University of Windsor, Ontario: Open Journal Systems
Not a member yet
3084 research outputs found
Sort by
Building a Plane While Flying: Crisis Policy Enactment During COVID-19 in Alberta Secondary Schools
No full textWe use the metaphor of building a plane while flying to describe the enactment of educational policies by teachers during COVID-19 and the impact of these policies on their ability to meet the needs of their students. Drawing from a series of three one-hour focus groups with seven teachers in Alberta, we apply critical policy analysis to describe the transition of public schools to pandemic education, especially in urban centers. This paper will begin by reviewing the dynamic policy context of school closures and reentry strategies and proceed to outline the diverse ways school boards interpreted guidelines from the Ministry of Education. We discuss the frustration with and variation of policy enactment during the pandemic, especially with respect to priorities and barriers to addressing student wellbeing and access to educational and social supports. Finally, we describe the consequences of teaching through crisis as it emerges in a political context that has failed to respond to educator’s professional needs.
Exploring How Ontario Teachers Adapted to Learn-at-Home Initiatives During COVID-19 : Blending Technological and Pedagogical Expertise in a Time of Growing Inequities
No full textAt-home learning initiatives arose as a response to school closures due to COVID-19. This study interviewed 17 secondary teachers to explore the implementation of at-home learning in the province of Ontario, Canada. Findings suggest four thematic areas arising from the data: growing equity disparities, poor policy communication, factors influencing successful emergency remote teaching (technological and pedagogical), and impacts to academic and socio-emotional/mental health. This article proposes an integrated model for school recovery that will engage three levels of the education system: (1) school-level efforts including high-dosage tutoring and teacher collaboration and teacher looping strategies, (2) building partnerships with community organizations for wrap-around support for the most marginalized communities, and (3) parental engagement through actionable messages and tips by text to help parents support student learning. In the end, Ontario teachers rose to the challenge of providing students with consistent learning during the pandemic
«J\u27ai Dit ce que J\u27ai Dit» - Les Femmes Noires et Normes de Politesse Argumentative
No full textThis paper seeks to complicate two primary norms within argumentation theory: 1) engaging with one’s interlocutors in a ‘pleasant’ tone and 2) speaking directly to one’s target audience/interlocutor. Moreover, I urge argumentation theorists to explore various cultures’ argumentative norms and practices when attempting to formulate more universal theories regarding argumentation. Ultimately, I aim to show that the two previously mentioned norms within argumentation obscure and misrepresent many argumentative practices within African American Vernacular English—or Ebonics, specifically the art of signifying.Cet article cherche à complexifier deux normes principales dans la théorie de l’argumentation: 1- s\u27engager avec ses interlocuteurs dans un ton «agréable» et 2- parler directement à son public cible / interlocuteur. De plus, j’exhorte les théoriciens de l’argumentation à explorer les normes et les pratiques argumentatives de diverses cultures lorsqu’ils tentent de formuler des théories d’argumentation plus universelles. En fin de compte, je vise à montrer que les deux normes d\u27argumentation précédemment mentionnées obscurcissent et déforment de nombreuses pratiques argumentatives au sein de l\u27anglais vernaculaire afro-américain - ou Ebonics, en particulier l\u27art de signifier
Découplage des Représentations et de la Chaîne d\u27Arguments
No full textIn this paper, I propose to understand argumentative decoupling—that is, the structural fact of the argumentative chain self-referring to one (or more) of its constituents (reason, data, conclusion, point of view) in subsequent arguments—as part of the way in which cognitive decoupling representation works. In order to support this claim, I make use of part of the discussion developed in cognitive studies and evolutionary theories that describes this phenomenon when explaining intentional communication. By using Toulmin’s model, I exemplify how decoupling representation may be seen as part of a chain of arguments in which a second argumentative move is usually oriented to action. I conclude by reflecting on the relationship between this human cognitive capacity and the problem of recursion to hold that these two concepts are not synonymous but stand in a subordinated and complementary relation to each other. Dans cet article, je propose de comprendre le découplage argumentatif, c\u27est-à-dire le fait structurel de la chaîne argumentative consistant à se référer à un (ou plusieurs) de ses constituants (raison, données, conclusion, point de vue) dans des arguments ultérieurs, dans le cadre du fonctionnement de la représentation du découplage cognitif. Pour étayer cette affirmation, j\u27utilise une partie de la discussion développée dans les études cognitives et les théories évolutionnistes qui décrivent ce phénomène pour expliquer la communication intentionnelle. En utilisant le modèle de Toulmin, je montre comment la représentation du découplage peut être considérée comme faisant partie d’une chaîne d’arguments, dans laquelle un deuxième mouvement argumentatif est généralement orienté vers l’action. Je conclus en réfléchissant à la relation entre cette capacité cognitive humaine et le problème de la récursivité pour affirmer que ces deux concepts ne sont pas synonymes mais se situent dans une relation subordonnée et complémentaire l\u27un à l\u27autre
The Process of Playful Learning in Higher Education: A Phenomenological Study
No full textHigher education faculty strive to adopt pedagogical approaches that generate student engagement, motivation, and quality learning experiences. The literature on play has much to offer higher education. However, playful pedagogy remains an uncommon approach in education and is often represented in the literature as a practice utilized for a singular purpose and not as an underlying teaching philosophy. This phenomenological study examines the meaning of students’ experiences of play as a foundation to learning. The themes that emerge are: 1) play is underutilized and devalued in higher education, 2) play cultivates relational safety and a warm classroom environment, 3) play removes barriers to learning, 4) play awakens students’ positive affect and motivation, and 5) play ignites an open and engaged learning stance to enhance learning
Acte ou objet: L\u27heure de la différenciation de la théorie de l\u27argumentation
No full textMany standard definitions of ‘argument’ that recognise an ambiguity between its active and objective senses seek to subsume these in various ways into a single, composite whole. This, it is argued, glosses over the distinction instead of exploiting its elucidatory potential. Whilst optimistic about the prospects of theory integration, the paper recommends a methodology of differentiation as a first necessary step towards any such goal. It starts by assuming that ‘argument’ refers —simultaneously and independently— to two different things, making space between them for a theory of argument based on the then necessary externality of the relation between them.
