University of Regina Open Journals
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Kina’muanej Knjanjiji’naq mut ntakotmnew tli’lnu’ltik (In the Foreign Language, Let us Teach our Children not to be Ashamed of Being Mi’kmaq)
No full textColonialism has assimilated and suppressed Indigenous languages across Turtle Island ( North America). A resurgence of language is needed for First Nation learners and educators and this resurgence is required if Indigenous people are going to revitalize, recover and reclaim Indigenous languages. The existing actions occurring within Indigenous communities contributing to language resurgence include immersion schools. Eskasoni First Nation opened its doors in September 2015 to a full immersion school separate from the English speaking educational centers. This move follows the introduction of Mi\u27kmaq immersion over ten years earlier within the English speaking school in the community. The Mi’kmaw immersion school includes the Ta’n L’nuey Etl-mawlukwatmumk Mi’kmaw Curriculum Development Centre that assists educators in translating educational curriculum from the dominant English language to Mi’kmaq. In this paper, stories are shared about the Eskasoni immersion program’s actions towards language resurgence through a desire-based lens, based on rich narratives from three Mi’kmaw immersion educators
Empowering Students in the Trauma-Informed Classroom Through Expressive Arts Therapy
No full textTeachers and school staff are noting an increase in disruptive and aggressive behaviour within the classroom and safety within our schools continues to be questioned. Students arriving in the classroom have diverse backgrounds, which include trauma. For students to feel safe within the classroom they must feel a true sense of belonging; understanding their identity within the classroom context will begin to empower each student to create an environment where they belong. Psychoeducational therapy is one approach that is successfully combined with expressive arts therapy and trauma-informed therapy to facilitate empowerment in students. Restoring each student’s identity within the classroom while addressing the underlying cause of disruptive behaviour will promote social healing.Keywords: student empowerment; trauma-informed classroom; expressive arts therapy; traum
My Junglee Story Matters: Autoethnography and Language Planning and Policy
No full textThe present paper discuses the value of autoethnography as a research methodology in the area of language planning and policy in investigations of language, power, and identity. Traditionally, research methodology in the area of language planning and policy focuses on language, power, and identity from a sociopolitical perspective at the national level. These methodologies do not easily examine how the issues of language, power, and identity are related to the lives of individuals. Therefore, this paper argues for the use of autoethnography as a research methodology in language planning and policy research because it systematically analyzes personal experiences in order to understand the researcher’s cultural experience regarding her or his perspectives, beliefs, and practices of language as a language user. This paper also argues that autoethnography can be combined with traditional research methods such as historical-structural analysis and ethnography of language policy to make language planning and policy research more diverse and critical.Keywords: Language planning and policy; autoethnography; research methodology; power; identit
A Review of Settler Identity and Colonialism in 21st Century Canada, by Emma Battell Lowman and Adam J. Barker
No full textA Review of Battell Lowman, E., & Barker, A. J. (2015). Settler identity and colonialism in 21st century Canada. Halifax, NS: Fernwood Publishing
Culture in Schooling in the Inuvialuit Settlement Region
No full textWe describe research on Inuvialuit culture in schooling in the Inuvialuit Settlement Region in the northwestern Northwest Territories in Arctic Canada. A mixed-methods case study using questionnaires in the region’s six communities explored students’, parents,’ and high school teachers’ perspectives on Inuvialuit culture in the schools. While students and parents were pleased that local culture is reflected in the schools, most would like to see more Inuvialuit culture become part of schooling. Teachers would like to know more about Inuvialuit culture and history and would like professional development to help them teach Inuvialuit students more effectively. This research suggests that policy in the Northwest Territories to move towards culturally responsive schooling is yet to be fully embodied. It should be prioritized
A Review of There is No Need to Talk About This: Poetic Inquiry from the Art Therapy Studio, by Karen O. Wallace
No full textA Review of the book There is No Need to Talk About This: Poetic Inquiry from the Art Therapy Studio, by Karen O. Wallac
Standpoint Theory in Professional Development: Examining Former Refugee Education in Canada
No full textOn September 2, 2015, a toddler was photographed on an unnamed Turkish beach in a position reminiscent of a baby sleeping in his crib. Alan Kurdi would instantly become the poster child for an entire nation that had no other alternative but to run and risk their lives on inflatable dinghies. On the open expanse of the Mediterranean Sea, the rate of survival was much higher than staying in Syria. On December 11, 2015, the newly elected Canadian Liberal majority government opened up Canada’s borders to Syrian refugees, and the Canadian education system is now grappling with how to adequately address the needs of their former refugee students. This article examines how deficit discourse affects academic excellence of all English as an Additional Language (EAL) learners, including former refugee students, and how professional development offers a cost-effective solution to the effects of deficit discourse on former refugee students, while equipping teachers with reliable skills and tools to use in diverse classrooms. In addition, this article investigates how standpoint theory can be used as the foundation for professional development programming for teachers of all students, including those who were refugees. Keywords: education; deficit discourse; standpoint theory; refuge
A Review of Critical Mathematics Education: Theory, Praxis, and Reality
No full textBook Review of Critical Mathematics Education: Theory, Praxis, and Reality Ernest, P., Sriraman, B., & Ernest, N. (Eds). (2016). Critical mathematics education: Theory, praxis, and reality. Charlotte, NC: Information Age
Aboriginal Ways of Knowing and Learning, 21st Century Learners, and STEM Success
No full textAboriginal people are alarmingly under-represented in science, technology, engineering, and mathematics (STEM)-related careers. This under-representation is a direct result of the lack of academic success in science and mathematics, an issue that begins early in elementary and middle school and often escalates in secondary school with the majority consequently doing poorly, not completing these courses and often dropping out. This makes them ineligible to pursue STEM-related paths at the post-secondary level. The greatest challenges to success in these courses are the lack of relevancy for Aboriginal learners and, as importantly, how they are taught; impediments that are also paramount to the increasing lack of success for many non-Aboriginal students in STEM-related courses. This paper explores how Aboriginal ways of knowing and learning and those of the 21st century learners of today very closely parallel each other and illustrates how the creative multidisciplinary approach of a liberal education might be the way to enable early academic engagement, success and retention of Aboriginal learners in the sciences and mathematics.