Faculty of Education

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Open Access
Abstract: Experiential Learning through Digital Storytelling (review)
(2011-02-23T21:30:40Z) Anderson, Kenneth Howard
Open Access
Advancing Black Inclusion and Addressing Anti-Black Racism in the Faculty of Education: A Reflection on Progress, Challenges, and Opportunities
(2022-06-09) Barrett, Sarah; Dove, Nicola
This report, written by the Special Advisor to the Dean on Black Inclusion and Anti-Black Racism (2021-2022) and Research Assistant to the Special Advisor provides a snapshot of the ways in which our Faculty has worked to address issues related to Black Inclusion and Anti-Black Racism and also create a record of what the Black members of our Faculty’s community identify as next steps.
Open Access
Analysis of Representation in Children's Picture Books
(2019-08) Khokhar, Rabia; Norquay, Naomi
My Major Research Paper is an analysis of representation in children’s picture books with a social justice lens. I explore the categories of race, gender and religion which can be seen as social difference markers. I critically analyze 10-15 picture books in each category through content analysis and a critical checklist made through a social justice lens. The goal of my research is to ascertain the messages within the books to see how these social difference markers are represented. In an elementary classroom, picture books are a form of socialization and method of transmitting societal norms and values. My research analyzes and disrupts the idea of teaching as a neutral profession by demonstrating that teaching is political. It also provides insight into how social justice minded teachers can disrupt the managed curriculum when they critically think about the picture books they are sharing with their students.
Open Access
Between art and testimony: Transforming oral histories of Holocaust survivors into young adult fiction and creative non-fiction.
(Oral History Forum/Forum d’histoire oral, 2012) Krasny, Karen
Works of historical fiction and creative non-fiction written about the Holocaust continue to occupy an important place in both the literary and history curricula in K to 12 schools. In discussion with author Kathy Kacer, I describe the particular challenges of transforming oral testimonies of Holocaust survivors into young adult (YA) narratives including the ways in which these narratives are mitigated by the adult desire to educate and protect and by the undeniable influence of the publication of the diary of Anne Frank. By taking up the problem of bearing literary witness as a mode of pedagogical address through Spargo’s notion of vigilant memory and his reformulation of Levinasian ethics into terms of mourning, I demonstrate how oral histories directly or indirectly embedded in YA Holocaust narratives, might address the epistemological consequences of the Holocaust, specifically for invoking an ethical and social responsibility for the other through a resistance to consolation as a conventional form of commemoration.
Open Access
Comparing University: A Case Study between Canada and China
(Palgrave Macmillan, 2004) Lang, Daniel; Zha, Qiang
Open Access
Continuing Collaborative Knowledge Production: Knowing when, where, how and why
(Journal of Intercultural Studies, 2001) Haig-Brown, Celia
This paper questions assumptions about conducting research based in programs developed to serve communities which have traditionally had restricted access to the university. Grounded in an off-campus Master of Education initiative, it raises a number of ethical considerations. The questions addressed are as follows. (1) When does one move to doing research on a project which has been a satisfactory collaboration between a university and a community? (2) How is an academic to think about a collaborative project which will not, or perhaps cannot, become a site of research? (3) Where, in the space between community members’ focus on the local/specific and an academic’s focus on the global/theoretical, is it appropriate to share what has been learned? (4) Why should members of a First Nations/Aboriginal community (read any traditionally excluded group) participate in a piece of research destined for the world of academe?
Open Access
Coordinating policy layers of school fundraising in Toronto, Ontario, Canada: An institutional ethnography
(2019) Winton, Sue
In this article, I report findings from an investigation into the politics and coordination of school fundraising in the Toronto District School Board (TDSB) in Toronto, Ontario, Canada. Theoretically grounded in institutional ethnography and critical policy analysis, the study began from the standpoint of parents asked to give money to their children’s school(s). I show how provincial and TDSB funding, parent involvement, fundraising, and school council policies organize parents’ experience of school fundraising. I also explore how participating in fundraising enables parents to meet neoliberal expectations of a “good parent” and how through their efforts to secure advantages for their children, fundraising parents are accomplices in the privatization of public education. I conclude by discussing possibilities for intervention into the social organization of school fundraising in Toronto schools.
