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Six pre-service teachers participated in a component of narrative inquiry that took place the week before their teacher education program began. The component offered the teachers a variety of multimodal activities, such as body biographies, teaching museums, and paper tearing representations, all making use of repurposed materials, to critically consider their recurring narratives in relation to their recurring pedagogical beliefs and practices. Handmade journals and resolution scrapbooks acted as places to reflect and record their responses (Author). For this paper, I turned to narrative inquiry supported by found poetry and focus on the part of the component that contains the written contents of the teachers' resolution scrapbooks. More specifically, I asked, "What are the effects of the application of the resolution scrapbook on the recurring narratives of six pre-service teachers?"

All "friluftsliv," or "open-air living," is to some degree a "quest." This certainly applies to paddling the big, open waters, although William James (1981) originally used the term to deepen the understanding of the Canadian soul during expeditionary travel on the great northern rivers. James was inspired in his task by the classical quest sequence of "Preparation, Separation, Tribulation and Return." Gaining insight into the panorama of paddling the seas and great lakes of the world could be no less well served through viewing such voyages in terms of these historical quest segments. In this paper, the author begins by examining his paddling life history, which now spans more than half a century and includes both private and pedagogically oriented ventures. This was supplemented by a review of his friluftsliv writings as well as a wide-ranging document analysis of quantitative and qualitative texts and illustrations of canoeing and kayaking. (Contains 3 tables.)

This paper seeks to challenge the rhetoric of deficit that surrounds Atlantic Canada by employing an appreciative approach and discussing one key Atlantic Canadian, Rev. Moses M. Coady, adult educator and the founder of the Antigonish Movement. Coady's work was grounded in the Atlantic region, and his message of cooperation, community, and consciousness-raising pioneered the field of emancipatory education so often associated with the Brazilian educator Paulo Freire. As Atlantic Canadians, we wish to reclaim Coady's work and celebrate his contribution to the culture and development of our region. This paper begins with an overview of the deficit discourse that permeates Atlantic Canada. The paper describes the life and work of Moses Coady and provides a brief biography of the life and work of Paolo Freire, both of whom approached their work from an appreciative perspective, to lay the foundation for our argument as to why the work of Moses Coady needs to be reclaimed in the teaching and practice of adult education in Atlantic Canada.

Life history or biographical approaches to research in lifelong learning may be particularly useful for researchers working from a social purpose and/or feminist perspective. Adult educators working from an emancipatory framework are often curious about factors that shape people's lives, both from an individualistic, biographical perspective and from a broader social-cultural framework. Through life history and biographical research they can gain insights into what motivates people to engage in adult learning for social and personal change. Looking at examples taken both from the literature and from four different research studies that the author has engaged in during recent years, some of the benefits, challenges, and possibilities for life history/biographical research are explored in this paper. Both practical aspects, such as how to recruit participants, and more philosophical/methodological concerns such as the importance of recognising how participants use narrative as a means to explore meaning making around their own identity and life course are explored in the discussion. In conclusion, the paper argues that new technologies and emerging forms of artistic representation in life history and biographical research offer opportunities for both educators and participants, as well as other audiences, to explore adult learning experiences connected to social justice.

Purpose: The paper aims to explore the emotion learning experiences of some Chinese immigrants in Canadian engineering workplaces. Design/methodology/approach: The paper is based on life history style interviews with 14 Chinese immigrant engineers and 14 key informant interviews. Findings: Research respondents constructed a competitive, masculine, and individualistic engineering "culture" in Canada, where the emotional and the relational, supposedly central to the Asian and Chinese culture, are largely devalued. To fit into the individualistic culture, some Chinese immigrants learned to change their patterns of socialization and some became hard-nosed competitors. To ameliorate the deleterious effects of the alienating workplace environments, some resorted to their cultural teaching to maintain emotional health; some also tried to build collegiality and collectivity to humanize their work settings. Research limitations/implications: The study was not a comprehensive study of the emotion work in engineering workplaces. It does not capture the emotional order that may as well exist to afford different people differential negotiation power in the engineering culture. Social implications: The study suggests that while emotional connection and personalized relationship are "culturally" discouraged in engineering workplaces, they are of significant use value for immigrant workers and should be addressed to create humanized work environments. Originality/value: This is one of the few articles that examine emotion learning at the intersection of gender, race and class relations. (Contains 1 note.)

