Laura Schaefli
Dados Biográficos
| ID | 644702 |
|---|---|
| NOME | Laura Schaefli |
| PRENOMES | Laura |
| SOBRENOME | Schaefli |
| ASSINATURA | SCHAEFLI L |
| AFILIAÇÕES | Queen's University |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAÇÕES | 25 |
| TOTAL COMO AUTOR | 10 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2013 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2022 |
| ÍNDICE H | 3 |
Pollution and health
The Lancet Commission on pollution and health reported that pollution was responsible for 9 million premature deaths in 2015, making it the world's largest environmental risk factor for disease and premature death. We have now updated this estimate using data from the Global Burden of Diseases, Injuriaes, and Risk Factors Study 2019. We find that pollution remains responsible for approximately 9 million deaths per year, corresponding to one in si…
Unsettling Pedagogy
This article argues that decolonizing educational research begins in attention to inherited colonial thinking and ways of being. Working with over 250 Indigenous educators, staff, students, faculty and administrators associated with 10 partner universities in Ontario, Canada, we co-designed a questionnaire assessing how Ontario post-secondary students are learning to think about colonialism and its relationship to Indigenous peoples and Canadian …
Converting a large lecture class to an active blended learning class
Faced with diminished faculty resources and increased student enrolment from 2010 to 2017, we sought to use blended learning to achieve active learning in a large c.400-student introductory geography class. Working iteratively over seven years and eight classes and using smart classrooms, better timetabling, experimentation with peer review and learning management system (LMS) technologies, as well as the expertise of Queen’s University Continuin…
Coming to know Indigeneity
This article investigates the portrayal of colonialism and Indigenous peoples in curricula and textbooks in the province of Ontario, Canada. The analysis is focused on the curricular documents and texts that constituted Ontario’s social studies and Canadian and World Studies stream between 2003 and 2015, which have informed the understanding of a generation of Ontarians. Drawing on recent work on epistemologies of ignorance, we demonstrate how se…
What do first‐year university students in Newfoundland and Labrador know about Aboriginal peoples and topics
Key Messages Students enter university in Newfoundland and Labrador deeply ignorant of Aboriginal people and topics. Lack of awareness of Aboriginal people and topics reinforces racism in Canada. Curricular and textbook reform has the capacity to make a significant difference for Aboriginal and non‐Aboriginal students
Awareness of Aboriginal peoples in Newfoundland and Labrador
Key Messages When invited to identify what they know about Aboriginal people, Memorial students reveal racism and stereotypes, and cannot describe the specificity and diversity of Aboriginal peoples in Canada. Those able to perform best on our test tend to be less prejudiced. Although the students perform badly on our test, most consider it a good measure of their knowledge
First Nations, Métis and Inuit presence in the Newfoundland and Labrador curriculum
This article responds to the Truth and Reconciliation Commission Canada’s 2015 call for the education of Canadians about ‘residential schools, treaties, and Aboriginal peoples’ historical and contemporary contributions to Canada.’ It is an analysis of the Canadian and world studies curricula and texts in Newfoundland and Labrador, 1 of the 13 provinces and territories of Canada. The analysis is based on academic research and consultations with Fi…
Social ignorance and Indigenous exclusion
This article explores the mobilization of ignorance to uphold and perpetuate settler privilege and domination in the public voice record generated by the Bouchard–Taylor Commission on reasonable accommodation, held in Quebec, Canada from February 2007 to May 2008. The Commission was a provincially funded inquiry into how the public felt about accommodating ethnocultural deviance from an assumed norm. Focused primarily on recent immigrant differen…
I gnorance and historical geographies of Aboriginal exclusion
Ignorance is linked to colonialism and is deeply implicated in the maintenance of unequal social relations. The authors theorize ignorance as structural and self‐interested, and undertake a geographically sensitive analysis of Quebec's 2007 Bouchard‐Taylor Commission to demonstrate how ignorance of Aboriginal realities works strategically to sustain unequally occupied rhetorical and material space. The Bouchard‐Taylor Commission was a public inqu…
First Nations assimilation through neoliberal educational reform
The authors undertake a geographically sensitive analysis of the influential 2010 Free to Learn report. Free to Learn proposes a reform of the funding system for First Nations students to remove funds earmarked for First Nations education from First Nations government control, convert universities into managers of First Nations student funding, and convert First Nations community members into entrepreneurs. Free to Learn employs two strategies: s…
Converting a large lecture class to an active blended learning class
Faced with diminished faculty resources and increased student enrolment from 2010 to 2017, we sought to use blended learning to achieve active learning in a large c.400-student introductory geography class. Working iteratively over seven years and eight classes and using smart classrooms, better timetabling, experimentation with peer review and learning management system (LMS) technologies, as well as the expertise of Queen’s University Continuin…
First Nations, Métis and Inuit presence in the Newfoundland and Labrador curriculum
This article responds to the Truth and Reconciliation Commission Canada’s 2015 call for the education of Canadians about ‘residential schools, treaties, and Aboriginal peoples’ historical and contemporary contributions to Canada.’ It is an analysis of the Canadian and world studies curricula and texts in Newfoundland and Labrador, 1 of the 13 provinces and territories of Canada. The analysis is based on academic research and consultations with Fi…
First Nations assimilation through neoliberal educational reform
The authors undertake a geographically sensitive analysis of the influential 2010 Free to Learn report. Free to Learn proposes a reform of the funding system for First Nations students to remove funds earmarked for First Nations education from First Nations government control, convert universities into managers of First Nations student funding, and convert First Nations community members into entrepreneurs. Free to Learn employs two strategies: s…
Coming to know Indigeneity
