Cultural and Pedagogical Inquiry (Journal)
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Improving Student Success for Diverse Students Utilizing Competency-Based Education
No full textThis research aims to conduct exploratory research on the myriad issues that traditionally underserved students face in average higher education settings and poses a potential curricula and pedagogical solution. Particularly within the humanities, subjectivity can sometimes be infused into the curricula and pedagogy, and student assessment; and may impact student examination scores and overall success. In assessing student work through competency-based education (CBE), underserved students can inject their own experiences into the learning environment. Such participation potentially yields significant learning experiences for the entire teaching-learning pipeline and everyone involved (student, teacher, and classmates). Essentially, the utilization of CBE can allow traditionally underserved students to experience their education at their own pace. CBE has the potential to more sufficiently tend to the holistic needs of the student as well
I Know Why the Caged Bird Sings
No full textCall for submissions for the Summer, 2020 Special Issue of CPI, " I Know Why the Caged Bird Sings"
Resistance or Complicity? Chinese Canadian Men Negotiating Whiteness and Masculinity in the Canadian Prairies
No full textIn this essay, I critically analyze the practice of masculinity negotiation based on data collected through a qualitative study of hegemonic masculinity. Reflecting some dynamics of the historical subordination of Chinese masculinity in Canada, the Chinese Albertan males who participated in the research framed a somatic white masculinity, via which they discursively displaced themselves from the domain of the masculine. Some of them employed sport-participation to negotiate their masculine statuses. Underscoring whiteness as a material aspect of masculinity that cannot be performatively constructed by Chinese men, I argue that masculinity negotiation does not constitute an equitable means of resistance, as the very practice entrenches an archetypal masculine subject with whiteness at its centre. Through this discussion, I wish to incite conceptualizations of resistance in more critical terms
Catch Me When I Fall! Resiliency, Freedom and Black Sisterhood in the Academy
No full textMany Black women academics feel caged in their ‘subject position[s]’ within the academy. They are challenged by lack of opportunities and mentorship, isolation, explicit racism, micro-aggressions and stereotyping. Despite the ways in which their bodies are marked by racist sexism, Black women faculty take on an inordinate amount of unrecognized, differentiated labour and service work in the academy. They tend to assist other racialized colleagues, graduate and undergraduate students to achieve academic success. There is a common thread of resiliency among these women who successfully navigate their paths in the academy through applications of the concept of Radical Black Academic Sisterhood. This is an interpretive praxis that utilizes both an oppositional stance and creates brave spaces to deal with experiences of being caged
‘Someone’s Knocking at the Door’: Chinese Immigrants’ Intercultural Interactions and Friendship Dilemmas
No full textThis article explores Canada’s hidden forms of discrimination and racism and suggests ways of building bridges for the successful integration of immigrant parents and their children. By highlighting some key lived experiences of a small sample of Chinese immigrants, the article identifies dilemmas encountered when forming and developing friendships with non-immigrants. By sharing parents’ and their children’s perspectives and suggestions, this article takes positive steps towards promoting intercultural communications, understanding, and respect in Canada for people labelled as ‘the others’
Contributor Biographies
No full textBiographies of contributors to the Volume 12, No 1 issue of of Cultural and Pedagogical Inquiry, "I Know Why the Caged Bird Sings"
CPI Welcomes the Fall 2020 Special Issue: "Living Stories of Migrancy: Exile, Unconditional Hospitality and Transnational Citizenship" with N. Ng-A-Fook, C. Lee and H. Oguanobi, Invited Guest Editors
No full textEditorial introducing the Fall 2020 Special Issue of Cultural and Pedagogical Inquiry entitled "Living Stories of Migrancy: Exile, Unconditional Hospitality and Transnational Citizenship" by Dr. Cecille Depass and Dr. Ali Abdi
Erasure Narrative 1
No full textTaking the Special Issue\u27s Call for Submissions, the author has erased parts of it in order to juxtapose Living Migrancy with Living Hospitality
Teacher-Centered vs. Student-Centered: An Examination of Student Teachers’ Perceptions about Pedagogical Practices at Uganda’s Makerere University
No full textWright (2011) distinguishes between teacher-centered and student-centered learning approaches along a spectrum of five dimensions: power balance, course content function, teacher and student roles, responsibility for learning, and assessment purposes and processes. Based on Wright’s framework, this study explores students’ perceptions of their experience with teaching methods at Uganda’s Makerere University. Specifically, the investigation uses a mixed-methods research approach that combines survey data with focus group discussions. A total of 82 students volunteered, with 54 returning questionnaires. From among the 54 students, eight were chosen for focus group discussions. Students provided information about course content, educational philosophy, and teaching activities. In the area of course content, students reported that course completion and examination results outweighed skill development. The results for educational philosophy showed that the preparation of compliant citizens took precedence over the development of self-reliant individuals. Finally, the findings for teaching activities indicated that while teacher-centered tasks still predominated, several students had been exposed to some student-centered activities
Stop Sacrificing Children to Moloch
No full textErik Gilbert extends his extensive expertise on the assessment and evidence cultures in higher education here with a creative metaphor, a fable. He invites us to consider the Biblical God Moloch, and how through assessment obsession we’re participating in an archaic and illogical practice as inhumane as sacrificing children