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Current Issues of Quality in Saami Language Education
Get PDFThis study examines key issues of equity and social justice in Saami education in Finland by considering various perspectives on quality in indigenous education and its desired outcomes as perceived by authorities, teachers, parents, students, and elders (N = 10). A content analysis of these perspectives and practices was conducted to determine the key features of successful teaching and identify developmental issues that arise in diverse settings. Furthermore, in the case study, video recordings and teacher-simulated recall are analysed in the context of Saami language education outside the Saami homeland to describe daily practices in Saami education. This case study is part of UNESCO international research on improving the lives of indigenous youth worldwide
Pandemic Possibilities in Crip Time: Disrupting Social Work Field Education
No full textCOVID-19 allows for new possibilities of entry into social work education by reconceptualizing professional white time. Prior to the pandemic, students were often required to engage in learning at prescribed times, or white time. As a result of digital classroom learning and field practicums, COVID-19 has allowed for a queering of previously restrictive notions of time. Kafer (2013) called this flexible approach to time and its resultant expectations crip time. Building on Kafer’s crip time, which centres disabled bodyminds above normative structures of time, we suggest that remote placement offers social work education an opportunity to explore new and radical approaches to recentring learning and justice within field practicums. Approaching student practicums from a disability-justice perspective, we argue, allows for more accessibility while challenging notions of professionalism and traditional student–supervisor dichotomies. Weaving together story and theory, we share the tensions elicited by applying crip time and critical approaches to professionalism within our research-based social work practicum. We share our experiences and offer a queered lens through which the social work practicum can be re-envisioned as a site of radical social work values, including disability justice
Inuit Qaujimajatuqangit in Educator Leadership Training in Nunavut
Get PDFThe history of formal K-12 education in Nunavut has been characterized by a gradual shift from "southern" assimilationist models to those more reflective of the language, culture, and aspirations of Nunavummiut (Arnaquq, 2008; Lees et al., 2010). Post-secondary education has been slower to change. Since its launch in 2010 through a partnership between the Government of Nunavut (GN) Department of Education and the University of Prince Edward Island (UPEI), the Certificate in Educational Leadership in Nunavut (CELN) has developed and delivered programming founded in Inuit Qaujimajatuqangit (IQ) for Inuit and non-Inuit educators and administrators. This paper will illustrate what UPEI has learned in decolonizing program design from working with the GN, its teachers and leaders. At the heart of the program is an enactment of IQ principles therefore our analysis will examine how these are (or not) successful within program content and design. Finally, we will close with our lessons learned, and what this “Southern” institution has had to change to be able to serve Nunavummiut
Precocious Posts, Perpetual Beginnings: Letter from the Editor-in-Chief
No full textWelcome to the collective global expression Janus Unbound. There are many taking part, from all over. Multiples of multitudes, cells of groups, in bubbles even. Possessed by no one. Coming together by chance, struggle, and always, though never equally, by suffering and trauma, in virtual common. Working as shadows in the shadows, collectively, forming and deforming cabinets, as needed. Speaking in poems and riddles, sometimes. In manifestos and research articles, also, and soon becoming-more-multimedic
On the Micro-Colonial
No full textI want to give him a name, one that extends beyond the clinical conventions of the arbitrary and anonymizing initial, a name that safeguards the confi- dentiality of the analytic space as it sheds light on the why and the what spoken within
The Great Pandemic Confinement: Long-Term Care, Migrants, and Organized Abandonment
No full textThis article exposes the biopolitical and necropolitical logics that have guided pandemic mitigation in Ontario, Canada. I focus on the carceral character of measures that were deployed under the guise of managing COVID-19. Specifically, I examine two of the populations who were targeted for exceptional measures: the elderly and disabled residents of long-term care homes, who were confined in their rooms for months on end, and migrant farm workers, who were restricted to cramped living quarters and worked alongside infected co-workers. I consider what these measures imply about the problem that is being addressed. I argue that the treatment of these two groups shows the prioritization of the biopolitical imperative to fragment the population, to create a break between those who are to be protected and those who are not. This is an inherently racist imperative that aims to protect the “race” by separating out the weak from the strong, the healthy from the sick, and the self-regulating from the troublesome in order to protect the order required by capital and lessen the burden on the state. Carcerality signals abandonment. These two groups, while demographically quite different, share the characteristic of being outside the realm of life that is considered worthy of protection. Migrant farm workers, valued only for their labour, were always considered expendable. During a pandemic, long-term care residents—viewed as already dying—fell within the classification of those who were considered too fragile or troublesome to merit protection. Within a society based upon the necropolitical exclusions of settler colonialism, the plantation, and imperialism, these conditions made these two groups utterly abandonable during a pandemic
