Elena Toukan
Biographic Data
| ID | 6291390 |
|---|---|
| NAME | Elena Toukan |
| GIVEN NAMES | Elena |
| FAMILY NAME | Toukan |
| SIGNATURE | TOUKAN E |
| AFFILIATIONS | University of Toronto |
| ORCID | 0000-0001-6490-2968 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 10 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
A new social contract for education
Why do we know what we know about development? Knowledge production in Canadian academic-civil society research partnerships
This article examines how power operates through processes of knowledge production in the Canadian political economy. I draw from the sociology of knowledge to explore four dimensions of power. The first considers implicit power through values and norms; the second, control of means and resources; the third, the exercise of power in social relations; and the fourth, “power as capacity” – that is, how participants engage with research partnerships…
Refugee youth in settlement, schooling, and social action
How do refugee youth engage in peacebuilding, civic participation, and social action through their educational experiences? This article draws from transnational frameworks, specifically Ajrun Appadurai’s notion of ‘imagined worlds’ with an emphasis on ethnoscapes as a framework through which to review literature on refugee young peoples’ involvement in peacebuilding, participation, and social action in schools, focusing particularly on experienc…
Multiple resonances of curriculum as lived
“(T)here are many lived curricula,” Ted T. Aoki (1993) asserts, “as many as there are self and students, and possibly more” (p. 258). The articles in this issue of Curriculum Inquiry explore the “m
Pedagogies of time, place, and identification
Shifting borders and sinking ships
The communities we live in’
If service-learning is to fulfil its potential to contribute to meaningful social change, scholars and practitioners must consider how service might foster a dynamic relationship between knowledge, the learner and the community. This paper challenges modernist conceptions of knowledge as a ‘commodity’ that can be delivered and consumed, and instead identifies service to the community as a meaningful context for learners to interact with knowledge…
Why do we know what we know about development? Knowledge production in Canadian academic-civil society research partnerships
This article examines how power operates through processes of knowledge production in the Canadian political economy. I draw from the sociology of knowledge to explore four dimensions of power. The first considers implicit power through values and norms; the second, control of means and resources; the third, the exercise of power in social relations; and the fourth, “power as capacity” – that is, how participants engage with research partnerships…
Pedagogies of time, place, and identification
The communities we live in’
If service-learning is to fulfil its potential to contribute to meaningful social change, scholars and practitioners must consider how service might foster a dynamic relationship between knowledge, the learner and the community. This paper challenges modernist conceptions of knowledge as a ‘commodity’ that can be delivered and consumed, and instead identifies service to the community as a meaningful context for learners to interact with knowledge…
Pedagogies of time, place, and identification
Shifting borders and sinking ships
The communities we live in’
If service-learning is to fulfil its potential to contribute to meaningful social change, scholars and practitioners must consider how service might foster a dynamic relationship between knowledge, the learner and the community. This paper challenges modernist conceptions of knowledge as a ‘commodity’ that can be delivered and consumed, and instead identifies service to the community as a meaningful context for learners to interact with knowledge…
Refugee youth in settlement, schooling, and social action
How do refugee youth engage in peacebuilding, civic participation, and social action through their educational experiences? This article draws from transnational frameworks, specifically Ajrun Appadurai’s notion of ‘imagined worlds’ with an emphasis on ethnoscapes as a framework through which to review literature on refugee young peoples’ involvement in peacebuilding, participation, and social action in schools, focusing particularly on experienc…
Multiple resonances of curriculum as lived
“(T)here are many lived curricula,” Ted T. Aoki (1993) asserts, “as many as there are self and students, and possibly more” (p. 258). The articles in this issue of Curriculum Inquiry explore the “m
Why do we know what we know about development? Knowledge production in Canadian academic-civil society research partnerships
This article examines how power operates through processes of knowledge production in the Canadian political economy. I draw from the sociology of knowledge to explore four dimensions of power. The first considers implicit power through values and norms; the second, control of means and resources; the third, the exercise of power in social relations; and the fourth, “power as capacity” – that is, how participants engage with research partnerships…
A new social contract for education
Sociology (7 works) · Political science (5 works) · Global Educational Policies and Reforms (4 works) · Law (4 works) · Pedagogy (4 works) · Law (3 works) · Psychology (3 works) · Public relations (3 works) · Business (2 works) · Economics (2 works)