Cultural and Pedagogical Inquiry (Journal)
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Contributor Bioggraphies
No full textBiographies of individuals who have contributed to this issue of CP
Book Reviewer Biographies
No full textBiographies of Bryn Evans and Valerie Webber, writers of the two book reviews included in this issue of CPI
Back To Punjab
No full textBackground of a song entitled "Back To Punjab" showing connections between the verses that play out like conversations between long-lost relatives writing letters to each other from across the oceans. The verse discusses how the place where one should feel the most free – in their own home – can become a cage. Despite everything this individual encounters, he still closes his verse with a positive outlook. He holds on to hope that things will get better for his home and his people. Links to the verse and song are included
New Moon: Frenchman\u27s Cove, Portland
No full textPhotograph by Emma Lewis of the New Moon at Frenchman\u27s Cove in Portland
Pink Poui in Full Bloom, Jamaica
No full textA photographic image of a flowering bush, Pink Poui in Jamaca by photographer Emma Lewis
Governance of Somali Tertiary Education Systems: A Case Study in Complexity
No full text Governance of Tertiary Education Systems (TES) in Somalia and how the system of coordination described by Clark (1983) which tries to introduce order of the three dominating forces of educational system: “the state, the market and oligarchy”, is examined in this paper. How comparatively Higher Education Systems (HES) is structured, or inadvertently coordinated, arranged and rearranged since the formal Higher Education (HE) has been introduced into Somali nation state will also be examined from a vantage point of whether this trend is in line with other nations’ conventional TES. In the first twenty years, the dynamic system of coordination, which according to Clark introduces order into the three dominating forces of the Somali educational system, could not have been possible, as only the state owned and bank-rolled all Higher Education Institutions (HEI) that existed at the time. Thus the “academic oligarchy and the market” took a secondary role. The incentive of job guarantees for the new graduates by the authority made difficult to estimate the ‘quality of the education’, which in turn, could have compromised their ability and efficiency in their professional contexts. In post-conflict Somalia, the higher education system has dramatically increased with over one hundred universities now open throughout the country with no or little regulations. This time round though, the other two educational forces, the market and oligarchy are playing pivotal roles while that of the government has disappeared. Over the years since the collapse of the state in 1991, the national government’s influence decreased ceding so much higher education space, to the five Federal Member States (FMSs). Thus, the situation fits with Clark’s dynamic model showing that it is a system capable of reflecting upon ongoing change within the overall socio-political situation. What seems to be developing in the Somali higher education context therefore, is a system in which each force is autonomous with no clear goals shared within the larger structure. As for tertiary education in general, complemented by the rapidly changing world of work, the consensus is \u27Having the right qualifications, in the right subjects, from the right institutions\u27 that will benefit all sectors of the economy. It is with that in mind that the disparity between the way in which HE is delivered and the world of work is also examined in this paper. If this important complementarity is not analyzed in the current situation of Somalia, it could pose huge problematic consequences for tertiary education in the country. It is the case that HEIs did not give deserved attention to job market demands as they hardly study that to better serve the needs of employers. collaborative initiatives between the Ministry of Education and Higher Education (MoEHE) and the private sector to support HE is being examined in the final part of this paper
Adjustments
No full textThis poem is about being a Black immigrant in the cold winter whiteness of Manitoba where it seems no one really cares about the culture and climate clash the immigrant experiences. In creating the poem, Dr. Lam drew from the transcript of a focus group of newcomers to Brandon, Manitoba. 
Pedagogies of Enlightenment or Entitlement? : Hospitality, School Yoga, and the Trials of Decolonization
No full textMindfulness and wellness practices are increasingly becoming part of the curricular landscape in secondary schools in Canada, particularly with growing attention to the mental health of students during the 2020 COVID-19 pandemic. This research examines the implementation of a school yoga program introduced to students bubbled in classroom cohorts in a school in Gatineau, Quebec. This paper employs Derrida’s framework of unconditional hospitality to ask whether it is possible for diasporas to reclaim indigenous knowledges through practices of ethical relationality, even as his philosophy brings to light some of the impossibilities of overturning the historical power relations entrenched in colonial pasts and the ongoing prevalence of White supremacy
Kitchi Sipi Stills
No full textPhotographic image of dark vegetation in front of a still body of water by Dr. Nicholas Ng-A-Fook, July 1, 2020