Attention to Place: Learning to Listen

In this paper we set out to explore the speculative function and nature of narrative in autoethnographic research. We consider how place--as locus, milieu, setting in which we narrate the distance between ourselves and events we can remember, places where we can remember being (or, in this case, becoming: becoming authors)--enriches our understanding of autoethnographic research in Education. Determining autoethnography as new frontier and as site for the construction of a way of life, we offer and invite beginnings in literary enjoyment of life through autobiographical writings for the Social Science of Education. We find ourselves digressing, and suggest that this may be a turn our memory takes on its homeward journey. We celebrate life

Re-imagining Education Policy and Practice in the Digital Era

New digital technologies are changing the nature and contexts of work in Canada. It is essential that education policy and practice acknowledge and respond to these changes. The impacts and implications of new and emerging technologies for work can be summarized within two paradigms: technology is replacing work through automation and digital Taylorism; and technology is changing communication, collaboration and knowledge creation. Derived from a SSHRC Knowledge Synthesis report, this article explores how nurturing uniquely human abilities by employing a threshold concept approach will help create education policy and practice that can better prepare students for the realities of the evolving knowledge-based creative economy. Highlighting the complexity and transdisciplinary nature of knowledge, The New Literacies Threshold Concepts in English Language Arts are presented as a curriculum heuristic that is well-suited to developing uniquely human abilities

Intensification and Complexity in Teachers' Narrated Worklives

Reflecting on a previous study of teachers’ narratives, this epistolary conversation follows ideas of intensification and complexity that emerged in the authors’ return to the narrative accounts. Their conversation highlights representations of teaching as a struggle for recognition, personal happiness, and security—all within a system of accountability. Of central concern is the concept of complicity and how it is related to the seduction of consent through which teachers encounter a discourse of professionalism. By way of countering a misrecognized professionalism, the authors suggest that teachers’ narrative writings can be a means of forming a critical stance

Ways of Being in Teaching: Conversing Paths to Meaning

In this article, we invite readers into a conversation about ways of being in teaching. Through e‐mails, telephone calls, and face‐to‐face meetings, we use our first conversa‐ tions with each other as shared moments that we returned to, seeking to better under‐ stand how we made meaning in our individual school teaching careers, and how we continue to make meaning as teacher educators. Exploring together our memories, we use poetry and narrative to collaboratively interpret what those memories might mean for us and for educational communities. Key Words: autoethnography, collaborative research, poetic inquiry, teacher educa‐ tion, writing as research Dans cet article, les auteurs invitent les lecteurs à participer à une conversation sur les façons d’être comme pédagogues. Les conversations que les auteurs ont eux‐mêmes engagées entre eux à travers des courriels, des échanges téléphoniques et des ren‐ contres ont constitué le point de départ de leur réflexion en vue de mieux comprendre le sens qu’ils ont donné à leurs carrières respectives dans l’enseignement et qu’ils continuent à donner à leur implication actuelle dans la formation à l’enseignement. Explorant leurs souvenirs, ils ont recours à la poésie et à des récits pour interpréter ensemble le sens que pourraient avoir ces souvenirs pour eux et pour les milieux d’enseignement. Mots clés : autoethnographie, recherche concertée, enquête poétique, formation à l’enseignement, écriture comme mode de recherche.

Geração de si mesmo: catequeses na poesia

As a means to develop Canadian economic security, more attention in the last decade has been given to supporting the creative economy and building Canadian creative capacity. One of the stumbling blocks to nurturing the growth of creativity is the popular belief that creativity is innate. Research refutes this dated notion; What is lacking are explanations of strategies and pedagogical practices for researchers and learners to engage in, to enable them to begin to see themselves as creative. This paper focuses on the procedural steps and possibilities of a creative process called the Catechization Process. This work stems from the Parallaxic Praxis Model wherein investigations take place through arts-making. In this explanation, We share seven response poems created in the Catechization Process to theorize the imaginative space of producing knowledge through creative inquiry. When researchers can imagine themselves as creative and experimenting with new strategies for generating new ideas, their work will open new possibilities for understanding. Neste artigo, os autores ilustram como os sujeitos criativos podem usar um aspecto específico do modelo Praxis Parallaxic da PaulineSameshima, o “Processo de Catequização”. Eles descrevem os passosprocessuais e as possibilidades de catequese, um processo que a Sameshima desenvolveu para promover o significado e a geração de criatividade na pesquisa. O processo beneficia sujeitos criativos em vários campos e pode ser aplicado sempre que as investigações ocorrem por meio da criação em artes. Nesta explicação, os autores compartilham sete poemas de resposta criados no Processo de Catequização para teorizar o espaço imaginativo de produzir conhecimento por meio da investigação. Quando pesquisadores podem se imaginar como sujeitos criativos e experimentam mais estratégias para gerar novas ideias, seu trabalho abre novas possibilidades de compreensão

