CRT Rewind: Teaching toward (the elusive) social justice

The key event around which this paper is built is the 2010 absolute discharge granted to Eric Tillman, a former (and current) Canadian Football League executive, who pleaded guilty to a sexual assault charge involving a teenage girl in Regina, Saskatchewan, Canada (Pruden, 2010). Drawing on critical race theory as applied to pedagogical spaces (Knaus, 2009; Earick, 2009), it offers a reverse chronology, autoethnographic response to the ruling in the Tillman case, as well as to “public” discourse produced by, and informing, the case itself. Combining autoethnographic reflections and a bricolage of artifacts, it interrogates (im)possibilities of teaching toward social justice with/in pejoratively gendered and racialized social spaces such as those of the Canadian Prairies and offers pedagogical possibilities for speaking to disrupt. L'évènement clé sur lequel se base cet article est l'absolution inconditionnelle accordée à Eric Tillman, un cadre supérieur de la Ligue canadienne de football qui a plaidé coupable à une accusation d'agression sexuelle impliquant une adolescente de Regina, Saskatchewan au Canada (Pruden, 2010). Puisant dans la théorie critique de la race telle qu'elle s'applique aux milieux pédagogiques (Knaus, 2009; Earick, 2009), l'article présente une réaction antichronologique et autoethnographique à la décision dans le cas Tillman et au discours «public» qui en a découlé et qui l'a nourri. Alliant des réflexions autoethnographiques à un mélange d'artéfacts, l'article interroge la possibilité/l'impossibilité d'enseigner vers la justice sociale dans des milieux sociaux où existe la discrimination sexuelle et raciale tels que ceux des Prairies canadiennes. Il présente également des possibilités pédagogiques visant la contestation

Le bruit de la marche

Walking pedagogies provide opportunities for embracing diversity, at the same time that they honour a relationship with the Earth. As such, they can be used to encourage learners and curriculum makers to attune to their surroundings. Walking and writing together, though from disparate geographical locations, we provoke critical reflections on ableism through walking pedagogies. Inspired by our surroundings, we explicate and query curriculum experiences and the pedagogical reflections that accompany them/us, holding space for (dis)abilities. Co-constructed poetries frame our autoethnographic engagements with theory and practice. We offer two ways walking pedagogies may be engaged to disrupt ableism: walking to “disorient the norm” (Parrey, 2020) in the first instance, and moving as listening in the second. Through these disruptions to ableist discourses, we attend to ongoing circumstances of curriculum-making, attuning to the noise of walking in nature, where some have unrestricted access, some have partial access and some have no access at all.Les pédagogies de la marche offrent des opportunités pour embrasser la diversité, en même temps qu'elles honorent une relation avec la Terre. En tant que tels, ils peuvent s’utiliser pour encourager les apprenants et les concepteurs de curriculum à s'accorder avec leur environnement. Marcher et écrire ensemble, bien qu'à partir de lieux géographiques disparates, nous provoquons des réflexions critiques sur le capacitisme à travers des pédagogies de marche. Inspirés par notre environnement, nous expliquons et interrogeons les expériences curriculaires et les réflexions pédagogiques qui les/nous accompagnent, en gardant un espace pour les (dé)capacités. Les poésies co-construites encadrent nos engagements autoethnographiques avec la théorie et la pratique. Nous proposons deux manières d'engager les pédagogies de la marche pour perturber le capacitisme : marcher pour « désorienter la norme » (Parrey, 2020) dans un premier temps, et bouger comme écouter dans le second. À travers ces perturbations des discours capacitistes, nous assistons aux circonstances continus de l'élaboration du curriculum, en accord avec le bruit de la marche dans la nature, où certains ont un accès illimité, certains un accès partiel et d'autres aucun accès

Two or More Hours Away From Most Things: Re:writing Identities from No Fixed Address

How do we construe and re:construe the (archi)textures of (written) life? What is belonging when identities are temporal and where naming remains elusive or unknown? This article plays writing collaborative writing, deconstructing textual hierarchies between the “main” text body and footnoted text as a means of interrogating ways identities are written/performed. It is inspired by correspondences between the authors, generated in relation to three previous works published in Qualitative Inquiry, James Haywood Rolling, Jr.’s “Messing Around with Identity Constructs: Pursuing a Poststructuralist and Poetic Aesthetic,” “Searching Self-image: Identities to be Self-evident,” and Lace Marie Brogden’s “Not Quite Acceptable: Re:Reading my Father in Qualitative Inquiry.” We share correspondences between academics, using spaces created in writing “between friends” while constantly becoming through the re:writing of our identities from no fixed addres

The Common European Framework of Reference (CEFR) in Canada: A Research Agenda

This article proposes a research agenda for future inquiry into the use of the Common European Framework of Reference (CEFR) in the plurilingual Canadian context. Drawing on data collected from a research forum hosted by the Canadian Association of Second Language Teachers in 2014, as well as a detailed analysis of Canadian empirical studies and practice-based projects to date, the authors examine three areas of emphasis related to CEFR use: (a) K-12 education, including uses with learners; (b) initial teacher education, where additional language teacher candidates are situated as both learners and future teachers; and (c) postsecondary language learning contexts. Future research directions are proposed in consideration of how policymaking, language teaching and language learning are articulated across each of these three contexts. To conclude, a call is made for ongoing conversations encouraging stakeholders to consider how they might take up pan-Canadian interests when introducing various aspects of the CEFR and its related tools

Living Spaces for Talk with/in the Academy

Exploring to find the question is always already exploring to find the method. What's (really) happening when we talk in academic spaces? What talk(s) belong in the Academy? Where does the ‘talk’ happen and how is it (in)visible? Based on ‘talk’ of reflective practice shared between two colleagues, this article examines issues of ethics, methodology and usefulness as they pertain to the terra (in)cognito of idea talk with/in the Academy. Through a dialogue about methods and method in which we emphasize permission to dwell, we hope to further inquiry into the role of talk with/in the Academy

Talk/Reading/Voice: Re:search

In this article, the authors embrace talk as space for emergence and possibilities. They flirt with the part reading plays (or might play) in conversations within the academy, recognizing such readings take multiple forms: individual, shared, in response, and in reaction (to name a few). To confront oneself with the not yet known is to witness what is forming or being called forth as its shaping emerges. Using co-constructed reading responses, the authors present examples from King's (2003) The Truth about Stories as illustrations of their work together, where work, like talk, is about pushing the edges of what can be known and, more particularly, about what can(not) be said. The authors maintain finding voice through reading, research, and self-study helps shape collaborative work within the academy. This reveal encourages the mapping of unmapped but taken for granted parts of academic life, an already querying of method