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The Analysis of a Model–Task Dyad in Two Settings: Zaplify and Pencil and Paper

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Peer reviewed: 
Yes, item is peer reviewed.
Date created: 
2021-03-09
Abstract: 

This paper examines the added value of a digital tool that constitutes a new model to introduce students to multiplication. Drawing on the theory of semiotic mediation, the semiotic potential of this new model is analysed with respect to the same task that can be solved in two different settings (the digital tool and pencil and paper). The analysis shows that the task solutions undergo significant changes depending on to the technological settings. Even though the end product of the model–task dyads might look the same in both settings, the product emerges from the different processes that would mediate quite different meanings for multiplication. This suggests that while designing tasks that involve mathematical models, rather than focusing only on the end product, considering the whole process would reveal the extensive potential meanings the model–task dyad can mediate.

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Article
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Music as a Manifestation of Life: Exploring Enactivism and the ‘Eastern Perspective’ for Music Education

Peer reviewed: 
Yes, item is peer reviewed.
Date created: 
2015-03-27
Abstract: 

The enactive approach to cognition is developed in the context of music and music education. I discuss how this embodied point of view affords a relational and bio-cultural perspective on music that decentres the Western focus on language, symbol and representation as the fundamental arbiters of meaning. I then explore how this ‘life-based’ approach to cognition and meaning-making offers a welcome alternative to standard Western academic approaches to music education. More specifically, I consider how the enactive perspective may aid in developing deeper ecological understandings of the transformative, extended and interpenetrative nature of the embodied musical mind; and thus help (re)connect students and teachers to the lived experience of their own learning and teaching. Following this, I examine related concepts associated with Buddhist psychology in order to develop possibilities for a contemplative music pedagogy. To conclude, I consider how an enactive-contemplative perspective may help students and teachers awaken to the possibilities of music education as ‘ontological education.’ That is, through a deeper understanding of ‘music as a manifestation of life’ rediscover their primordial nature as autopoietic and world-making creatures and thus engage more deeply with musicality as a means of forming richer and more compassionate relationships with their peers, their communities and the ‘natural’ and cultural worlds they inhabit.

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Article
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Learning Ethnography Through Doing Ethnography: Two Student—Researchers’ Insights

Peer reviewed: 
Yes, item is peer reviewed.
Date created: 
2020-09-24
Abstract: 

In this article, we present the accounts of the field experiences and challenges of two graduate student-researchers practising ethnographic methodology, conducting fieldwork, and writing up “post-modern” ethnographies that are both creative and “integrative”. We describe the complexities and tensions when two student-researchers negotiated many issues in the field and “behind the desk” as they transformed the texts: epistemology and ontology, reflexivity and auto-ethnography, and writing researchers and participants in and out of accounts. We conclude with a discussion on pedagogical implications, and consider the value of learning ethnography through doing ethnography.

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Article
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Getting to “Yes”: Overcoming Client Reluctance to Engage in Chair Work

Peer reviewed: 
Yes, item is peer reviewed.
Date created: 
2020-10-06
Abstract: 

Goals: Securing clients’ active and enthusiastic collaboration to participate in activities therapists would like to implement in therapy (e.g., free association, in vivo exposure, or the engagement in chair work) is a core mission in therapy. However, from the clients’ perspective, these tasks frequently represent novel challenges that can trigger anxiety and reluctance. Thus, a key element in therapy is the negotiation between therapist and client to move beyond such reluctance to potentially effective therapy activities and, at the same time, maintain positive relational affiliation between therapist and client. In this research we examined (1) a collection of therapist proposal/client response sequences that were geared toward recruiting participation in chair work and (2) sequences containing hesitation or instances where decisions to engage in chair work were deferred and related relational disaffiliation. Our goal was to identify the conversational resources (both verbal and non-verbal) that worked to reject a proposed activity (or convey impending rejection) and examine the interactional practices directed at resolving client reluctance.

Method: We used the conceptual and methodological resources of Conversation Analysis to examine a corpus of proposal/response sequences that targeted chair work entry in Emotion-focused Therapy.

Results: The resulting data set included some smooth and successful engagements and others more challenging, involving clients delaying or resisting engagement with chair work. Clients were found to defer or refuse engagement through a range of resources such as withholding a response (silence), questioning the authenticity of the task, or directly refusing. We identified specific therapist practices that facilitated engagement in “refusal-implicative” contexts such as proffering “or” alternatives, offering extended rationales for the activity (accounting), and elaborating on the proposals. We observed that the therapists’ deontic stance (mitigated and reduced claims to authority) and moderated epistemic positioning (deference to the client’s primacy of knowledge and information) played an important role in facilitating engagement.

Conclusion: Our research highlights the kinds of interactional sequences in which clients and therapists are able to achieve alignment in mutually working toward chair work entry. Based on these observations, we offer some practical advice to therapists in formulating proposals to engage clients during in-therapy work.

