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Remembering Philip McShane
Get PDFBruce Anderson’s research and writing has been concerned with legal decision-making, economic theory, and contemporary sculpture. His work draws on the writings of Philip McShane and Bernard Lonergan. It includes ‘Discovery’ in Legal Decision Making and Beyond Establishment Economics (with P. McShane). He is Professor of Law at Saint Mary’s University, Halifax, Nova Scotia, Canada
Learning the Practice of Understanding Myself
Get PDFKenneth R. Melchin is Emeritus Professor in the Faculty of Theology and Director of the Lonergan Centre at Saint Paul University, Ottawa. He has authored numerous publications including Spiritualizing Politics without Politicizing Religion (with James Price), Transforming Conflict through Insight (with Cheryl Picard), and Living with Other People
Joisting, Jesting, Jousting: A Tribute to Philip McShane
Get PDFCecilia Moloney is a professor of electrical and computer engineering with Memorial University of Newfoundland in St. John’s, Canada
Frequently Cited Works
Get PDFThe list of frequently cited works of McShane and Lonergan provides full references for works cited in footnotes throughout the 24 essays
Ilisaijinngulauqtut (They became teachers): A Discussion of Inuit Teacher Education Opportunities Within Inuit Nunangat
Get PDFInitial teacher education in Canada involves both education and certification. While teaching is designed by post-secondary institutions, certification falls under the jurisdiction of provinces and territories. Within Inuit Nunangat the intersection of both is guided by land claims agreements, which vary across the region. We establish a baseline for ongoing discussions of Inuit teacher education opportunities for growth. We also adopt Inuit Qaujimajatuqangit (IQ) as a framework for unifying discussions across the regions, and through this, highlight innovations in teacher education within each of the regions in relation to the history of program development and student experience. In addition, regionally specific challenges with teacher education alongside shared challenges impacting recruitment, retention, and professional progression of teachers are discussed. Finally in our concluding thoughts, we explore the tensions between intentions and realities of becoming teacher for Inuit who wish to compete their initial teacher education at home
The Ethnic Cleansing of Palestine in Israeli and Palestinian Narratives: A Discourse-Conceptual Analysis of Lexical Representation
No full textThis paper juxtaposes and examines in a fresh light the genealogy of concepts (especially the labels Nakba and War of Independence, used by Palestinians and Israelis, respectively), to conceptualize and represent the ethnic cleansing of Palestine—a process that gathered momentum in 1948, and lead to both the displacement of the Palestinian people and the transformation of Mandate Palestine into present-day Israel. The article seeks to answer the question of whether these conceptualizations or labels are accurate in what they represent, and attendant repercussions. Utilizing a discourse-conceptual analysis framework, the article demonstrates how both of these lexical representations have mystified and perpetuated settler-colonialism. The article argues for a necessary counter-discourse that would rename and restructure the world’s understanding of key events in the continued ethnic cleansing of Palestine. The article concludes that the first step towards social change and decolonization entails a conceptual and discursive change in nationalist discourse: the key carrier of conceptual dynamics and change of social reality and history.Keywords: The Palestine question, 1948, Nakba, CDA, critical discourse studies (CDS), discourse-conceptual analysis (DCA), sister concepts, ethnic cleansing, lexical representatio
