on 'The University and Accessibility for Disabled Persons' from 1981. Through these texts, I show how people, now as then, are taught to sense disability as excludable. The paper demonstrates how the sensorium is educated to exclude a concern for the history, responsibility, as well as the touch of the actual physical environment. In pursuit of a re-education of the sensorium, this paper reveals how disabled people are sensed as potentially includable in the future while excludable in the present. [ABSTRACT FROM AUTHOR]

In this article, the authors respond to emerging articulations of the work of a pedagogist or pedagogical facilitator in early childhood education in Canada. This article is grounded in two intentions: we (1) share the tentative pedagogical conversations that we have as pedagogists who centre particular concerns, interests, and accountabilities; and we (2) launch our conversation from our desire to re-imagine how everyday pedagogies shape children's experiences with spiritual knowings and children's relations with fat. Sharing a narration from a pedagogical inquiry research project, we each offer a familiar developmental reading of the moment, gesture toward a partial re-engagement grounded in post-developmental pedagogies, and then weave our thinking with spirituality and fat together to complexify our propositions. We intentionally refuse to define the work of a pedagogist in a universalizable or technical manner. Instead, we argue that putting our pedagogist work into conversation draws our practices into uneasy, difficult, often contradictory relations and makes visible some potential futures (and their exclusions) we enact as we work to answer to the complex education spaces we inherit and re-create with educators and children. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal for the Scholarship of Teaching & Learning is the property of Society for Teaching & Learning in Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Research that uses self-report measures to examine the complexity of self-regulated learning (SRL) and academic challenges for adolescents is limited. This study examined the psychometric property of the Self-Regulated Learning Profile and Self-Diagnostic (SRL-PSD) instrument and addressed the multi-components of SRL and academic challenges for adolescents. Participants were 358 adolescents from a Canadian middle school. The subscales of SRL-PSD were administered to students through LimeSurvey during a 25-min instructional session over two days. Results demonstrated the SRL-PSD was a reliable and valid self-report instrument to measure adolescents' SRL practices and academic challenges. Also, all types of SRL practices and academic challenges were significantly intercorrelated. Additionally, all types of SRL practices were positively associated with school engagement, whereas all types of academic challenges were negatively associated with school engagement. Overall, this study provides a validated self-report measure for educators and researchers to examine adolescents' SRL practices and academic challenges. [ABSTRACT FROM AUTHOR]

Worldmaking for and through tourism often produces a reality that is advantageous to some populations and suppressive to others. Indeed, the production of precarious and feminized tourism labor is evidence of the tourism industry's simultaneous reliance upon and re-creation of the system of global capitalism. However, tourism is fundamentally relational, meaning it is constituted by, and relies upon, the very peoples and places it (re)produces. Herein lies the multiplicity and simultaneity of situated tourism life-worlds, as well as the potential for progressive detachment from dominant representations. Ethical worldmaking is presented as a threefold system involving the conception of tourism beyond or outside of global capitalism; the appropriation of our inescapable role in the production of tourism worlds; and the recognition that a multiplicity of tourism community stakeholders simultaneously interprets and shapes tourism worlds according to such intersecting differences as gender, race, class, age, nationality, sexuality, and so forth. Applying this framework to an empirical study, the lived experiences of regionally mobile woman working in tourism provide insight into the tension and contradiction underpinning cultural tourism production in Lunenburg, Canada. Thus, a series of coping strategies are enacted in order to navigate and negotiate their complex positionality, blurring the boundaries between leisure and labor, travel and migration, subjugation and empowerment. [ABSTRACT FROM AUTHOR]

