University of Windsor, Ontario: Open Journal Systems
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Argumentation par Analogie et Pesée des Raisons
No full textJohn Woods and Brent Hudak’s theory on arguments by analogy (1989), although correct in its meta-argumentative approach, gives rise to problems when we consider the possibility of weighing reasons. I contend that this is an outcome of construing the relationship between the premises and the conclusion of arguments compared in argumentation by analogy as inferences. An interpretation in terms of reasons is proposed here. The reasons-based approach solves these problems and allows the theory to be extended to account for a particular variant of argumentation by analogy in which the subjects of comparison are not arguments, but weighings of reasons. La théorie de John Woods et Brent Hudak sur les arguments par analogie (1989), bien que correcte dans son approche méta-argumentative, pose problèmes quand on considère la possibilité de peser les raisons. Je soutiens que c\u27est le résultat d’interpréter la relation entre les prémisses et la conclusion dans l\u27argumentation par analogie comme une inférences. Une interprétation en termes de raisons est proposée ici. L\u27approche fondée sur les raisons résout ces problèmes et permet d\u27étendre la théorie pour rendre compte d\u27une variante particulière de l\u27argumentation par analogie dans laquelle les sujets de comparaison ne sont pas des arguments, mais des pesées de raisons.
Un récit pragmatique de la reformulation dans l\u27argumentation: Preuve linguistique et cognitive
No full textIn the spirit of the pragmatic account of quotation and reporting offered by Macagno and Walton (2017), we outline a systematic pragmatic account of rephrasing. For this purpose, we combine two interrelated methods of inquiry into the variety of uses of rephrase as a persuasive device: (i) the annotation of rephrase types to identify locutionary and illocutionary aspects of rephrase, (ii) the crowd–sourced examination of rephrase types to investigate their perlocutionary effects. As it draws on Waltonian insights and on empirical and experimental research on the (mis)use of rephrase, our approach allows us to ground a novel theoretically–informed and data–driven pragmatic account of rephrase.Dans l\u27esprit de l’explic-ation pragmatique des citations et des reportages proposés par Macagno et Walton (2017), nous esquissons une explication pragmatique et systématique de la reformulation. À cette fin, nous combinons deux méthodes d\u27en-quête interdépendantes sur la variété des utilisations de la reformulation en tant que moyen de persuasion: (i) l\u27annotation des types de reformulation pour identifier les aspects locutoires et illocutoires de la reformulation, (ii) l\u27examen participatif des types de reformulation pour étudier leurs effets perlocutoires. Comme elle s\u27appuie sur des idées de Walton et sur des recherches empiriques et expérimentales sur la (mauvaise) utilisation de la reformulation, notre approche nous permet de fonder un nouveau compte rendu pragmatique théoriquement informé et axé sur les données de la reformulation
Mental Health Experiences of Teachers: A Scoping Review
No full textTeacher mental health continues to be of concern in elementary and secondary schools; however, supporting teacher wellbeing is understudied (Parker et al., 2012; Roffey, 2012), particularly from a gender perspective (Bourgeault et al., 2021). Among professionals, teachers exhibit one of the highest levels of job stress and burnout on the job. (Hakanen et al., 2006; Stoeber & Rennert, 2008). This scoping review investigates and consolidates the existing research on teacher mental health, leaves of absences, and return-to-work. Work context and personal factors/family context contribute to teacher stress and attrition and by extension may impact temporary leaves of absence (Pressley, 2021). Several articles report on interventions with moderate success to reduce teacher stress, but no studies evaluated return-to-work interventions (Ebert, 2014; Kwak et al., 2019). The amount of stress teachers are experiencing and the pressure that is causing them to burn out is the most common narrative present in the literature. The review highlights gaps in the literature surrounding teacher mental health, leaves of absence, and return-to-work and a notable gap regarding the role of gender
L’accès à l’accompagnement et à la représentation par les personnes accidentées ou malades du travail : une analyse sous le prisme des coûts de la justice
