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The Perceived School Climate in Invitational Schools in Hong Kong: Using the Chinese Version of the Inviting School Survey-Revised (ISS-R)
No full textThis article describes the use of the Chinese translation of the revised Inviting School Survey (ISS-R; Smith, 2005; Smith &Bernard, 2004) to measure the invitational climate of seven invitational secondary schools in Hong Kong. The five subscales ofChinese version of ISS-R were found to be valid and reliable in a sample of 706 Grade 11 students. Students’ perceptions ofthe invitational climate in the key areas of people, places, processes, policies, and programs (5P’s) were analyzed. It issuggested that indications of invitational climate in the 5P’s could facilitate teachers’ and administrators’ consideration inimproving invitational practices to cater for the needs of different groups of students
Can Accountability Be Inviting? An Assessment of Administrators’ Professionally and Personally Inviting Behaviors
No full textThe purpose of this study was to assess administrators’ professionally and personallyinviting behaviors and examine whether administrators’ reported behaviorswere correlated with school rankings, job satisfaction, school climate, ortime spent on instructional leadership. Overall, both principals and assistantprincipals reported engaging in high levels of professionally and personallyinviting behaviors. This suggests that, with respect to inviting leadership behaviors,administrators believe that they have adjusted to the demands of Florida’stest-based accountability system and are able to be inviting leaders
Inviting School Success: Invitational Education and the Art Class
No full textIt is acknowledged, nationally and internationally, that Invitational Education is activelypractised in many schools. However, there is a paucity of articles describing the relationshipbetween Invitational Education and specific disciplines at the elementary and highschool levels. As such, this article attempts to address this shortcoming by discussinghow and in what manner Invitational Education is applicable to the Art classroom. Applyingthe principles of Invitational Education, the Art classroom can become a classroomthat not only facilitates students in achieving their potential but, in addition, createa positive and enhancing learning environment for all students and teachers
Diversity and Invitational Theory and Practice
No full textIn their self-concept approach to counseling, Purkey andSchmidt (1996) introduced the tenets and assumptions ofinvitational education (Purkey & Novak, 1996) and appliedthem to professional helping relationships. Although theirmodel is a general approach to helping and not specific tocounseling culturally diverse clients, many of its componentsare similar to other counseling approaches presented in themulticultural literature (Schmidt, in press). At the same time,principles put forth by Purkey and Schmidt (1996) are relevantto the broader application of invitational educationpractices with diverse populations. This article revisits someof the basic concepts and constructs presented by invitationaltheory and practice, and relates them to issues of diversity.Specifically, it examines constructs and processesespoused by invitational theory in the context of establishinghelpful relationships with people from diverse cultural backgrounds
Inviting One\u27s Self and Inviting Others: Influence of Gender, Grade Level, and Gender Orientation
No full textThe purpose of this study was to provide a developmental perspectiveon students\u27 invitations of self and of others usingdata obtained from cohort groups of students ranging fromGrades 6 to 8, to determine whether invitations differ as afunction of gender, and to discover whether these gender differencescan be accounted for by differences in gender orientationbeliefs (N=528). Inviting one\u27s own self decreased asstudents progressed from Grade 6 to 8. Girls were more invitingof others than were boys, but this difference was renderednonsignificant when gender orientation beliefs were controlled.Instead, girls and boys with a feminine orientationwere more inviting of others. Findings support the contentionsof researchers who have argued that gender differences inacademic self-beliefs may be a function of the stereotypicalbeliefs that students hold about gender, rather than of gender
How Inviting Are Inviting Schools? School Receptionists’ Phone Etiquette
No full textTwenty schools, half representing schools selected from the InvitationEducation’s Inviting School Award winners and half representing areaschools in Guilford County, North Carolina, were selected. Twenty receptionistswere telephoned and the caller requested to speak to theschool principal. Each response was evaluated by the basic criteria ofthought to be inviting. Most schools responded within the profile of aninviting school although those that did not did provide an unwelcominglasting impression
