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Detail, Lower Inscription from Right Lancet of Soldier’s Window or Signalman Henry Tree Memorial Window
No full textInscription: 1902-1944. Location: North aisle, 1st window from entry. Lead Investigator and Photgraph: C. Cody Barteet ([email protected]).https://ir.lib.uwo.ca/y_williams_stainedglass_on_toronto_stolaves/1007/thumbnail.jp
Enduring Indigeneity: Community Consultation as a Process for Indigenizing Curriculum at a College in Ontario
Get PDFIn 2015, the Truth and Reconciliation Commission (TRC) released its report which included 94 Calls to Action to address the legacy impacts of the Indian Residential School System in Canada. With education at the forefront of reconciliation, Call to Action #62 calls on post-secondary educators to integrate First Nations, Métis and Inuit content into their curriculum, to Indigenize teaching and learning within an education system built on Eurocolonial worldviews. A post-secondary institution located in southern Ontario (referred to by the pseudonym SCAAT) is making decolonization an institutional priority, especially as it is aligned with their Equity, Diversity and Inclusion (EDI) initiatives. Therefore, this Organizational Improvement Plan (OIP) aims to address the deficit of Indigenous worldviews represented across curriculum within the Faculty of Arts (FOA) at SCAAT through a process of Indigenization. Change agents will implement a consultation process with members of the local First Nation on whose traditional territory the college resides, so that curriculum reform for Indigenous education is informed by place-based stories, histories, knowledge and perspective; this underscores the objective of Indigenization. The author of this OIP identifies as Anishinaabe and the change is approached in an Indigenous wholistic framework, where it is pertinent that the writing privileges Indigenous perspectives, epistemologies, and methodologies. Through meaningful Indigenization, the FOA demonstrates a commitment to the authentic resurgence of Indigenous identity across curriculum offerings which will contribute to mutually respectful Indigenous-settler relations in support of reconciliation
Increasing Faculty Engagement: The Key to Meaningful and Sustainable Higher Education Internationalization
Get PDFAccording to the Association of Universities and Colleges of Canada (2014), over 80% of Canadian post-secondary institutions have identified internationalization as one of their top five priorities. However, the focus has been on inbound student mobility (King, 2018). Institutions have aggressively and successfully pursued student recruitment with international student populations increasing by approximately 78% from 2014/15 to 2019/20 (Statistics Canada, 2021). While rationalizing internationalization as a vehicle to improve academic and sociocultural outcomes, the literature suggests that universities are subjugating these objectives to economic and political motivations (de Wit, 2020; Garson, 2016). Strongly under the influence of neoliberal ideologies, post-secondary institutions focus their efforts on branding and other market-based initiatives to entice international students, while ignoring the investment required to engage faculty and develop quality internationalized curricula (Heringer, 2020; Nyangau, 2018). My organizational improvement plan (OIP) argues that faculty engagement is critical for meaningful and sustainable internationalization and recommends a comprehensive approach adapted from Childress’ (2008) Five I’s model of faculty engagement. The OIP is set in the context of a mid-size, primarily undergraduate university in British Columbia and is based on the principles of critical pedagogy as a foundation for quality learning (Freire, 2005; Giroux, 2013) and Bandura’s (1982) social cognitive theory as a mechanism to increase faculty engagement. The Competing Values Framework (Cameron & Quinn, 2011) is used to diagnose the gap between the current and desired state of internationalization. The OIP further outlines how a hybrid model of transactional/distributed leadership can be used to build faculty internationalization skills, improve self-efficacy, and increase engagement
Holy Trinity/St. Stephen\u27s Memorial Church Choir
No full texthttps://ir.lib.uwo.ca/anglican_choirs/1046/thumbnail.jp