No full textIn Quebec, individuals who are victims of industrial accidents or who suffer from an occupational disease within the meaning of the Act respecting industrial accidents and occupational diseases may have to go through a contestation process before the Administrative Labour Tribunal. This paper presents the results of a study that highlight the challenges that non-unionized workers may face in gaining access to guidance and representation, whether or not they are eligible for legal aid. While Quebec stands apart from the rest of Canada in terms of access by non-unionised employees to representation in the realm of employment standards, it must be acknowledged that it has a poor track record when it comes to the support and assistance provided to people who suffer occupational injuries or diseases. Injured or ill individuals have to deal with major barriers to access to representation and guidance, even though definite benefits for people who are injured or become ill in the workplace appear to be provided by representation or guidance as they navigate what has become a judicial-style process.Au Québec, les personnes ayant subi un accident du travail ou souffrant d’une maladie professionnelle au sens de la Loi sur les accidents du travail et les maladies professionnelles sont susceptibles de cheminer dans un processus de contestation devant le Tribunal administratif du travail. Le présent article fait état de résultats de recherche mettant en lumière les défis en matière d’accès à l’accompagnement et à la représentation auxquels les personnes non syndiquées peuvent faire face, que celles-ci soient admissibles à l’aide juridique ou non. Si le Québec se démarque du reste du Canada relativement à l’accès à la représentation des personnes salariées non syndiquées en matière de normes du travail, force est de constater qu’il fait piètre figure quant au soutien et à l’assistance fournie aux personnes accidentées ou malades du travail. En effet, ces dernières font face à des écueils importants en matière d’accès à la représentation et à l’accompagnement. Pourtant, le fait d’être représenté ou accompagné semble avoir des avantages indéniables pour les personnes accidentées ou malades du travail cheminant dans ce processus judiciarisé
Towards Local Community Involvement in Students’ Science Learning: Perspectives of Students and Teachers
No full textThe European Commission calls for schools to move towards becoming open to their communities, integrating external social, civil, and expert stakeholders into authentic learning experiences’ development alongside teachers and students, particularly in terms of science education. However, little research or practical implementation has been reported on how community actors could participate in the development of such curricular learning activities. In this study, we present an implementation of the open science schooling (OSS) approach to science learning, where community involvement in the development of science missions takes a vital role. During the study, students developed science missions related to local societal issues that interested them in collaboration with their teachers and community experts, with frequent hands-on investigations outside their classrooms or laboratories, in five European countries and Israel. Questionnaires with quantitative and qualitative questions concerning students’ and teachers’ views and perspectives about implementing science education using OSS were administered after the participants finished their science missions. The results indicate the effectiveness of the OSS approach to science learning involving the community from both students’ and teachers’ perspectives. This study is a step towards supporting schools in becoming active agents of change through the implementation of contextualized learning experiences alongside external stakeholders
From Assessment for Learning to Assessment for Expansion: Proposing a New Paradigm of Assessment as a Sociocultural Practice
No full textAlthough the importance of formative assessment has been recognized worldwide, the theoretical foundation is insufficiently captured within a broader sociocultural context that promotes teachers and students building an assessment culture. This study proposes a theoretical framework that supports the claim that formative assessment aims to accelerate an agentic process of transforming and improving the teaching–learning activity systems rather than helping teachers mold students with traditional values and cultural discourses. The characteristics of formative assessment were organized for each of the learning metaphors: acquisition, participation, and expansion. In this paper, assessment for expansion is defined as a form of formative assessment to facilitate expansive learning toward a process of making teaching–learning better, of which the functional core is sociocultural feedback with reference to situational criteria. Next, the theoretical discussions demonstrate that assessment for expansion emerges from making a third space and forming a culturally fitted tool for realistic and sustainable practical judgements. These conditions, which work within a continuum of problematic, ends-in-view, and expanded contexts, recognize the impact of assessments in associating a single student’s voice with a school- and community-wide problem. In conclusion, the possibilities and challenges of assessment for expansion are discussed from theoretical and practical perspectives
From the Editors
