Silent Voices, Silent Stories: Japanese Canadians in Social Studies Textbooks

The purpose of this article is to illustrate the importance of reading social studies textbooks through a critical lens. Students and teachers who engage in critical interrogation of texts will broaden their understanding of history and the inequities that have shaped Canadian society over time. Informed by both critical and postmodern theory, this analysis of three commonly used grade 10 social studies textbooks elucidates the limitations inherent in each textbook's discussion of the history of Japanese Canadians. It also illustrates the failure to contextualize specific events in history, potentially leaving students with a narrow conception of historical events. Historical sources written by Japanese Canadians were used to gain a better understanding of their experiences and to strengthen the analysis. The implications of the limitations for students and teachers are discussed, as well as how textbooks can be used more productively in social studies classrooms.Le but de cet article est d'illustrer à quel point il est important d'aborder d'un ceil critique la lecture de manuels d'études sociales. Les élèves et les enseignants qui font une lecture critique des manuels approfondiront leur connaissance de l'histoire et des iniquités qui ont influencé l'évolution de la société canadienne. Reposant tant sur les théories de la critique et du postmodernisme, cette analyse de trois manuels fréquemment employés dans l'enseignement des études sociales en 10e année souligne les limites inhérentes dans la présentation qu'on y fait de l'histoire des Japonais au Canada. L'analyse démontre également le manque de contextualisation d'événements historiques précis, lacune qui risque de fournir une interprétation limitée de l'histoire aux élèves. Des textes historiques écrits par des Canadiens Japonais ont été consultés pour mieux comprendre le vécu des Japonais au Canada d'une part et pour renforcer l'analyse d'autre part. L'on évoque les implications pour les élèves et les enseignants des limitations et on explique comment les manuels d'études sociales peuvent être mieux employés

Challenges and Prospects for Canadian Social Studies

This article provides a critical review of the text "Challenges and Prospects for Canadian Social Studies" edited by Alan Sears and Ian Wright and widely used in Canadian social studies contexts

From Care-less to Care-full: Education for Citizenship in Schools and Beyond

This article attempts to disrupt liberal democratic understandings of citizenship as they inform social studies curricula in schools. Care-less citizenship is used throughout the article to describe the denial or propensity to ignore the deep inequities that exist in the world. The article also implicates schooling, and in particular social studies education, in the maintenance of citizenship as a falsely universalized construct through such practices as standardization and high-stakes testing. Conceptions and experiences of citizenship articulated by five secondary social studies teachers and 10 preservice teachers provide a means through which to improve understanding of how students are constructed as citizens in relation to the prescribed and negotiated curriculum encountered in classrooms. Finally, the article advances an understanding of citizenship as care-full—that is, attentive, relational, and caring—in which conditions of oppression operating to limit the realization of equity are continual subjects of interrogation.Cet article tente d’ébranler la vision libérale et démocratique de la citoyenneté telle qu’elle se manifeste dans les programmes d’études sociales dans les écoles. Dans l’article, l’expression ‘la citoyenneté négligente’ fait référence à la tendance de faire abstraction des inégalités profondes qui existent dans le monde. L’école, en particulier les programmes d’études sociales, joue un rôle dans le maintien de la citoyenneté comme concept faussement universalisé et ce, par des pratiques comme la normalisation et les tests à enjeux élevés. Les conceptions et les expériences relatives à la citoyenneté telles que relatées par cinq enseignants des études sociales au secondaire et dix stagiaires servent de base pour comprendre la formation des élèves comme citoyens du monde par le moyen des programmes d’études imposés. Finalement, l’article propose une interprétation de la citoyenneté ‘attentive’, c’est à dire, relationnelle, empreinte de compassion et préoccupée par les conditions oppressantes qui se posent en obstacles à la réalisation de l’égalité

A Book Review of \u3cem\u3eTeaching About Hegemony: Race, Class, and Democracy in the 21st Century\u3c/em\u3e

A review of the book Teaching About Hegemony: Race, Class and Democracy in the 21st Century, by Paul Orlowski (Springer, 2011)

Framing Citizenship and Citizenship Formation for Preservice Teachers: A Critical Review of Prominent Trends in the Research Literature

