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A Secondary Bibliography of A History of Western Philosophy, Part II: Extracted Non-English Reviews
Get PDFFor “Part I: Extracted Reviews in English”, see Russell 39 (summer 2019): 23–96. The reviews combine Russell’s own files and copies of many reviews added and identified in this compilation and earlier
The genesis of staff-student partnerships: Institutional influences
Get PDFAs staff-student partnership activity becomes embedded into the infrastructure of higher education there is an increased institutional focus on systematising the staff-student partnership support processes. Drawing on data from a case study of a partnership conceived under the auspices of an institutional staff-student partnership programme, this article offers insight into how the institutional context shapes partnership aims, objectives, and composition. It finds that in the pre-partnership phase a gatekeeping role is performed by the institutional programme, which ultimately determines which partnerships proceed, and how they are evaluated. The study contributes to the broader critique of staff-student partnership practices, proposing a framework that integrates the various institutional influences and the pre and post-partnership phases
Reflections of a professor and undergraduate student-instructors: Our experiences teaching a first-year seminar course and chemistry labs
Get PDFProblematizing shared responsibility and sustainability in a grant-funded students as partners program
Get PDFIn 2020, McMaster University’s students-as-partners (SaP) program shifted operations to a grant-funded model. To understand what, if any, influence this programmatic change had on student, staff, and faculty partners, we sought to critically evaluate this new model. Toward this aim, we conducted an institutional ethnography and survey of student, faculty, and staff partners who participated in the SaP program between May 2020 to August 2021. In this paper, we share the ways in which our analysis speaks to respect, reciprocity, and shared responsibility in partnerships, as well as the broader issue of sustainably supporting the growth of SaP projects. We conclude by offering recommendations for individuals at institutions of higher learning who are considering implementing a grant-award model to support SaP work
The The Past, Present and Future of Early Childhood Inclusion in Canada
No full textThis article examines the roots of inclusion in Canada’s educational and early childhood settings as a colonized nation. It discusses how to address the damage done to create inclusive environments where every child is empowered. While we have moved away from exclusion and segregation, inclusion policies are still resisted by parents, educators, and policymakers due to a turbulent past and the lack of coherent programming and funding (Halfton & Friendly, 2015). The author examines the dichotomy of care and education in relation to inclusion, criticizes using children as objects of scientific inquiry, and maintains the importance of upholding a capable image of the child. Modern-day inclusion policies may harm autistic children instead of helping, as they may not truly be in the best interest of children with disabilities.Cet article examine les fondements de l’inclusion dans les milieux pédagogiques et de la petite enfance au Canada en tant que nation colonisée. Il examine les façons de réparer les dommages causés afin de créer des environnements inclusifs où chaque enfant peut s’épanouir. Bien que nous ayons rompu avec l’exclusion et la ségrégation, les politiques d’inclusion se heurtent encore à la résistance des parents, des éducateurs et des décideurs politiques en raison d’un passé turbulent et de l’absence de programmes et de financements cohérents (Halfton et Friendly, 2015). L’autrice examine la dichotomie qui existe entre les soins et l’éducation en relation avec l’inclusion, critique le traitement des enfants en tant qu’objets d’enquête scientifique et souligne l’importance de maintenir une image capable de l’enfant. Les politiques d’inclusion modernes peuvent nuire aux enfants autistes au lieu de les aider, car elles sont susceptibles de ne pas être véritablement conçues dans l’intérêt supérieur des enfants en situation de handicap
Carol Mejia LaPerle, ed. Race and Affect in Early Modern English Literature. Tempe: Arizona Center for Medieval and Renaissance Studies Press, 2022.
No full textReview of Race and Affect in Early Modern English Literature edited by Carol Mejia LaPerl
