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A Suggestion for Restoring Public Support for Public Schools: Learn to Invite Patrons
No full textFormer Secretary of Education David Matthews (1996) and others have noted that public education is in danger of losing public support which is critical to its quality and survival. Suggested causes for declining public enthusiasm range from apathy to financial shifts in the culture. This article proposes that the increasing disavowal of public schools results from experience with day-by-day disinviting behaviors. The suggested remedy is for educators to evaluate their on-the-job responses to their patrons. Wherever subminimal interpersonal conditions are identified, participants should learn how to invite people to education. With malice toward none; with charity for all; with firmness in the right, as God gives us to see the right, let us strive on to finish the work we are in: to bind up the nation’s wounds. - Abraham Lincol
Intériorité et extériorité de la littérature d’oc en Provence : l’œuvre de Nouno Judlin
No full textL’œuvre de Nouno Judlin est peu connue, malgré une activité incessante dans le Félibrige, les milieux camarguais et le théâtre. Elle a publié plusieurs recueils de poèmes, deux romans en français, mais son œuvre apparaît aujourd’hui peu accessible. De la même génération que son amie Farfantello, elle fait partie avec Marcello Drutel, Calelhon et bien d’autres, d’une génération de « félibresses » qui entendent rompre avec l’image qui était jusqu’à présent celle réservée aux femmes dans le Félibrige, s’affirmant ainsi comme de véritables créatrices. Son œuvre majeure, Coume finiguè Mèstre Francés Villon, publiée en 1931, passa quelque peu inaperçue. Elle y érige, alternant prose et vers, la figure rédemptrice de deux poètes français, Villon et Verlaine, tout en jouant sur la sensibilité littéraire et l’appropriation linguistique qui fut la sienne. Écrivant sur les marges géographiques et littéraires de la Provence, elle apparaît aujourd’hui comme une voix des plus importantes qu’il nous faut reconnaître
Raymonde Tricoire (1899-1994), félibresse ariégeoise : de l’ombre à la poésie primée
No full textRaymonde Tricoire, originaire de l’Ariège (Dun-Lavelanet), est peu connue de la critique d’oc. Un travail de dépouillement des revues de langue d’oc publiées au cours de la Seconde Guerre mondiale a révélé, paradoxalement, que Raymonde Tricoire se plaçait, pendant cette période, comme deuxième écrivaine la plus prolifique de la période (derrière Jeanne Barthès, plus connue sous le pseudonyme de Clardeluno) et à la douzième place, hommes et femmes confondus. L’œuvre de l’auteure ariégeoise est aussi abondante que variée en genres : poèmes, contes, articles en lien avec les différentes manifestations félibréennes… Cette première étude sur Raymonde Tricoire vise à donner au lecteur des informations biographiques – encore trop lacunaires – sur l’écrivaine, une analyse littéraire de quelques poèmes publiés au cours de la Seconde Guerre mondiale, ainsi qu’un essai de bibliographie
La représentation poétique de soi dans l’œuvre d’Henriette Dibon
No full textAvignonnaise, passionnée de Camargue et de montagne, Henriette Dibon (1902-1989) se distingue parmi les écrivaines d’oc contemporaines par l’abondance de sa production littéraire, publiée et inédite. Après avoir souligné l’importance existentielle du rapport à la littérature pour Henriette Dibon, cet article met en évidence les principales caractéristiques de la façon dont elle élabore dans ses textes poétiques une représentation d’elle-même. Il montre également comment la poésie d’Henriette Dibon met en jeu un rapport complexe aux archétypes de genre, entre adhésion et renversement, guidée en cela par un besoin de liberté dont l’expression est très présente et où réside ce qui en fait la force et l’actualité
Editorial : Ah, Spring!
No full textWilliam Purkey has referred to that period of time between the Christmas holidays and the arrival of spring as the “long death march of bleak and weary days.” With the possible exception of skiers and snowboard enthusiasts, most of us look forward to the renewal and the warmer climes of spring. Ah, spring, indeed! With the arrival of spring, we bring you new offerings in the JITP for your consideration. In the past, some have lamented the paucity of research articles in the journal. This issue brings nourishment for those who hunger for such offerings. Two thought-provoking articles dealing with research issues in invitational education provide additional understanding, and inevitably raise new questions
Assessment for School Success: A Student-Centered Approach
No full textThis article examines a national educational system that is founded on the premise that the individual student is the center of all learning and teaching. By drawing on her first-hand knowledge and experiences, the author presents an overview of the New Zealand student-centered curriculum. Central to this overview is: (a) a brief discussion of the beliefs New Zealand educators and the community have about children’s learning, (b) an examination of the guiding principles that underlie the assessment of children’s learning and how these translate into practice, and (c) a discussion of issues of accountability at the local and national levels of the educational system
An Invitation to Understand Oklahomans\u27 Experience of the Bombing
No full textOn April 19,1995, the Alfred P. Murrah Building in Oklahoma City, was struck by a terrorist bomb that destroyed the structure and killed 168 people. Most Americans learned about the catastrophe from television and other media. But, the experience of Oklahomans was more immediate and more traumatic. Thus, as the local population moves through rehabilitation it needs empathic understanding from outsiders. This piece describes the experiences of four locals in the hope it will help to bridge the gap between the immediacy of the bombing situation and the remote consequences of that tragedy
Invitational Inclusive Education: First Steps on a Journey to Develop Perspectives and Practices
No full textThis article invites all educators to consider the implementation of the tenets of Invitational Education (IE) as a firm foundation and precursor upon which can be built an Inclusive Education climate and mindset which encourages success for all students. This eighteen month study of two professors from Ohio’s Muskingum University shares from inception to implementation, the idea of creating a graduate course for teachers and administrators which merges the practices of Inclusive Education and Invitational Education. The course, entitled Invitational Inclusive Education (IIE), seeks to convince teachers that a belief in and application of IE greatly enhances the chances for a more inviting teacher acceptance of inclusive practices (including co-teaching) for students with special needs. Teacher response to the course has been very positive resulting in the development of the term IIE, as well as a draft tool which helps to define stages of teacher acceptance of inclusive practice
The History and Development of the Inviting School Survey: 1995-2012
No full textIn recent years, research has shown that school climate is one of the most important contributors to student achievement, success, and psychological well-being. In order to make informed decisions regarding school development, it is paramount for a school administrator to aware of perceived school experience (school climate) of the major stakeholders in the school, namely students, administrators, teachers, parents, and the wider community The Inviting School Survey-Revised (ISS-R) purports to meet this need. Since 1995 the use of the ISS-R has grown from a few to over 10,000 participants (over 100 schools) in Asia, North America, Africa, and Australia. The following article outlines the history and development of the ISS-R from 1995 to 2012