Funded by Thinking Historically for Canada\u27s Future, a research partnership supported by the Social Sciences and Humanities Research Council of Canada, this article considers how, and the extent to which, contemporary research within the area of citizenship education for preservice teachers advances the creation of more genuinely democratic and socially just societies. Drawing on critical and anti-oppressive insights in education, we specifically examine themes, trends, and developments within research related to: (a) preservice teachers’ beliefs about citizenship, democracy, and related themes, and (b) the influence of pedagogical practices and program models on their citizenship dispositions and teaching practices. We conclude by offering a series of recommendations for future research and theorizing in the field of teacher education, including the need for studies that move away from deficiency-based research frames and expanded notions of citizenship beyond universalized liberal democratic understandings that currently dominate the field

Building Place: Students’ Negotiation of Spaces and Citizenship in Schools

This study explored how high school students’ negotiate school spaces beyond the classroom within a broader context of citizenship education and identity construction. Using visual hermeneutics, researchers worked over three years with students and staff in a large, diverse, urban, public high school. Through student-produced photo- graphs of school space, questionnaires, interviews with staff and students, and obser- vations of students’ use of space, researchers found that physical and social construc- tion of space, students’ occupation and congregatation in spaces, the visual landscape of a school, and practices of school surveillance all influence the negotiation of identi- ties and citizenship among students. Key words: identity, physical enrvironment, social environment, visual hermeneutics, school landscape Cet article relate comment des élèves du secondaire négocient des espaces scolaires en dehors de la classe dans un contexte d’éducation à la citoyenneté et de construction d’identité. À l’aide d’une herméneutique visuelle, les chercheurs ont travaillé sur trois ans avec des élèves et des membres du personnel dans une école secondaire urbaine de grande taille accueillant une clientèle diversifiée. À travers des photos d’espaces scolaires prises par les élèves, des questionnaires, des entrevues avec des membres du personnel et des élèves et l’observation de l’utilisation de l’espace par les élèves, les auteurs ont trouvé que les constructions physiques et sociales des espaces, leur occupation par les élèves et leurs habitudes de rassemblement dans ces espaces, le paysage visuel de l’école et les pratiques de l’école en matière de surveillance exer- cent tous une influence sur la négociation des identités et de la citoyenneté chez les élèves. Mots clés: identité, environnement physique et social, herméneutique visuelle, pay- sage de l’école

Digital Storytelling for Historical Understanding: Treaty Education for Reconciliation

This paper presents the findings of a research project that sought to interrogate the possibilities of digital storytelling as a pathway towards a more complete understanding of treaties and the treaty relationship in western Canada. This research is situated in the province of Saskatchewan, where treaty education (that is, education about the history of the numbered treaties signed between First Nations people and the British Crown, as well as the subsequent history of the treaty relationship) has been mandatory for almost a decade. The paper details a two-year journey alongside elementary educators as they used digital storytelling to take up treaty education in their classrooms. We present an overview of the research project as well as the narratives of a teacher, a researcher, and a Cree knowledge keeper, all of whom were involved in and reflected on the research journey. We consider the research findings alongside these narratives in order to explore the possibilities that digital storytelling might offer as we, as a Canadian nation, move towards reconciliation with Aboriginal people within a Canadian context of ongoing colonialism. Questo articolo presenta i risultati di un progetto di ricerca che ha cercato di indagare sulle possibilità della narrazione digitale di storie (storytelling) come percorso verso una comprensione più completa dei trattati e del rapporto fra i trattati nel Canada occidentale. Questa indagine è situata nella provincia di Saskatchewan, dove l'istruzione sui trattati (cioè, l'educazione sulla storia dei trattati numerati firmati tra la Prima Nazione e la Corona Britannica, così come la storia successiva del rapporto fra i trattati) è stato obbligatorio per quasi un decennio. Il saggio riporta un percorso di due anni con insegnanti di scuola elementare che hanno usato lo storytelling digitale per fare l'educazione ai trattati nelle loro classi. Presentiamo una panoramica del progetto di ricerca ed i racconti di un insegnante, di un ricercatore, e un guardiano Cree della conoscenza, i quali sono stati coinvolti nella ricerca e riflettono sul percorso svolto. Consideriamo i risultati dell’indagine insieme a questi racconti, al fine di esplorare le possibilità che la narrazione digitale potrebbe offrire dato che noi, come nazione canadese, procediamo verso la riconciliazione con gli aborigeni in un contesto canadese di colonialismo in corso

