University of Guelph hosted OJS journals
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Encouragement, Patient Perseverance, Community, and Surprise: Four Entangled Lessons from my Advisor, Dr. Ajay Heble
No full textBen Finley reflects on lessons learned from his PhD Supervisor Ajay Heble
Performance for Ajay
No full textReza Yazdanpanah and Jesse Stewart perform an improvised tar and drum kit collaboration
Tracing pre-service teachers’ understanding of specialized content knowledge for sequencing and structuring mathematics learning in low-resource Malawi classrooms
No full textWhile teaching quality is essential across all educational contexts, it holds particular significance in under-resourced and structurally challenged environments such as Malawi, where the education system is still developing. Despite this, little is known about how Malawian pre-service teachers develop their understanding of the knowledge and skills needed to teach mathematics in primary schools. This study investigates how two first-year pre-service teachers in Malawi approached the implementation of two mathematics teaching tasks, shedding light on both shared and divergent understandings of the knowledge required to sequence and structure students’ mathematics learning—a key component of Specialized Content Knowledge (SCK). Drawing on data collected from a teacher education college and the primary schools where the participants completed their supervised teaching practice, we employed thematic analysis informed by the practice-based theory of mathematical knowledge for teaching. Findings indicate that pre-service teachers primarily relied on their training experiences, particularly the guidance received from teacher education colleges and the utilization of low-cost instructional resources. This reliance often limited their responsiveness to students’ varied learning needs and restricted their ability to create opportunities for conceptual connections across mathematical topics and representations. However, as their teacher education progressed, participants began to develop a more refined understanding of the demands of teaching. They became increasingly aware of the complexities and contextual specificities of the knowledge and skills required for effective mathematics instruction in primary classrooms. Importantly, the study highlights how their evolving grasp of SCK enabled a more adaptive approach to the sequencing and structuring of students’ mathematics learning. These findings underscore the importance of fostering reflective, practice-based experiences in teacher education and point to the need for further research on the role of SCK in mathematics teacher preparation in resource-constrained educational environments. They also highlight the importance of conducting further research to better understand how SCK can be more effectively developed and implemented in mathematics teacher education programs in Malawi
Translating Early Modern Thought: Selected Letters from Margaret Cavendish’s Philosophical Letters
No full textThis paper presents the first stage of a translation project dedicated to Margaret Cavendish\u27s Philosophical Letters (1664), making the work available in Portuguese. It includes the Preface and the first three letters, which outline Cavendish\u27s intellectual goals and situate her within seventeenth-century debates on natural philosophy. Engaging with thinkers such as Descartes, Hobbes, More, and Van Helmont, Cavendish advances a distinctive materialist philosophy that conceives matter as self-moving and endowed with cognitive properties. In Philosophical Letters, she challenges mechanistic and atomistic views, offering instead a synthesis of materialism, vitalism, and panpsychism. The translation underscores Cavendish\u27s rhetorical style, marked by repetition and dialogical framing, which serves both as a philosophical strategy and a political gesture to assert women\u27s authorship in the seventeenth century. By making her writings accessible in Portuguese, the project seeks to broaden teaching and research on early modern women philosophers.Ce texte présente la traduction en portugais de certains passages choisis des Philosophical Letters de Margaret Cavendish. Il constitue une première étape d’un projet plus vaste visant à traduire l’ensemble de l’œuvre. Dans cette perspective, la traduction de la préface au lecteur ainsi que des trois premières lettres de la première section de l’ouvrage a été retenue pour être présentée ici. Ces textes ont été choisis non seulement parce qu’ils ouvrent l’œuvre, mais aussi parce qu’ils offrent un aperçu clair des objectifs de Cavendish et du contexte intellectuel dans lequel elle s’engage dans les débats philosophiques et scientifiques du XVIIe siècle. Philosophical Letters propose une analyse critique des idées de penseurs tels que Thomas Hobbes, René Descartes, Henry More et Jan Baptist van Helmont, entre autres. Avant d’adopter un ton plus polémique dans la quatrième lettre de la première section, Cavendish expose une vue d’ensemble de sa perspective philosophique. Ces premières lettres servent à introduire ses réflexions sur la nature et à situer sa pensée dans le cadre historique et intellectuel plus large de l’époque
Forward Together: Municipal - Indigenous Economic Partnerships Part 1
No full textThe current era of reconciliation and rapidly changing legal, political, and economic dynamics in Canada are creating opportunities for rural and urban municipalities to develop and strengthen economic partnerships with First Nations. First Nations are asserting more authority and control over their governance/ decision-making processes and expanding their involvement in resource development, major industrial projects, land development, tourism, and other economic areas. Municipalities can play an important role in supporting First Nation economic outcomes and stand the benefit from those successes. Part 1 of this presentation will provide a broader introduction to the changing landscape of First Nation economic development through a regional case study that considers the following themes: Traditional barriers to indigenous economic participation; Reconciliation, legal precedents, and changing environments in Canada; Emerging trends in indigenous economic development; Benefits of partnership and collaboration
(Re)Framing Rural Innovation: Smart Specialization in NonMetro Canadian Regions
No full textWhen it comes to innovation, rural places can often feel left behind in regards to policies that leverage research and development or support innovation. Research and Innovation Strategies for Smart Specialization is an approach that aims to foster development in a way that leverages and applies a region’s strengths. While successful in its application within urban contexts, testing and understanding the applicability of Smart Specialization to rural regions in Canada was the purpose of this project. Using two rural case study regions - one in Ontario and one in British Columbia - the research team worked with community members, organizations, and businesses to pilot leading edge strategies using foresight and the Three Horizons method with the aim of identifying pathways to rejuvenate and diversify local economies. Building on the results of these case studies, the research team has drafted a rural-focused Smart Specialization framework and tools that aim to support innovation in rural communities and regions across Canada. This presentation will summarize the results of the case studies, lessons learned, and present the resulting draft framework
Connexions Timiskaming Connections: Learning from COVID equity measures to increase community resilience
No full textDuring the COVID-19 pandemic, some populations were more likely to become ill and suffer worse outcomes than others and the measures put in place to prevent spread also had disproportionately negative impacts on some groups of people compared to others. In rural communities, the competencies of local public health are well suited to identifying and understanding issues of equity and catalyzing communityappropriate and collaborative responses. This presentation will describe multi-sectoral, collaborative initiatives implemented in the district of Timiskaming to address inequities tied to the pandemic and suggest opportunities for rural community leaders and other actors to integrate lessons learned into future emergency management efforts
