Résumés
Abstract
This research project explored the nexus between historical literacies, digital literacy and m-learning as a praxis of mobilizing technopolitics. To do this, we developed a mobile application for teacher candidates to study the absence of the Indian Residential School system as a complement to history textbooks and other curricular materials. Building on the findings of our SSHRC-funded digital history research project, we sought to engender a “technopolitics” as a form of critical historical literacy. Out of this work, we sought to understand how digital technologies contributed to recent calls to mobilize educational research and more specifically, while working to decolonize existing narratives of Canadian history beyond traditional modes of dissemination.
Résumé
Ce projet de recherche explore les liens existant entre les littératies historiques, la littératie numérique et l’apprentissage mobile comme moyen de mobilisation technopolitique. Pour ce faire, nous avons développé une application mobile destinée aux futurs enseignants et visant à analyser l’absence, au sein des manuels d’histoire et du matériel pédagogique, du système de pensionnats amérindiens. En se basant sur les résultats de notre projet de recherche en histoire numérique subventionné par le CRSH, nous cherchions à créer une « technopolitique » comme forme de littératie critique en histoire. Par nos travaux, nous voulions comprendre de quelle manière les technologies numériques ont contribué à éveiller et mobiliser la recherche en éducation, plus particulièrement en travaillant à décoloniser les récits de l’histoire canadienne véhiculés, au-delà des modes traditionnels de transmission.
Veuillez télécharger l’article en PDF pour le lire.
Télécharger
Parties annexes
Biographical notes
BRYAN SMITH recently completed his PhD at the University of Ottawa. His research explores the representations of racialized and nationalized identities in curricular materials, decolonizing pedagogies in social studies classrooms, and the uses of mobile technologies to critically engage historical and place based narratives.
NICHOLAS NG-A-FOOK is the Director of the Teacher Education program at the University of Ottawa. He is an Associate Professor of Curriculum Theory and is the founder and director of A Canadian Curriculum Theory Project (see www.curriculumtheoryproject.ca).
JULIE CORRIGAN is a PhD candidate at the University of Ottawa. A former high school English teacher, Ms. Corrigan’s doctoral research uses eye tracking and other mixed research approaches to assess the validity of a newly-developed, large-scale, online literacy assessment known as the Online Research Comprehension Assessment, or ORCA for short.
Bibliography
- Aboriginal Healing Foundation. (Ed.). (2012). Speaking my truth: Reflections on reconciliation & residential school. Ottawa, ON: Aboriginal Healing Foundation.
- Alexander, B. (2004). Going nomadic: Mobile learning in higher education. Educause Review, 39(5), 28–35.
- Ally, M. (2009). Introduction. In M. Ally (Ed.), Mobile learning: Transforming the delivery of education and training. Edmonton, AB: AU Press.
- Battiste, M. (2013). Decolonizing education: Nourishing the learning spirit. Saskatoon, SK: Purich Publishing.
- Blackstock, C. (2009). After the residential school apology: Why all Canadians should care about a racial equality case before the Canadian Human Rights Commission. First Peoples Child & Family Review, 4(1), 89.
- Britzman, D. P. (1998). Lost subjects, contested objects: Toward a psychoanalytic inquiry of learning. Albany, NY: SUNY Press.
- Cooper, A. (2013). Research mediation in education: A typology of research brokering organizations that exist across Canada. Alberta Journal of Education Research, 59(2), 181-207.
- Cooper, A. (2014). The use of online strategies and social media for research dissemination in education. Education Policy Archives, 22(88), 2-27.
- Den Heyer, K., & Abbott, L. (2011). Reverberating echoes: Challenging teacher candidates to tell and learn from entwined narrations of Canadian history. Curriculum Inquiry, 41(5), 610–635.
- Donald, D. T. (2009). Forts, curriculum, and Indigenous métissage: Imagining decolonization of Aboriginal-Canadian relations in educational contexts. First Nations Perspectives: The Journal of the Manitoba First Nations Education Resource Centre, 2(1), 1–24.
