University of Regina Open Journals
Not a member yet
369 research outputs found
Sort by
Feminist Resistance Through the Lens of Everyday Lived Experiences of Young Women in India
No full textIn this article, I examine the lived experiences of two young women from urban slums in India who participated in an after-school program focusing on issues of gender inequality within their homes, communities, and schools. Through unstructured and semi-structured interviews and observations, this paper argues that young women from marginalized spaces resist patriarchal structures of society through everyday acts of resistance. Using narrative inquiry, the data reveal that young women use different yet interconnected means to resist oppression in their daily lives. The article makes a case for expanding feminist resistance scholarship to be inclusive of young women at the periphery and their everyday resistance for finding a voice.
Keywords: youth activism, narrative inquiry, lived experiences, pedagogical praxis, feminist resistanc
Pandemic-Provoked “Throwntogetherness”: Narrating Change in ECEC in Canada
No full textIn Canada, multiple, intersecting, and incommensurable narratives promote investment in a public ECEC system. These dominant narratives are typically justified through an entanglement of discourses, including gender equity, colonialism, developmentalism, investment in children as future workers, and childcare as social infrastructure. With COVID-19, renewed economic arguments propose ECEC as an essential service, jump-starting an economy ravaged by the pandemic. Taking up a conversational approach, we question the potency of dominant narratives proliferated in media and policy initiatives as a way to effect large-scale change, and we seek to better understand alternative narratives of ECEC. We are drawn to those spaces where a range of new texts and narratives are generating possibilities for transformative changes. We co-create a bricolage of minor stories (Taylor, 2020) of change, keeping in mind Eve Tuck’s (2018a) theory of change and Elise Couture-Grondin’s (2018) premise of stories as theory.
Keywords: early childhood education, policy, change, COVID-19, colonialism, throwntogethernes
The Marshall-Olkin-Odd Power Generalized Weibull-G Family of Distributions with Applications of COVID-19 Data
No full textAttempts have been made to define new families of distributions that provide more flexibility for modeling data that is skewed in nature. In this work, we propose a new family of distributions called Marshall-Olkin-odd power generalized Weibull (MO-OPGW-G) distribution based on the generator pioneered by Marshall and Olkin [20]. This new family of distributions allows for a flexible fit to real data from several fields, such as engineering, hydrology, and survival analysis. The mathematical and statistical properties of these distributions are studied and its model parameters are obtained through the maximum likelihood method. We finally demonstrate the effectiveness of these models via simulation experiments and applications to COVID-19 daily death data sets
Visualizing Bivariate Statistics Using Ellipses Over a Scatter Plot
No full textA scatter plot shows the relationship between two quantitative variables x and y. Sometimes, we can predict one variable as a linear function of the other using the least-squares regression lines of y on x or x on y. These two regression lines together suffice to identify the mean vector, the coefficient of determination, the correlation coefficient, and the ratio of the standard deviations (SD). So, do our proposed summary ellipses. Additionally, the inner ellipse reveals the SDs and the outer ellipse flags potential outliers.
 
Miskasowin askîhk: Coming to Know Oneself on the Land
No full textmiskâsowin askîhk is a nêhiyawêwin word that translates roughly “as finding oneself on the land.” Throughout this paper, I aim to tell a story about the journey I have taken on the land, with the language. The paper also addresses a process of coming to find myself throughout these experiences and relationships with land and language. Through my stories on the land, I have learned that I belong to the land and that the land teaches me. The article also shares what I have learned from Elders, Knowledge Keepers and literature. Namely, learning language on the land, with the land\u27s resources, is an effective way to revitalize language and reclaim Indigenous identity in a balanced way. I finish this paper with the description of a project that I would like to research further. The project involves hand making beaded leather mitts while learning to speak nêhiyawêwin. This project is connected to asōnamēkēwin, a word in nêhiyawêwin that means that it is our responsibility to pass on knowledge that we learn. This is another important nêhiyawêwin phrase that guides me on this journey. It is my responsibility and I pass this responsibility onto anybody that I teach, to teach what they learn.
Keywords: land-based learning, Cree language learning, language revitalization, best practice
Syrian Newcomer Students’ Feelings and Attitudes Regarding Their Education in Canada
No full textThe purpose of this paper is to share and discuss our research findings on the experiences of Syrian refugee students in elementary public schools in a southwestern region of Ontario, Canada. We used Article 12 of the Convention on the Rights of the Child as a frame to guide this study. Data collection involved an anonymous questionnaire completed by the students. The majority of the students experienced interruptions to their education prior to resettlement in Canada. The students reported positive resettlement and socio-cultural experiences in Canada, however, some of them faced difficulties with their learning.
