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Promouvoir la résilience des professeurs et des professeures d’université par le biais du développement d’une philosophie d’enseignement
No full textTeaching in today’s complex and competitive university environment has become increasingly demanding as teachers try to respond to the stress and burnout negatively impacting their work performance. In this environment, it is more important than ever that university teachers build resilience to overcome stress and burnout and continue a career-long commitment to teaching effectiveness. The initial phase of this research systematically identified 39 empirical studies of school teacher resilience, and seven studies of university teacher resilience, to identify key resilience-building factors. The second phase, in-depth interviews, probed nine Australian and seven Canadian university teaching Fellows about their writing of their teaching philosophy. A close review of the outcomes of each phase prompted recognition of the similarity of resilience-building factors reported in the resilience literature and the benefits of developing a teaching philosophy reported by the university teaching Fellows. The similarities suggest that the benefits of developing a teaching philosophy could contribute to building university teacher resilience.Enseigner dans l’environnement universitaire actuel complexe et concurrentiel est devenu de plus en plus exigeant alors que les professeurs et les professeures tentent de répondre au stress et à l’épuisement professionnel qui affectent négativement leur performance au travail. Dans cet environnement, il est plus important que jamais que les professeurs et les professeures d’université renforcent leur résilience afin de surmonter le stress et l’épuisement professionnel et continuent l’engagement qu’ils ont pris tout au long de leur carrière en faveur d’un enseignement efficace. La phase initiale de cette recherche identifie systématiquement 39 études empiriques de la résilience d’enseignants et d’enseignantes des écoles ainsi que sept études portant sur la résilience des professeurs et des professeures d’université, afin d’identifier les facteurs clés qui mènent au renforcement de leur résilience. Durant la seconde phase, qui consiste d’entrevues approfondies, nous avons enquêté auprès de neuf professeurs et professeures d’université d’Australie et sept du Canada sur la préparation de leur philosophie d’enseignement. Un examen minutieux des résultats de chaque phase a mené à l’identification de similarités entre les facteurs de renforcement de la résilience rapportés dans les publications ainsi qu’à la reconnaissance des avantages qu’il y a à développer une philosophie d’enseignement rapportés par les professeurs et les professeures d’université. Les similarités suggèrent que les avantages qui existent à développer une philosophie d’enseignement pourraient contribuer à renforcer la résilience des professeurs et des professeures d’université
Are Delayed Complaints of Sexual Harassment Not Worthy of Human Rights Protection? A Case Against the Human Rights Limitation System
No full textWithin the current legislative landscape in Ontario, survivors of sexual harassment are treated differently than survivors of sexual assault and sexual misconduct with respect to when they can advance a legal claim against their perpetrators. Under sections 16(1)(h) and 16(1)(h.1) of the Ontario Limitations Act, survivors of sexual assault and misconduct are able to file a civil claim whenever they choose to do so. Under s 34(1) of the Ontario Human Rights Code, survivors of sexual harassment must file a human rights complaint within one year of the experienced harassment. This paper argues that s 34(1) should not apply to complaints based on sexual harassment. The author provides four reasons to substantiate this argument: (1) this provision fails to align with contemporary understandings of sexual harassment; (2) it is arbitrary to apply drastically different timelines to survivors depending on the type of sexual violence they have experienced; (3) two important objectives of limitation periods will not be seriously threatened by the suggested amendment to the Human Rights Code; and (4) section 34(1) favours the interests of the harassers over those of the survivor, the public, Bill 132 and the Human Rights Code
Life at the Edge: Punctuated Time and Time Poverty
No full textThis paper considers the temporal experience constituted by prohibitions against sleep that target individuals who are unhoused and sleep outside. More specifically, drawing on Cressida Heyes’s account of sleep and anaesthetic time in Anaesthetics of Existence, this paper develops a preliminary account of punctuated time as a form of time poverty that is acute for those who must sleep outside. It is argued that such prohibitions against sleep work to anchor an individual in a totalizing presence, thereby instituting a temporal annihilation of subjectivity. Accordingly, this paper suggests that the particular experience of punctuated time endured by individuals who are unhoused can be understood as a violent interruption of subjectivity that pushes them to the edge of lived time
Reimagining the Music Classroom: Student Engagement with Learning and Self-Corrective Strategies through Play-Based Music Education
No full textThe phenomenon of musical play has gained significant traction in recent research pertaining to music education. However, despite the popularity of this topic in both educational and research settings, investigation into the pedagogical potential of play has largely been limited to elementary-aged students. As such, middle and high school students (13-18 years) often experience rigid pedagogies that fail to appreciate the complexity of the adolescent stage of development. In response, this article draws on a single case study of play-based music education in middle school, and examines the ways in which social learning environments promote student engagement with learning and self-correction strategies. Based on analysis of the collected data, the research found that learning in play-based environments is cyclical, where the adoption of self-correction strategies is largely driven by the adolescent’s desire to participate in social interactions and experience the resulting sense of belonging. Therefore, the results indicate that student learning is enhanced by utilising pedagogies that respect the socio-cultural environments that adolescents experience. 
