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In two interwoven timelines, a ragtag crew travels to the deepest reaches of space, rebuilding beautiful, broken structures to piece the past together; and two girls meet in boarding school and fall deeply in love, only to learn the pain of loss.
Adolescentes --- Internats --- Lesbiennes --- Espace extra-atmosphérique
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Indigenous peoples --- Off-reservation boarding schools --- Autochtones --- Internats pour Indiens d'Amérique --- Education --- History --- Histoire --- History. --- Canada --- Residential schools
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Minorities --- Uighur (Turkic people) --- Boarding school students --- Education and state --- Minorités --- Ouïgour (Peuple turc) --- Internats --- Education --- Politique gouvernementale
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International schools. --- Escoles --- Globalització --- Internacionalització --- Mundialització --- Relacions internacionals --- Globalització (Economia) --- Globalització cultural --- Pensament únic --- Moviment antiglobalització --- Transnacionalisme --- Centres d'ensenyament --- Centres docents --- Centres educatius --- Col·legis --- Establiments docents --- Institucions educatives --- Institucions públiques --- Alumnes --- Centres d'educació especial --- Conservatoris de música --- Escoles a l'aire lliure --- Escoles alternatives --- Escoles bressol --- Escoles d'estiu --- Escoles de música --- Escola nova --- Escoles petites --- Escoles públiques --- Escoles rurals --- Escoles urbanes --- Escoles secundàries --- Internats --- Universitats --- Activitats dirigides --- Colònies escolars --- Cursos per correspondència --- Educació --- Schools
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The legacy of the residential school system ripples throughout Native Canada, its fingerprints on the domestic violence, poverty, alcoholism, drug abuse, and suicide rates that continue to cripple many Native communities. Magic Weapons is the first major survey of Indigenous writings on the residential school system, and provides groundbreaking readings of life writings by Rita Joe (Mi'kmaq) and Anthony Apakark Thrasher (Inuit) as well as in-depth critical studies of better known life writings by Basil Johnston (Ojibway) and Tomson Highway (Cree). Magic Weapons examines the ways in which Indigenous survivors of residential school mobilize narrative in their struggles for personal and communal empowerment in the shadow of attempted cultural genocide. By treating Indigenous life-writings as carefully crafted aesthetic creations and interrogating their relationship to more overtly politicized historical discourses, Sam McKegney argues that Indigenous life-writings are culturally generative in ways that go beyond disclosure and recompense, re-envisioning what it means to live and write as Indigenous individuals in post-residential school Canada.
Inuit --- Indians of North America --- Canadian literature --- Canadian literature (English) --- English literature --- Innuit --- Inupik --- Eskimos --- American aborigines --- American Indians --- First Nations (North America) --- Indians of the United States --- Indigenous peoples --- Native Americans --- North American Indians --- Off-reservation boarding schools. --- Inuit authors --- History and criticism. --- Indian authors --- Ethnic identity. --- Culture --- Ethnology --- Indians in literature. --- Inuit in literature --- Off-reservation boarding schools --- Littérature canadienne --- Indiens d'Amérique dans la littérature --- Inuits dans la littérature --- Internats pour Indiens d'Amérique --- Indiens d'Amérique --- Inuits --- Ethnic identity --- Cultural assimilation --- Auteurs indiens d'Amérique --- Histoire et critique --- Auteurs inuit --- Identité ethnique --- Acculturation
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Ensenyament privat --- Política educativa --- Xina --- Escoles privades --- Educació privada --- Escoles concertades --- Escoles confessionals --- Educació religiosa --- Internats --- Llibertat d'ensenyament --- Universitats privades --- Educació i Estat --- Política social --- Beques --- Comunitat i escola --- Dret a l'educació --- Administració escolar --- Economia de l'educació --- Escola única --- Legislació educativa --- Política de la joventut --- Cathay --- China --- República de la Xina (1912-1949) --- República Popular de la Xina --- República Popular Xina --- Zhonghua Renmin Gongheguo --- Xina (República : 1912-1949) --- Àsia oriental --- Canton (Xina) --- Guangdong (Xina) --- Hainan (Xina : Sheng) --- Henan (Xina : Sheng) --- Hong Kong (Xina) --- Macau (Xina : Regió administrativa especial) --- Iang-Tsé (Xina : Curs d'aigua) --- Manxúria (Xina : Regió) --- Mongòlia Interior (Xina : Zizhiqu) --- Pequín (Xina) --- Sichuan (Xina : Sheng) --- Xinjiang (Xina : Regió) --- Xangai (Xina) --- Yunnan (Xina : Sheng) --- Private schools --- Education and state --- Academies (Private schools) --- Independent schools --- Schools --- Brahmaputra (Àsia : Curs d'aigua) --- Tibet (Xina)
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Bandes de joves --- Escoles --- Delinqüència juvenil --- Treball social amb els joves --- Treball social --- Atenció a la infància i a l'adolescència --- Joves --- Delinqüència infantil --- Infants delinqüents --- Joves delinqüents --- Criminologia --- Delinqüents --- Infants difícils --- Menors (Dret penal) --- Problemes socials --- Trastorns de la conducta en els infants --- Administració de justícia de menors --- Drogues i delinqüència --- Reformatoris --- Tribunals de menors --- Violència juvenil --- Centres d'ensenyament --- Centres docents --- Centres educatius --- Col·legis --- Establiments docents --- Institucions educatives --- Institucions públiques --- Alumnes --- Centres d'educació especial --- Conservatoris de música --- Escoles a l'aire lliure --- Escoles alternatives --- Escoles bressol --- Escoles d'estiu --- Escoles de música --- Escola nova --- Escoles petites --- Escoles públiques --- Escoles rurals --- Escoles urbanes --- Escoles secundàries --- Internats --- Universitats --- Activitats dirigides --- Colònies escolars --- Cursos per correspondència --- Educació --- Bandes --- Bandes d'adolescents --- Bandes de carrer --- Bandes d'infants --- Bandes juvenils --- Tribus urbanes --- Joventut --- Cap-rapats --- Social service. --- Benevolent institutions --- Philanthropy --- Relief stations (for the poor) --- Social service agencies --- Social welfare --- Social work --- Human services
