University of Windsor, Ontario: Open Journal Systems
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Skin Color and Racial Socialization among African American College Students: A Descriptive Analysis
No full textRacial socialization of African American youth has been found to be a buffer for some of theracial discrimination they face as youth. It denotes the manner by which parents communicateboth unspoken and explicit messages or ideas about the significance of one’s nationality in abroader social context. Considering the important factor of skin color in the racial socializationof African American youth is needed as the world becomes increasingly multicultural. This studyprovides a descriptive analysis of the attitudes based on parental preferences towards skin colorof a sample of African American college students in a rural university in the Southern UnitedStates. Using Spearman’s Rho and MultiCrit framework, the analysis reveals a strong correlationbetween parental preferences for a certain skin color and participants’ skin preferences.Implications for social work and for the study of racial socialization are discussed
On Presumptions, Burdens of Proof, and Explanations
No full textOn the standard view, all presumptions share the same deontic function: they asymmetrically allocate the burden of proof. But what, exactly, does this function amount to? Once presumptions are rejected, do they place the burden of arguing, the burden of explanation, or the most general burden of reasoning on their opponents? In this paper, I take into account the differences between cognitive and practical presumptions and argue that the standard accounts of deontic function are at least ambiguous (because two types of presumptions entail distinct conceptions of the “burden of proof”), and likely implausible. As a result, they require qualifications.D\u27un point de vue courant, toutes les présomptions partagent la même fonction déontique: elles allouent asymétriquement la charge de la preuve. Mais à quoi correspond exactement cette fonction? Une fois les présomptions sont rejetées, imposent-elles la charge de l’argumen-tation, la charge de l\u27explication ou la charge la plus générale du raisonnement à leurs opposants? Dans cet article, je prends en compte les différences entre les présomptions cognitives et pratiques et je soutiens que les descriptions courantes de la fonction déontique sont au moins ambigües (parce que ces deux types de présomptions impliquent des conceptions distinctes de la «charge de la preuve»), et probablement peu plausibles. En conséquence, elles nécessitent des modifications
The Open Page Project: Putting Digital Learning Principles Into Practice for Pre-service Educators
No full textThis paper overviews an Open Educational Resource (OER) project aimed at developing digital literacies and open educational practice within a Faculty of Education. The project, titled The Open Page, modelled and enacted three core digital learning principles – produsage, presence, and authentic audiences – for a broad audience of faculty and educators through the creation of videos and podcasts about educational technology tools.
Designed to enable Bachelor of Education students to work towards authentic assignments and open practice, while leading professional development for faculty and practicing teachers, The Open Page also developed student literacies in assessing and evaluating educational technology platforms. The project’s video and podcast outputs, showcased on a sub-page of the official Faculty of Education website, reflect intensive student research into the classroom uses, data implications, and differentiated learning possibilities of digital classroom tools.
The paper will introduce readers to the principles and pedagogy that shaped the design of The Open Page, and examine its efforts to create a common conversation about digital learning between educators at all levels
Book Review: Knowledge that Counts in a Global Community: Exploring the Contribution of Integrated Curriculum
No full textIntersectionality: A Means for Addressing the Needs of Children with Mental Health Issues who are Engaged with the Family Law and Criminal Justice Systems?
No full textHuge numbers of children in Canada suffer from mental health issues, yet only a fraction gets needed supports and services. Left untreated, childhood mental illnesses carry serious consequences for children, families, and society as a whole. This public health crisis is significantly more pronounced for children who are engaged with the family law (child welfare) and youth criminal justice systems (“crossover youth”). Crossover youth face multiplicative challenges, including disproportionate rates of mental health issues. In this article, I explore how the failure to provide crossover youth with needed supports and services, and the related dire consequences suffered by these children and society more generally (e.g. deteriorating mental health, repeated engagement in the criminal justice system) is tied to the failure in the family law (child welfare) and youth criminal justice systems to recognize the effects of the intersection of the various challenges and disadvantages (e.g. poverty, racism, instability) experienced by these children. I describe the paradigm of intersectionality, and argue that the adoption of an intersectional approach by the family law (child welfare) and youth criminal justice systems is imperative in order for the legal system to meet its mandate and protect and promote the well-being of these vulnerable children.Un nombre effarant d’enfants du Canada souffrent de problèmes de santé mentale; pourtant, peu d’entre eux reçoivent le soutien et les services dont ils ont besoin. Malheureusement, les problèmes de santé mentale non traités dès l’enfance entraînent de très graves conséquences pour les enfants, les familles et l’ensemble de la société. La crise de santé publique que nous vivons actuellement est beaucoup plus prononcée pour les enfants qui sont suivis tant par le système de justice familiale (protection de l’enfance) que par celui de la justice pénale pour les adolescents (« crossover youth » ou « jeunes sous double autorité »). Les jeunes sous double autorité font face à de nombreux défis, dont des taux démesurés de problèmes de santé mentale. Dans cet article, j’explore les liens entre, d’une part, les graves conséquences qui découlent, pour ces enfants et pour l’ensemble de la société, de l’omission d’offrir à ces jeunes les services et le soutien dont ils ont besoin (p. ex. détérioration de la santé mentale, démêlés répétés avec le système de justice pénale) et, d’autre part, l’absence de reconnaissance, au sein des systèmes de justice familiale (protection de l’enfance) et de justice pénale pour les adolescents, de la corrélation entre les différents défis et problèmes auxquels ces enfants doivent faire face (pauvreté, racisme, instabilité). Je décris le paradigme de l’intersectionnalité et je soutiens que l’adoption d’une approche intersectorielle par les systèmes de justice familiale (protection de l’enfance) et de justice pénale pour les adolescents est impérative afin que notre système de droit accomplisse sa mission et protège et favorise le bien-être de ces enfants vulnérables
