My Works, Ye Mighty expands upon the conceptual literature of Christian Bök, particularly his ongoing project, entitled The Xenotext. Based upon work conducted during his tenure as the Writer-in-Residence at Athabasca University, this essay addresses the concept of "scale" in poetry, meditating on this topic with an abundance of imagery; moreover, his essay appears, alongside an epic poem, especially written by him for this publication.
Online education is often heralded as a solution for accessibility to higher education; however, ableism thrives online. In this timely collection, contributors aim to trouble what online teaching looks like and think critically about how disability is addressed in online classrooms. Through narratives, poetry, interviews, and scholarly analysis, they reflect on disabled, mad, sick, and crip online pedagogy and highlight the possibilities of expanding critical standards for accessible teaching and learning. Necessarily interdisciplinary, this collection retheorizes the classroom around a justice-based approach to online pedagogy and challenges the assumptions we have around universal design. Refusing to position access as an afterthought, this collection troubles our engagement with online accessibility in uncertain and evolving times.
Fantasy and reality come together in sports, and Jamie Dopp argues that nowhere is this blurring of the borders of reality more evident than in Canadian hockey. Using imagination as a unifying theme, Dopp offers in-depth analyses of key texts of hockey literature, with a focus on how these texts reveal the imaginative possibilities of the game. Popular texts like StompinâEUR(TM) Tom ConnorsâEUR(TM) âEURThe Hockey Song,âEUR? Scott YoungâEUR(TM)s Scrubs on Skates trilogy, and Roch CarrierâEUR(TM)s The Hockey Sweater, as well as important literary texts like Bill GastonâEUR(TM)s The Good Body, Cara HedleyâEUR(TM)s Twenty Miles, and Richard WagameseâEUR(TM)s Indian Horse are examined. DoppâEUR(TM)s analysis draws on literary history and methods and explores broader topics such as the role of imagination in human culture, the significance of play, the evolution of sport in Canada and elsewhere, the history of Canada, and the history and social significance of hockey.
Refugees face distinct challenges and are often subject to dehumanization by politicians, media, and the public. In this context, Resisting the Dehumanization of Refugees provides urgent insights and policy-relevant perspectives to improve refugeesâ¿ social well-being and integration. Taking a transdisciplinary approach, scholars from the social sciences, arts, and humanities, alongside practitioners and refugees, explore what it means to experience dehumanization. They consider how refugeesâ¿ experiences of dehumanization inform both epistemological and practical approaches to humanizing (or re-humanizing) refugees before, during, and after resettlement. By addressing these important issues, contributors marshall rich and multidimensional responses that draw upon our shared humanity and reveal new possibilities for change.
Borders are known for their paradoxical qualities. Sometimes they are shifting and porous, lines in the sand constituted more by subjective experience than by legal definition; at other times they harden into walls, are heavily securitized, and their primary function becomes keeping the unwanted out. Challenging Borders: Contingencies and Consequences sets out to explore the concrete, complex effects of borders on human aspirations and lives, while at the same time underscoring the diversity of individual encounters with these deceptively invisible lines. Drawing on insights from history, geography, Indigenous studies, political science, refugee and migration studies, the visual arts, and even physics, contributors to the collection examine the role of borders in the ongoing negotiation of national identities, in contested claims of sovereignty and belonging, in the tensions between freedom of movement and restrictions on entry, and in the use of violence in the name of security. As the essays illustrate, in the context of migration, borders are inherently a site of struggleâ¿at once a source of hope for those seeking sanctuary and an excuse for others to deny it. Indigenous nations, migrants, and refugees have long known how destructive colonial boundaries can be, and this volume offers compelling new angles from which to map the geographies of oppression and resistance.
As activists strategize, build resistance, and foster solidarity, they also call for better dialogue between researchers and movements and for research that can aid their causes. In this volume, contributors examine how research can produce knowledge for social transformation by using political activist ethnography, a unique social research strategy that uses political confrontation as a resource and focuses on moments and spaces of direct struggle to reveal how ruling regimes are organized so activists and social movements can fight them. Featuring research from Aotearoa (New Zealand), Bangladesh, Canada, Poland, South Africa, and the United States on matters as diverse as anti-poverty organizing, prisoners' re-entry, anti-fracking campaigns, left-inspired think-tank development, non-governmental partnerships, involuntary psychiatric admission, and perils of immigration medical examination, contributors to this volume adopt a ¿bottom-up¿ approach to inquiry to produce knowledge for activists, not about them. A must-read for humanities and social sciences scholars keen on assisting activists and advancing social change.