Open Access
A Course of Becoming: Autobiography, Knowledge, Memory and (Re) Constructing Identity
(2015-08-31) Castillo, John; Crichlow, Warren
This major research paper will examine the concept of Toward a Course of Becoming: Autobiography, Knowledge, Memory and (Re) Constructing Identity. Throughout the discussion, significant considerations into possible contributions of William Pinar’s (1975) Currere Method (regressive, progressive, analytical, and synthetical) juxtaposed against Stuart Hall’s theory on Identity will further substantiate my discourse. In addition to Pinar and Hall, autobiographical writing will reflect on American Civil Rights Activist Frederick Douglass’ autobiography Narrative of the life of Frederick Douglass: An American Slave written by Himself (1845). Canada’s first Black Member of Parliament, Cabinet Minister and Lieutenant- Governor of Ontario; Lincoln M. Alexander’s Go to School, You’re a little black boy (2010) will also focus my discussion on conceptualizing autobiography, knowledge, memory and their interrelationships within the framework of (re) constructing identity. The main aim of this analysis is to derive a sense of the autobiographical course run by the Caribbean (migrant) subject constructing and re-constructing senses of identity, belonging, being, and becoming. The intention of the research is to indicate the potential contribution of specifically Caribbean and African descent, (im) migrant North American autographical experience to the currere approach to curriculum understanding.
Open Access
Creating spaces: testimonio, impossible knowledge, and academe
(International Journal of Qualitative Studies in Education, 2003) Haig-Brown, Celia
This article examines what it means to engage seriously with speech and writing events, such as testimonio, articulated by people whose theoretical base lies primarily in experience outside the walls of academe. I argue that we dismiss such unfamiliar scholarship to the detriment of all involved. If we are truly committed to learning, then we must expose ourselves to language forms and cultural norms that are different from those with which we are familiar. We must learn from them how to acknowledge the limits of our analysis and how to find “impossible knowledge” in unaccustomed places.
Open Access
Culturally Responsive Teaching: Stories of a First Nation, Métis, and Inuit Cross-Curricular Infusion in Teacher Education
(Leading English Education and Resource Network (LEARN), 2014-08-01) Vetter, Diane; Haig-Brown, Celia; Blimkie, Melissa
This paper explores how the work of the infusion of First Nation, Métis, and Inuit traditions, perspectives, and histories at York University’s Faculty of Education Barrie Site unfolds in practice. It also highlights the learning experiences of pre-service teachers, the majority of whom were non-Aboriginal. Using narrative accounts of practice in faculty and practicum classrooms, the authors elaborate on a set of guiding principles to highlight their practical application by demonstrating what their implementation looks like in local school classrooms. They subsequently describe the challenges faced by faculty and pre-service teachers as they moved theoretical knowledge into practical settings.
Open Access
Deaf children creating written texts
(Gallaudet University Press, 2000) Mayer, C.; Akamatsu, C. T.
Open Access
Early adolescents' perceptions and attitudes towards gender representations in video games
(Journal of Media Literacy Education, 2020-07-21) Liu, Helen
This study investigated adolescents’ perception and attitudes towards gender representation in video game covers, and the degree to which these depictions may influence their notions on gender and identification. Seventeen participants ranging from ages 12 and 13 participated in semi-structured interviews to explore this topic. This study’s conceptual framework encompassed social cognitive theory, gender schema theory, and cultivation theory. Findings suggest that gender representation in video games does influence the majority of participants’ notions of gender. However, there are differences between how males and females’ approach, interpret, and respond to this type of media. Findings also showcased that evidence of implicit bias was detected in both male and female participants, demonstrated through inconsistencies in their responses. Finally, the findings revealed a significant lack of identification from the majority of participants with video game characters, as many participants were able to clearly distinguish between simulated and real-life experiences.
Open Access
Educating from Difference: Black Cultural Art Educators' Perspectives with Culturally Responsive Teaching
(2020-08) Murray, Collette; James, Carl E.
The 2009 Ontario Ministry of Education’s Equity Action plan called for school boards to implement culturally relevant teaching in their strategic plans. As senior administration and educators work towards inclusive classrooms, a perspective that remains absent is that of the arts educator and their relationship to culturally responsive pedagogy. This qualitative study uses Critical Race Theory to examine the work and experiences—including the successes and challenges—of Cultural Art Educators using African diasporic artforms. The narratives from semi-structured interviews with eight Black Canadian artists, uncover that while successes occur, cultural art educators navigate the politics of institutional unpreparedness, Anti-Black racism, delegitimization of their cultural artistry and cultural appropriation. Institutional recommendations are made to understand the artists’ role, improve the working relationship and recognize Black art content supporting a Canadian education mandate. This is a valuable contribution to the topic of cultural relevance that counters the historical exclusion of race-based data of artists involved in education.
