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Editorial
No full textThe 2018 Journal of Invitational Theory and Practice (JITP) advances the tenets of Invitational Education (IE) theory and practices to optimize educational equity in quality. Despite the dichotomy exhibited by current politics, IE practitioners will ideally find unanimity in the belief that education is the endeavor that strengthens a mind, frees a spirit, and enriches a society. Consumers will find the research and documented practices within the 2018 JITP reinforce how Invitational Education Theory and Practice effectively provides an interdependent framework to empower people, places, policies, programs, and processes (the Five P’s) to “address the total culture or ecosystem of almost any organization” (Purkey and Siegel, 2013, p. 104). The result optimizes the “direction and purpose for all Invitational thought and action” (Purkey & Novak, 2016, p 11), creates an opportunity for stakeholders to realize their full potential, and nurtures an intentionally inviting stance
Editorial: The Ties that Bind Us
No full textServing as editor for a journal like JITP provides many personal benefits but none greater than the contact with so many bright andengaging scholars. When the journal is international, that benefit is multiplied many times over. This issue of JITP represents workfrom scholars in three continents (Africa, Australia, and North America). Our biannual leadership conference was held in HongKong, perhaps the most vital hub of Asia. Without question, the international aspect of invitational education is vibrant and visible
Children’s Books for Building Character and Empathy
No full textOne focus of Invitational Theory and Practice is creating positive environments that summon each individual to “develop intellectually, socially, physically, emotionally, and morally” (Purkey & Novak, 2008). Children’s literature is a rich resource for teachers and parents to focus on emotional and moral development. This article will provide background information on the nature of literary response and the characteristics of literature that engender responses related to character and moral development. Examples and related activities teachers can use to help children process the stories will be shared. To appreciate the power of children’s literature to impact children’s character and empathy, it helps to examine the nature of literary response. In The Reader, the Text, and the Poem (1938), Louise Rosenblatt outlined her Literary Transaction Theory. As illustrated in Figure 1, each of us comes to the reading experience with our own set of background experiences. Those experiences will influence how we interpret the texts we read. This is also true for authors, who draw upon their own pools of experience in writing their books. The important thing to remember about this is that it is not static. As our experiences change, we will interpret texts in new and different ways. Authors may even come back to their own writings with new interpretations over time
Enacting a Latinx Decolonial Politic of Belonging: Latinx Community Workers’ Experiences Negotiating Identity and Citizenship in Toronto, Canada
No full textThis paper explores how women and non-binary Latinx Community Workers (LCWs) in Toronto, Canada, negotiate their identities, citizenship practices and politics in relation to settler colonialism and decolonization. We demonstrate how LCWs enact a Latinx decolonial politic of belonging, an alternative way of practicing citizenship that strives to simultaneously challenge both Canadian and Latin American settler colonialism. This can be seen when LCWs refuse to be recognized on white settler terms as “proud Canadians,” and create community-based learning initiatives that incite conversations among everyday Latinx community members around Canada’s settler colonial history and present, Indigenous worldviews, as well as race and settler colonialism in Latin America. We consider how LCWs’ enactments of a Latinx decolonial politic of belonging serve as small, incomplete, but crucial steps towards decolonization. 
“Theorizing Our Place”: Indigenous Women’s Scholarship from 1985-2020 and the Emerging Dialogue with Anti-racist Feminisms
No full textIn this article, I review contemporary Indigenous women’s scholarship, describing transformations from 1985 to the present, first to characterize this scholarship on its own terms and second to situate this literature with respect to recent, nascent dialogues with anti-racist feminisms. What is the focus and range of Indigenous women’s scholarship, from 1985 until today? What does this work seek to do, that is, what are the intertwined political and scholarly aims of this scholarship? I suggest that Indigenous women’s scholarly writing is concerned with resilience, or survival, resistanceor challenges to colonial power and relationships, and resurgence, or a turning-inward to renew Indigenous knowledges and practices. In the discussion, I briefly consider how the increasingly rich and diverse field of Indigenous women’s theorizing and praxis informs an emerging dialogue with anti-racist feminist scholars within the academy and in the broader context of colonial Canada
Ethical Dilemmas in Resistance Art Workshops with Youth
No full textIn 2017 and 2018 [Name of research project] organized two transnational youth resistance art workshops. These workshops addressed online social justice issues and placed emphasis on pushing back against technology-facilitated violence and surveillance in networked spaces. Our engagement with these workshops raised three dilemmas associated with these sorts of resistive social justice art projects. This article explores these dilemmas, which include how to enable the production of digital art in a manner that is attentive to intersectional issues of digital literacy and access; artistic appropriations of sexually explicit, discriminatory or hateful speech and their relation to cultural appropriation; and defamation, privacy, copyright and trademark considerations relating to artistic appropriations. In addressing these dilemmas, examples of regulatory frameworks shaping resistance opportunities and social justice initiatives are highlighted, along with suggestions for addressing these dilemmas for those who may wish to facilitate or engage in youth resistance art workshops in future
Foreword: The General, Volume 6, 2021
No full textThis is a foreword for The General Volume 6 written by Professor Elizabeth Vlossak
Philosophical Poshumanism
No full textThis review traces the correspondence between the main purpose of Bloomsbury’s Series Theory in the New Humanities (i.e. the presentation of cartographical accounts of emerging critical theories), and Francesca Ferrando’s book, with its combination of genealogical-cartographic approach and critical response in contributing philosophical posthumanism. The review also highlights the value of Ferrando’s work, both on the theoretical-scientific-didactic level and on that of existential praxis. Through a critical recognition of the book’s thematic joints (defining philosophical posthumanism, determining what is meant by “post”, questioning whether humans have always been posthuman) and of the main contents, the review explores the work’s pioneering aspects, including its original structure, scientific rigor, and historical reconstruction through a critical mastery of sources, and praises Ferrando’s enthusiastic proposal of a posthumanism as the philosophy/praxis of our time