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REFUGEE CHILDREN IN CRISIS:: THE CHALLENGES FACING SYRIAN REFUGEE CHILDREN RESIDING OUTSIDE REFUGEE CAMPS IN JORDAN
No full textThis study aimed to identify the kinds of challenge encountered by Syrian refugee children who are living in Jordan but not in refugee camps. A sample of 120 Syrian refugee children residing in Amman provided the data for this study, which is based on a descriptive approach. The Statistical Package for the Social Sciences (SPSS) was used to analyze the data. We found that the main economic challenges faced by these children were low wages, labor exploitation, difficulties with paying back debts for their families, ongoing poverty, and the high cost of living in Jordan. Educational challenges were also largely economic and were mainly due to the high cost of education and the priority of work over school attendance. Health challenges too were economic and centered on the high cost of health care and the obstacles to obtaining medical insurance. Social challenges included lack of interpersonal bonds, an inability to form new friendships, and the absence of entertainment. This study suggests that providing financial support for Syrian refugee families consistent with the increasing cost of living in the hosting country would result in better lives for the Syrian children, as would creating job opportunities for heads of families in line with memoranda of agreement that Jordan has with international organizations. Further, public education for Syrian refugee children should be made free of charge, particularly in the elementary stages
McDonalds and Al-Qaeda: Two Radically Different Organizations, One Significant Similarity
No full textDe la Delie de Scève en Diotima rediuiua, ou l’image d’un mentor sans le son
No full textMentor exceptionnel car femme, étrangère, et instruisant Socrate, Diotime constitue à la Renaissance une référence majeure pour réfléchir sur l’amour en rejouant le Banquet. Mais tout se complique lorsque Scève, après Castiglione et Speroni, campe Diotime en métaphore de l’Aimée dans Delie (1544) : la concurrence d’autres instances féminines, le caractère final de l’assimilation, l’ambiguïté structurelle du dizain, et le caractère silencieux d’un discours prétendument rédempteur, laissent apparaître une dimension ironique, car Diotime enseigne aussi bien à haïr qu’à aimer, et la spécificité retorse d’un discours qui préfère l’inscription à l’expression.Made an exceptional mentor by her sex, her foreignness and her status as Socrates’ teacher, Diotima was a key figure of reference in Renaissance discussions about Love in revivals of Plato’s Symposium. The waters become muddied when Scève, following the examples of Castiglione and Speroni, uses the character of Diotima as a metaphor for the beloved woman in Delie (1544): the competition with other female characters, the finality of the metaphor, the ambiguous structure of the dizain, and the fact that the redeeming speech is absolutely silent combine to imply a certain irony, for here Diotima is supposed to teach Hatred as well as Love, and the mischievous side of a poetic composition that favours inscription over expression
Quels apprentissages peut-on lire dans les traités de peinture médiévaux ?
No full textLes traités techniques de peinture sont riches d’enseignement, que ce soit pour apprendre à fabriquer les couleurs que pour apprendre à dessiner. Nous avons essayé de dresser le portrait de l’apprenti, dans sa relation avec son maître. Et ce, que ce soit par le comportement du premier ou les dons du second. Quant au dessin, diverses techniques sont utilisées selon le stade d’apprentissage où en est l’élève. Des simples traits droits, en passant par la copie de maître, à la technique de l’encre au pinceau ou de traits à la plume, il faut dessiner tous les jours pour s’améliorer. The technical treatises on painting are rich in teaching, whether to learn to make colors or to learn how to draw. We tried to make the portrait of the apprentice, in his relationship with his master. And this, whether by the behavior of the first or the gifts of the second. As for drawing, various techniques are used according to the stage of learning where the pupil is. From simple straight lines, through the master copy, to the technique of ink brush or strokes to the pen, you have to draw every day to improve
Children’s Bodies in British Columbia’s Child Care Regulations: A Critical Discourse Analysis
No full textThis paper contributes to discussions that challenge dominant thinking by deeply reflecting on children’s bodies as they are depicted in British Columbia’s Child Care Licensing Regulations. Using critical discourse analysis, the author highlights how techniques of power are embedded in this particular document by examining how power works to regulate, normalize, and discipline children’s bodies in early childhoodeducation. The paper describes how this government policy works to create and sustain common child care practices by exploring four questions about the organization of the regulations document to open alternative conversations about young bodies in early childhood practices
Unsettling Discourses of Cultural Competence
No full textDiscourses on cultural competence are fraught with complications and there are concerns about the hidden assumptions behind the constructof cultural competence. This article draws on poststructuralist theories to demonstrate how educators can confront and challenge prevailing discourses of cultural competence by enacting an ethics of resistance. Enacting an ethics of resistance and working in harmony with Aboriginal families and communities challenges and disrupts dominant “regimes of truth” and constructions of cultural competence that sometimes work to disadvantage groups of people. This paper is a provocation for educators to construct counter-discourses to current conceptualizations of cultural competence
Tracing Transit (in)Tensions Between Settler Colonized ECE Contact Zones
No full textTracing the curiosity of children, educators, and researchers at a childcare centre in Melbourne, Australia and Victoria, British Columbia, Canada, we wonder how we might connect digitally across continents while thinking with place-specific encounters and tensions. In this article we share stories and unexpected (in)tensions that arise during a FaceTiming inquiry to invite questions that unsettle sedimented notions of who and what belongs inthe colonized places in which our settler educator practices take place. Provoked by Donna Haraway’s SF string figure method and situating our work within a common worlds framework, we seek new ways of connecting and transiting between our respective contact zones. In this article, we follow and pull at unsettling threads with the giving and receiving of two puppets, Bunjil and Waa, as they travel from their home in the Australian settler contact zone to the hands of those in the Canadian settler contact zone. These practices trace how these woven threads presence transit (in)tensions continue to stretch our thinking and modes of participating in our attempts at becoming accountable within the common worlds and our stories. How might this messy work make visible our accountabilities and inheritances in places of ongoing settler colonialism
