Cultural and Pedagogical Inquiry (Journal)
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Intersections
No full textIn the context of the 2015 meeting of the Federation for the Humanities and Social Sciences in Ottawa, Ontario, two academic associations––the Canadian Association of Commonwealth Literature and Language Studies (CACLALS) and the Association for Canadian and Québec Literatures (ACQL)––hosted a collaborative event to honour the work of Ottawa-based poet Cyril Dabydeen. Cyril read from God’s Spider, which was published by Peepal Tree Press in 2014.ACQL and CACLALS are grateful to the Federation for the Humanities and Social Sciences for their financial support of this event, and I am personally grateful to Dorothy Lane, then president of CACLALS, for her willingness to collaborate in order to bring the reading to fruition.As then Vice-President of ACQL, I was happy to introduce Cyril to a room full of scholars, writers, community members, and friends:“Born in Guyana, Cyril immigrated to Canada in 1970. His forty-five-year residence in Canada coincides neatly with the histories of both ACQL and CACLALS, both founded in the mid 1970s (1975 and 1973, respectively), and the coincidence speaks to the multiple ways in which Canada’s literary cultures have changed in the wake of Cyril’s arrival. Comprising a significant body of short stories, novels, and poetry, Cyril’s writing is particularly intriguing for its meditations on the intersections of Guyanese, Indian, and Canadian identities.As an anthologist, Cyril has also been an active shaper of literary culture: his Shapely Fire (an anthology of Black and Caribbean writing in Canada), Another Way to Dance (which collects the work of Asian poets in Canada), and Beyond Sangre Grande: Caribbean Writing Today have been important tools in the teaching of an increasingly diverse selection of writers in Canadian classrooms and are key compilations of contemporary diasporic writing. In addition to his active career as a poet who is widely recognized for his contributions to Canadian and Caribbean writing, Cyril is also a teacher: he has taught creative writing here at the University of Ottawa for many years.”Jody MasonAssociate ProfessorDepartment of English, Carleton Universit
Capability Approach: Potential for Transformative Education Research on Gender and Culture in Zimbabwe
No full textMuch work has been completed with regards to gender and education. Some strides too, have been made in achieving gender equality in education: the greatest being in physical access to school for boys and girls. However, numerous challenges have been met in this process of attempting to achieve gender equality in education. Researchers have come to some consensus that there exist cultural traits and practices that either constrain or enable achieving gender equality in education (Stromquist, 990; Gordon, 1994; Prasad, 2004; Kalu, 2005; Chikunda, 2010; Chetcuti and Kioko 2012). The purpose of this paper is to argue for the use of Amartya Sen’s capability approach as a theoretical tool to enrich the gender-education discourse with specific focus on culture in Zimbabwe. Emphasis is given to cultural attributes and practices that are deemed retrogressive to achieving gender equality and equity in the country. It is hoped that this paper will contribute to a discussion on overcoming cultural barriers that prevent certain individuals from converting resources to desired educational functionings
Disability, Sexual Health, and Participatory Video: Advocating for Sexual Rights
No full textThis action research study addresses sexual health as a critical human rights issue in the disability community. Twelve participants engaged in the co-creation and editing of a series of videos about the dimensions of sexual rights as experienced and understood by persons with developmental disabilities. The participants also uploaded the videos onto digital platforms and took on the role of community educators while incorporating their videos into their larger advocacy campaign.This article begins with a brief review of the literature on sexual health and disability, noting there is a paucity of research that considers storied narratives when exploring the topic of sexual rights and disablement. Drawing on critical disability theory and Freirean pedagogy, the second section explores how a group of adults with developmental disabilities used participatory video as an advocacy tool in disrupting colonial voices through reclaiming histories and leading discussions about their sexual rights. Further implications and limitations to this study are also addressed