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This book is about makers and makerspaces in education. It furnishes and analyzes case studies from sixty teachers working in twenty different school districts in Ontario, Canada. Each author provides research and analyzes data about the process of establishing makerspaces and implementing maker pedagogies with students in grades K-8. The first chapter sets the stage for the book, describing the theoretical framework and methodology used and offering information on the schools in which the research occurred. Subsequent chapters focus on specific topics and individual case studies, including assessment, pedagogic techniques, equity, inclusivity, and methods of making. The book will prove valuable to both researchers and practitioners, any educator interested in this developing topic, including school leaders, school district leaders, educational researchers, and teacher educators. It will also be useful for initial teacher education programs.
Education, Elementary. --- Educational change --- Schools. --- Public institutions --- Education --- Children --- Elementary education --- Primary education (Great Britain) --- School children --- Education (Elementary) --- Educació primària --- Escoles --- Reforma de l'educació --- Ontario --- Canvi educatiu --- Reforma de l'ensenyament --- Reforma educativa --- Innovacions educatives --- Programes de millora de l'eficàcia escolar --- Centres d'ensenyament --- Centres docents --- Centres educatius --- Col·legis --- Establiments docents --- Institucions educatives --- Institucions públiques --- Alumnes --- Centres d'educació especial --- Conservatoris de música --- Escoles a l'aire lliure --- Escoles alternatives --- Escoles bressol --- Escoles d'estiu --- Escoles de música --- Escola nova --- Escoles petites --- Escoles públiques --- Escoles rurals --- Escoles urbanes --- Escoles secundàries --- Internats --- Universitats --- Activitats dirigides --- Colònies escolars --- Cursos per correspondència --- Educació --- Ensenyament elemental --- Etapes educatives --- Cicle inicial d'educació primària --- Cicle mitjà d'educació primària --- Cicle superior d'educació primària --- Ensenyament primari --- Canada West --- Ontario (Canadà) --- Ontario (Canadà : Província) --- Canadà --- Hamilton (Ontario) --- Educational technology. --- Teachers --- Digital Education and Educational Technology. --- Teaching and Teacher Education. --- Training of. --- Teacher education --- Teacher training --- Teachers, Training of --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Instructional systems --- Teaching --- Aids and devices
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“Parker-Shandal’s book moves educators and administrators away from thinking about restorative justice as a disciplinary response and toward an understanding of restorative justice in education (RJE) and circles as ways to create just and equitable classrooms that encourage diverse perspectives and problem solving. Her sound theoretical framework coupled with real teachers’ implementation struggles and achievements offer us a vision of how circles and RJE can confound mandates to teach false narratives by elevating marginalized voices, promoting critical thinking, and transforming conflict.” —Martha A. Brown, Author of Creating Restorative Schools: Setting Schools Up to Succeed (2018), USA “The circle discussions in the book bring the reader directly into the daily rhythm of a classroom, in all its awkward, inspirational, and mundane glory. The reader relates to the teachers as they make decisions regarding how to respond to student comments and emotions; the reader also senses the incredible impact that such decisions can have on student relations and wellbeing. With sensitivity and respect, Crystena supports teachers to better embody an anti-racist approach to RJE.” —Kristin Elaine Reimer, Senior Lecturer, School of Education, Culture, and Society, Monash University, Australia This book focuses on how teachers can transmit and practice values through classroom circles that attend to and empower all students’ voices. A growing number of teachers are using relational pedagogy, drawing on Indigenous circle practice, as a pedagogical tool. Done well, circles can build and sustain dialogue and peaceful relations. Done poorly, circles reflect and reinforce relations of power, which, if disregarded, can be damaging for participants whose voices are silenced or not sufficiently heard. Parker-Shandal’s consideration of teachers’ professional learning and training in restorative justice in education focuses on ethnographic, classroom-based research in diverse urban elementary schools. Her data include observations of classrooms, teacher surveys, and interviews with students, teachers, and principals. The book provides a detailed account of the lived experience of students and teachers as they engage with and experience the transformative power of constructive dialogue about conflicts embedded in curriculum subject matter through restorative justice pedagogies. Crystena A. H. Parker-Shandal is Associate Professor of Social Development Studies at Renison University College at the University of Waterloo, Canada.
