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Journal Articles (Equity Diversity Inclusion)

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  1. ‘Whiteness, Naivety, Void and Control’. [Download]

    Title: ‘Whiteness, Naivety, Void and Control’.
    Creator: Anderson, Chris
    Description: A renowned architect has agreed to travel to the University of Alberta to engage in a visioning session, led by the University of Alberta’s Native Student Services, for a proposed “Lodge of Learning.” The session is meant to allow “all our spirits to come together in a good way with the blessings of the Creator” (the architect’s words). The session begins in what we are told is “the traditional way”2, part of which involves a smudging ceremony. Most of us partake in the event and, afterwards, the architect prattles on for a bit about being a warrior and “finding your warrior within.” I stifle a yawn as my eyes wander over to the food trays, looking for any cheese Danishes that might have escaped the many eager fingers attending this meeting. He finishes his opening remarks, and an eagle feather (another “traditional” device) is produced to act as a “talking stick” allowing you to speak, uninterrupted, when it’s in your hand. I amuse myself by trying to imagine any of my seven uncles – huge, labour-hardened men – requiring a talking stick to make themselves heard, or to make others listen. Oh well…my family and I are Métis, and this seems to be a Cree thing. And when in Rome…The process begins and the feather is passed from hand to hand and voice to voice, in a clockwise direction (which, we are told, is also traditional).
    Subjects: Whites -- Evaluation, Maoris -- Personal narratives, Universities and colleges -- Evaluation, Universities and colleges -- Canada, Native Americans -- Study and teaching, Universities and colleges -- New Zealand, Native Americans -- Personal narratives
    Date Created: 2007
  2. ‘The Death of Koro Paka: “Traditional” Māori Patriarchy’ [Download]

    Title: ‘The Death of Koro Paka: “Traditional” Māori Patriarchy’
    Creator: Hokowhitu, Brendan
    Description: This article is underpinned by the simple question of what knowledge is produced about Māori men and why. In particular, it deconstructs the invention, authentication, and re-authentication of \"traditional\" Māori patriarchy. It begins by examining how Māori patriarchy was invented and authenticated through the hybridization of Māori and British masculine cultures, especially through the early colonial education of a select few Māori boys, who were subjects of a British public schooling technique. The article draws from this historical analysis to demonstrate how Māori patriarchy continues to be authenticated in today's popular culture. Here, the contemporary re-authentication of Māori patriarchy is drawn attention to through a deconstruction of the film Whale Rider. This film analysis argues that Whale Rider deploys a dangerous conflation of representation and reality, which ultimately re-authenticates the invented tradition of Māori patriarchy. The article is less concerned with denouncing particular tropes of Māori men as \"false\" and more with how such \"truths\" have come to be privileged; it also seeks to uncloak the processes that produce Māori masculine subjectivities.
    Subjects: sport, patriarchy, Whale Rider, Māori, rugby, film, masculinity
    Date Created: 2008
  3. Indigenous existentialism and the body. [Download]

    Title: Indigenous existentialism and the body.
    Creator: Hokowhitu, Brendan
    Description: This article begins a discussion on indigenous existentialism. The theme developed as a result of engagement at the intersection between Indigenous Studies and Cultural Studies, and the realisation that cultural concepts often canonised within Indigenous Studies departments, such as tradition and authenticity (when exclusive), detract from the conception of indigenous culture as part of the immediate material reality of indigenous lives. In turn, when indigenous culture is too often defined only in relation to an imagined authentic past, indigenous existentialism is inhibited because indigenous people lack a conscious awareness of cultural immediacy. There is nothing more immediate than the body and, thus, I began to theorise indigenous existentialism through an analyses of the indigenous body, its genealogy, and its immediacy. To help me process this theorisation I engage with current Cultural Studies debates surrounding the analyses of the body. I conclude that an indigenous existentialism will recognise that the power of the body is still unknown.
    Subjects: Body, Indigenous existentialism, Immediacy, Indigenous culture
    Date Created: 2009
  4. ‘Postcolonial peace’ [Download]

    Title: ‘Postcolonial peace’
    Creator: Hokowhitu, Brendan
    Description: For those familiar with Maori Studies, Ranginui Walker's Ka Whawhai Tonu Matou: Struggle Without End is one of those seminal texts that academics in the field return to time and time again. Its title reverberates with Achille Mbembe's construction of colonial peace as a 'war without end.' Often peace and war are states that humans find themselves 'in,' and are seldom thought of as being tied to identity. In this article, however, we argue that postcolonial occupation, which may be framed as 'postcolonial peace,' underpins postcolonial identity construction. Here we theorise postcolonial peace as that \"state inscribed in an 'economy of violence'\" where exclusion forms the identity construction of both indigenous and non-indigenous alike.3 In this article we examine the Derridian notion of an 'economy of violence' to help to understand the current violence based on exclusion and demarcation that is occurring in the interstitial space of postcolonial identity politics.
    Subjects: Postcolonialism -- Analysis, Decolonization -- Social aspects, Group identity, Poststructuralism -- Methods
    Date Created: 2011
  5. The learning object economy: Implications for developing faculty expertise [Download]