The rapid migration to remote instruction during the Covid-19 pandemic has expedited the need for more research, expertise, and practical guidelines for online and blended learning. A theoretical grounding of approaches and practices is imperative to support blended learning and sustain change across multiple levels in education organizations, from leadership to classroom. Principles of Blended Learning is a valuable framework that regards higher education as both a collaborative and individually constructivist learning experience. The framework considers the interdependent elements of social, cognitive, and teaching presence to create a meaningful learning experience. In this volume, the authors further explore and refine the blended learning principles presented in their first book, Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry, with an added focus on designing, facilitating, and directing collaborative blended learning environments by emphasizing the concept of shared metacognition.
In this engaging volume, Jon Dron views education, learning, and teaching through a technological lens that focuses on the parts we play in technologies, from language and pedagogies to computers and regulations. He proposes a new theory of education whereby individuals are not just users but co-participants in technologies¿ technologies that are intrinsic parts of our cognition, of which we form intrinsic parts, through which we are entangled with one another and the world around us. Dron reframes popular families of educational theory (objectivist, subjectivist, and complexivist) and explains a variety of educational phenomena, including the failure of learning style theories, the nature of literacies, systemic weaknesses in learning management systems, the prevalence of cheating in educational institutions, and the fundamental differences between online and in-person learning. Ultimately, How Education Works articulates how practitioners in education can usefully understand technology, education, and their relationship to improve teaching practice.
In this carefully curated collection of essays, editors Jamie Dopp and Angie Abdou go beyond their first collection, Writing the Body in Motion, to engage with the meaning of sport found in Canadian sport literature. How does ¿sport¿ differ from physically risky recreational activities that require strength and skill? Does sport demand that someone win? At what point does a sport become an art? With the aim of prompting reflections on and discussions of the boundaries of sport, contributors explore how literature engages with sport as a metaphor, as a language, and as bodily expression. Instead of a focus on what is often described as Canadäs national pastime, contributors examine sports in Canadian literature that are decidedly not hockey. From skateboarding and parkour to fly fishing and curling, these essays engage with Canadian histories and broader societal understandings through sports on the margin. Interspersed with original reflections by iconic Canadian literary figures such as Steven Heighton, Aritha Van Herk, Thomas Wharton, and Timothy Taylor, this volume is fresh and intriguing and offers new ways of reading the body.
In this candid and concise volume, Kyle Conway, author of The Art of Communication in a Polarized World, considers how we can open ourselves to others and to ideas that scare us by reading difficult texts. Conway argues that because we resist ideas we don't understand, we must embrace confusion as a constitutive part of understanding and meaningful exchange, whether between a reader and a text or between two people. Building on the work of hermeneutics scholar Paul Ricoeur, Conway evaluates the recurring paradox of miscommunication that results in deeper understanding and proposes strategies for reading that will allow individuals give up the illusion of certainty. In elegant and compelling prose, Conway introduces readers to the idea that it is through uncertainty that we can gain access to new and meaningful worlds-those of texts and other people.
"Evolving from a conversation between Joshua Whitehead and Angie Abdou, Indigiqueerness is part dialogue, part collage, and part memoir. Beginning with memories of his childhood poetry and prose and travelling through the library of his life, Whitehead contemplates the role of theory, Indigenous language, queerness, and fantastical worlds in all his artistic pursuits. This volume is imbued with Whitehead's energy and celebrates Indigenous writers and creators who defy expectations and transcend genres"--
¿This way, General, this way!¿ With these words, Major General Henry Procter was ushered off the field of battle. It was the 5th of October 1813, and the British commander¿having abandoned his army and Indigenous allies¿had just lost not only the Battle of Moraviantown (or the Battle of the Thames as it was known to the victorious Americans) but also a military career spanning more than three decades. Unwilling to take responsibility for the disastrous loss, Procter pressed for a court martial hoping that an ¿honourable and impartial tribunal¿ would vindicate his command decisions. He misjudged, however, and was forced to suffer the indignity of a public reprimand. Previously beyond the reach of most North American scholars, the minutes of Procter¿s trial offer a wealth of historical detail about British imperial, Canadian pre-Confederation, and American frontier history. Transcribed and annotated here for the first time, they provide engrossing insights into Procter¿s retreat from what is now southwestern Ontario in the early autumn of 1813. Interspersed are rare eyewitness accounts of the ensuing battle, which proved to be one of the worst reversals suffered by British arms during the War of 1812.