Inviting Children to Develop Inquiry Skills
No full textThis article describes by vignette and analysis four primary instructional tasksnecessary to develop inquiry skills in children. These tasks are shown to befundamental to the inviting classroom and to experimental scienc
La mise en scène de l’exil dans La Duchesse de Langeais
No full textThis study examines spatial, temporal, and theoretical aspects of the theme of exile in La Duchesse de Langeais by Honoré de Balzac. Four motives are identified: departure, refuge, loss of memory, and reminiscence. An optimistic reading is proposed in which exile is perceived as a possibility for romance.La présente étude se propose d’aborder La Duchesse de Langeais à partir du thème de l’exil. L’amour entre la duchesse et le général est porté, rythmé par cette problématique qui lui procure un cadre à la fois spatial, temporel et théorique. Quatre motifs, participant traditionnellement du phénomène, composent et orientent ce cadre : le départ, le refuge, l’oubli et la réminiscence. Cette lecture peut être qualifiée d’optimiste, au sens où elle voit dans l’exil un mode de réalisation de la romance. Bien qu’éprouvé par les mondanités, la guerre des sexes, la règle religieuse, les élans contradictoires des deux amants, l’amour finit par se réaliser grâce à cet exutoire qu’offre la musique, qui lui ouvre un espace idéalisé d’accomplissement
Calelhon / Julienne Fraysse : histoires rouergates
No full textJulienne Fraysse (1891-1981), connue du public aveyronnais sous le pseudonyme de Calelhon, a occupé une place importante au sein du Grelh Roergàs, école félibréenne fondée par Henri Mouly et Eugène Séguret en 1921, qui devient également maison d’édition en 1966. Fraysse y a publié, entre autres, Contes del papanon (1971), Lo pan tendre (1976-1977), La tèla del temps (1981), Lo temps perdut (1967), ainsi que des œuvres co-signées avec Séguret. Comme le remarque Mouly dans En tutant lo grelh (1965), le choix du terme « grillon », insecte des montagnes (plutôt que la « cigale » méridionale), dans le nom de cette association révèle la volonté chez ses membres d’affirmer son attachement premier au Rouergue et de se contenter d’un statut de « modèste felibrilhon » dans les cercles mistraliens. Auteure, conteuse et enseignante (elle a rédigé un Cours de littérature occitane en 1944), Calelhon exprime dans ses récits autobiographiques, ses poèmes et sa pédagogie une double stratégie. D’une part, engagée et érudite, elle comprend l’intérêt d’une pensée et d’une action commune en faveur de l’occitan et, dans son écriture littéraire, met volontiers en pratique ce que préconise le Félibrige : mettre en valeur les traditions, la langue et la culture populaire. D’autre part, elle prend également soin de cultiver une voix indépendante et décidée, profondément sensible à la condition des femmes, qui se manifeste tout autant dans ses récits autobiographiques et ses adaptations de contes rouergats que dans sa poésie intimiste et dans ses positions sur la langue occitane. Cette double posture que révèlent les textes de Calelhon, rend son œuvre agréablement autocorrective dans le sens où elle ménage à la fois passé et modernité, humilité et affirmation, vision dépolitisée et pensée politique
Settler Colonial Socialization in Public Sector Work: Moving from Privilege to Complicity
No full textIn this piece, we ask, what are the risks of a pedagogy and politics that begins and ends with privilege? What does it mean to declare privilege when embedded in institutions of the settler colonial state? These questions are raised through an ongoing project where we interview provincial public sector workers on Treaty 6, 7 and 8 (Alberta, Canada) and Coast Salish Territories (British Columbia, Canada) about their implications in settler colonialism through public sector work. In the project, we articulate the interdisciplinary framework of settler colonial socialization to consider the space between individuals and structures – the meso-space where settlers are made by learning how to take up the work of settler colonialism. For these reasons, in our research we ask, “what do the pedagogical processes of settler colonial socialization tell us about how systemic colonial violence is sustained, and how it might be disrupted or refused in public sector work?” In this paper, we narrow our focus to the declarations of privilege that many of our interview participants are making. We reflect on these declarations and consider whether focusing on settler complicity and Indigenous refusals can better support a decolonial politics for settlers working in the public sector. We argue that declarations of privilege risk reproducing settler-centric logics that maintain settler colonialism, settler jurisdiction, and settler certainty, and we reflect on how to orient participants (and ourselves) towards the material realization of relational accountability and towards imagining otherwise