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Looking Back While Moving Forward: A Narrative Journey Toward Self. In: Eaton S., Burns A. (eds) Women Negotiating Life in the Academy
Negotiating life as a First Nations woman is often done on the fringes of society. Along the margins, my learning has involved a constant interplay between the trauma of colonization and the perseverance of my people to survive and thrive within a social context marred with systemic oppression. Despite these many challenges, higher education has offered a path toward personal empowerment that has enabled me to discover a unique, culturally grounded understanding of what it means to be resilient within the context of tribal self-determination. In this chapter, divided into two parts, I offer a personal narrative of resilience that draws on my experiences as a Blackfoot woman along my journey toward achieving my Ph.D. in Educational Research. In doing so, I conceptualize resilience from a uniquely Blackfoot perspective that also holds a deeply human relevance. In the first part of the chapter, I describe my experiences as an Indigenous post-secondary student in order to offer a glimpse into the lifeworld of a typical Indigenous student. In the second part, I offer up reflections on the lessons learned along my journey as a way to highlight the multiplicity of experiences that women must negotiate within the context of the academy.
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Des petites cartes pour une grande histoire: étude de l’évolution des trames narratives des élèves québécois et albertains
Cet article présente une partie des résultats obtenus lors du projet de recherche Des Petites Cartes pour une Grande Histoire mené conjointement dans les provinces canadiennes du Québec et de l’Alberta. L’objectif de la recherche était d’observer s’il était possible d’influencer la qualité des récits produits par les élèves à l’aide d’un ensemble d’activités visant le développement des concepts de second ordre associés au modèle de pensée historique selon Seixas. Pour construire les activités, l’équipe de recherche s’est servie d’un jeu de cartes historiques développé par les chercheurs et nommé «Clichés d’histoire/Snapshots in Time». Ce texte propose une synthèse des résultats obtenus lors de la première phase du projet.
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Promoting Inclusive Education Practices in Elementary School through Formative Assessment
Following the 2003 curricular reform, assessment in Quebec has been governed by three overarching values: justice, equality, and equity (MEQ, 2003). Those values find their origin in inclusive education, which promotes a competency-based assessment and the success of all students (Akkari and Barry, 2018). However, with the return to numerical results, research has shown that teachers still favoured a summative assessment approach thus failing to uphold the core values of the programme (Hadji, 2015; Issaieva and Crahay, 2010). Consequently, teachers’ evaluation practices still classify students as “good” or “bad” depending on their results. How can this situation be modified? In order to find answers to this problem, collaborative research (Desgagné, 2001) with seven elementary school teachers was realized from 2016 to 2018. The results of the focus-groups identified avenues to develop a more inclusive form of assessment. This article offers a reflection on the importance of teachers’ understanding of disciplinary epistemology as the key to gaining greater freedom in assessment practices and thus promoting a more inclusive form of assessment.
