University of Victoria Journals
Not a member yet
13485 research outputs found
Sort by
Clément Marot élève de Jean : le modèle des récits de formation allégoriques
No full textLorsque Clément Marot raconte sa formation au métier d’écrivain auprès de son père, dans L’Enfer, l’épître « Au Roy » de La Suite et L’Eglogue au Roy, soubs les noms de Pan, & Robin, son récit se fait souvent fictif. Ces entorses à la vérité autobiographique correspondent en fait à la réécriture de topoï issus des récits de formation allégoriques. Marot mobilise ces topoï à des fins rhétoriques – lorsqu’il se défend ou réclame des biens – mais aussi esthétiques – car ils servent au poète à redéfinir son art et l’exercice même du métier d’écrivain courtisan.When Clément Marot tells how his father taught him to be a poet, in L’Enfer, the epistle « Au Roy » from La Suite and L’Eglogue au Roy, soubs les noms de Pan, & Robin, his account often gets fictional. Actually, this twisting of the autobiographic truth corresponds to the rewriting of topoi taken from allegorical initiation narratives. Marot draws on these topoi for a rhetorical purpose – when he defends himself or asks for goods – but also for an aesthetic one – for the poet uses them to redefine his art and the very exercise of the profession of court poet
Digital Ties, Disrupted Togetherness: Locating Uneven Communicative Mobilities in Transnational Family Life
No full textUbiquitous digital communication technologies play a crucial role in shaping the nature of family life at a distance. Paradoxically, mobile device use has not only brought dispersed family members together, it also sometimes stirs communicative tensions in transnational households. These tensions are often produced by uneven access to a wide range of re-sources in mediated communication. Employing the mobilities lens, this paper examines the role of smartphones and networked communications platforms in binding ties and relationships among twenty-one overseas Filipino workers in Melbourne, Australia, and their left-behind family members in the Philippines. Based on data drawn from in-depth interviews and photo elicitation, the research study uncovers the performance, embodiment, and negotiation of transnational relationships through mobile device use. Significantly, it also demonstrates the impact of structural and infrastructural forces in enabling differential mediated mobilities. In illuminating asymmetrical mobile communication, I propose six categories: access, socio-technical competency, quality of connectivity, rhythms, affective experience, and communicative space. Ultimately, this paper offers a critical lens on investigating mobile practices in the conduct of transnational family life
Finding Community: An Exploration Into an Induction Support Pilot Project
No full textThis induction support pilot project involved 22 early childhood educators in the interior of British Columbia who had a range of experience, from just beginning to 29 years in the field. Participants in the project were offered opportunities for peer mentoring, professional development, access to university faculty, visits to early learning programs, and online support. The results from the study include greater awareness on the part of participants of the value of peer mentoring and connection to community, increased knowledge, and increased sense of efficacy. At the end of the project, participants reflected on their experiences in semistructured interviews and focus groups. They also shared ways the pilot project could be improved, and the project is being revised based on their feedback
Learning Collectives With/In Sites of Practice: Beyond Training and Professional Development
No full textThis article describes an initiative that extended the Investigating Quality (IQ) Project’s model of pedagogical development to a partnership between local ECE programs and their ongoing professional learning and an ECE training institution and its preparation of student educators. We begin with an overview of the project and pedagogical development model, describing how it conceptualizes and promotes professional learning as coconstructed in socio-material-historical-cultural-political contexts. We follow this with an analysis of the model’s three key conditions: inquiry based learning, making learning visible, and pedagogical facilitation support. We conclude with considerations for what this model of pedagogical development might mean for the ECE profession
New Research on Discourses of Childhood
No full textBook Review: Childhood, Literature, and Science: Fragile Subjects
Jutta Ahlbeck, Päivi Lappalainen, Kati Launis, and Kirsi Tuohela, editorsLondon and New York: Routledge, 2018 260pp.ISBN: 978113828240
