Addressing the Realities of Violent Conflict and Mass Violence through the Curriculum: A Comparative Analysis of Secondary Teachers’ Didactic-curricular Development and Implementation Praxes in Two Canadian Provinces
Notice bibliographique
Résumé
The purpose of this comparative, qualitative study was to probe and theorise how secondary teachers’ agency contributed to a curriculum that made historical and contemporary events of violent conflict and mass violence the explicit object of analysis in their classrooms in Ontario and Alberta, and how that positive agency was achieved in particular settings and conditions. Positive agency is defined as teachers’ “creative responses to what they perceive as the constraints or inadequacy of formal curriculum policy” (Bascia et al, 2014: 232).Data from this research suggest that the teachers in this project were highly involved and creative in getting the job done, despite policy complexities and spatial (or material) realms within which they operated, the multidimensionality of their relationships to school stakeholders, and the contextual nature of their actions and gatekeeping. The research sharpens our sense of how teachers, who have traditionally been framed as simply implementors of curriculum created by others, actively navigate and shape policy in their situated settings in sophisticated ways in order to accomplish what they seek out to do. In doing so, my dissertation posits that teachers’ positive agency can be a vital part of the policy process. The analyses illustrate how teachers’ approaches to teaching about violence were adjusted, in real time, to meet students’ emotional and epistemological frameworks regarding the processes, causes, and consequences for particular pedagogical purposes. They illustrate how the teachers adapted, extended, and even transcended written curriculum policy documents in relation to the subject of violence, both individually and by collaborating with expert guest speakers. Lastly, they highlight how various school stakeholders, notably parents and principals, figured into teachers’ curriculum development and implementation, in order to provide a sense of how politicised teachers’ roles may be when shaping the vision, substance, and path of a curriculum that critically analyses and problematizes violence. Overall, this study’s aim is first and foremost to illustrate how teachers’ positive agency contributed to a curriculum that addressed violent conflict and mass violent events and processes, drawing attention, in the process, to the factors that enabled or constrained their ability to manifest and achieve their goals.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».