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A Cross-Sectional, Survey-Based Study of Equity, Diversity, and Inclusion in the Canadian Indoor Climbing Community
No full textPurpose: This study sought to offer insights into the demographics of the Canadian climbing community, as well as the perceived motivators and constraints to participating in climbing through an equity, diversity, and inclusion (EDI) lens.
Approach: This cross-sectional, survey-based study was conducted in partnership with Climbing Escalade Canada (CEC), the national governing body of climbing in Canada.
Findings: The average respondent in this study was white, heterosexual, young, highly educated and living in a household that earns over $100,000 annually. Social motivations were noted as a significant motivator for climbers—especially for women. Women, gender minorities, and racialized people all faced heightened constraints to participate in climbing.
Implications: The findings of this study provide valuable insights for program and policy improvement across the Canadian climbing community, which can lead to sustaining the rapid rise in popularity taking place in the sport
Research Contributions: With the exception of one recent study, much of the research investigating EDI in climbing has focused almost exclusively on gender and has been conducted outside of Canada. Future work within the sport of climbing can focus on improving the accessibility to climbing, as well as the overall sense of inclusion and diversity within the sport
Moving from High-Stakes Final Exams towards Multiple Small Tests During the Semester
No full textThis paper reports on a revision of the assessment model from the first mathematics course for pre-service teachers (PSTs) aiming for grades 5–10, at a Norwegian university. The weight of the final written exam was reduced and a new, mastery-based testing model, with weekly small tests, was introduced. Results from this study show that the PSTs were positive about the new assessment form, which contributed to a feeling of mastering the subject, although they also expressed some inconveniences, such as the weekly testing could be perceived as stressful. Further, the continuous testing made the PSTs start studying from the start of the semester and not postponing it to the last weeks before the final exam. It is likely that this contributed to the improved result on the national exam at the end of the semester, which was significantly better than the results from the previous years
How Can My Role Support You in Your Role? Collaborative Practices from the Perspective of an Elementary Teacher and a School Social Worker
No full textRecent data from the National Center for Education Statistics indicates that the COVID-19 pandemic has significantly affected students’ academic performance and overall well-being, creating a rise in mental health needs. In response to this, there has been an increase in hiring school-based social workers. However, there is a lack of clarity on roles and responsibilities and the types of specific collaborative activities teachers and school social workers engage in. This paper presents two case studies featuring a teacher’s perspective on collaborating with a social worker and a social worker’s perspective with a teacher in their respective elementary schools. The case studies showcase successful collaborative activities and address challenges faced by both professionals
Pulling Ourselves Together: Embracing Black Feminist Reparative Theory and Pedagogy in “Post-George Floyd” Higher Education
No full textThis article considers how institutions of higher education participated in the national “racial reckoning” that followed the murder of George Floyd in May 2020. Using the work of Pan-Africanist jurist Motsoko Pheko, memoirist Sisonke Msimang, poet Audre Lorde, and Black queer feminist critics Tiffany Willoughby-Herard and M. Jacqui Alexander, the authors reflect on the principled research practices and ethos that catalyze sustainable repair. Durable forms of repair include reconnecting the feeling body with the knowing self, stillness, and tarrying. The authors (two doctoral students and a professor colleague) also consider repair through attention to the material conditions of knowledge production (collaborative writing, reclaiming the sacred, and questioning what it means to make something whole without reproducing a singular dominating episteme) to disrupt academic hierarchies. Arguing that repairing society, the planet, or the ways that questions are asked and answered requires ongoing wrestling with our current climate of racial terror in higher education, this article embodies the authors’ reparative principles and envisions paths towards educational justice
A Radical Reworlding: Discourses of Abolition and Neoliberal Resilience in the Covid-19 Pandemic
No full textThis paper explores the limitations of neoliberal concepts of resilience and the possibilities of abolition in the discourses surrounding the Covid-19 pandemic in Canada. I locate Canada’s state discussions at the outset of the pandemic in 2020 in the neoliberal model of resilience that is rooted in ideologies of individualism and carcerality, rather than the deconstruction of the interdependent systems that create them – despite the temporary questioning of the status quo in political discourse. To contrast the mobilization of neoliberal resilience, I introduce the Doctors for Defunding the Police collective and analyze how they mobilize a more radical praxis by approaching pandemic discourse through a framework of abolition and healing justice. Finally, I draw on Ndlovu-Gatsheni’s (2023) analysis of the components of reworlding from the Global South, locating the praxis of Doctors for Defunding the Police in this tradition due to its rejection of neoliberal individualism, its embrace of alternative subjectivities, and its turn towards a politics of collective care. Ultimately, I argue that while the 2020 resilience discourse afforded an approach to the pandemic that did not fully abandon the population, it remained fundamentally tied to neoliberalism and racial capitalism, whereas the abolitionist response offered a more transformative praxis of reworlding through its commitment to deconstructing harmful systems and reviving a decolonial praxis of collectivity. To conclude, I examine how the contemporary politics of Covid-19 continue to embrace colonial and carceral realities, necessitating a continued abolitionist praxis of reworlding.
Tilting Still Thinking: A Dialogue of Autistic Youth Advocacy and Nonspeaking Truths (Dispatch)
No full textActivism, Resistance and Presence: Exploring Disabled Children’s Childhood Studies in Canada (Editors\u27 Introduction)
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