Brock University Open Journal System
Not a member yet
2521 research outputs found
Sort by
Preservice Mathematics Teachers’ Discourse on Proof-Based Teaching in an Online Discussion Forum
No full textProof and proving play a fundamental role in mathematics education and have the potential to serve as a vehicle for developing a deeper conceptual understanding. However, engaging students in proving activities presents challenges, and mathematics teacher educators thus are responsible for supporting preservice teachers, providing opportunities to learn what is needed. This study employs an exploratory case study design, investigating preservice teachers\u27 discourse on proof-based teaching within a Norwegian university mathematics course preparing them to teach algebra and number theory (grades 5–10). Data were collected from weekly instructor-initiated online discussions, where preservice teachers reflected on their experiences with proof-based teaching. Through content analysis of data, characteristics of the preservice teachers\u27 discourse on proof-based teaching were explored, revealing dynamic interactions centred around key themes related to proof-based teaching. Interactive patterns emerging in the online discussion forum indicate how these preservice teachers are gradually developing into reflective practitioners
La honte ancestrale dans Fugueuses de Suzanne Jacob : l’écriture comme contre-offensive
No full textDans Wells (2003), la figure du non-dit s’articule autour du thème de l’inceste et des rapports troubles à la mère. Dans L’obéissance (1991) et Fugueuses (2005), elle apparaît dès lors que sont narrées des situations d’abus d’enfants par des adultes. Or, le non-dit n’est pas uniquement un décret imposé de l’extérieur pour maintenir une domination. Comme il sera mis en évidence, il relève, chez Suzanne Jacob, de ce qu’on n’entend pas de soi, qui attire et révulse à la fois, fragilise ; il met en place une condition de survie. Aussi le non-dit est-il intimement lié à l’émotion de la honte qui module le rapport aux autres – tel qu’il est représenté dans Fugueuses – et structure l’espace familial.
Accidental Details. Les détails accidentels
No full textIn September 2024, the Centre for Studies in Arts and Culture invited artist Marc-Alexandre Dumoulin for a creative walk in the immediate neighbourhood of the Marilyn I. Walker School of Fine and Performing Arts. The outcome of this Walker Cultural Leader event was a series of colourful drawings.
One month later, in October, students in French Studies also engaged in creative walks and photographed apparently insignificant details. The contributions selected here are mementos of specific locations
Training and development of coaches: What can we learn from reaction surveys?
No full textThis study examined coaches’ perceived value and utility of participating in training and professional development. Specifically, coaches’ reaction to perceived satisfaction with a presenter, knowledge learned in the session, and the setting where the training took place. Participants were coaches who attended a 3-day Global Coaches House seminar during the course of the 2016 Olympic Games in Rio de Janeiro. Coaches were asked to complete a 17-item reaction survey for each session they attended. The reaction survey assessed the degree of satisfaction with the presenter, session, and setting. A total of 381 surveys were completed by 175 coaches where each coach completed approximately two surveys. Results revealed that coaches were highly satisfied with the session and presenter but less satisfied with the setting. Stepwise regression analysis showed that four items accounted for 75.9% of the variance to predict coaches’ satisfaction with the presenter, including ‘ability to relate to the audience’, ‘knowledge of the subject matter’, ‘ability to keep trainees’ interest’, and ‘delivery and explanation of materials’. Similarly, four items explained 66.2% of the variance to predict coaches’ satisfaction with the session including ‘the session prepared trainees to perform new coaching tasks’, ‘satisfaction with communication of the session objectives’, ‘the relevance of the session to their job’ and ‘the session emphasized the most important information’. Finally, three items accounted for 49.2% of the variance to explain coaches’ satisfaction with the setting, including ‘satisfaction with the audio and visual aids’, ‘satisfaction with supplies and equipment’, and ‘classrooms and furniture’
On Getting Free: Posting Up on Salvi Latinidad, American Sports, and Pasos Críticos
No full textIn this critical self-reflection, I situate the study of “Latino identity”, as well as questions of gender, ethnicity, and belonging to a nation-state by way of examining my family’s story of migration, reception, and acceptance into the United States. Through a careful weaving of various U.S. based sporting cultures, namely basketball (NBA), wrestling (WWF/WWE), and baseball (MLB), I “post up” on the importance of these sporting projects as sociocultural pedagogies to remind readers of the significant impact American sports and sports media collectively have in identity and ideological formations for young brown boys. Ultimately, I suggest it is necessary for both sport and non-sport fans alike to recount pasos críticos if we are to reconcile, re-imagine and create new narratives of manhood and masculinity for future generations. To this end, the essay offers a critical autobiographical reflection into a brown Latino boy’s journey as he strives towards a feminist, anti-racist masculinity, and why that must matter for the future brown boys if our individual and collective journeys will be theorized around, intended for, and committed to getting and staying free
Intertextualité mythique dans Archéologie : douze miniatures d’Abdelfattah Kilito
No full textDans Archéologie : douze miniatures, Abdelfattah Kilito utilise une riche intertextualité pour tisser un réseau de références culturelles et littéraires qui enrichissent son récit et participent à l’interrogation de la condition humaine. Kilito ne se contente pas de reprendre des éléments mythiques, il les réécrit et les réapproprie pour offrir une nouvelle signification, montrant que les mythes, bien que profondément ancrés dans la mémoire collective, peuvent toujours être renouvelés et recontextualisés. Son texte, bref et dense, combine motifs et personnages mythiques, passages littéraires connus et anecdotes ou traditions orales, créant ainsi un effet vertigineux
Understanding Temporary Labour Migration through a Settler Colonial Lens: A Critical Analysis of Canada’s Seasonal Agricultural Worker Program and International Education Strategy
No full textThe relationship between differential inclusion of workers migrating for employment internationally and the dispossession and assimilation of Indigenous people and lands is a growing area of study within critical migration studies. Less attention has been paid, however, to how (im)migration policies that foster migrant worker precariousness also extend settler colonial practices. Scholars situated in the transdisciplinary fields of Black Studies and Indigenous Studies have long theorized nation-state building as exclusionary to Black and Indigenous life, and reliant on limited mobilities and dispossession of Black and Indigenous peoples. Bridging this scholarship with critical migration studies, in this article we explore how policies regulating international migration for employment to Canada on temporary bases reflect and sustain the settler-colonial context in which they operate. We outline three logics of settler colonialism that underpin policies governing temporary migration for employment to Canada: (1) the racialized hierarchization of life and knowledge; (2) the reliance on technologies of governing, which foster unequal administrative burdens; and (3) the disruption of people’s relationships to land and livelihoods. Analyzing Canada’s Seasonal Agricultural Worker Program and International Education Strategy, we illustrate how migration policies reinforce and replicate settler colonial practices.