Never before has technology played such a central role in education. In 2020, seemingly over night, technology took centre stage in the delivery of not just some education, but all education and the metaphors to describe this time leaned heavily on catastrophic terms of revolution, tsunami, and disruption. But why do apocalyptic metaphors abound in the field of ed tech and what purpose do they serve? As author Martin Weller explores, there is significant potential for the use of metaphor in ed tech. He demonstrates that metaphors can enable educators to move beyond pragmatic concerns into more imaginative and playful uses of technology while he cautions against many of the existing metaphors that play into the adoption of technology that damages and limits the learner experience. Metaphors of Ed Tech is essential reading for anyone involved in education, but particularly those still determining the impact and potential of the unprecedented pivot to online learning in 2020.
To answer the question of what cognitive psychology is you must first understand its theoretical foundations¿foundations which have often received very little attention in modern textbooks. Author Michael Dawson seeks to address this oversight by exploring the essential principles that have established and guided this unique field of psychological study. Beginning with the basics of information processing, Dawson explores what experimental psychologists infer about these processes, and considers what scientific explanations are required when we assume cognition is rule-governed symbol manipulation. From these foundations, psychologists can identify the architecture of cognition and better understand its role in debates about its true nature. What is Cognitive Psychology? asks questions that will engage both students and researchers, including: Do we need the computer metaphor? Must we assume thinking involves mental representations? Do machines¿or people¿or brains¿actually think? What is the "cognitive" in "cognitive neuroscience" and where is the mind? By establishing cognitive psychology¿s foundational assumptions in its early chapters, this book places the reader in a position to critically evaluate such questions.
In this critical study, readers are asked to consider the ways in which children and youth are constrained by social, cultural, political, and economic forces and how they overcome the false adult-child dichotomy to exercise their own agency. Among the issues raised in the chapters of this volume is the place of institutional and residential care and a child¿s right to determine where they live; children as the subjects of academic research; and the voice of children and youth in the justice system, particularly that of Indigenous youth. Each chapter explores and challenges the notion that only adults can understand and determine the needs of young people by providing examples of children and youth who already participate in complex systems and environments and by arguing for an acknowledgement of their rights and agency in each circumstance. By dismantling the Western world¿s romantic notion of childhood innocence, the authors critically explore understandings of young people as agents in their own worlds.
The ¿Red Baron¿ from Local 213 of the International Brotherhood of Electrical Workers (IBEW) was Les McDonald, once a firebrand Communist activist and the youthful leader of the left faction within the Vancouver electrical workers¿ union. His fate would be intertwined with the Lenkurt Electric strike of 1966, a wildcat strike that led to the imprisonment of four trade union leaders. Following his involvement as a long-time trade unionist, McDonald went on to be better known for his dedication to the establishment of triathlon as an official sport of the Olympic Games. However, McDonald¿s important role in Local 213 and the Lenkurt strike¿a watershed moment in Canadian labour history¿was, until now, the untold story of the first half of his life.Referencing Local 213¿s Minute Books, newspaper articles, collected correspondence, as well as dozens of personal interviews conducted by the author, this book examines the history of IBEW Local 213 in the turbulent years leading up to the Lenkurt strike. In addition to describing these events and their important historical ramifications, author Ian McDonald chronicles how his father helped to rebuild a left faction within the local union. With a focus on the period between 1955 to 1985, this ground-breaking study of a single construction trade union local¿its brief post-World War II experience with Communist leadership, well-known work-site militancy, and repeated interventions by the IBEW¿s International Office¿sheds light on the local¿s ¿red¿ minority activism and ultimately explains why McDonald returned to the world of sport to finish his career.
