University of Windsor, Ontario: Open Journal Systems
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The UNTOC and International Cooperation
No full textThe UNTOC is often touted by States as a key mechanism for such cooperation, but this article explores how failures in implementation have undermined that claim. The most significant failure is the dearth of information on compliance and the weakness of the UNTOC review mechanism. But there are others, the article suggests, including the reliance on bilateral and regional networks for cooperation because of inherent limitations in these networks and associated practices. In order to advance the development of this international system of cooperation of which the UNTOC is a part, the article then goes back to basics, discussing the formulation of a framework of essential conditions for international cooperation. Armed with these conditions, it identifies several possible targeted interventions and then highlights two of these interventions at either end of a spectrum running from informal to formal measures. It concludes that renovation of the system as a whole is necessary in order to invigorate cooperation through the UNTOC
Happy Birthday UNTOC! Introduction to this Special Issue
No full text[Introduction to the Special Issue
“Why Have There Been So Many Strikes at York University?”: An Explanation by Way of Ideological Stratification
No full textThis paper employs a four-fold ideological schema – business liberalism, welfare liberalism, social democracy, and hard-left socialism or communism – to examine the dynamics of the history of labour disruptions at York University. It sets the strikes in the context of a long-term decline of funding for postsecondary education in the social sciences and humanities, with the current rounds of restructuring at York representing a new local point of crisis. The problem of blame as a mode of explaining and resolving conflicts is discussed, along with a view of how contrasting and overlapping pragmatic or principled, individualistic or group-oriented ideas account for the prevalence of labour action
The Treaty of Easton in 1758: Negotiating Peace in the Ohio Valley During the French and Indian War (1754–1763)
No full textThe Treaty of Easton (1758), negotiated between the Indigenous groups in the Ohio Valley and the British and colonial governments, resulted in an agreement that the Indigenous groups would withdraw their military support to the French in the Ohio Valley. This was an important turning point in the French and Indian War (1754-1763) and influenced future American and Indigenous relationships. This research paper will examine each of the agreements reached within the Treaty, and the negotiation process to illustrate the relationship complexities associated with peoples living in the Great Lakes borderlands region. Despite the relationship complexities, competing agendas, and pursuits of self-interest, the various parties were successful in finding common ground and negotiated peace. This paper contributes to the historiography by focusing on the relationships between individuals and groups, the dynamics of the negotiation process, and by providing specificity about the Treaty negotiations not found in most other writings. The Treaty of Easton is placed within the context of the struggle for control of North America in a way that challenges conventional ideas about American western expansion and exceptionalism
Vers une taxinomie des actes illocutoires de conneries: Une réponse a Gascón et Mukerji et Mannino
No full textI propose redefining Gascón’s (2021) notion of argumentative bullshit by adding three words to its original formulation. Consequently, argumentative bullshit would be defined as the production of an argument without concern for the strength of the supporting relation between the reasons and the claim. I then examine Mukerji and Mannino’s (2022) general account of argumentative bullshit. Using Grice’s conversational maxims, I show how it can be further extended into a taxonomy of bullshit illocutionary acts—an extension Gascón himself hints at. Je propose de redéfinir la notion de « conneries argumentatives » de Gascón (2021) en ajoutant trois mots à sa formulation originale. Ainsi, le « conneries argumentatives » serait défini comme la production d’un argument sans se soucier de la force du lien de soutien entre les raisons et la conclusion. J’examine ensuite la définition générale de « conneries argumentatives » proposée par Mukerji et Mannino (2022). À l’aide des maximes conversationnelles de Grice, je montre comment cette définition peut être étendue à une taxonomie des actes illocutoires de « bullshit »
Apprenticeship of Observation and Language Teacher Education: Insights and Implications for Future Teaching Practices
No full textThis study explores the perceptions of language-teacher candidates regarding their own English-language learning experiences during primary school, and how they intend to utilize these insights to enhance their instructional practices. Grounded in Lortie\u27s (1975) concept of the apprenticeship of observation, which highlights how teachers’ beliefs are shaped by their own experiences as students, this study aims to elucidate how these past student experiences influence their future teaching strategies. The sample comprised 54 English-teacher candidates from southeastern Türkiye, all of whom attended public primary schools. All of the participants were Turkish native speakers or bilingual in Turkish and English, with an average of 13 years of English-language learning experience and a B2 proficiency level in the Common European Framework of Reference for Languages (CEFR). Data were collected through