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Motivations pour la recherche et épuisement professionnel en éducation médicale : perspectives divergentes
Full text linkAu-delà des compétences cliniques : évaluer la compétence éthique prudente pour les populations mal desservies
Full text linkThe Educational Leader’s Role in Guiding Teachers to Declutter Their Classrooms
No full textAbstract: Classrooms are often cluttered, creating overstimulated students and overwhelmed teachers, which does not lead to optimal learning environments. A teacher’s role is to optimize the learning environment; however, not all teachers are aware of the connection between the physical learning environment and learning outcomes. Of particular concern is the link between cluttered spaces and poor learning outcomes due to distraction (Granito and Santana, 2016). Unfortunately, not all instructional leaders recognize this connection either or those who do may not always know how to provide support. The educational leader\u27s responsibility as an instructional leader is to help teaching staff enhance their ability to establish ideal learning settings. Thus, educational leaders need to prioritize support for teachers in creating school spaces that are intentionally decluttered for optimum learning and teaching. In this paper, I provide best practices using research and personal observation to describe how to support educational leaders in this process. This paper also includes a section on how to support teachers during decluttering as suggested by practitioners writing on the internet
Indigenous Knowledge: A Catalyst of Sustainable Development or Manifestation of Anachronism and Pseudoscience in Sub-Saharan Africa
No full textThe current textual analysis, which comes against the backdrop of the unmistakable denigration of African Indigenous Knowledge Systems in some quarters of the Sub-Saharan societies, discusses the centrality of Indigenous Knowledge to sustainable development in the region in question. The article, therefore, interrogates African Indigenous Knowledge Systems through the lens of decolonial ideals, critical consciousness, and the Unhu/Ubuntu philosophy. In its interdisciplinary approach, this discussion is anchored in and informed by Gade’s theory of ‘narratives of return’ as well as by the Sankofa principle —notions that look into the past for solutions to the socio-economic problems vexing Sub-Saharan Africa (SSA) within the postcolonial dispensation. The current inquiry observes the primacy of African Indigenous Knowledge Systems mainly in the fields of education, medicine, mathematics, agriculture, environmental conservation, maintenance of a clean environment, and biodiversity preservation. Although African Indigenous Knowledge Systems are sometimes indicted for being anachronistic and viewed in some quarters of African society as manifestations of pseudoscience, they remain the key to unlocking the door that has prevented the masses from accessing mathematics, science, and engineering. Thus, African Indigenous Knowledge Systems are neither anachronistic nor pseudoscience but a sine qua non for sustainable socio-economic development in SSA in general and Zimbabwe in particular. However, this does not warrant the wholesale removal of Western Knowledge Systems from the local socio-economic development spheres. The current reflection, therefore, recommends the hybridization of African Indigenous Knowledge Systems and Western Knowledge Systems for sustainable socio-economic development in SSA
Challenges in Implementing a Culturally Sustaining Pedagogy in Indigenous Formal Education
Full text linkThis study explored the challenges in implementing Culturally Sustaining Pedagogy (CSP) among Lumad learners in Pangantucan, Bukidnon. Using a qualitative, narrative approach, data were collected through semi-structured, in-person interviews with five purposively selected teachers who have taught Lumad learners for at least three years and who are familiar with Indigenous Knowledge Systems and Practices (IKSPs). These teachers are also Lumads themselves belonging to the Manobo, Talaandig, and Umayamnon communities. Thematic analysis was conducted using Braun and Clarke’s six-phase model to identify recurring patterns and themes in the narratives. The researcher, a member of the Higaonon community but who was born and raised in a highly urbanized setting, also practices reflexivity in the analysis of the data. The research examined the implementation of CSP through its key components: dynamic use of community languages, incorporation of local knowledge and practices, student and community agency, historical context in content and instruction, the ability to address internalized oppression, and effective integration of these elements into the curriculum. Findings revealed structural challenges, including limited school and faculty support, insufficient training, lack of Lumad representation in policymaking, a rigid national curriculum, and scarce historical documentation. Content-related challenges also emerged, such as the difficulty in addressing the traumatic history of the Lumad, the sacredness and technical nature of IKSPs, and language barriers. Furthermore, the teachers\u27 cultural backgrounds and the effects of modernization on students’ cultural self-esteem added to the complexity of implementing CSP. Despite these obstacles, teachers demonstrated agency by adapting and embedding CSP into their classrooms. The study emphasizes the need for institutional support to foster a pedagogy that honors Indigenous cultures, languages, and identities, ultimately promoting both academic success and cultural sustainability
Two-Spirit Beings, Gatekeeping, and Cultural Exclusion: We Were Always Here, But we are Just not There Yet—Reflections from IIVSW Conference 2025
Full text linkThis paper reflects my participation in the International Indigenous Voices in Social Work conference held in August 2025 in Calgary, Alberta. My reflections are based on the broader conference discussions and participant questions that arose from my presentation on Anishinaabeg Two-Spirit identities, as well as those from other conference presenters. The discussion highlights that current cultural practices, such as gatekeeping, policing protocols, and skirt shaming, persist as significant challenges within the broader community. I offer a reflection and awareness that inclusion is not the problem; rather, it is exclusion under the guise of preserving and protecting cultural teachings. Social workers, educators, and community leaders are called to confront and address these embedded, hostile perspectives that perpetuate gendered exclusions
Caring for adults experiencing homelessness with diabetic foot ulcer: A scoping review
Full text linkBACKGROUND: The number of people experiencing homelessness (PEH) is rising annually on a global scale. Due to the circumstances of living in this population, they are impacted by health conditions, such as diabetes mellitus (DM) and are susceptible to developing a diabetic foot ulcer (DFU). However, there is still a lack of information about DFU in PEH in the literature. OBJECTIVE: This scoping review aims to identify and map what is available in the literature on DFU in PEH. METHODS: The Joanna Briggs Institute and PRISMA-ScR frameworks guided the literature review. The search was conducted in the following databases: MEDLINE, SCOPUS, Web of Science, CINAHL, Scielo, ProQuest, and Google Scholar. Inclusion criteria included articles published between 2014 and 2024 and written in English. Nine articles met the inclusion criteria and were published in six different countries: the United States of America, Canada, Australia, Italy, the United Kingdom and Pakistan. FINDINGS: The included articles explore the vulnerability of PEHs and how their environment and lifestyle can impact their health, which can be worsened if the PEHs also have a DM diagnosis. The included articles highlighted that PEHs experience inadequate assessment by healthcare professionals and foot exams, which can negatively impact the prognosis of the condition. Prevention, foot exams and volunteer health units are underscored as best practices for PEHs living with DMs to diminish the risk for complications such as DFU as a result of the DM diagnosis. However, the plan of care needs to be individualized and tailored to each person. As well, enhancement to health literacy, for health professionals and PEH, should be promoted for better adherence to treatment and identification of DFU in the early stages. CONCLUSION: The review identified what is known about DFU in PEH, such as management of DM, comprehensive health care, prevention, foot exams and health literacy. However, this scoping review identified a gap in the literature, expressed by the limited number of articles published on the topic under investigation, which can be improved in the future. It also highlighted that is important to improve healthcare professionals\u27 knowledge to provide health literacy education, conduct a foot exam and evaluate the DM stage. This will help prevent further complications, as well to reach PEH. To assess their health, it is essential to first understand their environment and promote comprehensive care. For this, some volunteer healthcare units in Italy and the US have had great results identifying the risk for or the emergence of DFU and providing targeted and timely treatment