Site-specific theatre and political engagement across space and time: The psychogeographic mapping of British Petroleum in Platform's And While London Burns

This essay focuses on Platform's audio-walk And While London Burns (2006), which generates a new map of London by means of the "carbon web," or the complex network of companies and supporting industries on which British Petroleum (BP) relies. The production - and its message about the urgency of halting climate change - has since accrued additional layers of meaning, given the disaster of the Deepwater Horizon oil-rig explosion and spill in the Gulf of Mexico. Addressing the shifting historical and political frame of reference that has surrounded the production at three different times, I analyze the production's use of psychogeography to render critical thinking into physicality through a self-motivated, multi-sensory engagement with the cityscape that generates a visceral response. And While London Burns deploys the paradox of forcing participants to perform changes and make their own decisions in spite of the potentially isolating and personal medium of the audio-walk

Urban Entanglements in Three African Canadian Plays: Lorena Gale’s Angélique, George Boyd’s Consecrated Ground, and Andrew Moodie’s Riot

This paper examines the ways in which three African Canadian plays—Andrew Moodie’s Riot, Lorena Gale’s Angélique, and George Boyd’s Consecrated Ground—rehearse moments of racism regarding the African Canadian diaspora. I explore the in/visibility and hyper-visibility of blackness in three plays that are set in a past which connects directly to contemporary politics: Angélique takes place in 1734 Montreal and the present, Consecrated Ground is set in Nova Scotia’s Africville in 1965, and Riot looks back to Toronto in 1992. Yet rather than just documenting points on a visibility continuum, the plays also raise the prospect of establishing alternative—albeit metaphoric—definitions of ‘belonging.’ Using Avtar Brah’s concept of "diaspora space," I argue that by exploring a compromised form of diaspora space as a means of locating African Canadian subjects, the plays provide an abstract alternative to ‘belonging’ in their urban narratives, in the wider community, and the larger nation. The performance of diaspora spaces, even if compromised, helps make visible African Canadian identities, as the plays renegotiate the nature of Canadian landscape, history, and identity at large. Résumé À partir de trois pièces afro-canadiennes—Riot de Andrew Moodie, Angélique de Lorena Gale, et Consecrated Ground de George Boyd—Tomkins examine comment sont représentés les moments de racisme à l’endroit de la diaspora afro-canadienne. De plus, elle explore l’in/visibilité et l’hyper-visibilité de la négritude dans trois pièces qui ont lieu dans le passé à des époques qui sont directement reliées à des enjeux politiques contemporains : l’intrigue d’Angélique se déroule à Montréal en 1734 et au temps présent; Consecrated Ground se passe à Africville, en Nouvelle-Écosse, en 1965; et Riot fait un retour en arrière sur la ville de Toronto, en 1992. Plutôt que documenter des points sur un continuum de la visibilité, les pièces évoquent la possibilité d’établir d’autres définitions—si métaphoriques qu’elles soient—de l’« appartenance ». À partir du concept d’« espace diasporal » que propose Avtar Brah, Tomkins fait valoir qu’en explorant un espace diasporal marqué par le compromis pour situer des personnages afro-canadiens, les pièces fournissent une autre forme d’ « appartenance » aux récits urbains, à une communauté et à une nation. La représentation d’espaces diasporaux, même ceux qui sont marqués par le compromis, rend visible les identités afro-canadiennes alors que les pièces négocient la nature du paysage, de l’histoire et de l’identité canadienne dans son ensemble

Criminal Procedure—Washington\u27s Standard for Determining Ineffectiveness of Counsel—State v. Jury, 19 Wn. App. 256, 576 P.2d 1302 (1978)

This note first examines the development of the standards currently applied in Washington for determining whether a defendant has been denied effective assistance of counsel and whether that denial was prejudicial. It then analyzes the Jury court\u27s application of the standards, and concludes that the court\u27s interpretation of the standards, while better reasoned than prior Washington case law, is not supported by Washington Supreme Court precedent. Finally, it is suggested that Jury\u27s primary importance is the increased pressure it may place on the Washington Supreme Court to review and clarify this area of Washington la

