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| Srl | Item |
| 1 |
ID:
106509
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| 2 |
ID:
115310
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| Publication |
2012.
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| Summary/Abstract |
This article shares the experiences of an instructor, and six of her former students, in the design, implementation and assessment of an art gallery project. The project was a mid-term assignment in a Gender and International Studies course. The article starts with the instructor sharing her views on pedagogy and the aims of the assignment and then the former students share their experiences with the project. Both the project and the experience of writing this article are the source of concluding reflections. The insights the former students reveal the embedded nature of traditional models of education as well as the value of student centered collaborative projects. The students' reflections also show how "doing it differently"-engaging in a project so beyond the norm of the traditional classroom space translated into reflections on gender and our everyday in ways that were transformative.
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| 3 |
ID:
088729
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| 4 |
ID:
102174
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| 5 |
ID:
192927
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In this article, I examine one book, seven edited volumes, and twenty-four Canadian Foreign Policy course outlines to assess the inclusion of women scholars, feminist research, Indigenous scholars, and Indigenous-themed research. As we will see, the degree to which “silences have been broken” is strikingly uneven. Indigenous scholars are rare in the field and the inclusion of work by Indigenous scholars is also rare. The extent of inclusion of women scholars in edited volumes is varied, as is the representation of women scholars in readings found in course outlines. Some texts and course outlines show that the silences have been broken. However, through whose work they include, some textbooks and course outlines suggest that the work of women scholars remains marginal to the field, that Indigenous content is of little relevance, and in some cases, the work of Indigenous and female scholars is neither heard nor seen.
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| 6 |
ID:
134660
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| Summary/Abstract |
This article revisits our 1993 field analysis of the theoretical condition of Canadian foreign policy (CFP) literature, which was in turn a response to Maureen Molot's 1990 argument that said literature had “been captured by its own preoccupations and ha[d], therefore, remained highly descriptive.” In our analysis, we found the field to be marked by promising yet exceptional and arrested theoretical openings and a lack of cumulation, broadly understood. We are struck today by the degree to which our core assessment still holds. In this article, we return to the arguments advanced in 1993 as the foundation for evaluating some key theoretical developments in the intervening years. We focus on the “critical turn” in CFP, the contributions of feminist scholars, and the rise of mainstream social science or “problem-solving” approaches, which we see as the most explicitly and self-consciously “theorized” approaches within the field. We conclude by looking afresh at the question of cumulation and reflecting on the fluidity of who and what constitutes the field today.
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| 7 |
ID:
154638
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| Summary/Abstract |
Adopting a narrative approach, I describe how doing research on the Highway of Tears, which exposed me to Indigenous method and theory, required of me an unlearning of core assumptions about who I was as a scholar. In addition, the ongoing process of unlearning has only reinforced my view that we must be mindful about the ways in which the field of Canadian Foreign Policy (CFP) has the potential to construct images of Canada that marginalize francophone, feminist, and Indigenous voices and perspectives. We need to embrace the complexity of our country and tell stories that problematize dominant, and often simplistic, narratives.
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