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Le rêve du temps : trauma paternel et enfance lénifiante du sujet frontalier dans L’énigme du retour (2009) de Dany Laferrière
No full textCet article examine le traitement du temps et l’exil dans L’énigme du retour (2009) de l’écrivain québécois d’origine haïtienne Dany Laferrière. Le roman suit les péripéties du protagoniste Windsor, alter ego de l’écrivain Dany, de retour dans son pays natal après avoir vécu en exil pendant trente-trois ans. Le sujet exilé tente d’organiser son expérience du déracinement depuis une perspective temporelle. L’exploration de ses rêves devient un moyen de retrouver le pays qu’il a quitté, en essayant d’annuler la distance temporelle et spatiale. Le retour à une enfance consolatrice au travers du rêve lui rappelle, de manière concomitante, le trauma paternel, dont l’absence a façonné son propre exil. Ce dernier engendre un sujet frontalier, dont l’identité est soumise au chevauchement temporel, et qui tente, malgré tout, de reconstruire son passé et d’imaginer une vie le ramenant sans cesse à la perte de l’origine.Cet article examine le traitement du temps et l’exil dans L’énigme du retour (2009) de l’écrivain québécois d’origine haïtienne Dany Laferrière. Le roman suit les péripéties du protagoniste Windsor, alter ego de l’écrivain Dany, de retour dans son pays natal après avoir vécu en exil pendant trente-trois ans. Le sujet exilé tente d’organiser son expérience du déracinement depuis une perspective temporelle. L’exploration de ses rêves devient un moyen de retrouver le pays qu’il a quitté, en essayant d’annuler la distance temporelle et spatiale. Le retour à une enfance consolatrice au travers du rêve lui rappelle, de manière concomitante, le trauma paternel, dont l’absence a façonné son propre exil. Ce dernier engendre un sujet frontalier, dont l’identité est soumise au chevauchement temporel, et qui tente, malgré tout, de reconstruire son passé et d’imaginer une vie le ramenant sans cesse à la perte de l’origine
Welcome to America! How can athletic departments better assist international student-athletes with their transition into the American university setting?
No full textThe current study examined how athletic stakeholders (e.g., coaches and support staff) at a NCAA Division I mid-major university attempt to assist international student-athletes (ISAs) with their transition into the American university setting. Semi-structured interviews with 10 athletic administrators and coaches discussed common transition issues ISAs typically encounter (e.g., cultural changes, dietary/nutritional adjustments, financial misunderstandings, homesickness, etc.), as well as resources (e.g., consistent on-boarding checklists) and a training (e.g., cultural competency training) that should be provided to practitioners that assist/coach ISAs. Additionally, programmatic offerings that might provide support systems and improve the student-athlete experience for ISAs were discussed. Our findings highlight the considerations that athletic administrators and coaches should know when attempting to support ISAs during the beginning stages of their transition to America. Due to the growing number of ISAs competing in college sport, understanding how best to support this population is crucial for athletic departments that are hoping to attract and retain ISAs
A Bibliography For Invitational Theory and Practice
No full textThe earliest roots of invitational theory are found in William Purkey\u27s classic discourse Self-concept and School Achievement (1970). Following its publication, Purkey, Avila, Siegel and others began to crystallize the assumptions and beliefs of what they called "invitational education." During the past twenty years, an extensive bibliography has been generated on the research and practice of invitational theory. The bibliography of published works and research papers has been compiled for individuals interested in invitational theory (The invitational model), and is presented in this issue of the Journal of Invitational Theory and Practice
Book Review Social and Emotional Learning: A Critical Appraisal
No full textBuilding on the important groundwork established by the emotional intelligence tradition advanced bySalovey and Mayer (1990) and popularized by Daniel Goleman (1995), social and emotional learning hasgained significant traction in educational systems across the globe. In Social and emotional learning: Acritical appraisal (Sage, 2013), Neil Humphrey, an educational psychology professor at the University ofManchester, provides an incisive and penetrating analysis of the SEL approach
Multicultural Education and Invitational Theory: A Symbiosis