Various published COVID-19 models have been used in epidemiological studies and healthcare planning to model and predict the spread of the disease and appropriately realign health measures and priorities given the resource limitations in the field of healthcare. However, a significant issue arises when these models need help identifying the distribution of the constituent variants of COVID-19 infections. The emergence of such a challenge means that, given limited healthcare resources, health planning would be ineffective and cost lives. This work presents a universal neural network (NN) computational instrument for predicting the mainstream symptomatic infection rate of COVID-19 and models of the distribution of its associated variants. The NN is based on a mixture density network (MDN) with a Gaussian mixture model (GMM) object as a backbone. Twelve use cases were used to demonstrate the validity and reliability of the proposed MDN. The use cases included COVID-19 data for Canada and Saudi Arabia, two date ranges (300 and 500 days), two input data modes, and three activation functions, each with different implementations of the batch size and epoch value. This array of scenarios provided an opportunity to investigate the impacts of epistemic uncertainty (EU) and aleatoric uncertainty (AU) on the prediction model's fitting. The model accuracy readings were in the high nineties based on a tolerance margin of 0.0125. The primary outcome of this work indicates that this easy-to-use universal MDN helps provide reliable predictions of COVID-19 variant distributions and the corresponding synthesized profile of the mainstream infection rate. [ABSTRACT FROM AUTHOR]

Copyright of Alberta Journal of Educational Research is the property of Alberta Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Medical Assistance in Dying (MAID) legislation has evolved rapidly in Canada with significant impacts on nursing practice. The purpose of this paper is to describe evolving complexities in legislative context and practice standards that influence the experiences nurse practitioners and registered nurses have with MAID. Qualitative interviews were conducted with 25 registered nurses and 10 nurse practitioners from diverse contexts across Canada. Participants described their practices and considerations when discussing MAID as part of advance care planning; their use of, and challenges with, waivers of consent; their practice considerations in negotiating the complexities of clients for whom death is not reasonably foreseeable; and their moral wrestling with the inclusion of MAID for persons whose sole underlying medical condition is mental illness. Findings illustrate the moral complexities inherent in the evolving legislation and the importance of robust health and social care systems to the legal and ethical implementation of MAID in Canada. [ABSTRACT FROM AUTHOR]

This article offers a critical examination of disability rights in Canada in four policy domains: (a) the concept of disability; (b) non-discrimination and equality; (c) accessibility and inclusion; and (d) income support. The Convention on the Rights of Persons with Disabilities and scholarship from disability legal studies and the applied philosophy of disability provide normative benchmarks for the inquiry. The article identifies several shortcomings within political arrangements, policies, laws, and judicial decisions and traces them back to outdated but enduring conceptions of disability – namely, the 'medical model,' the 'charity model,' as well as other impacts of an ableist ideology, such as the normalization and disenfranchisement of persons with disabilities. [ABSTRACT FROM AUTHOR]

The rapidly aging population and the increasing number of chronic and degenerative diseases associated with aging have led to a rise in demand for aptly trained health-care professionals to address the changing needs of the aging population. However, there is a drastic shortage of health-care professionals in geriatric care as the challenge to attract younger generations into geriatrics and gerontology continues. To this end, experiential learning – an engaged learning process where students learn by doing and reflecting upon those experiences – may lead to better applied knowledge, skills, competence, and interest regarding care for older adults. This study examines experiential learning in the form of a "Living Lab" – a field-based practicum education model – and how it promotes student learning in terms of interaction with, and knowledge and attitudes about, geriatric inpatients living with mental health conditions in a specialty psychiatric hospital in Canada. Using qualitative narrative inquiry, we explored students' (n = 14) experiences of participating in a Living Lab. Three interconnected themes were identified and collectively suggested that participation in the Living Lab improved student self-efficacy, knowledge, and skills to work with the geriatric population. It also helped reshape student attitudes toward this population. [ABSTRACT FROM AUTHOR]