Key words: Syrian refugee students; resettlement; school experiences in Canad
Ta-ohpinamahk ôma Michif opîkiskwîwin êķwa nehiyâw pimâtisiwin ôta Sâķitawak: To Bring to Life the Michif Language and Indigenous Ways of Life in Île à la Crosse
No full textThis paper will discuss ways of uplifting the Michif language and Indigenous ways of life in Île à la Crosse. Language and culture in Indigenous ways of life are extremely important and if we do not have language, then we most often lose our culture as well. The Michif language has been on a continuous decline in our community because our youth are not being taught the language at home. Culture is not as prevalent as it once as well. I discuss my upbringing and various cultural activities that are being taught in our schools to bring our language and culture to life again.
Keywords: Michif, language, Métis culture, land-based learning, decolonization, relationship
An Exhausting Job: A Story of Psychiatric Disability in University as Performativity (Dis)Rupture
No full textWho gets to perform the identity of student? How does the process of obtaining accommodations affect a student’s sense of belonging in university? What messages do faculty attitudes send to students who seek accommodations for psychiatric disability? To facilitate addressing these questions, this article uses the fictional short story form to explore one student’s journey to receive accommodations in her classes during a manic episode of bipolar disorder. Drawing data from literature review and researcher lived experience, the story seeks to portray the complexity of navigating higher education’s disability services system. The story-as-research aims to build empathy through inviting readers to place themselves in the mind of the main character, to consider the messages she receives about (non)belonging from faculty who view accommodations from different standpoints. The article offers insight into the complex interplay of internalized stigma, passing as (dis)abled, and navigating discourses within an educational institution.
Keywords: psychiatric disability, higher education, fiction-based research, performativity, accommodation
Nahkawēwin Revitalization: A Mini Language Nest Created With Hope and Determination.
No full textThis research based on my master\u27s thesis explores Nahkawēwin language revitalization. This study draws on the language nest model, which first originated with Maori grandmothers and their grandchildren in the 1970s. In this study, my mother and I created what I refer to as a "mini" language nest in both of our homes to teach my children Nahkawēwin in a holistic manner. I call this a "mini" language nest because our nest only involved myself, my mother, and my children, when other language nests around the world have had multiple grandmothers and children who are participants of the language nest. This article aims to show how this approach to language nests can be used to revitalize or revive a language using intergeneration learning and teaching. In this study, I reflect on the different challenges one may face while creating a mini language nest, and how one might overcome these challenges through different language strategies, frameworks, and teaching tools. I do not wish to present language nests as a foolproof solution; rather, I share the reality of how one thought or intention can change the outcome of language learning in a positive manner. The language nest did not only teach my children their language, it brought us together with compassion, enthusiasm, and hope.
Keywords: Indigenous, language, revitalization, revival, language nest, linguistic landscape, intergenerational learning
“With Fear in Our Bellies”: A Pan-Canadian Conversation With Early Childhood Educators
No full textThe highly gendered, classed, and racialized early childhood education and care (ECEC) workforce in Canada labours under exploitative conditions: low status and pay and lack of recognition. Early childhood educators have recently faced two additional contextual shifts that further complicate their daily work and practice: the COVID-19 pandemic and the Federal announcement of funding for a national universal childcare system. This paper is the result of a broader study that set out to uncover the innovative changes and practices in ECEC policy, practice, and pedagogy enacted across provincial/territorial boundaries in diverse communities across Canada with the hope of contributing to the ongoing conversation informing the development of a new system of ECEC in Canada. Qualitative data for this paper were derived from solicited photo collages and a video-taped webinar conversation with early childhood educators, responding to the following question: “What does it mean to be an early childhood educator at this moment?” Viewed through a critical lens, the findings elucidated four intersecting narratives: loss, sacrifice, adaptation, and hope. This paper contributes to ongoing discussions about the fluid and contextual nature of professionalism within ECEC. As we attempt to mobilize for transformative change and social action in the development of a competent ECEC system in Canada, it is imperative to provide space for the lived experiences, critical insights, and interwoven story lines offered by educators and children.
Keywords: early childhood education, early childhood educators, professionalism, care, COVID-1