De nombreuses définitions standard de « argument », reconnaissant une ambiguïté entre ses sens actif et objectif, cherchent à les subsumer de diverses manières en un tout unique et composite. Ceci, soutienton, occulte la distinction au lieu d\u27exploiter son potentiel d\u27élucidation. Tout en étant optimiste quant aux perspectives d\u27intégration de la théorie, l\u27article recommande une méthodologie de différenciation comme première étape nécessaire vers un tel objectif. Il commence par supposer que « argument » se réfère - simultanément et indépendamment - à deux choses différentes, en faisant de l\u27espace entre elles pour une théorie de l\u27argument fondée sur l\u27extériorité alors nécessaire de la relation entre elles
Réflexions sur l\u27adversarialité minimale
No full textBeginning with my 1999 account in The Philosophy of Argument, this essay explores views about adversariality in argument. Although my distinction between minimal and ancillary adversariality is widely accepted, there are flaws in my defense of the claim that all arguments exhibit minimal adversariality and in a lack of sensitivity to aspects of gender and culture. Further discussions of minimal adversariality, including those of Scott Aikin, John Casey, Katharina Stevens and Daniel Cohen, are discussed. The claim that all argument are adversarial in at least a minimal sense is defended due to its connection with arguers’ intent to support their conclusions.À partir de mon compte rendu de 1999 dans The Philosophy of Argument, cet essai explore les points de vue sur l’opposition dans l\u27argumentation. Bien que ma distinction entre l’opposition minimale et auxiliaire soit largement acceptée, il y a des failles dans ma défense de l\u27affirmation selon laquelle tous les arguments présentent une opposition minimale et un manque de sensibilité aux aspects des rôles masculin et féminin et de culture. D\u27autres discussions sur l’opposition minimale, y compris celles de Scott Aikin, John Casey, Katharina Stevens et Daniel Cohen, sont discutées. L\u27affirmation selon laquelle tous les arguments sont oppositionnels au moins dans un sens minimal est défendue en raison de son lien avec l\u27intention de ceux qui argumentent de soutenir leurs conclusions
Une théorie simple des schémas d\u27arguments
No full textWhile there has been in depth discussion of many particular argumentation schemes, some lament that there is little to no theory underpinning the notion of an argumentation scheme. Here I shall argue against the utility of argument schemes, at least as a fundamental part of a complete theory of arguments. I shall also present and defend a minimalist theory of their nature—a scheme is just a set of proposition expressions and propositional functions. While simple, the theory contravenes several typical desiderata of argumentation schemes such as (i) aiding in the identification of enthymemes and (ii) keeping arguments constrained to a manageable taxonomy. So much the worse for the desiderata. Instead, I shall recommend focusing less on schemes and more on the component propositional functions.Bien qu\u27il y ait eu une discussion approfondie sur de nombreux schèmes d\u27argumentation particuliers, certains déplorent qu\u27il y ait peu ou pas de théorie sous-tendant la notion de schème d\u27argumentation. Ici, je vais avancer des arguments contre l\u27utilité des schèmes d\u27argumentation, au moins en tant que partie fondamentale d\u27une théorie complète des arguments. Je présenterai et défendrai également une théorie minimaliste de leur nature: un schème n\u27est qu\u27un ensemble d\u27expressions de proposition et de fonctions propositionnelles. Bien que simple, la théorie enfreint plusieurs desiderata typiques des schèmes d\u27argumentation tels qu’aider à (i) identifier des enthymèmes et (ii) limiter les arguments à une taxonomie gérable. Tant pis pour les desiderata. Au lieu de cela, je recommanderai de concentrer moins sur les schèmes et plus sur composants des propositions fonctionnelles