Background: To develop effective public health policies, programs, and services tailored to the unique sexual health needs of migrant populations, it is essential to understand the myriad socio-ecological factors that influence their sexual health. This qualitative community-based participatory study aimed to explore factors influencing migrants' sexual health at different socio-ecological levels in a Canadian setting. Methods: Participants (n = 34) from African, Caribbean, Black; Latin American; South Asian; Middle Eastern, as well as East and Southeast Asian communities were recruited across Manitoba using printed flyers, community organizations, and social media. Individual interviews, conducted in English, French, Mandarin, Cantonese, Tagalog, Arabic, Swahili, and Tigrinya languages, explored questions relating to sexual health and experiences with service providers. Data were analyzed using reflexive thematic analysis and socio-ecological systems theory. Results: The study uncovered a range of individual, interpersonal, institutional, and socio-structural factors that affect the sexual health of migrants in Manitoba. Individual factors such as sexual health knowledge and testing practices, interpersonal factors like the type of sexual partnerships, institutional factors such as sexual health information needs, language, and service access barriers, and structural-level factors like gender norms and HIV stigma exerted a significant influence on the sexual health practices of study respondents. Sexual health awareness was influenced by various factors including length of time in Canada and involvement in community-based services. Study respondents identified issues related to access to HIV testing and sexual health information, as well as language barriers, racism in healthcare, and HIV stigma. Gender and social norms played a significant role in discouraging communication about sex and safer sex practices. Conclusions: The study highlights the complex interplay of factors that influence the sexual health of migrants, and the need for targeted sexual health awareness campaigns and provision of sexual health information in languages spoken by migrants. Public health interventions focused on improving the sexual health outcomes for migrants should consider the socio-ecological elements identified in this study. These findings can inform public health campaigns to increase access to services and address sexual health inequities among migrant communities in Canada. [ABSTRACT FROM AUTHOR]

Background Core to competency-based medical education (CBME) is the use of frequent low-stakes workplace-based assessments. In the Canadian context, these observations of performance are framed around entrustable professional activities (EPAs). Objective We aimed to explore residents' real-world perspectives of EPAs and their perceived impact on learning, because assessments perceived to be "inauthentic," or not truly reflective of their lived experiences, may interfere with learning. Methods Using constructivist grounded theory, we conducted 18 semistructured interviews in 2021 with residents from all programs that had implemented CBME at one tertiary care academic center in Canada. Participants were recruited via email through respective program administrators. Data collection and analysis occurred iteratively, and categories were identified using constant comparative analysis. Results Residents were strikingly polarized, perceiving EPAs as either a valuable opportunity for professional growth or as an onerous requirement that interfered with learning. Regardless of what view participants held, all perspectives were informed by: (1) the program administration and the perceived messaging from program to residents; (2) faculty assessors and their perceived degree of engagement, or "buy-in" with the EPA system; and ultimately (3) learner behavior. We theorized from these findings that all 3 aspects must be working in tandem for the assessment system to function as intended. Conclusions From the learners' perspective, there exists a dynamic, interdependent relationship between the 3 CBME stakeholders. As such, the perceived value of the EPA assessment system can only be as strong as the weakest link in the chain. [ABSTRACT FROM AUTHOR]

In September 2019, 19,000 amateur runners participated in the Canada Army Run, a road race hosted by the Canadian Forces (CF). This ethnographic study explores the event as a site of socialization, demonstrating that the Army Run: (a) focuses on promoting the CF rather than maximizing race results, (b) promotes the CF by exceptionalizing its members, and (c) is a celebratory site of promilitary socialization and recruitment that precludes critical engagement with the CF. These findings indicate that military promotional strategies have evolved since the immediate post 9/11 era; whereas previous initiatives used sport to tie local military agendas into larger neoliberal military imperatives, the 2019 Army Run demonstrates a new tactic, depoliticizing the CF and reifying an idealized, decontextualized Canadian military. [ABSTRACT FROM AUTHOR]

In what ways do paces of movement shape places, and how do different places shape their movements’ paces? The objective of this paper is to provide exploratory answers to these questions by focusing on the mobility constellations of ferry-dependent islands and coastal communities of Canada’s west coast. I focus on the slower temporalities and spatialities of mechanized technologies of mobility by drawing upon research conducted for a larger ethnographic project aimed at understanding the multiple roles played by ferry mobilities in the lives of British Columbia’s ferry-dependent islands and coastal residents. Boats’ rhythms, speed, and the duration of journeys occasion the conditions for the cultivation of an empirically unique region-specific sense of time. Within this ethnographic context ferry boats serve as technologies through which residents of island and coastal communities weave distinct place temporalities and mobility constellations. Islanders and coasters employ the affordances of ferries to break away from the place temporalities typical of the city. Such movement toward separation from the urban is what I refer to as moving ‘out of time’. Moving ‘out of time’ is done in order to tune into the alternative insular and coastal temporal regimes deemed more desirable by the locals. Such movement toward attunement is what I refer to as moving ‘in time’. [ABSTRACT FROM AUTHOR]