To help underscore the importance of giving the arts an integral place in the literacy continuum of secondary school language arts, I immersed myself in a careful reading of twenty teacher candidates' transactions in the art of body biography for novel study for intermediate students (grades 7-10). Coming together in groups of five, the teacher candidates used life-size body outlines drawn on oversized paper, along with a myriad of found and stocked materials, such as fabric, pens, and paint, to experience and express the transformation of the main character in the young adult novel, "True Confessions of Charlotte Doyle." Informed by their transactions in the body biography compositions, the teacher candidates reported that they were able to reach a more holistic portrait of Charlotte, while enriching their own instructional repertoires.

The life narrative is an oral genre grounded in Indigenous tradition and teaching practice. In Canadian Indigenous communities, the expertise and content transmitted by life narratives are a part of their oral heritage. Drawing from their personal and professional experiences in Indigenous school environments, as well as the results from exploratory studies, the authors have developed an educational model for teaching life narratives in the classroom. This paper begins with an overview on the pedagogical use of life narratives for historical reconciliation, knowledge and expertise preservation, and ethical education. This enables the authors to propose a definition supported by the existing scientific literature. An analysis of the data collected from Innu, Algonquin, and Mohawk communities revealed the main strategies commonly used by their teachers and Elders. A pedagogical model dividing these strategies into planning, integration, and implementation phases for using life narratives is finally presented.

This article features an interview with Pierre A. Lévy, Professor in the Department of Communication, University of Ottawa, Canada. He occupies the Canada Research Chair in Collective Intelligence where he is engaged in research on the design of a universal system for semantic addressing of digital documents. He completed his MA at the Sorbonne and his PhD at Ecole des Hautes Etudes en Sciences Sociales (EHESS), Paris. His Habilitation (PhD) was in sciences of information and communication at the Université de Grenoble. Professor Levy studies the concept of collective intelligence and knowledge- based societies. He is a world-leading thinker on "cyberculture" and the author of many books, including "L'intelligence collective" (1994), "Qu'est-ce que le virtuel?" (1995), "Cyberculture" (1997), "World Philosophie" (2000), "Cyberdémocratie" (2002), "La sphère sémantique" (2011), and "The Semantic Sphere" (2011).

This paper proposes a new move in the methodological practice of collective biography, by provoking a shift beyond any remnant attachment to the speaking/writing subject towards her dispersal and displacement via textual interventions that stress multivocality. These include the use of photographs, drama, and various genres of writing. Using a story selected from a collective biography workshop on sexuality and schooling, we document how we work across and among texts, thereby widening and shifting interpretive and subjective spaces of inquiry. We also consider how Deleuze and Guattari's notions of territorialization/deterritorialization and the nomadic subject might be useful in theorizing such methodological moves in collective biography and our own investments in them.

In the winter of 2010, as the professor of an introductory Gender Studies course in a Canadian university, author Ilya Parkins was involved in a community service learning project centered on the memorialization of women murdered in her university's local community. In this article, Parkins considers what limited this project, which was so promising in its addressing of a need articulated by a community partner, a local women's organization. She locates in the framework of service learning an incommensurability with the kinds of reflective engagement demanded by an ethical memorial practice. In the context of charges that service learning projects center the experiences and perspectives of the students over the members of communities they work with, she asks, what happens when the community being invoked by a service learning project consists of the dead and those who mourn them? Parkins argues that the project's successful unfolding required that students critically engage with issues of social location, including their own--an inquiry which would complicate the very terms of engagement in service learning: What is community and what is the student's relationship to the people she is working with? In this project in particular, this would require the ongoing incorporation of critical tools for thinking about privilege and its relationship to representation, and it would require an explicit working through of the stakes of memorialization, including its representational stakes. Herein, she engages in a retrospective examination of what worked and what did not work about the project and offers some ideas about how such a service learning undertaking, anchored in strategies of memorialization, might be approached.