Inclusion Reconceptualized: Pre-Service Teacher Education and Disability Studies in Education

In this article, two teacher educators describe and explain how they are reconceptualizing a pre-service teacher education course on inclusion using disability studies in education (DSE) scholarship. The DSE approach better connects the oft-separated field of diversity and inclusion, and builds on the program’s overall focus on equity education. Using a critical reflective self-study approach, these researchers weave together scholarship about inclusive education with their lived classroom experiences in a teacher education program. They conclude that cultivating practical judgement in pre-service teachers is important to inclusive education

Protecting embers to light the qulliit of Inuit learning in Nunavut communities

On July 1, 2009 at a special ceremony in Iqaluit, 21 Inuit women graduated from Nunavut’s first graduate degree program, a Master of Education in Leadership and Learning offered by the University of Prince Edward Island in partnership with Nunavut Department of Education, St. Francis Xavier University, and Nunavut Arctic College. The authors of this article, Northwest Territories/Nunavut educators between 1982 and 1999, and university-based professors and researchers who have since been involved in the planning and delivery of the Nunavut M.Ed., trace the roots of the program to decolonising research in educational practices in the Baffin region between 1980 and 1999. They then outline the design and implementation of the program with particular emphasis on its challenges and the approaches necessary for its success.Le 1 juillet 2009, lors d’une cérémonie spéciale à Iqaluit, 21 femmes inuit ont reçu une maîtrise en éducation du leadership en apprentissage. Il s’agissait du premier programme de deuxième cycle offert au Nunavut par University of Prince Edward Island en partenariat avec le Ministère de l’Éducation du Nunavut, St. Francis Xavier University et le Nunavut Arctic College. Les auteurs de cet article ont enseigné aux Territoires du Nord-Ouest/Nunavut entre 1982 et 1999 puis ont participés à l’élaboration de ce programme de maîtrise en éducation comme professeurs et chercheurs.Ils tracent ici ses origines aux recherches sur la décolonisation des pratiques éducationnelles inuit dans la région de Baffin entre 1980 et 1999. Ils expliquent ensuite les buts et le déroulement du programme, en examinant de près les défis et approches pédagogiques mis en place pour y arriver

Disrupting the Colonial Agenda within Graduate Teacher Education

The Truth and Reconciliation’s Calls to Action (2015a) highlight education as a means of reconciliation. The purpose of our study was to understand if and how the content and pedagogy within a graduate Foundations of Education course using an anti-racist education framework enabled in-service teachers to challenge the colonial narrative and integrate Indigenous knowledges and perspectives into their classrooms. We interviewed six graduate students and identified key themes related to experiencing and enacting anti-racist education. The results suggest the necessity of identifying one’s positionality, using relational pedagogy, and employing critical self-reflection to interrupt the colonial story and promote Indigeneity within the Canadian context.Les appels à l’action de la Commission de vérité et de réconciliation soulignent l’importance de l’éducation comme moyen de réconciliation. L’objectif de cette étude était de comprendre dans quelle mesure le contenu et la pédagogie d’un cours supérieur portant sur les fondements de l’éducation et reposant sur un cadre antiraciste a permis aux enseignants en service de contester le récit colonial et d’intégrer des connaissances et des perspectives autochtones dans leur enseignement. Nous avons interviewé six étudiants aux cycles supérieurs et identifié des thèmes clés portant sur l’expérience et la mise en œuvre de l’éducation antiraciste. Les résultats semblent révéler un besoin d’identifier soi-même son positionnement, d’employer une pédagogie relationnelle et de s’engager dans une autoréflexion critique pour interrompre le récit colonial et promouvoir l’indigénéité dans le contexte canadien.Mots clés: éducation antiraciste; décolonisation des études supérieures; pédagogie de la formation des enseignants; conscience coloniale; formation des enseignants à la justice sociale