No full textGreat influxes of Hispanics and Asians to the United States during the past twenty years have helped to swell this country\u27s already diverse ethnic population. Consequently, the resulting cultural pluralism has initiated changes in society and its institutions to meet the needs of many different people. A most likely place to meet these needs is found in educational settings, and, as a result, it is in the field of education, in our schools, colleges, and universities, where multicultural concerns have developed. In particular, an awareness and a growing commitment to the concept of multicultural education has developed to the point that it is incorporated into the standards used to judge the quality of teacher education programs (NCATE, 1979; 1986)
The Role of Invitational Education and Intelligence Beliefs in Academic Performance
No full textThe purpose of the present study is to examine the role of Invitational Education and intelligence beliefs in the academicperformance of high school students. The research population comprised all male and female students studying at high schoolsin the academic year of 2009-2010 in Kashmar, a city in Iran. Selected through multi-stage random sampling The researchsample included 540 students (270 females and 270 males). The research instruments were the Invitational Teaching Survey(Amos, Purkey, & Tobias, 1984), and Intelligence Beliefs Questionnaire (Zabihi, 2005). Students’ grade point average wasused as an indicator of academic performance during high school. Data were analyzed using path analysis of direct andindirect effects of Invitational Education on intelligence beliefs and performance of high school. The results showed that of thesub-components of Invitational Education, as described in the Invitational Teaching Survey (Amos, Purkey & Tobias, 1984),consideration has positive and significant effect on incremental intelligence and performance. Coordination has positive andsignificant effect on inherent intelligence beliefs. Skill has positive and significant effect on incremental intelligence andperformance. Incremental intelligence beliefs have positive and significant effect on performance. Consideration has negativeand significant effect on inherent intelligence beliefs. Coordination has negative and significant effect on inherent intelligencebeliefs. Inherent intelligence beliefs have negative and significant effect on performance. Skill has negative and significanteffect on inherent intelligence beliefs. Consideration, coordination and skill components of Invitational Education haveindirect and significant effect on performance through inherent and incremental intelligence beliefs. These findings show thatit is necessary to take the role of Invitational Education and intelligence beliefs into account when studying academicperformance
A Classroom of One is a Community of Learners: Paradox, Artistic Pedagogical Technologies, and the Invitational Online Classroom
No full textHow can students in an online classroom of one, often sitting in solitude in front of a computer, experience community? Theauthors suggest that in part, the answer lies in creating invitational online educational spaces through the use of ArtisticPedagogical Technologies (ATPs), particularly Photovoice (PV) a teaching strategy. A Zen paradox (or Zen koan) discussionis undertaken utilizing Palmer’s (2007) six paradoxes of pedagogical design as a framework for understanding how PV createsinvitational classrooms through the presence of paradox
The inviting professional educator: A reflective practitioner and action researcher
No full textThis article calls for all educators (teachers, administrators, counselors, supervisors) toimplement systematic reflection and action research in their day-to-day professional activities.Additionally, it invites readers to go one step beyond to publish - thus making their findingspublic. Relevant resources and suggestions for further reading are given at the end of the article.
It is teachers who, in the end, will change the world of the school by understanding it.(Lawrence Stenhouse, as cited in Rudduck, 1988, p.79
Re-adjusting the Kaleidoscope: The Basic Tenants of Invitational Theory and Practice
No full textGiven the variance in the literature regarding definitions of terms and elements of InvitationalTheory and Practice, this article proposes the adoption of a standard terminology for thefoundational principles and elements unique to this theory. The major concepts are presentedherein as an attempt to set the standardization for future use
The Intimate Correlation of Invitational Education and Effective Classroom Management
No full textCritics of Invitational Education and other self-concept approaches tolearning have long argued that there is a lack of empirical data tosupport the claims that approaches to student instruction based on selfconcepttheory are central to effective learning. Ellis (2001) examinesa number of these analyses where self-concept, self-esteem, and selfefficacyare derided as antecedents to successful learning. However, byexamining the empirical research on classroom management, all of thecritical elements of invitational education can be found. Invitationaleducation is shown to provide a strong, comprehensive, and comprehensibletheoretical foundation to a classroom or school-basedclassroom management plan based on the maturing field of classroommanagement research