Advanced Technology Large-Aperture Space Telescope (ATLAST): A Technology Roadmap for the Next Decade

The Advanced Technology Large-Aperture Space Telescope (ATLAST) is a set of mission concepts for the next generation of UVOIR space observatory with a primary aperture diameter in the 8-m to 16-m range that will allow us to perform some of the most challenging observations to answer some of our most compelling questions, including "Is there life elsewhere in the Galaxy?" We have identified two different telescope architectures, but with similar optical designs, that span the range in viable technologies. The architectures are a telescope with a monolithic primary mirror and two variations of a telescope with a large segmented primary mirror. This approach provides us with several pathways to realizing the mission, which will be narrowed to one as our technology development progresses. The concepts invoke heritage from HST and JWST design, but also take significant departures from these designs to minimize complexity, mass, or both. Our report provides details on the mission concepts, shows the extraordinary scientific progress they would enable, and describes the most important technology development items. These are the mirrors, the detectors, and the high-contrast imaging technologies, whether internal to the observatory, or using an external occulter. Experience with JWST has shown that determined competitors, motivated by the development contracts and flight opportunities of the new observatory, are capable of achieving huge advances in technical and operational performance while keeping construction costs on the same scale as prior great observatories.Comment: 22 pages, RFI submitted to Astro2010 Decadal Committe

Effect of angiotensin-converting enzyme inhibitor and angiotensin receptor blocker initiation on organ support-free days in patients hospitalized with COVID-19

IMPORTANCE Overactivation of the renin-angiotensin system (RAS) may contribute to poor clinical outcomes in patients with COVID-19. Objective To determine whether angiotensin-converting enzyme (ACE) inhibitor or angiotensin receptor blocker (ARB) initiation improves outcomes in patients hospitalized for COVID-19. DESIGN, SETTING, AND PARTICIPANTS In an ongoing, adaptive platform randomized clinical trial, 721 critically ill and 58 non–critically ill hospitalized adults were randomized to receive an RAS inhibitor or control between March 16, 2021, and February 25, 2022, at 69 sites in 7 countries (final follow-up on June 1, 2022). INTERVENTIONS Patients were randomized to receive open-label initiation of an ACE inhibitor (n = 257), ARB (n = 248), ARB in combination with DMX-200 (a chemokine receptor-2 inhibitor; n = 10), or no RAS inhibitor (control; n = 264) for up to 10 days. MAIN OUTCOMES AND MEASURES The primary outcome was organ support–free days, a composite of hospital survival and days alive without cardiovascular or respiratory organ support through 21 days. The primary analysis was a bayesian cumulative logistic model. Odds ratios (ORs) greater than 1 represent improved outcomes. RESULTS On February 25, 2022, enrollment was discontinued due to safety concerns. Among 679 critically ill patients with available primary outcome data, the median age was 56 years and 239 participants (35.2%) were women. Median (IQR) organ support–free days among critically ill patients was 10 (–1 to 16) in the ACE inhibitor group (n = 231), 8 (–1 to 17) in the ARB group (n = 217), and 12 (0 to 17) in the control group (n = 231) (median adjusted odds ratios of 0.77 [95% bayesian credible interval, 0.58-1.06] for improvement for ACE inhibitor and 0.76 [95% credible interval, 0.56-1.05] for ARB compared with control). The posterior probabilities that ACE inhibitors and ARBs worsened organ support–free days compared with control were 94.9% and 95.4%, respectively. Hospital survival occurred in 166 of 231 critically ill participants (71.9%) in the ACE inhibitor group, 152 of 217 (70.0%) in the ARB group, and 182 of 231 (78.8%) in the control group (posterior probabilities that ACE inhibitor and ARB worsened hospital survival compared with control were 95.3% and 98.1%, respectively). CONCLUSIONS AND RELEVANCE In this trial, among critically ill adults with COVID-19, initiation of an ACE inhibitor or ARB did not improve, and likely worsened, clinical outcomes. TRIAL REGISTRATION ClinicalTrials.gov Identifier: NCT0273570