Cultural and Pedagogical Inquiry (Journal)
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Voices of the Forcibly Displaced: Transition, Resettlement and Education
No full textCall for Submissions for the Winter 2025 (Volume 16, No. 2) Special Issue of Cultural and Pedagogical Inquiry entitled Voices of the Forcibly Displaced: Transition, Resettlement and Education with Guest Co-Editors Marcela S. Duran, Jan Stewart, Don Dippo, Mohamed Duale and Cecille DePass
The Apparatus of Fall: Power Units Measured
No full textThe poem is a short thought experiment in conceptualizing the season, Fall, as an apparatus. As such, the poem asks how the apparatus constrains what can be measured (observed) and what mechanisms and perspectives does it use for measuring it
Erosion
No full textImage of a sculpture by Penny Hardy that reflects our negative influence on our natural environment
Tribute to Canute Lloyd Stanford (June 5, 1933 - May 21, 2023)
No full textTribute to the life and achievements of Canute Lloyd Stanford (June 5, 1933 - May 21, 2023) by Dr. Cyril Dabydeen, Dr. John Samuel and Dr. Cecille DePass
New Materialism in Tertiary Education: A Posthumanistic International Education Course
No full textThis article outlines a new materialist pedagogy designed for an International Education course. In the first part of the article, a description of the course is presented together with its new materialist aims. In the second part of the article, the author provides examples of students’ summative projects. In these examples, student work materially situates and shows the development of their carefully constructed learning paths in becoming different teachers. The course addresses translanguaging, examines language in educational settings, and discusses language ecology and citizenship side by side with intercultural awareness as innovative pedagogies. The article suggests that new directions for pedagogical practice might be advanced by new materialism
Spirit, Heart and Reconciliation
No full textCall for Submissions for the Winter 2024 (Volume 15, No. 2) Special Issue of Cultural and Pedagogical Inquiry entitiled Spirit, Heart and Reconciliation, with Guest Co-Editors Tiffany Prete, Celia Haig Brown, Jessica Keeshig Martin and Cecille DePass
Ripples of Becoming-With: Co-creating a Postdisciplinary Module About Posthumanism
No full textThis article provides a diffractive reading of the second-year undergraduate university module on posthumanism that I teach. The module is designed specifically for mature students. I consider the “postdisciplinary” nature of the module, and think through the ways in which the module “becomes” through co-creation with the students. This involves a discussion of Braidotti’s (2019) notion of the posthuman university, Lykke’s (2018) conception of the postdisciplinary, and Barad’s (2007) and Haraway’s (2016) imperatives to (1) think-with, and (2) be response-able within multispecies communities. Using these ideas, I consider the unexpected directions in which the students take the module. I attend to how it changes through their entangled discussions. I share how I designed the module and its assessment and discuss some of the texts and issues we bring into our learning community. Throughout, I advocate for an affirmative approach to social justice in higher education pedagogy that acknowledges the partiality and situatedness of knowledge, recognizes interdependence, and the need for affinity
The Unheard Voices, the Unheard Struggle: Una fuerza poderosa que lucha por expresarse
No full textCall for Submissions for the Winter 2025 (Volume 16, No. 2) 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.
 
Climbing Back into a Canoe in Deep Water
No full textAcademic measurement, including formative and summative testing, but especially standardized testing, in public schools is often considered the acid test of students’ skill development by provincial educational governing bodies. The article examines the characteristics and impacts of standardized tests. The article suggests that some degree of creative problem solving is necessary to deal with the failures. In the article, the author identifies many skills schools never seem to test and ask why from a critical perspective. Finally, she suggests ways teachers might counter the negative effects of what is missing from academic assessments
Designing Culturally Responsive Online Assessments for Equity-Deserving Students
No full textIn this article, the author offers a brief review of the theoretical foundations, historical origins, and development of culturally responsive assessment (CRA). The concept of authentic performance assessment is discussed with its crucial role in serving as a form of CRA to support students’ learning in online learning environments. Drawing on the fields of measurement, assessment, and technology, the author highlights some key considerations in the design and implementation of culturally responsive online assessments for equity-deserving students