scholarly journals The "Ontario First Nation, Métis, and Inuit Education Policy Framework": A Case Study on its Impact

in education ◽  
2014 ◽  
Vol 19 (2) ◽  
Author(s):  
Laura-Lee Kearns
Keyword(s):  
Education Policy ◽  
Learning Opportunities ◽  
First Nation ◽  
Policy Framework ◽  
Aboriginal Education ◽  
Canadian History ◽  
Powerful Learning ◽  
Indigenous Perspectives ◽  
Policy Direction

In 2007, the Ontario Government implemented the Ontario First Nation, Métis, and Inuit Education Policy Framework. Some schools and school boards have been active in piloting and supporting these initiatives. Because this is a newly implemented policy direction, I wanted to begin to assess best practices and challenges, so I asked participants at one school board and one high school what impact their participation in the Aboriginal education program initiatives had on them professionally, academically, and personally. The Aboriginal programming initiatives, like the ones in which I have participated and studied, have been found to be personally and academically/professionally transformative for administrators, teachers, and youth. As Indigenous-focused curriculum is brought into the mainstream, and as a space is created to consider and include Indigenous perspectives, there is potential for Indigenous and non-Indigenous participants to experience powerful learning opportunities, some of which may transform their perceptions of Canadian history and for contemporary Indigenous people to be valued, though many challenges remain systemically to decolonize the educational realm.

scholarly journals Two-Eyed Seeing in Research and its Absence in Policy: Little Saskatchewan First Nation Elders' Experiences of the 2011 Flood and Forced Displacement

2017 ◽  
Vol 8 (4) ◽  
Author(s):  
Donna E Martin ◽  
Shirley Thompson ◽  
Myrle Ballard ◽  
Janice Linton
Keyword(s):  
Decision Making ◽  
Collaborative Research ◽  
Policy Making ◽  
Ways Of Knowing ◽  
Provincial Government ◽  
First Nation ◽  
Government Officials ◽  
Indigenous Lands ◽  
Indigenous Perspectives

Two-eyed seeing is a guiding framework for research that values and uses Indigenous and Western ways of knowing. In this article, we describe the merits and challenges of using two-eyed seeing to guide a collaborative research project with a First Nation community in Manitoba, Canada devastated by a human-made flood. In 2011, provincial government officials flooded 17 First Nation communities including Little Saskatchewan First Nation (LSFN), displacing thousands of people. To date, approximately 350 LSFN’s on-reserve members remain displaced. Two-eyed seeing ensured that the study was community-driven and facilitated a more thorough analysis of the data. This case study illuminated the absence of two-eyed seeing in policy making and decision making. We argue for the need to incorporate two-eyed seeing in policy making and program development, and to value and foster Indigenous perspectives in decision making within communities, especially regarding activities that have a direct impact on environments within or surrounding Indigenous lands.

scholarly journals A First Nations Framework for Emergency Planning

2019 ◽  
Vol 14 (1) ◽  
pp. 85-106 ◽  
Author(s):  
Stephanie Montesanti ◽  
Wilfreda E Thurston ◽  
David Turner ◽  
Reynold Medicine Traveler
Keyword(s):  
First Nations ◽  
Ecological Model ◽  
Emergency Planning ◽  
First Nation ◽  
Canadian History ◽  
Community Based ◽  
Southern Alberta ◽  
The Impact ◽  
The City

In June 2013, a severe flooding of the Bow and Elbow Rivers affected southern Alberta, a province in Canada. The flood was subsequently described to be the costliest natural disaster in Canadian history. Among the hardest hit communities was the Siksika First Nation, located on the Bow River banks about 100 kilometers east of the city of Calgary.A community-university partnership was formed to document the Siksika First Nation community-based response to the health and social effects to their community from the flood. Our qualitative case study sought to: (1) document Siksika First Nation’s response to the health and social impacts resulting from flood in their community; and (2)develop a culturally appropriate framework for disaster and emergency planning in First Nations communities. The Siksika’s work to mitigate the impact of the flood followed a holistic or socio-ecological model that took the determinants of population health into consideration.

The Relationship between Working Environment and Internship Satisfaction Level: A Case Study Of A 4-Star Hotel Restaurant In Germany

2019 ◽  
Vol 2 (4) ◽  
pp. 276-291
Author(s):  
Chatarina Natalia Putri
Keyword(s):  
Career Development ◽  
Working Hours ◽  
Learning Opportunities ◽  
Working Environment ◽  
The Other ◽  
Satisfaction Level ◽  
Supervisory Support ◽  
Support Organization ◽  
The Relationship

There are many factors that can lead to internship satisfaction. Working environment is one of the factors that will result to such outcome. However, many organizations discarded the fact of its importance. The purpose of this study is to determine whether there is a significant relationship between working environment and internship satisfaction level as well as to determine whether the dimensions of working environment significantly affect internship satisfaction. The said dimensions are, learning opportunities, supervisory support, career development opportunities, co-workers support, organization satisfaction, working hours and esteem needs. A total of 111 questionnaires were distributed to the respondents and were processed by SPSS program to obtain the result of this study. The results reveal that learning opportunities, career development opportunities, organization satisfaction and esteem needs are factors that contribute to internship satisfaction level. In the other hand, supervisory support, co-workers support and working hours are factors that lead to internship dissatisfaction. The result also shows that organization satisfaction is the strongest factor that affects internship satisfaction while co-workers support is the weakest.