- Erstad, O. (2011). Citizens navigating in literate worlds: The case of digital literacy. In M. Thomas (Ed.), Deconstructing Digital Natives: Young people, technology and the new literacies (pp. 99-118). New York, NY: Routledge.
- Franklin, T. (2011). Mobile learning: At the tipping point. The Turkish Online Journal of Educational Technology, 10(4), 261–275.
- Freire, P. (2000). Pedagogy of the Oppressed (30th anniversary ed.). New York, NY: Continuum International Publishing.
- Gladwell, M. (2000). The tipping point: How little things can make a big difference (1st ed.). New York, NY: Little, Brown and Company.
- Grant, N. E. (2014). The antiracism app: Methodological reflections for theory and practice. Critical Literacy: Theories and Practices, 8(1), 20-35.
- Kellner, D. (1999). Globalization from below? From a radical democratic technopolitics. Angelaki: Journal of the Theoretical Humanities, 4(2), 101-112.
- Kellner, D. (2001). Globalization, technopolitics, and revolution. Theoria: A Journal of Social and Political Theory, 98, 14-34.
- Kellner, D. (n.d.). Techno-politics, new technologies, and the new public spheres. Retrieved from http://pages.gseis.ucla.edu/faculty/kellner/essays/technopoliticsnewtechnologies.pdf
- Koszalka, T. A., & Ntloedibe-Kuswani, G. S. (2010). Literature on the safe and disruptive learning potential of mobile technologies. Distance Education, 31(2), 139–157.
- Kuklthau, C. C., Maniotes, L. K., & Caspari. A. K. (2007). Guided inquiry: Learning in the 21st century. Westport, CT: Libraries Unlimited.
- Malewski, E., & Jaramillo, N. (2011). (Eds.). Epistemologies of ignorance. Charlotte, NC: Information Age Publishing.
- Mishra Tarc, A. (2011). Reparative curriculum. Curriculum Inquiry, 41(3), 350–372.
- Ng-A-Fook, N., & Milne, R. (2014). Unsettling our narrative encounters within and outside of Canadian social studies. Canadian Social Studies Journal, 47(2), 89-109.
- Ng-A-Fook, N., & Smith, B. (2015). Doing oral history as a praxis of reconciliation: Curriculum, teacher education, historical thinking. In N. Ng-A-Fook & K. Llewellyn (Eds.), Oral History and Education. Manuscript submitted for publication.
- Niezen, R. (2013). Truth and indignation. Toronto, ON: University of Toronto Press.
- North Central Regional Educational Laboratory. (NCREL.) (n.d.). Meaningful, Engaged Learning. Retrieved from http://www.ncrel.org/sdrs/engaged.htm
- Ontario Ministry of Education. (2011). Getting started with student inquiry. (Capacity building series, special edition, No, 24). Retrieved from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_StudentInquiry.pdf
- Palfrey, R., & Gasser, U. (2011). Reclaiming an awkward term: What we might learn from “digital natives.” In M. Thomas (Ed.), Deconstructing Digital Natives: Young people, technology and the new literacies (pp. 186-204). New York, NY: Routledge.
- Prensky, M. (2011). Digital wisdom and homo sapiens digital. In M. Thomas (Ed.), Deconstructing Digital Natives: Young people, technology and the new literacies, (pp. 15-29). New York, NY: Routledge.
- Reinhardt, W., Martin, E., Beham, G., & Costa, C. (2009). How people are using Twitter during conferences. In V. Hornung-Prähauser & M. Luckmann (Eds.), Creatvity and innovation on the Web. Proceedings of the 5th EduMedia Conference, Salzburg, 145–156. Retrieved from http://lamp.tu-graz.ac.at/~i203/ebner/publication/09_edumedia.pdf [Draft Version]
- Rolón-Dow, R. (2011). Race(ing) stories: Digital storytelling as a tool for critical race scholarship. Race Ethnicity and Education, 14(2), 159–173.