Inclusive education. --- Education. --- Children. --- Social justice. --- Schools. --- Education—Philosophy. --- Teachers—Training of. --- Inclusive Education. --- Childhood Education. --- Social Justice. --- School and Schooling. --- Educational Philosophy. --- Teaching and Teacher Education. --- Public institutions --- Education --- Equality --- Justice --- Childhood --- Kids (Children) --- Pedology (Child study) --- Youngsters --- Age groups --- Families --- Life cycle, Human --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Inclusion (Education) --- Inclusive learning --- Inclusive schools movement --- Least restrictive environment --- Mainstreaming in education --- Restorative justice in schools. --- Restorative discipline in schools --- Restorative practice in schools --- School discipline --- Justícia reparadora --- Escoles --- Centres d'ensenyament --- Centres docents --- Centres educatius --- Col·legis --- Establiments docents --- Institucions educatives --- Institucions públiques --- Alumnes --- Centres d'educació especial --- Conservatoris de música --- Escoles a l'aire lliure --- Escoles alternatives --- Escoles bressol --- Escoles d'estiu --- Escoles de música --- Escola nova --- Escoles petites --- Escoles públiques --- Escoles rurals --- Escoles urbanes --- Escoles secundàries --- Internats --- Universitats --- Activitats dirigides --- Colònies escolars --- Cursos per correspondència --- Educació --- Justícia restauradora --- Administració de justícia penal --- Reparació (Dret) --- Resolució de conflictes (Dret)
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School shootings. --- Gun control. --- Mental illness. --- Madness --- Mental diseases --- Mental disorders --- Disabilities --- Psychology, Pathological --- Mental health --- Escoles --- Control de les armes de foc --- Psicopatologia de l'adolescència --- Violència juvenil --- Prevenció del delicte --- Política criminal --- Estats Units d'Amèrica --- Adolescents violents --- Joves violents --- Violència en l'adolescència --- Violència en els adolescents --- Violència en els joves --- Agressivitat en els adolescents --- Bandes de joves --- Delinqüència juvenil --- Defensa social --- Delicte i Estat --- Delinqüència i Estat --- Estat i delicte --- Estat i delinqüència --- Política penal --- Penes --- Antropologia criminal --- Delictes --- Programes de prevenció --- Delators --- Educació i delinqüència --- Esterilització eugenèsica --- Mesures de seguretat (Dret penal) --- Psicologia criminal --- Serveis de seguretat privats --- Psicopatologia --- Depressió psíquica en els adolescents --- Trastorns de la conducta en els adolescents --- Psiquiatria de l'adolescència --- Control d'armes --- Control d'armes de foc --- Control de les armes curtes --- Armes de foc --- Tinença il·lícita d'armes --- Centres d'ensenyament --- Centres docents --- Centres educatius --- Col·legis --- Establiments docents --- Institucions educatives --- Institucions públiques --- Alumnes --- Centres d'educació especial --- Conservatoris de música --- Escoles a l'aire lliure --- Escoles alternatives --- Escoles bressol --- Escoles d'estiu --- Escoles de música --- Escola nova --- Escoles petites --- Escoles públiques --- Escoles rurals --- Escoles urbanes --- Escoles secundàries --- Internats --- Universitats --- Activitats dirigides --- Colònies escolars --- Cursos per correspondència --- Educació --- E.U.A. --- EE.UU. --- EUA --- Estados Unidos de América --- Estats Units --- U.S.A. --- United States --- United States of America --- USA --- Amèrica del Nord --- Alabama --- Alaska --- Arizona --- Arkansas --- Califòrnia --- Carolina del Nord --- Carolina del Sud --- Colorado --- Connecticut --- Dakota del Nord --- Dakota del Sud --- Delaware --- Florida --- Geòrgia --- Guadalupe Mountains (Estats Units d'Amèrica : Serralada) --- Hawaii --- Idaho --- Illinois --- Indiana --- Iowa --- Kansas --- Kentucky --- Louisiana --- Maine --- Maryland --- Massachusetts --- Michigan --- Minnesota --- Mississipí --- Missouri --- Montana --- Nebraska --- Nevada --- Nou Hampshire --- Nou Mèxic --- Nova Jersey --- Nova York (Estat) --- Oest (Estats Units d'Amèrica) --- Ohio --- Oklahoma --- Oregon --- Pennsilvània --- Rhode Island --- Tennessee --- Texas --- Utah --- Vermont --- Virgínia --- Virgínia de l'Oest --- Washington (Districte de Colúmbia) --- Washington (Estat) --- Wisconsin --- Wyoming --- Yellowstone National Park --- Control of guns --- Firearms control --- Gun control --- Handgun control --- Firearms --- Shootings in schools --- Assault and battery --- School violence --- Government policy --- Est (Estats Units d'Amèrica)
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