Journals @ The Mount
Not a member yet
472 research outputs found
Sort by
Les Inversions de l’héritage littéraire entre Eric-Emmanuel Schmitt et Romain Gary
Get PDFA travers un jeu de reflets intertextuels et d’inversions diégétiques dans « Monsieur Ibrahim et les fleurs du Coran » (2001), Eric-Emmanuel Schmitt rend hommage à Romain Gary et à « La Vie devant soi » (1975). Dans cet article, nous explorerons l’héritage littéraire qui lie ces deux romans et les divergences esthétiques qui les différencient et créent des mondes inversés. Chez Gary, le jeune orphelin Mohammed devient Moïse, chez Schmitt, Moïse devient Mohammed. Chez les deux écrivains, l’orphelin demeure au centre, refuse son parent biologique et adopte un parent qui partage ses valeurs humanistes. Alors que « La Vie devant soi »met en lumière la complexité de la mémoire, l’indicibilité du traumatisme et la richesse de la subtilité langagière, « Monsieur Ibrahim et les fleurs du Coran» souligne la force libératrice de l’oubli, la possibilité de la guérison et la joie de la simplicité. Au fond, ces deux œuvres représentent un plaidoyer de l’amour et de l’empathie qui réunissent les êtres séparés par la race et la religion
Role-Playing Gamification Technologies with Adult Learners
Get PDFThe purpose of this quantitative scholarship of teaching and learning (SoTL) research study was to examine the impact Classcraft had on adult criminal justice students in a face-to-face context in a western-Canadian institution. Specifically, the role-playing digital game was integrated into a first-year applied English and investigative writing course; learners earned points, received “real world” prizes, and completed random, content-related challenges with their teams. Using a survey with Likert-style and open-ended questions, it was determined that most elements of Classcraft motivated and engaged participants. The most impactful finding was that Classcraft promoted teamwork and problem-solving abilities. While little research has been conducted in adult post-secondary settings related to the implementation of Classcraft, it is evident more research is required in other post-secondary learning contexts
"The Sex They Really Need:" Medicalization and Popular Interpretations of Homosexuality in Postwar Canada
Get PDFWith the fiftieth anniversary of the Stonewall Riots having just past, it is astounding to see the leaps and bounds made by queer historians towards developing an understanding of homophobia in the American postwar period which led up to the riots. While the publicised, state-sanctioned homophobic purges of men and women from public service has been well documented in American history, the equivalent persecution of gay men and lesbians in Canada has gone largely unexamined. Much like other oppressive acts enacted by the Canadian government, the purging of those suspected of homosexuality has been left out of Canada\u27s collective national history. That organisations such as the RCMP and CSIS act as arbiters of archival documentation detailing the means of constructing and detecting the homosexual other only complicates matters further. As such, researchers can be better served through the examination of auxiliary texts, or interviews with those affected by the purges. This paper opts for the former, utilising postwar medical periodicals, popular media publications, and audio recordings of postwar symposiums to unravel the proposed medical basis for state homophobia and demonstrate how scholarly research was appropriated by the press. Through utilising a queer reading of these texts and employing contemporary queer theory, it is revealed that gender anxiety was at the root of the purges and that constructions of homosexual men and women as subversive was the result of self-reinforcing cycles of information misinterpretation. 
Teaching as Authentic Practice in the Graduate Student Supervisory Relationship
Get PDFThis article is the outcome of a co-inquiry with students where shared interests about student learning, students as partners, and a hermeneutic lens shaped the main research questions: What are graduate students’ experiences of the supervisory relationship and what happens inside the relationship in terms of learning and student success? We conducted 16 in-depth interviews with graduate students across various departments and programs. From these interviews we theorized that it may be more appropriate to speak of graduate supervision as a practice which produces internal and external goods. We found that it may be more appropriate to speak of the pedagogy as mentoring. We believe our research findings extend understanding of the supervisory relationship, contribute to the concept of teaching, and expand the idea of partnership with students in higher education wherever faculty and students find themselves in supervisory relationships. This is relevant to SoTL because it allowed us to think of the nuances in the word teaching and how supervisory relationships in higher education may need to expand the way we talk about teaching and learning in higher education
As Student Response Systems Expand Features and Question Types, Multiple Choice Continues to be the Gold Standard for Calculations from both Student and Instructor Perspectives
Get PDFStudent response systems (SRS) continue to evolve as bring-your-own-device (BYOD) systems allow more question and answer types to be utilized. While users were once limited to a button press on a clicker selecting from a list of predetermined responses, students can now generate text and numerical responses on their personal devices. Question and response types are now limited only by software, and new features can be added without requiring an overhaul of the existing system. Using two successive course offerings of a biomedical lab techniques class, the effect of question type was evaluated, using a crossover experimental design, and applied to novel discipline-specific calculations. Students used the Top Hat student response system (tophat.com) to answer either multiple choice questions (MCQ) or numerical response questions (NRQ) in class. Student responses were tracked for elapsed time to completion, performance, and subsequent test performance. Additionally, students were surveyed about their question-type preference. Analysis shows that on formative assessments, students take less time on multiple choice questions, are successful more often, and show a clear preference for this type. When students used those calculations on summative exams, they performed similarly regardless of whether they initially used MCQ or NRQ. Students also expressed clear preference for MCQ. The use of NRQ is still recommended to be used strategically as it increases question difficulty and diversity. The findings from this study may assist STEM instructors looking to formulate their own evidence-based best practices when incorporating SRSs intotheir pedagogy
Harry Elmer Barnes Historical Review and the Effects of Historical Revisionism
Get PDFThe growing presence of historical revisionim today that plagues the Historical academic community has its roots in the past works of Historical writers and the steps taken to give greater perspective and context to misinterprated events by modern History writers is often undermined by the continued presence of misinformation and its rapid spread through the public and political sphere. This historical review looks at Harry Elmer Barnes who was a 20th century historical writer and known revisionistand holocaust excuser and sometimes even denier. The way in which prediction but speculative analysis can lead to revisionist talking points will also be examined using his works. A detailed synopsis of his career, examination of his article Europes War and Our Democracy, and his later correspondences will be given in order to show the way in which historical revisionism can effect even those academics held in high esteem within the Historical faculty. 