This paper examines the role of culture and place in recovery from severe mental illness amongst a group of Québécois living in Montreal, Canada. Results indicate that dominant cultural characteristics of Québécois, such as a marked Roman Catholic heritage, use of the French language and a close affiliation with the natural territory of Québec can all play important roles in recovery from severe mental illness. The findings suggest that participants weave together places with cultural, familial and personal meaning to create their own healing landscapes. We propose ways to leverage place and dominant cultural traits to facilitate recovery. [ABSTRACT FROM AUTHOR]

Copyright of McGill Journal of Education is the property of McGill Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

I unravel a complex weave of practices in metropolitan Vancouver that lead to the persistent devaluation of childcare. These include the assumptions that women alone are responsible for paying for childcare, the difficulty that parents have determining how skills and educational qualifications relate to high-quality childcare and the tendency to insert childcare workers into various familial scenarios that cheapen the costs of their own social reproduction. I look closely at outer suburbs, because this is where wages for childcare are lowest and parents experience the most difficulty in arranging dependable care. Although various women doing paid domestic work are positioned differently, they share with each other the effects of gendered assumptions about domestic work. [ABSTRACT FROM AUTHOR]

Even as the lack of necessary congruence between national boundaries and cultural identities becomes elsewhere a point of consensus, cultural politics in Francophone North America turn exactly around the concept of a nascent nation-state and how to achieve it. How do popular media intersect with this ongoing process through the textual production of diasporic identities, both abroad and at home? How do such texts help citizenship weave diaspora's figures of internationalism and, at home, transculturalism back into the nation-state? This article addresses these questions by starting from La Florida, a popular Québécois film produced in the United States, to reexamine the figure of a Franco-Québécois community in Florida and how it unsettles the politics of nationalism in its northern adjunct. Citizenship, it is argued, becomes the interface through which regimes of value travel between state and individual, binding individual obligations with affectivities and wrapping together citizens and patriots; this, it is suggested, bears rethinking. [ABSTRACT FROM AUTHOR]

How does one mitigate the misappropriations of bayok in performance projects and voice training? Interweaving various positionalities and praxes of performance pedagogy and creation using the Meranaw bayok, this essay instigates a conversation on a decolonial and ethical appropriation of Indigenous voice style within the Philippines and Canada that seeks to connect various intercultural pedagogic and theatre praxes. By building a discourse on entwining the Philippine bayok in our theatre creation and voice training, the authors deploy a shared positionality and autoethnographic inquiry as critical approach of intersubjectivity, collaboration, and historical contextualization as interventions to misappropriation and other appropriative acts of Indigenous performance forms. In doing such, the authors enmesh three frameworks to cultivate a nascent but ongoing practice of decolonizing cultural appropriation through historical grounding, social-political contextualization, and informed collaboration. In shaping a discourse on ethical appropriation of bayok, the authors engage intercultural methods and predispositions of using bayok in teaching and performing theatrical projects while tackling certain socio-political goals like peace building, climate justice, and other global issues with self-reflexivity and collaboration. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Comparative & International Higher Education is the property of Comparative & International Education Society Higher Education SIG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Research approaches used to understand Indigenous people in Canada have predominately used Western approaches and have not reflected Indigenous ways of knowing, protocols, or worldviews. The landscape of research involving Indigenous people is changing with a growing number of Indigenous scholars reclaiming and revitalizing Indigenous knowledge. Two-Eyed Seeing provides a framework whereby conscious and deliberate conversations and research approaches are determined prior to and throughout the research process by the research team to guide a balance of each knowledge. However, Two-Eyed Seeing approaches or methods used during data analysis within the literature remains sparse necessitating this integrative review. Purpose: To review the literature where Two-Eyed Seeing has been applied and to identify the approaches or methods used during data analysis and discuss the implications for research with Indigenous communities worldwide. Methods: The five-stage approach outlined by Whittemore and Knafl (2005) was used to guide this integrative review. Results: A total of 321 articles were reviewed from four databases, yielding 32 articles. Conclusions: This integrative review is novel in that it is the first review known to specifically explore the use and application of a Two-Eyed Seeing framework during data analysis. Five main themes are presented including (1) Indigenous community member involvement with analysis, (2) Co-Learning during data analysis, (3) Visual or symbolic conceptualizations to guide analysis, (4) Statement acknowledging Indigenous knowledge during data analysis, and (5) Sharing of Traditional stories to guide data analysis. Additionally, five Two-Eyed Seeing approaches less commonly used during data analysis are provided. [ABSTRACT FROM AUTHOR]