The North is changing at an unprecedented rate as industrial development and the climate crisis disrupt not only the environment but also long-standing relationships to the land and traditional means of livelihood. Memory and Landscape: Indigenous Responses to a Changing North explores the ways in which Indigenous peoples in the Arctic have adapted to challenging circumstances, including past cultural and environmental changes. In this beautifully illustrated volume, contributors document how Indigenous communities in Alaska, northern Canada, Greenland, and Siberia are seeking ways to maintain and strengthen their cultural identity while also embracing forces of disruption. Indigenous and non-Indigenous contributors bring together oral history and scholarly research from disciplines such as linguistics, archaeology, and ethnohistory. With an emphasis on Indigenous place names, this volume illuminates how the land¿and the memories that are inextricably tied to it¿continue to define Indigenous identity. The perspectives presented here also serve to underscore the value of Indigenous knowledge and its essential place in future studies of the Arctic. Contributions by Vinnie Baron, Hugh Brody, Kenneth Buck, Anna Bunce, Donald Butler, Michael A. Chenlov, Aron L. Crowell, Peter C. Dawson, Martha Dowsley, Robert Drozda, Gary Holton, Colleen Hughes, Peter Jacobs, Emily Kearney-Williams, Igor Krupnik, Apayo Moore, Murielle Nagy, Mark Nuttall, Evon Peter, Louann Rank, William E. Simeone, Felix St-Aubin, and Will Stolz.
Plastic Legacies brings together scholars from the fields of marine biology, psychology, anthropology, environmental studies, Indigenous studies, and media studies to investigate and address the urgent socio-ecological challenges brought about by plastics.
Ross explores the topic of mothering from the perspective of Western society and encourages students and readers to identify and critique the historical, social, and political contexts in which mothers are understood.
Cognitive science arose in the 1950s when it became apparent that a number of disciplines, including psychology, computer science, linguistics, and philosophy, were fragmenting. Perhaps owing to the field's immediate origins in cybernetics, as well as to the foundational assumption that cognition is information processing, cognitive science initially seemed more unified than psychology. However, as a result of differing interpretations of the foundational assumption and dramatically divergent views of the meaning of the term information processing, three separate schools emerged: classical cognitive science, connectionist cognitive science, and embodied cognitive science. Examples, cases, and research findings taken from the wide range of phenomena studied by cognitive scientists effectively explain and explore the relationship among the three perspectives. Intended to introduce both graduate and senior undergraduate students to the foundations of cognitive science, Mind, Body, World addresses a number of questions currently being asked by those practicing in the field: What are the core assumptions of the three different schools? What are the relationships between these different sets of core assumptions? Is there only one cognitive science, or are there many different cognitive sciences? Giving the schools equal treatment and displaying a broad and deep understanding of the field, Dawson highlights the fundamental tensions and lines of fragmentation that exist among the schools and provides a refreshing and unifying framework for students of cognitive science.
Goodlands suggests methods for redeveloping the Great Plains region that are founded on native cultural values.
The story of the highly complex process of of sacred objects to Aboriginal peoples from the Glenbow Museum.
An interdisciplinary volume that explores Indigenous women's environmental knowledge and how that knowledge is often marginalized by ethnocentric research paradigms and legal processes that focus on male economic interactions with the environment.
This highly readable book tells Canadians what they ought to know to better understand the ways in which surveillance is expanding - mostly unchecked - into every facet of their lives, and what they can do about it.
In this lively and approachable volume based on his popular blog series, Martin Weller demonstrates a rich history of innovation and effective implementation of ed tech across higher education.
In this poignant and meditative collection of short stories, Zubair Ahmad captures the lives and experiences of the people of the Punjab, a region divided between India and Pakistan.
In 1903, at the close of the Second Congress of the Russian Social Democratic Labour Party, the socialist party had split into two factions, those that would follow Lenin¿s proposed revolutionary path and those that would follow Iulii Martov¿a group that would call themselves the Mensheviks. In this edition, Martov¿s only book is ably translated by Paul Kellogg and Mariya Melentyeva, making it available in English in its complete form for the first time in a hundred years.
The twelve "lays" of Marie de France, the earliest known French woman poet, are here presented in sprightly English verse by poet/translator David R. Slavitt.
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