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By no means there yet: centring the voices of Black, Indigenous, and youth of colour climate activists in Ontario
(2024)
This critical qualitative inquiry delves into the experiences of Black, Indigenous, and youth of
colour activists involved in the climate justice movement. Semi-structured narrative interviews
were conducted with 15 ...
Decolonizing environmental science education: (Re)storying relations for settler educator unsettling
(2024)
The purpose of this portfolio is to emphasize, demonstrate, and role-model the inherent
responsibility that all settler educators have in decolonizing their own ways of knowing, being,
doing and belonging before they can ...
Awakening Ontario educators to treaty stories: exploring the possibilities of disruptive treaty scripting as professional development
(2024)
I need to tell you a story. My name is Denise Petitpas and I am a French-Canadian,
Ontario school teacher. Specifically, I am Franco-Ontarian, and my surname Petitpas, comes
from one of the first forty families to settle ...
The silence that followed Indian Residential Schools: sharing our stories and reconnecting oral history among Omushkego Cree family members in Ontario
(2024)
For many Indian Residential School (IRS) survivors, there is a pervasive silence
surrounding their childhood experiences. The first research question, what childhood
stories pre-existed Indian Residential Schools for ...
Dialogue in enhancing EFL writing proficiency through collaborative synchronous and asynchronous computer-mediated communication
(2024)
Writing is considered to be one of the most challenging skills for English as a Foreign
Language (EFL) learners in China. To improve students’ writing skills, this study explored a
pedagogical strategy that blends ...