Social workers play an important role in the field of mental health and addictions, but there are concerns about the level of training and education offered by social work programs. The purpose of this qualitative study was to explore the perspectives of Canadian social work faculty members on social work education in mental health and addictions. We conducted focus groups and individual interviews with faculty (N = 14) from English and French social work programs in seven Canadian provinces and one territory. Using thematic analysis, we generated four themes linked to social work faculty members' perspectives on mental health and addictions in Canadian social work education. These included curriculum priorities and pedagogical approaches, gaps in the curricula, challenges to teaching mental health and addictions in social work education, and facilitators to strengthen the teaching of mental health and addictions in social work education. This study has important policy, practice, and education implications. Our findings underline the importance of including mental health in standards and policies set by accrediting associations, teaching students to use critical-clinical approaches, providing faculty with increased support, and developing a community of practice forsocial work faculty. [ABSTRACT FROM AUTHOR]

Drawing on public writing from a pedagogical inquiry research project collaboration between three early childhood educators, a pedagogist-researcher, and preschool-aged children, this article debates how pedagogical inquiry research becomes "hard work." Against the backdrop of mainstream early childhood education in the lands currently known as Canada, where research is often conducted toward producing universalized best practices or contributing to the machine of child development, this article pays patient attention to rhythms, tensions, and practices of attuning that animated our research, pausing and unpacking moments that felt especially like "hard work." Refusing to see "hard work" for its colloquial neoliberal connotations, we ask how hard work happens and how hard work makes happen. Thinking with three modes of hard work—remembering, dis/placing and re-placing, and manifesting into a commons—we share questions and encounters that crafted a character of hardness within our laboring together. Importantly, we resist naming all that might be hard work in pedagogical inquiry research, instead inviting readers to consider the situated, slippery, and continually made and re-made contours of hard work in pedagogical inquiry research. [ABSTRACT FROM AUTHOR]

Bannock, a simple bread made of water, flour, and lard--fried or baked--is a staple of Indigenous diets across what is now called Canada. A pan-Indigenous symbol, bannock is a historically dynamic food grounded in both European and Indigenous origins. On both counts, it presents a paradox to the settler imagination, which clings to fixed definitions of Indigenous Peoplehood essentialized in precontact traditions. For Métis, however, bannock is no paradox. Neither its European origins nor its diverse forms and composition across time and place cause confusion. Rather, in oral history interviews Métis positioned bannock as a critical component that sustained a Métis identity through the twentieth century. Bannock offers important lessons for understanding the place of Métis within Canadian history and reveals how Métis mediated state interventions into Indigeneity in the 1980s. Tracing this historical trajectory, I suggest a useful inversion of Mark Rifkin's concept of settler common sense to focus on what I call a Métis common sense; that is, those aspects of a Métis livedness that were obvious for Métis. I follow other Métis writers who have proposed the kitchen table as a site of Métis identity survivance that functions as an alternative to public, androcentric expressions of Métis-ness legible to Canadian recognition politics. Métis interviewees negotiated with, and simultaneously rejected, essentialist assumptions of their Indigeneity. Interviewees understood bannock as a key marker of kinship sustained through female labor and activism within a matrilocal Métis Peoplehood. [ABSTRACT FROM AUTHOR]