Open Access
Emergency Distance Learning during the COVID-19 Pandemic: Final Report
(2021-01-31) Barrett, Sarah Elizabeth
The report summarizes the findings of a mixed methods study of teachers’ experiences transitioning from face-to-face to emergency distance learning during the COVID-19 pandemic school closures in Ontario Canada. Teachers were surveyed in May/June 2020 (n = 764) and then fifty were interviewed in June/July/August 2020. Findings suggest that the biggest consequence of the shift to emergency distance learning, for both teachers and students, was a disruption in established relationships. The report contains descriptions of how teachers handled the transition, professional development, assessment, student engagement, parents and parenting. Recommendations for future emergency situations are provided.
Open Access
Evolution of new teachers' beliefs about teaching STSE: Report to school boards
(2013-08) Barrett, Sarah Elizabeth
This longitudinal multi‐case study followed four new science teachers over the course of five years. Its purpose was to examine the ways in which new science teachers integrate science‐technology‐society-environment (STSE) and inquiry‐based work into their teaching. I am particularly interested in new science teachers not only because of my work with prospective science teachers at York University’s Faculty of Education but also because this is a group that is simultaneously expected to usher in new and innovative approaches to teaching while receiving very little subject‐specific professional development to support their efforts (Luft, 2007).
Open Access
Fear of Apocalypse and Sinister Truths in the X-Men Universe: An Analysis on Metaphors of Mutation, the Collective Shadow, and Prevalent Archetypes of Good and Evil in the X-Men Comics
(2017-04-05) Mesquita, Marco; Krasny, Karen
Open Access
Foreign Impacts on Japanese and Chinese Higher Education: A Comparative Analysis
(2004) Zha, Qiang
Two forces shaped Japanese and Chinese systems of higher education. These include the impact of foreign influences on the basic academic model; and the indigenization of the universities as part of the national development processes that took place in each country. Japan and China share significant similarities in the patterns and process of their adoption of foreign influences. This essay, however, discusses through comparison the underlying differences behind the perceived similarities between the two countries in borrowing and adopting foreign forms of higher education. The author argues that Japan followed a bifocal approach to the appropriation of foreign ideas in relation to the development of its higher education system. China, in contrast, adopted a go it alone policy, as it was unwilling or unable to abandon some of its deeply held traditional beliefs. The author therefore concludes that Japanese higher education succeeded in drawing a distinction between imported innovations and original ethos, while Chinese higher education failed to adapt innovative foreign models to its traditional patterns.
Open Access
The Gospel Choir: Community in Motion
(2015-08-17) Burke, Karen; Manette, Joy
Open Access
Hear My Voice- A Research Project on Youth Needs in the Jane and Finch Community
(2017-04-19) Skeete, Krystle; Dippo, Don
This research paper explores the current research on urban youth needs, and ways in which youth workers can develop and employ strategies to engage marginalized youth. The purposes of this study is to gain insight on the needs, challenges, and benefits of youth engagement for youth living in the suburban/urban Jane and Finch community, and explore youth knowledge of available resources and services to them in the community. In addition, this paper will give youth service organizations/ youth workers the opportunity to provide insight into the challenges and needs working with young people in the community. The findings from this study confirm that there is a significant amount of young people who are unaware of the resources available to them, and there are many challenges to service providers to reach and offer quality services to young people in the community.
Open Access
How Armenian Syrian Millennial Refugees use Social Media to Facilitate Integration into Canadian Society
(2018-07) Racco, Alyssa; Schecter, Sandra R.
Using a conceptual framework that builds on the constructs of community of practice (Homles & Meyerhoff, 1990; Lave & Wenger 1998; Wenger 1998) and superdiversity (Blommaert, 2013; Blommaert & Rampton, 2012; Jørgensen, Karrebæk, Madsen, & Møller, 2011; Vertovec, 2007), this study reports on the ways Armenian Syrian millennial refugees access information via social media. Findings are based on data collected through participant observations, interviews and survey protocols. The study showed the use of semiotic resources as social media allowed respondents to extend the social implicatures of language beyond their verbal proficiency levels.