Cultural and Pedagogical Inquiry (Journal)
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The Unheard Voices, the Unheard Struggle: Una fuerza poderosa que lucha por expresarse
No full textAbstract
Call for Submissions for the Winter 2025 (Volume 16, No. 3) Special Issue of Cultural and Pedagogical Inquiry entitled The Unheard Voices, the Unheard Struggle: Una fuerza poderosa que lucha por expresarse with Guest Co-Editors Noni Mendoza Reis, Rosalina Quintanar-Sarellana, Enid Lee and Cecille DePass
Kettle and Stony Point First Nation: A Narrative of Indigenous Language Revitalization and Digital Indian Day School Histories
No full textThis article explores the intersection of Indigenous language revitalization and digital archival resources, in the context of ongoing efforts to preserve and share the histories of Indian Day Schools in Canada. The Indian Day School system is a lesser known but significant part of the country’s colonial history, which subjected Indigenous children to cultural assimilation and abuse. This research highlights the importance of integrating Indigenous languages into digital storytelling as a means of reclaiming cultural heritage and fostering intergenerational healing. We emphasize the need for collaborative efforts among Indigenous communities, scholars, educators, and technology experts to build ethically responsible and culturally sensitive digital resources that celebrate Indigenous languages and honour the resilience of Indian Day School survivors. Ultimately, this article calls for greater recognition of Indigenous knowledge systems and the integration of technology as a catalyst for Indigenous language preservation and cultural resurgence
Indigenous Peoples and the COVID-19 Pandemic: Learning, Preparedness, Challenges and the Way Forward
No full textThe United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP), in 2007 and the Philippines’ Indigenous Peoples Rights Act (1997) both recognize that access to education is a key component of Indigenous self-determination. Rushed responses in the early onset of the COVID-19 pandemic have, however, illuminated the tensions between contemporary statecraft and these ostensibly inalienable human rights. Employing quantitative and qualitative research methods, this study assesses the degree to which Indigenous Peoples (IPs) and Indigenous Cultural Communities (ICCs) in the Nueva Ecija region of the Philippines considered themselves prepared for the technologically dependent learning modalities that dominate the post-COVID educational landscape. While we recommend that government bodies and educational institutions work with IPs/ICCs to address longstanding inequalities, we also draw attention to how Indigenous knowledge contains key insights into contending with ongoing and future pandemics along with other existential crises of universal concern
CPI Welcomes the Winter 2023 Special Issue “Posthumanism: A Desire for a New Humanity” with Carol Lee, Kay Sidebottom, and Nikki Fairchild, invited Guest Editors
No full textEditorial introducing Part II of Cultural and Pedagogical Inquiry\u27s special series of Post Humanism: A Desire for a New Humanity with invited Guest Editors Carol Lee, Kay Sidebottom and Nikki Fairchild (Volume 14, No. 2, Winter 2023)
Yet Unnamed (Don’t Blow Their Futures)
No full textImage of a sculpture by Pennny Hardy created for all children of conflict and climate change to help raise funds for UNICEF
The “Unruly” Snowflake: (Re)imagining School Readiness for Two-Year-Old Children
No full textEngaging with Posthuman theories this article puts to work concepts of affect, bodies, and voice to reimagine an ordinary classroom event of making cards for families and carers. The article will outline how Human Capital Theory and neoliberal logic can reveal how specific ways of demonstrating learning are privileged in practice. To challenge the dominant discourse, and the binary of ready/not ready, this article makes a call for an intra-active posthuman pedagogy, so that time in space can be slowed down to follow the agentic rustles of material voices and bodies to (re)imagine school readiness
CPI Special Issue: "All That Glitters is Not Gold: Culturally Responsive Online Assessment and Pedagogy in Uncertain Times"
No full textIntroduction to the Summer, 2023 (Volume 15, No. 10) Special Issue of Cultural and Pedagogical Inquiry titled "All That Glitters is Not Gold: Culturally Responsive Online Assessment and Pedagogy in Uncertain Times featuring Guest Editors Kim Koh, Jennifer Lock and Cecelle DePass. This Special Issue captures poems, narratives, reflections, and studies on assessment and pedagogical practices from elementary schools to initial teacher preparation programs during the pandemic. 
The Wonder Test
No full textCarol Lee’s short poem highlights the enduring and unquantifiable aspects of nature. To do so, the poem invites the reader to see the natural world with fresh eyes. The poem states that if one is immersed in the natural world that it cannot be reduced and measured in a mechanical manner
Applying Culturally Relevant Pedagogy to Online Learning
No full textDespite the prevalence of online learning in higher education, particularly during the COVID-19 pandemic, there is limited literature about what constitutes effective culturally relevant and responsive online teaching. While online education has revolutionized learning by increasing educational access and opportunities to students, it has also led to an increase in classroom diversity, leaving instructors to struggle with how to create and foster a culturally relevant and responsive learning environment. In this paper, as an online educator who teaches graduate level Education courses, I examine culturally relevant pedagogy and reflect on my practices that focus on diversity, equity, and social justice. I will conclude by sharing strategies that educators can utilize in creating culturally relevant and responsive online courses
The Remembered Children of Maui - Pan-Pacific Conversations and Solidarities
No full textCall for submissions for the Summer 2024 (Volume 16, No. 1) issue of Cultural and Pedagogical Inquiry entitled The Remembered Children of Maui - Pan-Pacific Conversations and Solidarities, with guest Co-Editors Noah Romero, Carol Mutch and Wairehu Grant