University of Windsor, Ontario: Open Journal Systems
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Response to Cummins: The OHRC Right to Read Report will Move Ontario into the 21st Century
No full textIn the April 2022 issue of the Journal of Teaching and Learning, Dr. Jim Cummins responded to the Ontario Human Rights Commission (2022a, 2022b) report on the Right to Read: Public Inquiry into Human Rights Issues Affecting Students with Reading Disabilities. He expressed several views on literacy education that are moderate and consistent with research. However, his very critical appraisal of the report is misdirected. The first section of the present article documents several recommendations and positions that Cummins attributes to the report but that it does not actually contain. The second section identifies five ways in which this report will bring Ontario’s special education policy into the 21st century, which Cummins has missed. The Right to Read report provides a paradigm for special education that Ontario should now apply to additional domains such as mathematics and social and emotional learning
Chaque définition est-elle convaincante ? Douglas Walton sur la persuasion de la définition
No full text“Is every definition persuasive?” If essentialist views on definition are rejected and a pragmatic account adopted, where defining is a speech act which fixes the meaning of a term, then a problem arises: if meanings are not fixed by the essence of being itself, is not every definition persuasive? To address the problem, we refer to Douglas Walton’s impressive intellectual heritage—specifically on the argumentative potential of definition. In finding some non-persuasive definitions, we show not every definition is persuasive. The persuasiveness lies not in syntactic or semantic properties, but the context. We present this pragmatic account and provide rules for analysing and evaluating persuasive definition—a promising direction for further research.« Chaque définition est-elle convaincante ? » Si les perspectives essentialistes sur la définition sont rejetées et une explication pragmatique est adoptée, où la définition est un acte de langage qui fixe le sens d\u27un terme, alors un problème se pose : si les sens ne sont pas fixés par l\u27essence de l\u27être même, toute définition n\u27est-elle pas une définition persuasive? Pour résoudre le problème, nous nous référons à l\u27héritage intellectuel impressionnant de Douglas Walton, en particulier sur la possibilité argumentative de la définition. Nous examinons des définitions non persuasives, nous montrons que les définitions ne sont pas toutes persuasives. La force de persuasion ne réside pas dans les propriétés syntaxiques ou sémantiques, mais dans le contexte. Nous présentons cette explication pragmatique et fournissons des règles pour analyser et évaluer la définition persuasive - une direction prometteuse pour de plus amples recherches
School Environment and Academic Persistence of Newcomer Students: The Roles of Teachers and Peers
No full textThis paper explores the relationship between the social context of schools, measured in terms of perceptions of teacher support and students’ openness to diversity, and the academic persistence of immigrant and refugee newcomer students. It investigates whether newcomer adolescents’ academic persistence varies by the perceived supportiveness of school environments. Based on data collected from newcomer students in a medium-sized city in Canada, results show that immigrant and refugee youth display higher academic persistence when they perceive that their teachers support them and when their fellow students are receptive to diversity. Specifically, newcomer youth’s educational success depends on a school environment that encourages diversity and inter-group relations and teachers who are supportive of students, encourage them, and believe in them. This study also shows that newcomer youth are more likely to academically persist in school when they perceive that their fellow schoolmates exhibit cultural humility or openness to diversity and thus are interested in knowing more about immigrants’ country of origin, respect them, and interact with them.
A Narrative Inquiry of Three Chinese International Students’ Academic Adjustment Experiences at Canadian Universities
No full textThere is an increasing number of Chinese graduate students who study in Canada and have quite different educational backgrounds. Despite a large number of studies attending to the challenges and difficulties they encountered in life and study, not much research narratively explores Chinese international students’ academic adjustment experiences in graduate programs in Canada. To fill the gap, this research makes a narrative inquiry into three Chinese international students’ academic adjustment in the graduate and doctoral programs of two universities in Ontario, Canada. The three-dimensional framework (Clandinin, 2006) is employed to tell and retell their stories. Their narratives have revealed the importance of their native languages and how their past experiences before they came to Canada influenced their academic adjustment. The Eastern and Western cultures have had a lasting effect on their personal and professional development. In addition, they have played multiple roles as Chinese international students, novice researchers, and future educational practitioners
Introduction to Volume 23, number 1
No full textWelcome to the newest issue (Vol. 23, No. 1) of Critical Social Work: An Interdisciplinary Journal Dedicated to Social Justice. This issue includes four peer-reviewed articles and one op-ed
Advancing Anti-Racism in Child Policy Advocacy
No full textAlthough child policy advocates support and protect children’s rights, research evidence does not indicate that these professionals and organizations have addressed embedded racial disparity and disproportionality in the child welfare system that renders children vulnerable in the first place. This article argues that adopting anti-racism is essential to child advocates committed to dismantling racist structures at the core of child welfare. Anti-racism enables child policy advocates to scrutinize and dismember the Eurocentric structures, biases, and practices that keep Black and Brown children and families entangled in the child welfare system. We provide background on child welfare and child policy advocacy. Next, we offer intentional anti-racist strategies for child policy advocates to disrupt the child welfare system. We conclude with recommendations for anti-racist practices to eliminate racial disparity and disproportionality in the child welfare system
Op-Ed: Failing to Bend the Arc of the Moral Universe? Dr. King, Newton, Piaget, and Social Work
No full textTo achieve a more just universe, the momentum and historical forces of racism, sexism, heterosexism, privilege, etc. must be met with equal and opposite forces through policies, structures, and the courageous acts and voices of many. Dr. King’s claim that “the moral universe bends toward justice” is joined with Newton’s Laws of Motion where arcs only bend through external forces. Bending the arc necessitates a large membership, including social workers. Membership in a group confers advantages while simultaneously ushering in implicit biases against those outside of the group ultimately disadvantaging both groups. Educating tomorrow’s social workers necessarily involves ingroup and outgroup membership, instructors and students. We argue well-meaning social work educators often act against Social Work’s mission of producing a cadre of individuals who will pull the arc toward social and economic justice. Students in social work programs, eager to pull on the moral arc, are often criticized for being inexperienced and not further along in their “woke” development. Criticism may discourage students, thereby losing needed ingroup members. Students are canceled. Algebra, evolutionary theory, and cognitive development theories provide guidelines for unifying social work educators and students to promote Dr. King’s vision
Regional Report: West Asia/Middle East
No full textThis report covers recent and current developments in the field of transnational criminal law in the West Asia/Middle East region. It mostly contains developments from the year 2022 and, in exceptional cases, late 2021