Populism and Religion in Brazil: The View from Education Policy

2021 ◽  
pp. 1-15
Author(s):  
Catarina Ianni Segatto ◽  
Mário Aquino Alves ◽  
Andrea Pineda
Keyword(s):  
Education Policy ◽  
Historical Analysis ◽  
Secondary Data ◽  
Right Wing ◽  
Religious Groups ◽  
Welfare Services ◽  
National Congress ◽  
Over Time

This article is a case study of Brazil, a country where Catholic-based organizations have historically played a key role in providing education and welfare services. Since the 1980s, these organizations have supported progressive changes at both the national and subnational levels. Nevertheless, the influence of religion on education policy has shifted in the last few decades. Pentecostal and Neopentecostal groups have gained prominence through representatives in the National Congress, and, in 2018, formed a coalition enabling the election of a right-wing populist President. We analyse the trajectory of religious groups’ influence on Brazil’s education policy over time (colonization to the 1980s, the 1980s to the beginning of the 2000s, and the 2000s until now) through a qualitative-historical analysis of primary and secondary data. This article argues that both Catholic and Protestant groups have influenced progressive changes in Brazil’s education policy, but they also share conservative ideas impeding further advances.

Learning opportunities in peer-peer interaction: A case study of two L2 Mandarin Chinese learners

2020 ◽  
Vol 9 (2) ◽  
pp. 199-226
Author(s):  
Dan Jiang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Mandarin Chinese ◽  
Learning Opportunities ◽  
French Immersion ◽  
Chinese Learners ◽  
Instructed Second Language Acquisition ◽  
Negotiation For Meaning

AbstractThe roles of interaction have been studied for several decades. Recent studies have turned to investigate “the details of which components of interaction might be more or less effective in which contexts with which learners” (Loewen, Shawn & Masatoshi Sato. 2018. Interaction and instructed second language acquisition. Language Teaching 51(3). 285–329: 286). This case study, based on three unstructured interactions outside the classroom between two L2 Mandarin Chinese learners, investigates the learning opportunities these interactions brought about in terms of helping them to increase in control over forms that had already been encountered inside the classroom. Using the concept of the language-related episode (Swain, Merrill & Sharon Lapkin. 1998. Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal 82(3). 320–337), this study sets focus on learning opportunities for lexis- and grammar-related items. It finds learning opportunities arise as the two peers negotiate for meaning motivated by the need to comprehend, strive to use the L2 to express/co-express themselves, and improve their form through the other’s feedback. In addition, lexis-related learning is found to be very positive in this study. The dictionary played an indispensable role in facilitating the learners when they encountered lexis-related issues. Further, it enabled the learners to learn new vocabulary when driven by communicative needs. In comparison, the grammar-related learning is found to be relatively complicated. And the fact the learners had nowhere to resort to concerning grammatical issues attributed to it. In terms of the different types of interactions, compared to learning through negotiation for meaning and feedback, output and co-construction/collaboration were found to be most productive in promoting the learning.

scholarly journals Global online platforms, COVID-19, and culture: The global pandemic, an accelerator towards which direction?

2021 ◽  
pp. 016344372199453
Author(s):  
Antonios Vlassis
Keyword(s):  
Soft Power ◽  
Asia Pacific ◽  
Policy Framework ◽  
The European Union ◽  
Online Platforms ◽  
Global Pandemic ◽  
Major Development ◽  
The Us ◽  
Media Platform

The article proposes to consider the COVID-19 global pandemic as new major development for cultural industries and policies and to highlight timely and crucial trends due to the lockdown measures. Thus, it attempts to stimulate the scholarship debate regarding the consequences of the pandemic to the action of global online platforms, as well as to policy and economic aspects of cultural sectors. Taking as case study the audio-visual sector, the article explores whether the US global streaming platforms are the winning players of the lockdown measures and emphasizes the multifaceted strategies developed by US-based platforms in order to strengthen their soft power. Focusing on China and the European Union, the article also argues that the overwhelming action of US-based online platforms triggers the potential emergence of media platform regionalization in the context of COVID-19 pandemic. Finally, it highlights the regulatory challenges and how the new empirical trends are expected to shape the current audio-visual policy framework. The analysis focuses on the period between the beginning of global pandemic in Asia-Pacific in January 2020 and the progressive easing of lockdown measures in North America, Europe and Asia-Pacific in July 2020.

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