Mount Royal University: MRU Journal System
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Students-as-Partners versus Students-as-Employees: Division of Labour between Students, Faculty, and Staff in the McMaster Student Partners Program
Get PDFMany post-secondary institutions have implemented students-as-partners frameworks to redefine traditional educational practices and value students as co-creators of knowledge. The aim of this study was to investigate the degree to which students are working as partners and co-creators of knowledge with faculty and staff, versus replicating traditional hierarches. Herein, we undertook a multi-methods study consisting of a secondary analysis and a survey of one cohort of the student-as-partners program at McMaster University, as well as qualitative interviews. We found that some languages practices replicated traditional hierarchies, which was reflected in the degree to which partners contributed intellectually to the work undertaken. However, we also found meaningful shifts in practices occurred over the course of working collaboratively to foster more equitable partnerships. Herein, faculty and staff bore the responsibility of sharing power with student partners, but the blurring of professional and personal boundaries complicated the ethics of partnership
Synopsis of "Architecture of the Unexpected": Beyond the Learning Paradigm
Get PDFThis keynote approached the question of how the Scholarship of Teaching and Learning (SoTL) might play a role in the continued progress of “the learning paradigm,” post-pandemic and into the future. I assert that it was primarily the progress of the learning paradigm—the growth of the multi-layered practices related to good pedagogy and educational caretaking—that provided the essence of higher education’s capacity to survive the pandemic. Given that the future will likely be filled with such disruptions, we need to keep building this “architecture of the unexpected” if we are to positively transform higher education in the midst of these disruptions to be more impactful, relevant, equitable and inclusive. Using a framework known as “Three Horizons,” I explore the potentially disruptive role that SoTL might serve in this transformation. This summary is a synthesis of the keynote at the Banff Symposium and a written piece by the same name, forthcoming in the volume Recentering Learning (Debelius, Kim, and Maloney, JHU Press, 2024)
Charles Lévesque, entre les genres
Get PDFCet article aborde l’œuvre de Charles Lévesque (1817-1859) à partir de l’idée d’une « étiologie de l’oubli » afin de faire l’hypothèse d’une liminarité constitutive où jouent des ressorts esthétiques et formels lui permettant de se décentrer par rapport aux enjeux consacrés de la littérature canadienne-française d’alors. Lue à partir de ses jeux formels et rythmiques tout autant que depuis la singularité de sa voix, l’œuvre de Lévesque montre en effet son originalité pleine, alors qu’elle se situe entre les genres (ce mot étant entendu tout autant au sens de « catégorie littéraire » que du « genre sexué »)
Research Reviews Spring-Summer
Get PDFThis is a compilation of research articles reviewed by the AFN journal club over the spring-summer 2023
An Archaeobotanical Perspective on the “Vetkol Flower” in Sigiri Graffiti, Sri Lanka
Get PDFSigiriya, the World Heritage archaeological site is famous for rock shelter and rock wall frescoes. The mirror wall graffiti written between the 8th – 10th century describing the Sigiriya frescoes offer analogies based on the flowers of the Luffa genus, a common plant family of gourds found in the tropics. In this article an analysis of the ethnoarchaeological aspects of these early writings and an archaeobotanical perspective on the sponge gourd flowers are presented
On Popup Poetry
Get PDFThe instructions for Pop-Up Poetry are simple. Someone sits opposite a poet at a typewriter, and the poet says, “Give me a word. We’ll talk a bit, I’ll write a poem about it, and you will have the only copy of the poem in the world.” These instructions, however, open up much more than their simplicity implies. I now see Pop-Up as its own form of poetry, distinct in style and concept, blending the individual poet’s private focus on the poem-generating word with the public performance of typing it out. The resulting poem’s often surprising meaning is found through the creative connection between the poet and the person for whom the poem was written.
The Importance of "Love" in Authentic Decolonization Work and SoTL Practice
Get PDFThe definition of “decolonization” is contextual and relational, and it holds multiple meanings (de Oliveira Andreotti et al., 2015; Battiste, 2013; Smith, 2012), but it is seldom associated with the term “love.” This article explores how creating “ethical spaces” (Ermine, 2007) for engagement with Indigenous partners and community organizations has helped Bachelor of Child Studies (BCST) students at Mount Royal University (MRU) to understand the deeper meaning of decolonization and its connection to love in the context of academic and professional practices. During the 2021/22 academic year, four students collaborated with their professor and a community partner, Wee Wild Ones (WWO), a nature-inspired school, on decolonizing the organization’s early childhood education curriculum. The teachings of Elders and knowledge holders at MRU and within the wider community challenged the students’ understanding of decolonization and shifted their focus from an efficiency driven, goal-directed project approach towards building authentic relationships rooted in love, respect, and inclusivity. This article explores the meaning and role of love in the context of student-community partnerships, decolonization work, and scholarship of teaching and learning (SoTL) practice.