This article investigates the portrayal of colonialism and Indigenous peoples in curricula and textbooks in the province of Ontario, Canada. The analysis is focused on the curricular documents and texts that constituted Ontario’s social studies and Canadian and World Studies stream between 2003 and 2015, which have informed the understanding of a generation of Ontarians. Drawing on recent work on epistemologies of ignorance, we demonstrate how se…
Unsettling Pedagogy
This article argues that decolonizing educational research begins in attention to inherited colonial thinking and ways of being. Working with over 250 Indigenous educators, staff, students, faculty and administrators associated with 10 partner universities in Ontario, Canada, we co-designed a questionnaire assessing how Ontario post-secondary students are learning to think about colonialism and its relationship to Indigenous peoples and Canadian …
I gnorance and historical geographies of Aboriginal exclusion
Ignorance is linked to colonialism and is deeply implicated in the maintenance of unequal social relations. The authors theorize ignorance as structural and self‐interested, and undertake a geographically sensitive analysis of Quebec's 2007 Bouchard‐Taylor Commission to demonstrate how ignorance of Aboriginal realities works strategically to sustain unequally occupied rhetorical and material space. The Bouchard‐Taylor Commission was a public inqu…
Awareness of Aboriginal peoples in Newfoundland and Labrador
Key Messages When invited to identify what they know about Aboriginal people, Memorial students reveal racism and stereotypes, and cannot describe the specificity and diversity of Aboriginal peoples in Canada. Those able to perform best on our test tend to be less prejudiced. Although the students perform badly on our test, most consider it a good measure of their knowledge
First Nations assimilation through neoliberal educational reform
The authors undertake a geographically sensitive analysis of the influential 2010 Free to Learn report. Free to Learn proposes a reform of the funding system for First Nations students to remove funds earmarked for First Nations education from First Nations government control, convert universities into managers of First Nations student funding, and convert First Nations community members into entrepreneurs. Free to Learn employs two strategies: s…
Social ignorance and Indigenous exclusion
This article explores the mobilization of ignorance to uphold and perpetuate settler privilege and domination in the public voice record generated by the Bouchard–Taylor Commission on reasonable accommodation, held in Quebec, Canada from February 2007 to May 2008. The Commission was a provincially funded inquiry into how the public felt about accommodating ethnocultural deviance from an assumed norm. Focused primarily on recent immigrant differen…
I gnorance and historical geographies of Aboriginal exclusion
Ignorance is linked to colonialism and is deeply implicated in the maintenance of unequal social relations. The authors theorize ignorance as structural and self‐interested, and undertake a geographically sensitive analysis of Quebec's 2007 Bouchard‐Taylor Commission to demonstrate how ignorance of Aboriginal realities works strategically to sustain unequally occupied rhetorical and material space. The Bouchard‐Taylor Commission was a public inqu…
First Nations, Métis and Inuit presence in the Newfoundland and Labrador curriculum
This article responds to the Truth and Reconciliation Commission Canada’s 2015 call for the education of Canadians about ‘residential schools, treaties, and Aboriginal peoples’ historical and contemporary contributions to Canada.’ It is an analysis of the Canadian and world studies curricula and texts in Newfoundland and Labrador, 1 of the 13 provinces and territories of Canada. The analysis is based on academic research and consultations with Fi…
What do first‐year university students in Newfoundland and Labrador know about Aboriginal peoples and topics
Key Messages Students enter university in Newfoundland and Labrador deeply ignorant of Aboriginal people and topics. Lack of awareness of Aboriginal people and topics reinforces racism in Canada. Curricular and textbook reform has the capacity to make a significant difference for Aboriginal and non‐Aboriginal students
Awareness of Aboriginal peoples in Newfoundland and Labrador
Key Messages When invited to identify what they know about Aboriginal people, Memorial students reveal racism and stereotypes, and cannot describe the specificity and diversity of Aboriginal peoples in Canada. Those able to perform best on our test tend to be less prejudiced. Although the students perform badly on our test, most consider it a good measure of their knowledge
Coming to know Indigeneity
This article investigates the portrayal of colonialism and Indigenous peoples in curricula and textbooks in the province of Ontario, Canada. The analysis is focused on the curricular documents and texts that constituted Ontario’s social studies and Canadian and World Studies stream between 2003 and 2015, which have informed the understanding of a generation of Ontarians. Drawing on recent work on epistemologies of ignorance, we demonstrate how se…
Converting a large lecture class to an active blended learning class
Faced with diminished faculty resources and increased student enrolment from 2010 to 2017, we sought to use blended learning to achieve active learning in a large c.400-student introductory geography class. Working iteratively over seven years and eight classes and using smart classrooms, better timetabling, experimentation with peer review and learning management system (LMS) technologies, as well as the expertise of Queen’s University Continuin…
Unsettling Pedagogy
This article argues that decolonizing educational research begins in attention to inherited colonial thinking and ways of being. Working with over 250 Indigenous educators, staff, students, faculty and administrators associated with 10 partner universities in Ontario, Canada, we co-designed a questionnaire assessing how Ontario post-secondary students are learning to think about colonialism and its relationship to Indigenous peoples and Canadian …
Pollution and health
The Lancet Commission on pollution and health reported that pollution was responsible for 9 million premature deaths in 2015, making it the world's largest environmental risk factor for disease and premature death. We have now updated this estimate using data from the Global Burden of Diseases, Injuriaes, and Risk Factors Study 2019. We find that pollution remains responsible for approximately 9 million deaths per year, corresponding to one in si…
Sociology (8 obras) · Law (6 obras) · Political science (6 obras) · Gender Studies (5 obras) · Ignorance (5 obras) · Indigenous Health, Education, and Rights (5 obras) · Educator Training and Historical Pedagogy (4 obras) · Geography (4 obras) · Pedagogy (4 obras) · Colonialism (3 obras)