Recent exciting advances in the diagnosis and management of breast cancer have improved outcomes for Canadians diagnosed and living with breast cancer. However, the reach of this progress has been uneven; disparities in accessing care across Canada are increasingly being recognized and are at risk of broadening. Members of racial minority groups, economically disadvantaged individuals, or those who live in rural or remote communities have consistently been shown to experience greater challenges in accessing 'state of the art' cancer care. The Canadian context also presents unique challenges—vast geography and provincial jurisdiction of the delivery of cancer care and drug funding create significant interprovincial differences in the patient experience. In this commentary, we review the core concepts of health equity, barriers to equitable delivery of breast cancer care, populations at risk, and recommendations for the advancement of health equity in the Canadian cancer system. [ABSTRACT FROM AUTHOR]

The concept of the Synthetic is developed to trace and trouble the prevailing popular mythology of Alberta's oil sands and place the omnipresence of petro-hegemony into focus in a time of crisis and transition. The Synthetic is theorized as a period of petroculture beginning in the late 1960s with the rise of Alberta's oil sands industry together with a rise in oil sands narratives, docudrama, and the emergence of mediated or synthetic politics reliant upon processed images. Attention focuses on three mediated moments within the Synthetic beginning with the banned 1977 CBC docudrama The Tar Sands and the reaction of Premier Peter Lougheed. This signals the power and grip of oil's hegemony. Second, the short film Synergy produced for Expo 86 captures the thickening of synthetic culture and oil's saturation of the public imagination. Finally, the controversy manufactured by Alberta's Canadian Energy Centre over the animated film Bigfoot Family suggests petro-hegemony's loosening grip. [ABSTRACT FROM AUTHOR]

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Purpose: Children who are refugees and who live with disabilities are among the most at-risk groups for marginalization due to compounded disadvantages from the intersection of risk factors such as refugee status and disability status. Despite their high risk, there is no systematic data collected on this group and scant literature on the topic contributing to a feeling of invisibility. The purpose of this study is to better understand the experiences of Syrian refugee families with children living with disabilities. Design/methodology/approach: The authors conducted a narrative inquiry into the experiences of two Syrian refugee families with children living with disabilities. Narrative inquiry is a way to understand experience as a storied phenomenon. Findings: In attending to the families' stories of their experiences across time, place and social contexts, two narrative threads resonated across their experiences including waiting and a struggle for agency as well as disruption and continuity. Research limitations/implications: Narrative inquiry does not produce generalizable results but, rather, gives insight into the unique experiences of individuals. Originality/value: To understand the complexities of the experience of a refugee family with a child living with disabilities, attending to their lived and told stories is essential. [ABSTRACT FROM AUTHOR]

We are teacher educators committed to reorienting toward complexity in teacher education, given the multiplex terrain of the education landscape that awaits teacher candidates (TCs) upon receiving their Bachelor of Education degree. Within our context, we are preparing teachers to work with a recently revised curriculum and many regional, national, and global challenges and mandates, especially the Calls to Action of the Truth and Reconciliation Report of Canada (2015). By encouraging the agency of the TCs – the scholar-practitioners – with whom we work, we aspire to a reflective and deliberative approach of engaging with issues, needs, and problems as caring humans. This paper traces our journey of collaborative inquiry as we revisit, reframe and repurpose influential scholarship. This involves pedagogical conceptions of experience and reflective thinking, informing the mindful complexity of being and becoming in place, while foregrounding local Indigenous Ways of Knowing and experiential learning as illustrations of a scholar-practitioner stance. Through inquiry in community, recognising the importance of drawing upon individual Teacher Candidate identity, we articulate how we learn as teacher educators to address the complex, contemporary issues of: equity, diversity, inclusion; decolonisation; education in times of crisis; and the challenges of ecological well-being. [ABSTRACT FROM AUTHOR]