Research has extensively documented the employment barriers facing immigrants in Canada. Less attention is paid to the employment strategies that immigrants deploy in the host labour market. To address this gap in the literature, two projects are conducted to examine how immigrant women learn to optimize their labour market outcomes. Both projects employ a combination of life history style interviews and institutional ethnographic analysis. Life history interviews offer women ample space to (re)construct their experiences in relation to the social economic and political contexts. Institutional ethnographic analysis starts with people's experiences, but aims to explicate the social processes and practices constituting people's experiences. The studies find that the women often resort to re-training and re-education as a means to improve their employment prospects. The women's educational experiences help articulate them to what I call a credential and certificate regime (CCR), or the social processes and practices that attribute differential values to credentials and certificates produced at different places. The author argues that in the era of globalization, CCR helps manage the Canadian labour force with an increasing number of immigrant workers, thereby preserving patriarchal and white supremacist power. The CCR that the author explicates is predominantly Canadian centred. It is developed out of gatekeepers' anxiety towards entrance controlling in various sectors that demand and indeed produce local certificates. The CCR also speaks of a transnational trend of credentialization, which is spearheaded by influential international organizations and companies located in the economic west. Both trends have helped create an expansive training market that is instrumental in feminizing immigrant women's labour. In this paper, the author also shows different ways in which the CCR in Canada both services and disservices immigrant women, which makes it imperative to rethink the values and practices of training for immigrant women. (Contains 1 table and 1 note.)

Purpose: This paper discusses insights from a study of women working, or seeking or preparing for work, in the information technology (IT) field. At issue is how and whether alternative career pathways and informally acquired skills and knowledge, as well as the operation of gender in learning and work, are acknowledged by employers, colleagues and participants themselves. Design/methodology/approach: Using the qualitative technique of life and work history, this study mapped varied learning pathways of women working in the IT field. We used a feminist approach to explore this field, which is characterised as both highly masculine and filled with opportunities for all workers, including women. Findings: Juxtaposing categories present in the data, such as female and male, formal and informal education, work and learning, hard and soft skills, and centre and periphery, we establish that binary constructs are both persistent and tenuous. Research limitations/implications: Our analysis challenges assumptions about educating the global workforce and the learning pathways within the IT field. Moreover, it suggests the usefulness of further qualitative research on this topic in other geographic locations or fields of work. Originality/value: In questioning epistemological and social binaries, our analysis contributes to the re-theorisation of conceptions of knowledge and learning. In moving from an either/or to a both/and understanding of them, we offer a different way of talking about how they can be understood. (Contains 1 note.)

This self-reflexive personal narrative charts the autoethnographic journey of an adult educator, exploring her own practices, values and beliefs about teaching. Drawing upon postmodern scholarship in reflexive literary methodologies, the author uses personal memoirs as a research text for engaging in a process of interpretation and re-interpretation, creating new and/or altered readings that may offer the possibility for personal and professional transformation. Six stories--both past and present--are remembered and written into an evocative text designed to created a shared textual space for readers to interpret and explore in the context of their own social and cultural experiences. Its conclusion invites teachers to consider how self-reflexive writing can result in the production of new or altered narratives that have the potential for engaging both self and others in generative change. (Contains 3 notes.)

Describes the career and influence of Jessie McLenaghen, the first provincial director of home economics for the Department of Education, British Columbia. Reviews home economics as an integral part of the progressive education movement. (JOW)

Comments on several biographies of and articles about Pope John Paul II. Argues that he has been the most ecclesiastically consequential pontiff in centuries, revitalizing the church by crafting an evangelical Catholic response to the 21st century crisis of modernity. Suggests that the Pope should be the "man of the century." (DSK)

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The article focuses on historical studies of the biographies of Canadian military generals-- Sam Hughes and Arthur Currie. Both Arthur Gurrie and Sam Hughes were intimately connected to the Canadian corps. Yet the two have been unequally portrayed within the historical and social memory of that conflict. Historians almost universally view Arthur as one of the finest generals of the First World War. Sam, the minister of militia and defense from 1911 to 1916, in contrast, is usually depicted as a scheming, egotistical politician who oscillated between fits of exuberance and insanity. Yet before the war, Hughes had made a significant impact in Canada, primarily through his ability to cajole more money for defese from his cabinet colleagues. Gurrie was not nearly as important at that time.