- Sharples, M., Taylor, J., & Vavoula, G. (2007). A theory of learning for the mobile age. In R. Andrews & C. Haythornthwaite (Eds.), The Sage handbook of elearning research (pp. 221–247). London, UK: Sage.
- Shirky, C. (2009, June). How social media can make history [Video file]. Retrieved from http://www.ted.com/talks/clay_shirky_how_cellphones_twitter_facebook_can_make_history.html
- Smith, B. (2014). Teaching a “social studies without guarantees”: Disrupting essentialism, ameliorating exclusions and planting the seed. Critical Literacy: Theories and Practices, 8(1), 64-79.
- Smith, B., Ng-A-Fook, N., Berry, S., & Spence, K. (2011). Deconstructing a curriculum of dominance: Teacher education, colonial frontier logics, and residential schooling. Transnational Curriculum Inquiry, 8(2), 53–70.
- Stead, G. (2006). Mobile technologies: Transforming the future of learning. In A. Pinder (Ed.), Emerging Technologies for Learning (pp. 6–15). Coventry, UK: BECTA ICT Research.
- Terras, M. M., & Ramsay, J. (2012). The five central psychological challenges facing effective mobile learning. British Journal of Educational Technology, 43(5), 820–832. doi:10.1111/j.1467-8535.2012.01362.x
- The Associated Press. (2013, May 28). English football launches racism crackdown with mobile apps for players, fans to report abuse. The Winnipeg Free Press. Retrieved from http://www.winnipegfreepress.com/sports/soccer/english-football-launches-racism-crackdown-with-mobile-apps-for-players-fans-to-report-abuse-209257961.html
- Traxler, J. (2007). Defining, discussing, and evaluating mobile learning: The moving finger writes and having writ…. International Review of Research in Open and Distance Learning, 8(2). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/346/875
- Traxler, J. (2009). Current state of mobile learning. In M. Ally (Ed.), Mobile learning: Transforming the delivery of education and training (pp. 9–24). Edmonton, AB: AU Press.
- Truth and Reconciliation Commission of Canada. (2013). Mandate. Retrieved from http://www.trc.ca/websites/trcinstitution/index.php?p=7
- Tupper, J. (2012). Treaty education for ethically engaged citizenship: Settler identities, historical consciousness and the need for reconciliation. Citizenship Teaching & Learning, 7(2), 143–156.
- Tupper, J. (2014). Social media and the Idle No More movement: Citizenship, activism and dissent in Canada. Journal of Social Science Education, 13(4), 87–94.
- Weaver, J. A. (2010). Educating the posthuman: Biosciences, fiction, and curriculum studies. Rotterdam, Netherlands: Sense Publishers.
- Weenie, A. (2008). Curricular theorizing from the periphery. Curriculum Inquiry, 38(5), 545-557.
- Willinsky, J. (2009). The access principle. Cambridge, MA: MIT Press.
Parties annexes
Notes biographiques
BRYAN SMITH a récemment complété son doctorat à l’Université d’Ottawa. Il s’intéresse aux représentations identitaires raciales et nationales véhiculées dans le matériel pédagogique, à la décolonisation de l’apprentissage au sein des classes d’histoire et à l’utilisation des technologies mobiles comme moyen d’étudier de manière critique les récits historiques et territoriaux.
NICHOLAS NG-A-FOOK est le directeur du programme Teacher Education de l’Université d’Ottawa. Il enseigne également la théorie des programmes et est le fondateur et directeur du projet A Canadian Curriculum Theory Project (voir www.curriculumtheoryproject.ca).
JULIE CORRIGAN est doctorante à l’Université d’Ottawa et a enseigné l’anglais au secondaire. Dans le cadre de ses recherches doctorales, Mme Corrigan a utilisé l’oculométrie et diverses méthodologies de recherche mixte pour évaluer la validité d’outils d’évaluation en ligne de la littératie, outils utilisés à grande échelle et récemment développés, connus sous l’appelation Online Research Comprehension Assessment (ou l’abréviation ORCA).