Ottilia Chareka

Bio: Ottilia Chareka is an academic researcher from St. Francis Xavier University. The author has contributed to research in topics: Diversity (politics) & Multicultural education. The author has an hindex of 6, co-authored 10 publications receiving 143 citations.

Civic duty: young people's conceptions of voting as a means of political participation

Abstract: Many citizens have disengaged from participation in civic life with a resulting call for new initiatives in civic education. Many of these programs have had little research on citizens’ prior conceptions of participation. In this article, we provide a map of the conceptions of civic participation, specifically voting, held by two groups: recent African immigrants to Canada and native ‐ born Canadians. Youth understand voting as a key element of democratic governance, a hard won democratic right, and a duty of democratic citizenship yet most indicate they do not plan to vote because voting does not make a difference. Key words: democratic engagement, political disengagement, democratic involvement, civic education Bien des gens renoncent a participer a la vie publique, d’ou l’importance de nouvelles initiatives dans le domaine de l’education a la citoyennete. Or, un grand nombre de programmes en la matiere ne tiennent pas compte, faute de s’appuyer sur des recherches rigoureuses, des idees que se font au depart les citoyens au sujet d’une telle participation. Dans cet article, les auteurs font le point sur diverses conceptions de la participation a la vie publique, notamment le vote, au sein de deux groupes : des Africains qui ont recemment immigre au Canada et des Canadiens de souche. Les jeunes considerent le vote comme un element cle de la gouvernance democratique, un droit democratique durement obtenu et l’un des devoirs d’un citoyen en democratie, mais la plupart signalent qu’ils n’ont pas l’intention de voter parce que leur vote ne change rien. Mots cles : participation a la democratie, desengagement politique, education a la citoyennete

Discounting the Political: Understanding Civic Participation as Private Practice

Abstract: Le desengagement des citoyens de la participation a la vie civique est un souci partout dans le monde. C'est ainsi qu'emergent de ce probleme des appels au developpement de nouvelles initiatives en faveur de l'education civique et que plusieurs juridictions ont developpe et mis en oeuvre de nouveaux programmes dans le domaine. Beaucoup de ce travail a ete realise alors qu'on n'avait pour ainsi dire pas de recherche sur les conceptions de la participation qui existent deja chez les citoyens. