University of Windsor, Ontario: Open Journal Systems
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Preparing teachers for emotional labour: The missing piece in teacher education
No full textA quality education for all children and youth is required for the continued advancement of modern civilization. But this outcome is threatened by a growing international teacher shortage. Increased rates of teacher attrition and reduced rates of enrollment in teacher education programs are driving this shortage; however, research suggests that teacher candidates’ lack of preparation for the emotional labour of teaching is another important contributing factor, one which can be addressed in teacher education programs. The aim of this paper is to explore this problem and surface potential solutions. First, the social historical context of teaching is explored as an entry point to inquiry into this topic. Next, through discussion of the emotional nature of teaching, the thesis that teacher candidates must be prepared to handle the emotional labour of teaching during their teacher education program is advanced. Then, a review of the literature surfaces three key content areas which if addressed during teacher preparation can help prepare teacher candidates to handle the emotional labour of teaching: identity development, emotions and teaching, and social-emotional competence. Finally, these components are included in a theory of change for a new program that could be integrated into existing teacher education programs
Représenter Mille Mots non Prononcés: Arguments Visuels et Force de Contrôle
No full textI explore how empathetic visual argument may be the mode best suited for eliciting appropriate force to the reasons given by arguers who face systematic identity prejudices. In the verbal mode, this force is often skewed through epistemic injustice (Fricker 2007), argumentative injustice (Bondy 2010), and discursive injustice (Kukla 2010). Highlighting their reliance on the Aristotelian sense of enthymeme, I show how visual arguments are highly context specific. Using Ian Dove’s Visual Scheming (2016) and the theory of the Retort collective (2004) via case study, I demonstrate how the visual mode can leave the appropriate force in the arguer’s control.J\u27explore comment l\u27argument visuel empathique peut être le mode le mieux adapté pour susciter une force appropriée aux raisons de ceux qui font face à des préjugés d\u27identité systématiques. Dans le mode verbal, cette force est souvent faussée par l\u27injustice épistémique (Fricker 2007), l\u27injustice argumentative (Bondy 2010) et l\u27injustice discursive (Kukla 2010). En soulignant leur dépendance sur le sens aristotélicien de l\u27enthymème, je montre comment les arguments visuels sont très spécifiques au contexte. En utilisant «Visual Scheming» de Ian Dove (2016), et la théorie de «Retort Collective» (2004), via une étude de cas, je montre comment le mode visuel peut laisser la force appropriée sous le contrôle de ceux qui avancent des arguments.  
Vote des Jeunes, Compétence Rationnelle et Injustice Épistémique
No full textIn 1970 the voting age in Canada changed from 21 to 18. Since then, there have been calls to lower it further, most commonly to age 16. Against the motion, however, it has been argued that youth may lack the ability to exercise a mature and informed vote. This paper argues against that worry and shows how restricting youth from voting on the basis of a misbelief about their abilities amounts to an epistemic injustice.En 1970, l\u27âge de voter au Canada est passé de 21 à 18 ans. Depuis lors, des appels ont été lancés pour l\u27abaisser davantage, le plus souvent à 16 ans. Toutefois, on a soutenu contre cet appel que les jeunes n’ont peut-être pas l’habileté d’exercer un vote mûr et éclairé. Cet article dénonce cette inquiétude et montre à quel point empêcher les jeunes de voter sur la base d\u27une croyance erronée quant à leurs habiletés équivaut à une injustice épistémique
Performance illocutoire et évaluation objective dans l\u27acte de parole de l\u27argumentation
No full textThis paper endorses a view of argumentation and arguments that relates both to a special type of speech action, namely, the performance of speech acts of arguing. Its aim is to advance an analysis of those acts that takes into account two kinds of norms related to their correct performance, namely, felicity conditions and objective requirements related to the “correspondence with the facts.” It assumes that the requirement that certain objective conditions be satisfied is among the set of felicity conditions of speech acts of arguing. Taking this into account helps clarify the position and role of warrants in the performance and assessment of these acts.Cet article approuve une conception de l\u27argumentation et des arguments qui se rapportent à la fois à un type particulier d\u27action de parole, à savoir l\u27exécution d\u27actes de parole d\u27argumentation. Son objectif est de faire avancer une analyse de ces actes qui prend en compte deux types de normes liées à leur exécution correcte, à savoir les conditions de félicité et les exigences objectives liées à la « correspondance avec les faits ». Elle suppose que l\u27exigence que certaines conditions objectives soient satisfaites fait partie de l\u27ensemble des conditions de félicité des actes de discours d\u27argumentation. Cette prise en compte permet de clarifier la place et le rôle des licences inférentielles dans l\u27exécution et l\u27évaluation de ces actes
School is closed! : Opportunity, Challenge, and Inequality in the Early Days of the Pandemic
No full textDrawing on biweekly interviews with thirty children from Southern Ontario, Canada, from diverse backgrounds and most of whom were between 8 years old and 15 years old, our paper discusses children’s educational experiences when schooling shifted online during the first few months of the pandemic. We focus on the challenges and opportunities that were offered during that time, with a particular focus on how these were significantly shaped by inequality. We address the following key themes, all with attention to related inequalities: shifts in children’s engagement with space and time; differential availability of help when faced with challenges in online schooling; missing school friends, peers, and teachers and strategies to remain connected; and finally, how some on- and offline schooling activities, as well as independent, explorative learning, helped the children to enjoy their online schooling.