Penser au-delà du binarisme: Étude des stratégies de reconnaissance et de ré/conciliation des altérités dans « Aux États-Unis d’Afrique » d’Abdourahman Waberi
Get PDFDans « Aux États-Unis d’Afrique » (2006), Abdourahman Waberi renverse le monde et instaure de nouveaux rapports de force. L’espace géographique alors renommé Etats-Unis d’Afrique, est une fabrique du pouvoir politique, social et culturel qui domine le Nord géographique des dépossédés. Dans le récit, la mise en place d’un patrimoine culturel africain suggère en premier lieu le dépouillement de ceux associés à d’anciennes puissances coloniales et dans en second lieu, une pratique conjointe de destitution et de restitution du nom. Le Nord de l’envers et les États-Unis d’Afrique de l’endroit sont non seulement les vecteurs de rapports de domination mais tracent plus précisément les contours d’un binarisme: le Sud géographique impose l’hégémonie africaine au reste du monde. Au coeur de cet espace mondial redessiné, Maya/Malaïka (prénom d’adoption), personnage central du récit, est en mouvement; quittant les États-Unis d’Afrique en quête de ses origines, elle se met en route vers le Nord, et prend le chemin du re(/dé)tour dans les dernières pages du récit.
S’agirait-il là de la subversion du binarisme géographique, d’une distortion d’un modèle d’espace frontalier figé par le biais du motif de l’errance ? Ainsi, en quoi peut-on déceler dans l’oeuvre de Waberi plusieurs niveaux de déstabilisation de toute proposition binaire, qui atteignent leur culmination avec le motif de l’errance ? Dans quelles mesures, le voyage de Maya tend vers une remise en question des moules identitaires géographiques et culturels, et à quels effets
« L’ombre d’Imana » ou "l’expérience du dire" du génocide au Rwanda
Get PDFÉcrit en 2000 « L’ombre d’Imana » de Véronique Tadjo invite à penser la relation témoignage-littérature dans le cadre du génocide des Tutsi du Rwanda. Si l’œuvre illustre bien qu’écrire l’expérience génocidaire est possible, son écriture hétéroclite lui confère un statut difficilement classable qui démontre la complexité d’une telle entreprise, notamment au sein de l’espace littéraire qui relève de la fabulation. « L’ombre d’Imana » fait partie des premiers textes écrits par des écrivains qui n’ont pas vécu directement le drame et son éclatement reflète les tentatives de circonscrire un événement traumatique qui semble pousser l’imagination et le langage à (et hors de) leurs limites. Si le texte réaffirme donc la posture engagée de l’auteure, il illustre surtout « l’expérience du dire » (Ngandu 2011) qu’engendre le génocide qui suppose tout un travail de façonnage du discours.
Comment l’auteure, en tant que témoin « tiers » (Coquio 2004), représente-t-elle ce temps de violence extrême ? Comment transmet-elle la mémoire des victimes et par quelles stratégies littéraires, esthétiques et discursives rend-elle son témoignage percutant dans l’optique d’une transmission crédible et convaincante ? En nous focalisant sur le jeu entre le factuel et le fictionnel, entre autres, cet article explore la transformation artistique de son témoignage visant un choix des meilleures façons de dire les faits
How Educational Developers can Re-engage Mid-Career Faculty Using SoTL
Get PDFMid-career faculty (MCF) currently make up a significant number of faculty at higher educational institutions. This group comprises key stakeholders with institutional history, diverse teaching and learning experiences, and strong relationships with colleagues. While faculty need different kinds of support and opportunities at different career stages, it has been reported that mid-career professional development is under-researched and overlooked. We contend that professional development for MCF is essential if these faculty are going to continue to grow as educators, leaders, and scholars. With the support of Educational Developers (EDs), the Scholarship of Teaching and Learning (SoTL) is one way for faculty to focus their professional development in the middle years of their career. Drawing on the literature about challenges for MCF and using the micro-meso-macro-mega framework, we explore ways in which EDs can use SoTL to re-engage MCF on a revitalized path. Our synthesis offers reflections on our career experiences as EDs and boundary-spanning points to ponder for both EDs and MCF as they enter into SoTL engagement
Boyhood Masculinity and Violence: How Toys and Sporting Equipment Taught Young Men Violence in Canada, 1900-1950: Boyhood Masculinity and Violence
No full textIn this essay I discuss the subject of violence and how toys and sporting equipment were used to teach young boys masculine behaviours that were aligned with the heterosexual ideologies of the first half of the 20th century in Canada