Introduction

In the social imaginary new concepts designate new realities, so with the 21st-century emergence of the concept of a creative economy, related concepts and terms have also emerged. Already terminology such as innovation, entrepreneurism, life hacks, pivots, platforms, coding, design thinking, and makerspaces has proliferated the educational landscape. Yet so much of what has been written that advocates for a complete rethinking of education lacks proximity to classrooms. Advancement of an idea includes the problematization of it. Thus, many of the contributions in this special issue question the underlying concepts by which creativity is understood

Poetic Inquiry of and on Play

Dear Carl, Pamela, Natalie, Sandra, and Kimberly,Would you like to come out and play? John, Lynn, Celeste, and I are knocking at your door.We wonder if you might be interested in joining us in a poetic inquiry? The call from CJE asks for papers that address play, playfulness, and childhood.Poetically yours,John, Lynn, Celeste, and SeanP.S. Can’t, too busy, don’t have time? Ready or not, here we come

A cryogenic rotation stage with a large clear aperture for the half-wave plates in the Spider instrument

We describe the cryogenic half-wave plate rotation mechanisms built for and used in Spider, a polarization-sensitive balloon-borne telescope array that observed the Cosmic Microwave Background at 95 GHz and 150 GHz during a stratospheric balloon flight from Antarctica in January 2015. The mechanisms operate at liquid helium temperature in flight. A three-point contact design keeps the mechanical bearings relatively small but allows for a large (305 mm) diameter clear aperture. A worm gear driven by a cryogenic stepper motor allows for precise positioning and prevents undesired rotation when the motors are depowered. A custom-built optical encoder system monitors the bearing angle to an absolute accuracy of +/- 0.1 degrees. The system performed well in Spider during its successful 16 day flight.Comment: 11 pages, 7 figures, Published in Review of Scientific Instruments. v2 includes reviewer changes and longer literature revie

Design of 280 GHz feedhorn-coupled TES arrays for the balloon-borne polarimeter SPIDER

We describe 280 GHz bolometric detector arrays that instrument the balloon-borne polarimeter SPIDER. A primary science goal of SPIDER is to measure the large-scale B-mode polarization of the cosmic microwave background in search of the cosmic-inflation, gravitational-wave signature. 280 GHz channels aid this science goal by constraining the level of B-mode contamination from galactic dust emission. We present the focal plane unit design, which consists of a 16$\times$16 array of conical, corrugated feedhorns coupled to a monolithic detector array fabricated on a 150 mm diameter silicon wafer. Detector arrays are capable of polarimetric sensing via waveguide probe-coupling to a multiplexed array of transition-edge-sensor (TES) bolometers. The SPIDER receiver has three focal plane units at 280 GHz, which in total contains 765 spatial pixels and 1,530 polarization sensitive bolometers. By fabrication and measurement of single feedhorns, we demonstrate 14.7$^{\circ}$ FHWM Gaussian-shaped beams with $<$1% ellipticity in a 30% fractional bandwidth centered at 280 GHz. We present electromagnetic simulations of the detection circuit, which show 94% band-averaged, single-polarization coupling efficiency, 3% reflection and 3% radiative loss. Lastly, we demonstrate a low thermal conductance bolometer, which is well-described by a simple TES model and exhibits an electrical noise equivalent power (NEP) = 2.6 $\times$ 10$^{-17}$ W/$\sqrt{\mathrm{Hz}}$, consistent with the phonon noise prediction.Comment: Proceedings of SPIE Astronomical Telescopes + Instrumentation 201

Pointing control for the SPIDER balloon-borne telescope

We present the technology and control methods developed for the pointing system of the SPIDER experiment. SPIDER is a balloon-borne polarimeter designed to detect the imprint of primordial gravitational waves in the polarization of the Cosmic Microwave Background radiation. We describe the two main components of the telescope's azimuth drive: the reaction wheel and the motorized pivot. A 13 kHz PI control loop runs on a digital signal processor, with feedback from fibre optic rate gyroscopes. This system can control azimuthal speed with < 0.02 deg/s RMS error. To control elevation, SPIDER uses stepper-motor-driven linear actuators to rotate the cryostat, which houses the optical instruments, relative to the outer frame. With the velocity in each axis controlled in this way, higher-level control loops on the onboard flight computers can implement the pointing and scanning observation modes required for the experiment. We have accomplished the non-trivial task of scanning a 5000 lb payload sinusoidally in azimuth at a peak acceleration of 0.8 deg/s$^2$, and a peak speed of 6 deg/s. We can do so while reliably achieving sub-arcminute pointing control accuracy.Comment: 20 pages, 12 figures, Presented at SPIE Ground-based and Airborne Telescopes V, June 23, 2014. To be published in Proceedings of SPIE Volume 914