A biography of Canadian geneticist John Kuspira is presented. He was born in Saskatchewan on November 20, 1928. He attended Saint Joseph's College in Yorkton and the University of Alberta. He became the driving force in the creation of the Department of Genetics. His studies focused on the genetics and cytogenetics of the allohexaploid Triticum aestivum and its diploid progenitors.

A biography of chemist Tom Ziegler is presented. He was born in Copenhagen, Denmark in 1945. In 1972, he received his master of science degree from the University of Copenhagen in the field of Theoretical Chemistry. He is one of the earliest proponents of density functional theory (DFT), an electronic structure scheme that, at present, is widely accepted as the method of choice in the description of large molecules. He is one of the two most cited chemists in Canada, and ranks in the top 100 most cited in the world.

Based on the results of transition studies in the UK, Germany, USA and Canada, the virtues of analysing the structural contexts, institutional arrangements and the young peoples' action orientations are presented. In the first decade of the twenty-first century, school and the labour market have become more and more decoupled and transition routes more uncertain. From a structural perspective, the sorting of school leavers into different transition pathways according to their educational achievements contributes to the reproduction of social inequality. From the actor' perspective, transition uncertainty requires that young adults develop agency (planful and adaptive competence) in order to manage meaningful decisions between alternative pathways to employment. By relating the concept of agency to intuitive rationality and biographical choice, various action strategies are presented that document how young people from different social origins actively pursue individual goals when choosing to follow or to change transition pathways. In contrast to an emphatic reading of the individualisation thesis, comparative transition studies show that only socially privileged and educationally successful youths succeed in transforming their agency into self-reflexive projects. [ABSTRACT FROM AUTHOR]

Presents the opinions of a previous law clerk of Brian Dickson, a Canadian judge, with regards to the biography "Brian Dickson: A Judge's Journey," by Robert J. Sharpe and Kent Roach. Family and career background of Dickson; Complexities and limits of the judge; Observation that Dickson's legacy is monumental; Praise of the authors of the biography.

The meadow vole, Microtus pennsylvanicus , is the most widely distributed Microtus species in North America. Across its range, it shows marked demographic differences, experiences a large range of climatic conditions, and varies considerably in body size and life-history characteristics. To study the genetic basis of the geographic variation in size and life history of this species, we subjected three populations, one from central Canada and two from eastern Canada, to quantitative genetic analysis in the lab. We studied the variance and covariance of several size and growth variables as well as age and size at maturity by means of population crosses, full-sib analysis, and parent-offspring regressions. We found that the phenotypic differences among these populations are almost entirely due to environmental effects. However, within populations, additive genetic and maternal effects explain most of the variation. We discuss possible explanations for the lack of genetic differences among the populations and speculate that a similar reaction norm is maintained in all populations through heterogeneity in the temporal or spatial environment that the populations experience. The heterogeneity may be mediated through population density fluctuations, climatic variation, or variation in site productivity. Thus, we hypothesize that M. pennsylvanicus has evolved to be the best in all possible worlds rather than in one actual world. This study highlights the crucial importance of maternal and environmental effects on the size, growth, and life history of small rodents. [ABSTRACT FROM AUTHOR]

A biography of John Unrau, one of the outstanding early geneticists in Canada, is presented. He was born on January 24, 1916 in Karaguy, Orenburgski Territory in Russia. He obtained a B.S.A degree in 1943 at the University of Saskatchewan. He had three sons and a daughter. He was included in the Committee on Radiation Biology that reported to the Genetics Society in 1961.