Cultural and Pedagogical Inquiry (Journal)
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All that Glitters is not Gold:: Culturally Responsive Online Assessment and Pedagogy in Uncertain Times
No full textCall for Submissions for the Winter 2023 Special Issue of Cultural and Pedagogical Inquiry (CPI ) entitled "All that Glitters is not Gold: Culturally Responsive Online Assessment and Pedagogy in Uncertain Times"
Leveraging Microaggressions in the Classroom as Teachable Moments: Engaging in Difficult Conversations as a Starting Point for Change
No full textIn this article, the author examines current tensions and controversies on college and university campuses regarding microaggressions. She provides an overview of the construct and impact of microaggressions and the positions on both sides of the issue. She asserts that even with the creation of safe spaces and raising awareness about the damage microaggressions can inflict, there is no way to eliminate or ban microaggressions and that doing so would not address the underlying beliefs and biases that result in microaggressions. Instead, she argues that we need to have difficult and uncomfortable conversations that tackle microaggressions and the underlying beliefs head on. Doing so creates opportunities for learning and change in the classroom. The author provides multiple classroom vignettes, both from her own experience and those of other educators, about what this process looks like. She concludes by offering guidelines and recommendations for fostering these difficult and uncomfortable conversations in your own classroom
Lived Experiences of Women of Color in Education
No full textBy building upon previous research of women of color in academia, this article focuses on the lived experiences and narratives of two faculty members. Their stories are presented as case studies which explicate the distinct difference between reading and researching poverty and having experiential knowledge of this circumstance. The first narrative presents a scholar from a farmworker background who understands and has lived in poverty. Because of this background, she is able to apply her own community cultural wealth to her work in education. The second narrative depicts a scholar with a rich academic background that did not have the opportunity to engage fully with her research agenda. Her life in academia was very rich and she was able to help many students, schools and communities. However, she was forced to set aside her dreams of conducting in depth research of the issues confronted by her underserved community
Teaching Black Students to Fly: An Exploration of the Literature on Supplementary Education
No full textSupplementary education programs1 play an important role in the educational development of Black students in the Global North. They provide students with knowledge, skills, and emotional support that is, generally, lacking in the mainstream public education system. For the most part, the community-based educational supports translate into Black students improving their academic performance significantly. This article uses Tara J. Yosso’s (2005) Community Cultural Wealth theoretical framework to situate studies concerning supplementary education programs and explore their contributions to Black students’ educational achievements in the United Kingdom, The United States of America, and Canada
One\u27s Freedom is Another\u27s Cage: A Poetic Inquiry into the Colonization of Public Spaces
No full textThis work challenges the ways that people, predominantly white men, use their bodies and voices to centre themselves in public spaces and identifies the reactions of others to centre the men as well. By paying attention to my somatic knowledge and embodied experiences, I developed a more intricate understanding of the concept of “colonizing the space.” Through poetry, I share lived experiences of this phenomenon in an effort to draw attention to how we engage with each other in our communities and public spaces. As importantly, I imagine and celebrate responses that do not cage or marginalize our voices and bodies but “claim the sky” (Angelou, 1983, p. 19) and sing
Untold Stories of Jamaican Canadian Immigrant Women: Building Resilience Through Faith
No full textIn this article, attention is given to the key role that Pentecostal faith plays in the cultural identity reconstruction process of some Jamaican Canadian immigrant women. For many immigrant groups, religious faith represents an anchor of hope for coping with post-migration life stressors. Although, once emotionally caged in a new socio-cultural location in Canada, the women portrayed in this summary of my research demonstrate great fortitude and endurance in navigating a new cultural and socio-historical context. Their untold stories of resilience through religious faith led them to deeper critical awareness, scholarly accountability, and recognition of their truths
Unsettling Claims of Belonging:: Deconstructing Canada through Four Generations of Stories on Turtle Island
No full textStarting from the premise that we have to know where we have been to know where we are going, this piece looks heavily to the past and considers the effects of differently experienced belonging in Canada across generations. This autobiographical reflection questions how we might read migrant-settler narratives of belonging alongside Indigenous struggles for sovereignty in such a way that desires for belonging do not displace or erase such struggles but rather support them. Reflecting on my experiences of belonging and shame as a Japanese Canadian of mixed Japanese and British ancestry, the article seeks to deconstruct and disrupt settler-migrant stories by examining citizenship and belonging from these different perspectives
Reflections on \u27Performing\u27 Canadian-ness as a way of \u27Passing\u27
No full textThis reflective essay explores my family’s intergenerational experiences of belonging and exclusion in and through Canadian spaces. I share how my parents, first generation Canadians, navigated cultural and religious traditions in order to help their children “pass” as Canadians–meaning, performing “norms” of perceived “Canadian-ness” to fit in. For me, the implications of this resulted in tensions around my identity and self-worth. I unpack personal stories of residing within a “third space,” as a second generation Canadian who identifies as and is also visibly identified as, South Asian and Muslim. I close the essay by appealing to Derrida’s concept of “unconditional hospitality” as a pedagogical parenting and teaching tool to inform my own children’s multifaceted identities as Canadians
\u27Home is like....\u27 : A conversation about poetry and longing for home.
No full textThis article presents a WhatsApp dialogue between student writers and their teacher discussing the poetry and commentary they wrote during an online course the year before. The students are refugees living in the containment of an UNHCR camp in Dadaab, Kenya. Throughout the dialogue, the longing for a lost home and the cultural relevance and permanence of poetry in their lives as Somalis, are evident
Negotiating Real Space and Real Time in Red Jacket: A Novel
No full textAnalysis of her 2015 novel, “Red Jacket” by author Pamela Mordecai showing how the tools of space and time were used to provide realism to the story. This was done by describing real events that happened over the space of the story including weather events, political events as well as geographical descriptions to give an idea of fictional locations. Red Jacket is neither fabulist tale nor historical fiction. It is a made-up story, set at a time marked by events, some real and some imaginary, and set in places, some real and some imaginary