http://hdl.handle.net/1974/247 2013-06-20T09:37:16Z http://hdl.handle.net/1974/6951 Title: The Readings of John Dewey's Work and the Intersection of Catholicism: The Cases of the Institución Libre de Enseñanza and the Thesis of Father Alberto Hurtado, S.J. on Dewey Authors: Bruno-Jofré, Rosa; Jover, Gonzalo Abstract: Chapter from: The Global Reception of John Dewey's Thought: This volume explores the reception of John Dewey's ideas in various historical and geographical settings such as Japan, China, Argentina, Mexico, Chile, Spain, Russia, and Germany, analyzing how and why Dewey's thought was interpreted in various ways according to mediating local discursive and ideological configurations and formations. 2012-01-11T05:00:00Z http://hdl.handle.net/1974/6190 Title: Education for Resiliency: An Examination of Risks in a Native American Youth Environment Authors: du Hamel Yellow Horn, Paula Abstract: This thesis examines Blackfoot (Kainai) Native youth risks in contemporary society including alcohol, drugs, and crime. The overall purpose of the thesis is to investigate and address environmental, social, physical, and mental issues associated with risks, in both their rural and urban environment for Kainai youth in Southern Alberta, Canada. The research and fieldwork conducted observes Native American Peoples, specifically Kainai youth risks, and explores resiliency and factors contributing to resiliency in support of Native American youth. Not only do I examine the individual, but I examine multiple variables and connections, including the community, to guide my analysis. My research framework is supported by Pierre Bourdieu’s theory of social realities - the ‘field’, ‘Habitus’, and ‘capital’. The research undertaken considers the social, cultural, and economic realities existing in Native American communities and therefore investigates what values are associated with them and the rationale behind their construction. More specifically, I examine Native American inter-generational traumas stemming from colonization violences, and, intragenerational traumas – Native American tendencies to incur self-violences and perpetuate continual cycles of violences. The purpose of this thesis is to identify the social realities of risk to help develop resiliency in Native American youth in contemporary Native American environments. Thus the research focuses not only on helping young peoples as individuals, but also on helping Native American communities and non-native communities to deal better with the consequences of colonization and assimilation practices of Native American Peoples (First Nations, Inuit, and Métis) in the history of Canada. My research aims to do the latter by showing how alternative social practices are needed in Native American communities, framed (in Bourdieu’s terms) within alternative social fields and alternative forms of social capital that support the formation, development, and maintenance of alternative dispositions in at-risk Indigenous young people – that is, an alternative Habitus for the young people involved. This alternative Habitus will be one that sustains the resiliency of young Native American Peoples. Description: Doctor of Education thesis awarded in 2009 from Charles Sturt University. The author has given permission to the Queen's University Education Library to add this thesis to the publications held in QSpace so that it can be freely searched and disseminated on the Web and used for educational purposes. 2010-11-05T14:23:46Z http://hdl.handle.net/1974/1603 Title: Los estudios de formación docente y pedagógica en Canadá y España: cambios programáticos e institucionales en el escenario de internacionalización de la educación Authors: Bruno-Jofré, Rosa; Jover Olmeda, Gonzalo Abstract: This article provides a historical review of the preparation of teachers and educators in Canada and compares it with the situation in Spain, within the context of the forces that influenced the transformation of the educational systems. The analysis pays particular attention to the institutional and programmatic changes at the end of the twentieth century and currently. It is argued that in spite of the historical specificity of each country, there are important converging themes and issues. One of the common issues has been the debate on the nature of pedagogical knowledge, the emphasis on the re-articulation of theory and practice, and the production of knowledge in action. It is not just an epistemological debate, but one to be placed in the perspective of internationalization and economic globalization. In Canada, tensions in the processes involving teacher preparation derive from contradictions emerging from the penetration of the market economy in the education domain in general and in higher education in particular. At the same time, in Spain the reforms that aimed at aligning the preparation to the European Higher Education Area has been sold under the idea of a change of academic culture that should center the activity on the students and the employers needs. It becomes imperative that we rethink and redefine our work within the new context in light of our academic core values rather than engaging ourselves in sterile and paralyzing critiques and political statements. 2008-09-01T04:00:00Z http://hdl.handle.net/1974/1388 Title: The Process of Renewal of the Missionary Oblate Sisters, 1963-1989 Authors: Bruno-Jofré, Rosa 2007-01-01T05:00:00Z