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Article
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Conceptualizing Imagination in the Context of School Leadership

Author: 
Peer reviewed: 
Yes, item is peer reviewed.
Date created: 
2020-09-10
Abstract: 

There is very little research on imagination in the context of leadership in general, and even less in relation to educational leadership. Drawing on available research on imagination in leadership and scholarship in the field of imagination, this qualitative content analysis seeks to add to foundational understanding of imagination’s role in educational leadership. First, it describes the range of meanings leaders hold about imagination and the contradictory feelings these meanings create. Second, it indicates some of the varied ways in which imagination contributes to leadership. Third, it contributes a definition of imagination that encompasses the potential value of imagination for leadership now and into the future. The paper concludes by offering recommendations for future research and identifies the improvisational imagination as an additional feature that imagination contributes to leadership practices. The research shows that imagination is not something we should call on only in times of crisis, but, rather, that it is an indispensable ally in dealing with leadership challenges of all kinds.

Document type: 
Article

Unleashing the elephant out of the closet and into the wildness of inner work

Peer reviewed: 
Yes, item is peer reviewed.
Date created: 
2020
Abstract: 

In this chapter, the authors explore the “hidden curriculum” that is enactedwhen the teaching-self transmits to the learning-self, the being aspects of theteacher. It is proposed that these aspects are communicated through discursiveand nondiscursive materials. The latter includes energetic, emotional, andgestural “languages.” An argument is made that the current, modernist conceptionsand practices of education that predominantly focus on covering anddownloading curriculum materials do not create openings for exploring thebeing aspects of teachers and learners. Moreover, acknowledging AvrahamCohen’s thesis, “We teach who we are, and that’s the problem,” the authorsexplore the hurtful and damaging influence of the teachers’ “Shadow materials.”An argument is made for the moral imperative of teachers’ (or anyonewho is in a position of influencing others) self-study to minimize or preventhurtful and damaging influences that could have a long-lasting impact on thestudents’ or learners’ self-formation. The authors propose the method of innerwork, integrated with contemplative inquiry and practices, as a way for educatorsto work with the materials of consciousness. Inner work largely involvesworking through psychological projections, introjections, and entanglementsthat permeate one’s inner world. Some details of inner work are offered,including how to facilitate a dialogue between the parts or subselves in one’sinner world that are in tension and conflict. It has been further proposed that this kind of inner work would lay the necessary foundation for becomingkinder, caring, and more compassionate human beings.

Document type: 
Book chapter

Recalibration of post modernism with earth in mind

Peer reviewed: 
Yes, item is peer reviewed.
Date created: 
2018
Document type: 
Article

Contemplating philosophy of education: A Canadian west coast perspective

Peer reviewed: 
Yes, item is peer reviewed.
Date created: 
2020
Abstract: 

Starting with an assertion that philosophy’s prerogative is to propose alternative worldviews and values, in addition to the basic interpretation of philosophy as an inquiry into the myriad dimensions of human experience, this paper proffers a view of education that centers the cultivation of a more balanced and integrated humanity in resistance to the increasing instrumental forces in modern societies that fragment, alienate, and therefore dehumanize. Distinguishing between education (primarily concerned with the human being) and instruction (primarily concerned with the human having), this paper is primarily concerned with education, and it proposes a contemplative mode of intersubjective relationality between the self and self-other. A variety of critical observational and interpretive notes are offered on major concepts that animate contemporary discourses in education, such as dualisms, imbalance and fragmentation, dislocation and alienation, progress, and existential crisis, all refracted through the prism of the most recent contemplative turn in education. The chapter ends with a curated dialogue among the four authors of this chapter, all of whom share how they have come to situate themselves in the intersection of philosophy of education and contemplative inquiry and how they see the nature of contribution that the latter makes to the former.

Document type: 
Book chapter

Pedagogical infusion of the contemplative: SFU's Contemplative Inquiry Master's of Education Program in Canada

Peer reviewed: 
Yes, item is peer reviewed.
Date created: 
2019
Abstract: 

This chapter narrates a design story behind creating a graduate program that thematizes contemplative inquiry and practice as a pedagogic modality. It also offers a critical examination by the founding faculty of the program on what is understood as contemplative education. Finally, it details some of the key findings of student experience pertaining to the program. As a whole, this chapter is offered as an illuminating, and hopefully instructive, tale of one Canadian contemplative education graduate program in the context of a Master’s program.

Document type: 
Book chapter

Awareness, Policy, Privacy, and More: Post-Secondary Students Voice Their Solutions to Cyberbullying

Peer reviewed: 
Yes, item is peer reviewed.
Date created: 
2020-08-20
Abstract: 

This paper discusses solutions to cyberbullying posed by post-secondary students from four Canadian universities. The qualitative data used in this analysis were drawn from one open-ended question on an online student survey completed by 1458 undergraduate students, as well as 10 focus group transcripts involving a total of 36 students. Seven key themes emerged: awareness and education; policy; protecting one’s privacy; technology-based solutions; empowering better choices and responses; university culture; and disciplinary measures. The findings show that post-secondary institutions need to make preventing and curtailing cyberbullying more of a priority within their campus communities, including engaging in responsive consultation with key stakeholder groups, such as students, to develop meaningful solutions.

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Article
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