Caught By Private Law: A Review Of Visitors’ Jurisdiction In Canada
No full textVisitors, an office in charitable corporations that occupies the position of the Superior Court in all matters pertaining to the charity, are a forgotten area of law in Canada. This article resurrects the jurisdiction by explaining its utility for university corporations. Visitors are private courts of appeal from university decisions. They are empowered to adjudicate academic as well as legal disputes relating to relationships between the university, its officers, its professors, and its students. The article lays out the private law origins of the office and contrasts this approach with the administrative law model more recently in vogue. The administrative law approach to visitation has, over the course of the twentieth century, eroded the jurisdiction, yet it appears from Canadian practice that the jurisdiction remains eminently useful across the country. The article details just how the visitor’s office has been used in Canadian universities beginning in 1803 going up to 1992. In so doing, the office’s strong points as well as its weaknesses are discussed.Le bureau d’inspection (« Visitors »), qui est un organe des sociétés à fin charitable exerçant les fonctions de la Cour supérieure dans tous les aspects liés à l’activité caritative, représente un aspect du droit qui est oublié au Canada. Dans cet article, l’auteur se penche sur cet organe en expliquant son utilité pour les sociétés universitaires. Les « bureaux d’inspection » sont des tribunaux d’appel privés chargés de réviser en appel les décisions universitaires. Ils ont le pouvoir de trancher les différends de nature tant scolaire que juridique qui concernent les relations entre l’université, ses dirigeants, ses professeurs et ses étudiants. L’auteur retrace dans son article les origines de l’organe en droit privé et le compare avec le modèle plus moderne du droit administratif. En raison de l’approche du droit administratif à l’égard de la fonction d’inspection, la compétence du bureau d’inspection a peu à peu été rongée au cours du XXe siècle. Pourtant, il appert de la pratique canadienne que cet organe demeure remarquablement utile dans l’ensemble du pays. Dans cet article, l’auteur décrit comment le bureau d’inspection a été utilisé dans les universités canadiennes depuis 1803, et jusqu’en 1992, en commentant au passage les points forts et les points faibles de l’organe
Student and Instructor Perceptions of a First Year in Active Learning Classrooms: Three Lessons Learned
No full textThis article presents evaluation of an active learning classroom (ALC) initiative at the University of Ottawa. Preliminary results indicate three broad trends to inform future practice and classroom design: 1) Despite advances in educational technology, there remains a strong appetite for low-tech, interactive learning opportunities. 2) Instructors feel that consistent institutional support is necessary to foster innovation in the classroom, particularly for course redesign. 3) a collaborative strategy, bringing together multiple institutional stakeholders, is necessary to ensure a whole-of-university approach to optimal use of the ALCs. This article briefly reviews ALC research, outlines the methodology of the program-evaluation protocol, discusses the three central findings, and concludes with potential directions in ALC research.
Nous examinons ici une initiative, menée à l’Université d’Ottawa, de classe d’apprentissage actif (CAA). Les résultats préliminaires permettent de dégager trois tendances qui permettront d’orienter les pratiques et la configuration de la classe : 1) malgré les avancées dans les technologies éducatives, l’intérêt pour les méthodes simples et pour l’apprentissage interactif ne se dément pas; 2) Les enseignants croient que l’innovation en classe, et tout particulièrement la refonte des cours, sont tributaires d’un soutien institutionnel constant; 3) pour utiliser toutes les ressources de l’université et ainsi faire un usage optimal des CAA, il doit y avoir une stratégie de collaboration regroupant différents intervenants de l’établissement. Dans notre article, après avoir survolé la recherche au sujet des CAA et défini la méthodologie du protocole d’évaluation de programme, nous présentons les trois résultats principaux et nous proposons, en guise de conclusion, trois avenues possibles pour la recherche sur les CAA
Teacher Candidates’ Expectations: Equity Education, Critical Literacy, and Indigenous Students’ Epistemologies
No full textCulturally responsive teachers respond positively to students’ cultural norms and traditions by creating inviting and meaningful learning opportunities that distinguish between Indigenous and western perspectives; however, in classrooms where teachers’ understanding of Indigenous epistemologies and worldviews are not necessarily sufficiently represented, Indigenous students not only often feel marginalized and isolated but disengaged from Eurocentric curriculum and texts that fail to incorporate their histories and traditions. This study focuses on the expectations and perceptions of teacher candidates (prior to their field practicum experiences in classrooms) related specifically to equity education, reflective practice, and critical literacy. The mixed-methods study examines prospective teachers’ perceptions of issues related to Indigenous students, and how public education policy and practice manifests in classrooms. The findings suggest that prospective teachers are doubtful of the fact that Indigenous voices are being presented competently to enhance student learning and foster Indigenous student identity. Moreover, prospective teachers anticipate a fundamental disconnect between the Ontario policy outcomes related to Indigenous education and the practice of teachers in school.