    Title: The learning object economy: Implications for developing faculty expertise
    Creator: Campbell, Katherine
    Description: The evolving use of learning technologies and systems, such as learning object systems, to support more social learning environments in which learners have more agency than ever before to construct their own learning experiences is an innovation that involves both faculty and learners in a process of difficult sociocultural change. Programs of faculty support that acknowledge that faculty’s learning needs extend beyond the development of technical skills to the development of new pedagogical skills are indicated. This paper argues that the evolving concept of learning objects systems, and the \"economy\" that is emerging around the idea of sharable, reusable learning objects managed by repositories, presents new challenges and opportunities for our community. Faculty working with these systems may need to be supported through a personal process of reconceptualizing the nature of teaching and learning within these environments. This process of personal transformation has the potential for change in institutional policy and practice, the institutional cultural change of which Tony Bates (2000) and others speak (cf. Advisory Committee for Online Learning, 2000). The Collaboration for Online Higher Education Research (COHERE) is an alliance of eight research-intensive Canadian universities that is examining these challenges through a multi-pronged research program, one focus of which is supporting faculty as they research their own practice related to technology-enhanced teaching innovations. More specifically, this paper is itself a collaboration among the COHERE partners to share our collective belief about the potential for faculty and institutional transformation through participation in these \"e-learning evolutions\".
    Subjects: Universities and colleges--Faculty, Instructional technology, Education, Learning object
    Date Created: 2002
  6. Wheelchair seating assessment and intervention: A comparison between Telerehabilitation and face-to-face service [Download]

    Title: Wheelchair seating assessment and intervention: A comparison between Telerehabilitation and face-to-face service
    Creator: Barlow, Ingrid
    Description: This study compared outcomes of wheelchair seating and positioning interventions provided by telerehabilitation (n=10) and face-to-face (n=20; 10 in each of two comparison groups, one urban and one rural). Comparison clients were matched to the telerehabilitation clients in age, diagnosis, and type of seating components received. Clients and referring therapists rated their satisfaction and identified if seating intervention goals were met. Clients recorded travel expenses incurred or saved, and all therapists recorded time spent providing service. Wait times and completion times were tracked. Clients seen by telerehabilitation had similar satisfaction ratings and were as likely to have their goals met as clients seen face-to-face; telerehabilitation clients saved travel costs. Rural referring therapists who used telerehabilitation spent more time in preparation and follow-up than the other groups. Clients assessed by telerehabilitation had shorter wait times for assessment than rural face-to-face clients, but their interventions took as long to complete.
    Subjects: Videoconferencing, Wheelchair Seating, Outcomes, Rehabilitation, Telehealth, Telerehabilitation
    Date Created: 2009
  7. A review of what instructional designers do: Questions answered and questions not asked [Download]

    Title: A review of what instructional designers do: Questions answered and questions not asked
    Creator: Kenny, Richard F.
    Description: The purpose of this literature review was to determine what evidence there is that instructional designers apply ID Models, as well as to establish what other activities and processes they might use in their professional activities. Only ten articles were located that directly pertained to this topic: seven reporting on empirical research and three case descriptions recounting development experiences. All ten papers pertained to process-based ID models. Results showed that, while instructional designers apparently do make use of process-based ID models, they do not spend the majority of their time working with them nor do they follow them in a rigid fashion. They also engage in a wide variety of other tasks that are not reflected in ID models.
    Subjects: Education, Instructional design
    Date Created: 2005
  8. Indigenous: It Depends How You Look at It. What You Call It. How You Live It. [Download]

    Title: Indigenous: It Depends How You Look at It. What You Call It. How You Live It.
    Creator: Beard, Laura J.
    Description: In this article, we use examples from contemporary Anishinaabe artist Rebecca Belmore and the works of the Spiderwoman Theater Troupe to explore how contemporary Indigenous artists in the Americas negotiate the representation of Indigenous identities, identities which are always performed and entangled in a mesh of geographical locations, cultural practices and ideological borders. Through their artistic productions, many Native artists and authors participate in a larger community of voices discussing what it means to be Indigenous in the Americas and what ethical responsibilities or commitments to community are entailed in and by their work.
    Subjects: Indigenous, Rebecaa Belmore, identity, Spiderwoman Theatre, performance
    Date Created: 2014
  9. Faculty adoption of teaching and learning technologies: Contrasting earlier adopters and mainstream faculty [Download]

    Title: Faculty adoption of teaching and learning technologies: Contrasting earlier adopters and mainstream faculty
    Creator: Anderson, Terry
    Description: The adoption of teaching and learning technologies is an innovation that challenges the structure, culture and practice of modern research universities. This paper documents quantitatively and qualitatively the attitudes, skills and behavior of the faculty related to the use of instructional technology at a large Canadian research university. The data was gathered from a survey (n = 557) of teaching faculty. The data is analyzed with respect to Roger's (1995) categories of adoption of innovation differentiating \"Earlier Adopters\" (EAs) from \"Mainstream Faculty\" (MF). The paper discusses four factors that have tended to create a \"chasm\" between these two groups and discusses strategies for reducing the chasm and providing support and incentive for all faculty in the adoption of instructional technologies.
    Subjects: teaching technogy, mainstream faculty, early adopters, learning technology
    Date Created: 1998
  10. ‘Race Tactics: The Racialised Athletic Body’ [Download]

    Title: ‘Race Tactics: The Racialised Athletic Body’
    Creator: Hokowhitu, Brendan
    Description: This article employs poststructuralism to deconstruct the bodies of athletes of colour, which are viewed as genealogical representations of power that have their roots in eighteenth and nineteenth century bio-racist discourses. The central premise of this article is that overtime, the body of the athlete of colour has consistently corresponded with the dominant discourse on race by transformation or mutation, enabling it to provide an allegorical juxtaposition for the transitory self. The discussion that follows describes a discursive genealogical representation of the coloured body as inherently physical and one that is steeped in Social Darwinism.
    Subjects: Auxiliary sciences of history, Sports, Racism, Athletes, Mutation (Biology), Genealogy
    Date Created: 2003