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The Impact of Bias Present in High School Science Textbooks 

Poredi, Sanika (2017-07-15)
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Understanding the Power of Literacy and Ontario’s Literacy Education: A Critical Analysis of the EQAO and its Definition of Literacy Practices 

Godin, Neil (2017-08-16)
Initially introduced through the Royal Commission on Learning and later created through legislation, the Education Quality and Accountability Office (EQAO) is a publically funded, crown agency that determines the quality ...
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Hear My Voice- A Research Project on Youth Needs in the Jane and Finch Community 

Skeete, Krystle (2017-04-19)
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 ...
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Negotiating Fragments: Implications of the Diasporic Consciousness on Teaching and Learning 

Kassam, Salima (2017-02-10)
This paper aims to consider how the diasporic consciousness can be taken up in schooling as a construct that challenges multicultural and anti-racism frameworks. It looks at notions of identity and identities as fluid ...
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The Life of a Plant: Playing a Science-based Game in School 

Jenson, Jennifer, Dr.; Muehrer, Rachel (2010-12-08)
This is a report on the use of a science-focused video game in five very different secondary school settings in Ontario, Canada. A mixed-methods approach was used in the study, and included data gathered on general gameplay ...
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Creating spaces: testimonio, impossible knowledge, and academe 

Haig-Brown, Celia (International Journal of Qualitative Studies in Education, 2003)
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 ...
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“Returning the Dues:” Community and the Personal in a University-School Partnership 

Haig-Brown, Celia; James, Carl E. (Urban Education, 2001-03-01)
This study uses interviews to explore students’ perspectives of a university path program, one initiative of a university-school partnership. Responses show that the abstraction of the program lives in concrete and personal ...
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Continuing Collaborative Knowledge Production: Knowing when, where, how and why 

Haig-Brown, Celia (Journal of Intercultural Studies, 2001)
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 ...
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Culturally Responsive Teaching: Stories of a First Nation, Métis, and Inuit Cross-Curricular Infusion in Teacher Education 

Vetter, Diane; Haig-Brown, Celia; Blimkie, Melissa (Leading English Education and Resource Network (LEARN), 2014-08-01)
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 ...
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Indigenous Thought, Appropriation and Non-Aboriginal People 

Haig-Brown, Celia (Canadian Society for the Study of Education, 2010-01-04)
In this article, I explore the question, “What is the relationship between appropriation of Indigenous thought and what might be called ‘deep learning’ based in years of education in Indigenous contexts.” Beginning with ...
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AuthorHaig-Brown, Celia (8)Barrett, Sarah Elizabeth (3)Blimkie, Melissa (3)Millett, Pam (3)Shanahan, Theresa (3)Barkaoui, Khaled (2)Barrett, Sarah (2)Goyan, P. (2)James, Carl (2)Jones, G.A. (2)... View MoreSubjectDiscourse (2)High School (2)Media Literacy (2)Social Media (2)Teacher education (2)Aboriginal infusion (1)Adolescents (1)Affect (1)Age of Majority (1)Anglais (1)... View MoreDate Issued2020 - 2022 (10)2010 - 2019 (28)2000 - 2009 (15)Has File(s)Yes (55)

All items in the YorkSpace institutional repository are protected by copyright, with all rights reserved except where explicitly noted.

YorkU LogoContact Us | Send Feedback
link to sitemap