On the weak solution of the Von Karman model with thermoelastic plates
No full textThe aim of this article is to study the dynamic Von-Karman model coupledwith thermoelastic equations without rotational terms, subject to a thermal dissipation. We establish the existence as well as the uniqueness of a weak solution related to the dynamic model. At the end, we apply the finite difference method for approximating the solution of our problem
Gothic Queer Theory: The Haunting (After)effects of HIV/AIDS, Gothicism in Canadian Queer HIV/AIDS Art and Its Importance in Queer Trauma and Resilience
No full textQueer cultural production has strong ties with the Gothic. Using gothic themes, tropes, and atmosphere, queer theorists and artists evoke Gothicism to gain an understanding of their trauma and resilience. The field is small yet emerging, exploring the unique relationship between queerness and the Gothic. Through the lens of gothic queer theory and haunted epistemologies, my paper analyzes two cultural events regarding the HIV/AIDS epidemic and queer experience: (1) how queer Canadians are configured during the epidemic, and (2) how queer artists use Gothicism in HIV/AIDS-related art to respond to trauma. My paper maps out the public response to HIV/AIDS in Canada, rising stigmas, and queer trauma and resilience. Through art and storytelling, queer Canadian artists find new ways of navigating cultural trauma, where art and expression become a place of healing.
CW: this work contains themes and mentions of homophobia, trauma, death, and the HIV/AIDS epidemi
Garden of Eve
No full text“Garden of Eve” is a two-part creative assignment aimed at challenging the relegation of women to domestic roles and their ongoing objectification across time. The project is comprised of a collage and a slam poem, both of which are heavily inspired by the representation of Eve in the Judeo-Christian Bible, as well as some elements of Greco-Roman mythology. This two-part project draws inspiration from a variety of artistic sources, including Florence + The Machine, Fiona Apple, and the novel “Gone Girl”, and touches on modern problematic events related to this concept, such as Don Lemon’s comments on women ageing and the recent rise in abortion bans. Overall, “Garden of Eve” aims to challenge and disrupt the insidious ways in which sexist objectification, especially of women in domestic roles, spans eras and influences women’s real-world autonomy.
CW: this work contains themes and references related to abuse and assault, misogyny, and reproductive oppressio
Margaret Atwood y Ángel Rama en busca de la identidad literaria americana: Un ejercicio de crítica comparada
No full textThe 1970s of the 20th Century were especially lavish in comprehensive intellectual endeavors in the social sciences and humanities. The explosion of structuralism and its drifts resulted in a new era of theory that reached all regions of the West. In particular, America appropriated concepts and ideas that allowed it to think about the urgent issues of its time. For Literary Criticism, there was no more pressing issue than the definition of an autonomous cultural identity, independent of the hegemonic centers of knowledge. In this work I analyze comparatively two works by two emblematic critics, each one from a specific region of America, both published in the early years of the 1970s: Survival (1972), by Margaret Atwood, and Half a century of Latin American narrative (1973) by Ángel Rama. After presenting the main theses of both works, I propose that between Canada and Latin America there are common identity problems and theoretical projects that arise from the same colonial anguish. The purpose of this article is also to show that the dialogue between the Canadian and Latin American critical traditions can be very fruitful and should not be ignored for future research.Los años setenta del siglo XX fueron especialmente pródigos en proyectos intelectuales abarcadores en las ciencias sociales y las humanidades. La explosión del estructuralismo y sus derivas se tradujo en una nueva era de teoría que alcanzó a todas las regiones de Occidente. En particular, América se apropió de conceptos e ideas que le permitieron pensar los temas urgentes de la época. Para la crítica literaria, no había tema más urgente que la definición de una identidad cultural autónoma, independiente de los centros hegemónicos del saber. En este trabajo analizo comparativamente dos obras de dos críticos emblemáticos, cada uno para una región determinada de América, publicados en los primeros años de la década de 1970: Survival (1972), de Margaret Atwood, y Medio siglo de narrativa lationamericana (1973) de Ángel Rama. Luego de exponer las principales tesis de ambos trabajos, propongo que entre Canadá y Latinoamérica existen problemas identitarios comunes y proyectos teóricos que surgen de la misma angustia colonial. La finalidad de este artículo es mostrar que el diálogo entre las tradiciones críticas canadiense y latinoamericana puede ser muy fructífero y no debería ser ignorado para futuras investigaciones
Review of Barducci's Hugo Grotius and the Century of Revolution, 1613-1718
No full textThis is a review of Marco Barducci's recent book Hugo Grotius and the Century of Revolution, 1613-1718