No full textIn the issue, Michael Gilbert first considers the history and development of his theory before Leo Groarke helpfully clarifies the differences and affinities between multi-modal and multimodal argumentation. Then, each of Gilbert’s modes is explored in a separate critical study, with David Godden attending to the logical mode, Linda Carroza to the emotional, Claudio Duran the visceral, and Christopher Tindale the kisceral. A final paper by Marko Novak applies the theory (particularly the kisceral mode) to the field of law. Together, these papers offer readers an opportunity to review the range of ideas associated with Gilbert’s model, and set the grounds for continuing research on this important theory.In the issue, Michael Gilbert first considers the history and development of his theory before Leo Groarke helpfully clarifies the differences and affinities between multi-modal and multimodal argumentation. Then, each of Gilbert’s modes is explored in a separate critical study, with David Godden attending to the logical mode, Linda Carroza to the emotional, Claudio Duran the visceral, and Christopher Tindale the kisceral. A final paper by Marko Novak applies the theory (particularly the kisceral mode) to the field of law. Together, these papers offer readers an opportunity to review the range of ideas associated with Gilbert’s model, and set the grounds for continuing research on this important theory
Réflexions sur le mode d\u27argumentation physique ou viscéral dans la théorie de l\u27argumentation multimodale de Michael Gilbert et sa relation avec les études gestuelles et l\u27esprit incarné
No full text In this paper I question the primacy of argumentation relying solely on logic by showing how the body and mind are deeply connected and as a result how communication and argumentation are a product of this mind/body connection. In particular, I explore the physicality of argumentation through the research and writings on gestures and the embodied mind. Michael Gilbert’s theory of multi-modal argumentation provides the general approach for this elaboration.Dans cet article, je questionne la primauté de l\u27argumentation qui repose uniquement sur la logique en montrant comment le corps et l\u27esprit sont profondément connectés et par conséquent comment la communication et l\u27argumentation sont le produit de cette connexion esprit/corps. En particulier, j\u27explore la physicalité de l\u27argumentation à travers la recherche et les écrits sur les gestes et l\u27esprit incarné. La théorie de l\u27argumentation multimodale de Michael Gilbert fournit l\u27approche générale de cette élaboration
Rethinking Methodologies: Implications for Research on International Students
No full textResearch in international student success, satisfaction, and challenges seems still to be constructed around the colonial, imperial paradigm. Informed by deficit models of language, culture, and literacy teaching, such research portrays international students’ challenges in terms of deficiency; discounts other languages, cultures, and literacy education; and reinstitutes the progressive and paternalistic role of the West, reifying its linguistic and cultural superiority. This essay interrupts the still dominant narrative that recreates the old binaries in two ways: (a) It frontloads the need to adopt strength-based approaches to counter dominant methodological paradigms from which much of knowledge about culturally and linguistically different/disadvantaged (CLDI) students is derived, and (b) based on my own ethnographic study on a South Asian immigrant population in Canada, it demonstrates that what the old paradigm views as deficits can and should be the very measures from which to appraise student success and satisfaction. Accordingly, the article’s main objectives are twofold: (a) expose the weaknesses of the deficit models of language, culture, and competence and (b) stress the need to reshape international student studies in higher education as a field of inquiry by foregrounding appreciative models and methodologies
Coloured Diamonds: Integrated Baseball in the Canadian Expeditionary Force 1914-1918
No full textFor the duration of the First World War, the Canadian Expeditionary Force was officially integratedin principle, but stubbornly segregated in practice. Black soldiers, having fought to fight, discoveredthat relationships forged in the trenches often shook ingrained prejudices. If there was no such thingas an atheist in a foxhole, then the same could be said of bigots and baseball diamonds. Integrated baseball inthe CEF was more common than extant histories suggest. Black and white soldiers played against each other,and shared benches alike, when such desegregated diamonds were still exceedingly rare on the home front.Lors de la Première Guerre mondiale, le Corps expéditionnaire canadien était, en principe, intégré, maiss’entêtait à rester ségrégué dans la pratique. Les soldats noirs, ayant dû se battre pour obtenir leur place, découvrirentque les relations nouées dans les tranchées ébranlaient souvent les préjugés solidement enracinés. S’il n’ya pas d’athées dans les tranchées, on peut dire la même chose des racistes sur un terrain de baseball. Le baseballintégré a été plus fréquent dans le CEC que connu précédemment. Les soldats noirs et blancs s’affrontaient sur l