Outdoor Kindergarten: Achieving Outcomes with A Place-based & Landbased Approach to Emergent Curriculum
Get PDFMany educators have come to realize the value of including the outdoor environment in their pedagogy and curricula. This article aims to contribute to the growing field of research on how children may learn through emergent creative outdoor play, and considers the benefits and needed re emergence of this nature-based approach in society for all children in primary school education. The Outdoor Kindergarten model is an approach that is both current and authentic in its practice of place-based education and land-based learning. Potential benefits associated with implementing an Outdoor Kindergarten model in urban areas, which celebrate land-based teaching are discussed. In addition, Indigenous students in particular have had many challenges, beyond much of their control, connecting with the Canadian school system, as many do not see themselves nor their culture reflected within the current curriculum. Indigenous children have experienced their environment through teachings, ceremonies, exploration, and outdoor play for centuries before colonization and the eventual implementation of residential schools. Outdoor Kindergarten and play-based concepts offer particular value to these communities. In this article we provide powerful vignettes illustrating how Outdoor Kindergarten concepts can meet Newfoundland and Labrador curricular outcomes while addressing cultural curriculum and also develop inspiring inquiries on the land. In our article, we show how emergent land-based programming can support a strong sense of self, place, and community. It is the view of the authors that the Outdoor Kindergarten model also has the opportunity to support First Nations, Métis, and Inuit children culturally, socially, and academically
Sewing Apart and Together: The Experience of a Mask-Sewing Alliance in Times of COVID-19
No full textSewing is an act that has been both celebrated and criticized (Katoshevski & Huss, 2020; Parker, 1984; Talwar, 2018, 2019): it has been accused of reinforcing the creation of a “domestic ghetto” (Rogers, 1980, as cited in Guérin, 2017) for “third world women” (Mohanty, 2003), yet its economic potential and cultural significance have also been acknowledged. This article aims at unpacking “epiphanies” (Ellis et al., 2011) by focusing on an experience of sewing masks during the COVID-19 pandemic through a dialogue that fostered interrelational reflexivity (Gilbert & Sliep, 2009). More specifically, the article explores Jeanne’s participation in the creation of an ad hoc sewing alliance with mothers from local elementary schools (and their friends). Inspired by decolonial feminist theories (Mohanty, 2003), it explores how positionalities play out and transform, as Jeanne acts as both a seamstress (insider) and a white social work student (outsider). The article focuses on the following aspects: (a) sewing as a political space questioning the domestic-public dichotomy and (b) building a “pluralist friendship” (Lugones, 1995) in sharing the act of sewing. Through the exploration of this mask-sewing collective during the COVID-19 pandemic—an initiative that was far from being unique (CBC News, 2020)—we hope to open up discussions in social work on the possibilities of the underestimated act of sewing while critically acknowledging its limits
Education in the Circumpolar North: Mapping the landscape
Get PDFThe Morning Watch was first published through the Faculty of Education at Memorial University in 1973 as a journal to highlight the “awakening consciousness of the province of Newfoundland and Labrador” (Gushue, 1977, iv). Opened in 1925 as a teacher education college, Memorial remains the only university in the province, with 10 teaching and learning facilities, over 19,000 students, and 5,200 faculty and staff from more than 115 countries. Memorial University now formally acknowledges the island of Newfoundland as the ancestral homelands of the Mi’kmaq and Beothuk, and recognizes the Inuit of Nunatsiavut and NunatuKavut and the Innu of Nitassinan and their ancestors as the original people of Labrador. Like the university, The Morning Watch began as a voice specifically for the teachers of Newfoundland and Labrador, but shifting geographies, climate change, and globalism makes the connection to history, the world, and to our Arctic partners, now much more significant. This special edition celebrates those connections by focussing on teacher education in the circumpolar north
Equity in Education for the Circumpolar North
Get PDFThe aurora borealis can beacon-likeCast its mantle over the circumpolar northNourishing the peoples of the soil