a Likert-type survey and semi-structured interviews. The survey provided quantitative insights, analyzed using descriptive statistics, while the interviews contributed qualitative data, which were analyzed thematically. Findings revealed that the teacher candidates were critical of their past language education, particularly because it relied on traditional, grammar-focused instruction with limited communicative activities. They advocated for a balanced approach to language skills, incorporating interactive and age-appropriate activities. The candidates emphasized the need for updated resources and continuous professional development, though perspectives varied on whether these should be institutional responsibilities or personal initiatives. Additionally, they highlighted effective classroom management and student engagement as essential components of successful language teaching. This study underlines future English teachers\u27 varied perspectives and aspirations, as they draw upon their own learning experiences to refine their professional development and teaching effectiveness
Building AI Literacy in Pre-Service Teacher Education in Canada: A Case Study of Two Cohorts
No full textPreparing new teachers for the reality of artificial intelligence in education (AIEd) has become a pressing issue. This study was conducted in a Canadian teacher education program that offers a course on digital technologies incorporating a module on AIEd. This paper addresses two research questions: 1) What were teacher candidates’ (TCs’) experiences with the module on AIEd? and 2) What were TCs’ views on the use of AI by themselves and their students? The study employed an explanatory mixed methods design, combining quantitative and qualitative data gathered via a survey administered to TCs directly following their module completion. Participants were two cohorts of TCs (108 TCs in 2024 and 104 TCs in 2025). Findings show TCs’ satisfaction with the module as they highlighted three major benefits: offering useful teaching resources; more acceptance to explore the technology and embrace it critically; and promoting AI literacy. TCs expressed an inclination to use AI as teachers. However, they expressed negative views toward their students’ use of AI. Additionally, most TCs demonstrated developing levels of critical AI literacy, especially among the most recent cohort. This research offers insights into promoting TCs’ AI literacy and presents implications for teacher education research, practice, and policy
A Summer Fling: The Ephemeral Eastern International League of 1888
No full textThis article tells the story of the Eastern International League, a short-lived minor league baseball circuit that existed for only a few months in 1888. The league, founded by Robert J. Eilbeck, aimed to establish itself in Eastern Ontario and Upstate New York. Despite initial enthusiasm, the Eastern International League was plagued by financial troubles, poor attendance, and instability. By August 15, 1888, the league had folded after all its teams except Kingston disbanded. The article explores the reasons behind the league\u27s failure and highlights its significance within the history of baseball\u27s early development
Les débuts incertains du Stade Delorimier, 1928-1945
No full textMontreal\u27s Stade Delorimier, built in 1928 in the heart of the French-speaking district, remains the city\u27s only major sports facility designed for baseball. Home to the Royals for almost 40 years, its construction seemed unlikely until a group of businessmen launched the project despite a harsh winter. Stricken by the Great Depression, the stadium was sold at auction in 1936, but its future was saved by the Royals\u27 affiliation with the Brooklyn Dodgers.
Le Stade Delorimier de Montréal, construit en 1928 au cœur du quartier francophone de la ville, demeure la seule grande installation sportive montréalaise conçue pour le baseball. Demeure des Royaux pendant près de 40 ans, sa construction semblait improbable jusqu\u27à ce qu’un groupe d’hommes d’affaires lance le projet malgré un hiver rigoureux. Frappé par la crise économique, le stade est vendu aux enchères en 1936, mais son avenir est sauvé grâce à l’affiliation des Royaux avec les Dodgers de Brooklyn
A Decolonized Community Garden Framework
No full textThis article explored the reimagining of community gardens as tools for decolonization, moving beyond their traditional roles of food production and community building. A Decolonized Community Garden Framework is introduced, outlining key principles such as recognizing Indigenous knowledge and practices, ensuring inclusive participation and decision-making, promoting accessibility and cultural inclusivity, facilitating education and knowledge sharing, acknowledging historical and cultural contexts, promoting co-creation and co-management, and maintaining adaptability and flexibility. This framework was developed through a post-qualitative, emergent approach involving the analysis of six case studies of existing gardens and Indigenous organizations, with two being mentioned in detail. The framework\u27s accomplishments are highlighted, including the preservation of cultural heritage and increased community empowerment, while also addressing barriers such as performative allyship, and historical land injustices. The article concluded that by embracing Indigenous knowledge and prioritizing inclusivity, community gardens can become powerful spaces for healing, cultural revitalization, and social transformation, contributing to a more just and equitable future.
Keywords: decolonization, community gardens, Indigenous communities, marginalized communities, cultural revitalization, social transformatio