Lorenzo Cherubini
Biographic Data
| ID | 3778619 |
|---|---|
| NAME | Lorenzo Cherubini |
| GIVEN NAMES | Lorenzo |
| FAMILY NAME | Cherubini |
| SIGNATURE | CHERUBINI L |
| AFFILIATIONS | Brock University |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1969 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 1 |
Education in the Post-Pandemic Era
The COVID-19 pandemic crisis resulted in more than 100 countries legislating school closures in March 2020. In response, provincial ministries and their respective publicly funded school boards have implemented online learning platforms to avoid disruptions to student learning. For students already ostracized in public education, on-line learning may serve to further embed them in the proverbial margins. This editorial speaks to the urgency for e…
Discourse and Difference
The Ontario Ministry of Education's (OME) attention to Aboriginal education policy has aimed to, among other objectives, create capacity for teachers, principals, and school boards to address Aboriginal students'
Implications of Discourse
The learning ministries in Ontario have made a concerted effort to underscore Aboriginal learners' needs and preferences in publicly-funded and assisted schools
"Using Multiculturalism as a "New Way of Seeing the World
By considering the Ontario First Nation, Métis, and Inuit Policy Framework (2007) from a Foucauldian perspective, the paper presents a policy discourse of knowledge, power, and identity from a multicultural education framework. Through Foucauldian theoretical perspectives, the paper creates alternate possibilities in confronting the ways to understand public educational policy - considered the purpose of multicultural education. This paper invite…
Weeding Out or Developing Capacity? Challenges for Aboriginal Teacher Education
Teacher education is critical to the development of Aboriginal teachers able to ensure success among Aboriginal learners and contribute to the preservation and renewal of Aboriginal communities. In a series of talking circles, six beginning Aboriginal teachers discussed their teacher preparation and their first years of practice. They expressed concerns about teacher training programs that they regarded as assimilationist and a need for teacher e…
New Teachers’ Perceptions of Induction
Successfully inducting new teachers creates professional alliances to sustain learning organizational cultures. This research involved 30 beginning teachers from a large school board in southern Ontario. The theoretical frame of the study consists of a mixed qualitative data analysis methodology of grounded theory and discourse analysis. The findings elaborate on the value of induction programs that are modeled on individual differentiation accor…
Exploring prospective teachers' critical thinking
A Bi-epistemic Research Analysis of New Aboriginal Teachers
Postsecondary Aboriginal Educational Policy in Ontario
The purpose of this critical discourse analysis of the landmark Ontario Ministry of Training, Colleges, and University educational policy Aboriginal Postsecondary Education and Training Policy Framework (2011) is twofold: first, to draw attention to the problematic language used throughout the policy document in regards to both “closing” achievement gaps and to issues of measurement; second, to attend to the strategic discourse employed in the po…
Postsecondary Aboriginal Educational Policy in Ontario
The purpose of this critical discourse analysis of the landmark Ontario Ministry of Training, Colleges, and University educational policy Aboriginal Postsecondary Education and Training Policy Framework (2011) is twofold: first, to draw attention to the problematic language used throughout the policy document in regards to both “closing” achievement gaps and to issues of measurement; second, to attend to the strategic discourse employed in the po…
Exploring prospective teachers' critical thinking
A Bi-epistemic Research Analysis of New Aboriginal Teachers
Weeding Out or Developing Capacity? Challenges for Aboriginal Teacher Education
Teacher education is critical to the development of Aboriginal teachers able to ensure success among Aboriginal learners and contribute to the preservation and renewal of Aboriginal communities. In a series of talking circles, six beginning Aboriginal teachers discussed their teacher preparation and their first years of practice. They expressed concerns about teacher training programs that they regarded as assimilationist and a need for teacher e…
New Teachers’ Perceptions of Induction
Successfully inducting new teachers creates professional alliances to sustain learning organizational cultures. This research involved 30 beginning teachers from a large school board in southern Ontario. The theoretical frame of the study consists of a mixed qualitative data analysis methodology of grounded theory and discourse analysis. The findings elaborate on the value of induction programs that are modeled on individual differentiation accor…
"Using Multiculturalism as a "New Way of Seeing the World
By considering the Ontario First Nation, Métis, and Inuit Policy Framework (2007) from a Foucauldian perspective, the paper presents a policy discourse of knowledge, power, and identity from a multicultural education framework. Through Foucauldian theoretical perspectives, the paper creates alternate possibilities in confronting the ways to understand public educational policy - considered the purpose of multicultural education. This paper invite…
Implications of Discourse
The learning ministries in Ontario have made a concerted effort to underscore Aboriginal learners' needs and preferences in publicly-funded and assisted schools
Discourse and Difference
The Ontario Ministry of Education's (OME) attention to Aboriginal education policy has aimed to, among other objectives, create capacity for teachers, principals, and school boards to address Aboriginal students'
Education in the Post-Pandemic Era
The COVID-19 pandemic crisis resulted in more than 100 countries legislating school closures in March 2020. In response, provincial ministries and their respective publicly funded school boards have implemented online learning platforms to avoid disruptions to student learning. For students already ostracized in public education, on-line learning may serve to further embed them in the proverbial margins. This editorial speaks to the urgency for e…
Pedagogy (9 works) · Sociology (8 works) · Psychology (6 works) · Mathematics education (5 works) · Indigenous Health, Education, and Rights (4 works) · Indigenous and Place-Based Education (3 works) · Linguistics (3 works) · Political science (3 works) · Public Administration (3 works) · Discourse analysis (2 works)