Redetermination of Percentage Frequency of Rare Fingerprint Pattern Arch in Indian Human Males
No full textIt is believed that arches make up about 5.00% of all fingerprint pattern types in the world human population. However, the studies have been offering inconsistent findings, Dr. Francis Galton in his analysis of 1892, calculated the percentage frequency of arches as 6.50%. Whereas, studies undertaken by the Scotland Yard Committee, UK (1905), and the Central Finger Print Bureau, India (1953), reported the prevalence of arches as 4.86% and 4.83%, respectively. Post the 1960’s, in India, a number of studies were undertaken on different population groups, reporting the values of the prevalence of arches from 1.14% to 5.10%. This paper intends to review the generally accepted value of 5.00%, and redetermine the distribution of arches, using 2000 impressions, from two hundred ten-digit fingerprint slips of Indian men. In this study the percentage prevalence of arches in all ten digits of 200 males, was 3.85%, nearing the average value of the ten similar studies, conducted in India from 1963 to 2018. The percentage frequency of arches calculated from these ten studies, was 3.53% for male subjects, while it was 3.25%, for both the genders together. Lakshamanan & Bhoi (2014) had reported that in 2006 four AFIS-based studies, involving over seven million fingerprints were conducted in India, and the average percentage frequency of arches was found to be 3.319%. The prevalence of arches in the Indian male population according to present/this research is 3.58%, which in comparison with the results of previously held many similar studies, is certainly authentic
Strain Theories and Labelling Theories: A Critical Examination through an Anti-Oppressive Lens
No full textInformed by the intersectionality and social justice perspectives, this article examines twoprominent schools of thought in criminology, namely strain and labelling theories. Our analysisreveals that strain and labelling theories have not adequately attended to social justice,particularly systemic oppression, in their explanations of youth crime. We propose the use ofrestorative justice as an alternative framework that may address the limitations of strain andlabelling theories
Désaccord Profond et Patience comme Vertu Argumentative
No full textDuring a year when there is much tumult around the world and in the United States in particular, it might be surprising to encounter a paper about patience and argumentation. In this paper, I explore the notion of deep disagreement, with an eye to moral and political contexts in particular, in order to motivate the idea that patience is an argumentative virtue that we ought to cultivate. This is particularly so because of the extended nature of argumentation and the slow rate at which we change our minds. I raise a concern about how calls for patience have been misused in the past and argue that if we accept patience as an argumentative virtue, we should hold people in positions of power, in particular, to account.Pendant une année tumultueuse dans le monde et aux États-Unis en particulier, la publication d’un article sur la patience et l\u27argumentation peut paraître surprenante. Dans cet article, j\u27explore la notion de désaccord profond, avec une attention sur les contextes moraux et politiques afin d’avancer l\u27idée que la patience est une vertu argumentative que nous devons cultiver. Cela est particulièrement vrai en raison de la nature de l\u27argumentation et de la lenteur avec laquelle nous changeons d\u27avis. Je m\u27inquiète de la façon dont les appels à la patience ont été mal utilisés dans le passé et je soutiens que si nous acceptons la patience comme une vertu argumentative, nous devrions en particulier obliger les personnes en position de pouvoir à rendre des comptes.  
Argumentation et Désaccord Persistant
No full textSome disagreements seem to be persistent: they are, pretty much, immune to persuasive argumentation. If that is the case, how can they be overcome? Can argumentation help us? I propose that to overcome persistent disagreements through argumentation, we need a dynamic and pluralistic version of argumentation. Therefore, I propose that argumentation, more than a tool that uses persuasion to change the mind of the counterpart, is a toolbox that contains persuasion, deliberation, negotiation, and other dialogical strategies that can be used to reach an agreement.Certains désaccords semblent persistants: ils sont, à peu près, à l\u27abri de l\u27argumentation persuasive. Si tel est le cas: comment les surmonter? L\u27argumentation peut-elle nous aider? Je proposerai que, pour surmonter les désaccords persistants par l\u27argumentation, nous avons besoin d\u27une version dynamique et pluraliste de l\u27argumentation. Par conséquent, je proposerai que l\u27argumentation, plus qu\u27un outil qui utilise la persuasion pour changer l\u27esprit de la contrepartie, est une boîte à outils qui utilise la persuasion, la délibération, la négociation et d\u27autres stratégies de dialogue pour parvenir à un accord
