1,721,040 research outputs found
Revisiting resistance: conversations with anti-racism educators
No full textBibliography: p. 138-144This research project was largely influenced by my experiences over the last 10-15 years as a consultant who developed and facilitated anti-racism workshops in the Calgary area. A recurring problem is persistent resistance from workshop participants. For the purpose of this research, I conceptualize resistance as unwillingness on the part of white people (and of some aboriginal people and people of color), to understand racism as a systemic issue involving individual and institutional power, privilege and oppression. In the project, I use the terms aboriginal people, people of color, and white people because racism affects these groups in significantly different ways. My intension in the project is not to generalize about these groups of people, but rather to use these terms in a political way to describe how people are affected by and/or affect racism and resistance. The research presented in this study is a synthesis of the literature review and conversations with anti-racism educators in Calgary
‘Freedom Songs’ in Selected Caribbean-Canadian Contexts: Retrospective Fragments
No full textThis article explores important variations in concepts of freedom and resistance for people in the English speaking Caribbean, who for the most part, still live in oppressive economic and social conditions. The article has a threefold purpose: Initially, it highlights the meaning of freedom in terms of the historical context of legally sanctioned enslavement of African people in the Caribbean which existed for several hundred years. Secondly, it identifies freedom in terms of Caribbean authors who deliberately publish in Creole as acts of resistance to empire’s dominance. Thirdly, the paper summarizes a few personal experiences of schooling and university teaching in terms of hooks’ (1994) concept of education ‘as the practice of freedom’ and a few classic concepts from Freire (1970, 1982)
Part IV: Telling / Dancing Our Stories Ourselves: The Santa Clause Parades: Chapter 8: Transitions 3, Chapter 9: Remembering the Santa Claus Parades (late 1950s to late 1960s)
No full textCecille provides snapshots of memories of the Santa Claus parades in which the dance students participated as majorettes and clowns.
Chapter 8: Transitions 3: Setting the stage for Christmas celebrations with a medley of the popular Christmas songs from the 1950s and 1960s.
Chapter 9: Remembering the Santa Claus Parades (late 1950s to late 1960s): Cecille, Denise, Michelle and Stefan reminisce about their participation in the annual Santa Claus Parades which were conceptualized, designed, constructed and created by Gordon and Fay Simpson
Part V: Dancing Our Stories Ourselves: Dancing with Mr. Neville Black: Chapter 10: Introduction to Jazz and Modern Dance, Take 5
No full textChapter 10: Introduction to Jazz and Modern Dance, Take 5: Cecille recounts her experiences dancing with Neville Black, a modern dancer who was trained in the USA and returned to Jamaica to choreograph and teach modern and jazz dance to teens and adults. He choreographed several dances for Mrs. Simpson’s ballet performances, and taught with her in the 1960s
Part III: Telling/Dancing Our Stories Ourselves: Stories of the 1960s: Chapter 5: Transitions 2, Chapter 6: The White Witch Ballet, Chapter 7: The Three Mary\u27s Ballet
No full textChapter 5: Transitions 2: Introduction to Simpson ballet performances of the 1960s which demonstrated Faye Simpson\u27s increasing knowledge of dance and choreography.
Chapter 6: The White Witch Ballet: An overview of the creation and presentation of The White Witch of Rosse Hall ballet including historical background and its importance to Jamaican culture.
Chapter 7: The Three Mary\u27s Ballet: Cecille\u27s\u27 memories of the Three Marys\u27 Ballet which envisioned events that took place after Jesus\u27 resurrection
‘Independence is we nature…’: Growing up in a postcolonial Caribbean country
No full textBy incorporating oral and narrative history from personal and family stories, this article draws on
Caribbean idioms and cultural characteristics as a form of ‘decolonizing one’s mind’ (Pieterse
and Parekh, 1995; Lamming, 1960; Ngugi wa Thiong’o, 1986). Divided into three related parts,
Part One portrays the Eurofeminist adage that the personal is political. Family history and
memory become the focus for retelling stories of the severe restrictions for education and
mobility in a former Crown colony. Part Two highlights a few personal non-formal learning
activities which acted as sites for learning compliance and resistance in playful and nonthreatening
ways. Part Three moves to the world of the large working class population, a
historical site of resistance to oppression. By concentrating on women’s lives, it reveals some of
the social tensions between women and men and, as important, illustrates the efforts of women
through a collective to achieve self-sufficiency for themselves and their families
I Know Why the Caged Bird Sings
No full textCall for submissions to a CPI issue that will explore minority resistance, resilience, and defiance when encountering systemic restrictions and man-made forms of oppression
Journey to the honour song: stories of first nations student success
No full textBibliography: p. 313-333The study is an interpretive work regarding the cross-cultural and paradigmatic experiences of First Nations students attending and graduating from university. It is an arts based, imaginative and philosophical presentation of clusters of stories concerning the journey of First Nations students through university when they are expected to conform to Euro-Canadian post-secondary academic culture. The inquiry depicts and evokes the lived experience of successful First Nations graduates through the medium of fictional story. Storytelling is engaged to investigate and celebrate ways of knowing valued by and integral to Aboriginal cultures, and in order to contextualize and convey insights about the journey of First Nations university students in a manner that makes the pathway accessible to future generations. The inquiry results from twenty years of acculturation among First Nations students, learning from, adopting and appropriating many First Nations perspectives and understandings shared by the courageous students who taught me about their experience in my capacity as educator and university programme co-ordinator/instructor between 1984- 2005. Beginning with a conventional Euro-Canadian thesis format, the study, moves across knowledge cultures to weave First Nations myth, legend, poetry and song with contemporary fictionalized accounts of the experiences of Aboriginal students in postsecondary learning settings. Embedded in the stories is information that may relate to educational processes such as admissions, or course selection, and to more personal and learning matters such as motivation, First Nations history, acquiring success and the esoteric of power. The stories highlight the perspectives of First Nations students on the interactions between their cultural paradigms and academics. The empowering stories of university success carry the potential to inspire, to teach, to create change and promote healing for prospective First Nations students and educators who work beside them
Chapter 1: Introductory Progressions
No full textIn the Introduction, a fictitious dance performance sets the stage for the emerging book. I decided to create an imaginary story with characters and dance performances, because Mrs. Simpson encouraged us to tap into our individual and collective creative powers, in order to interpret the music and to make the characters we portrayed in the dances come alive. Although the characters are invented, each one has characteristics of some of the dancers who attended Mrs. Simpson’s school. Using dramatic license the personalities and characteristics of the dancers are heightened in a graphic manner
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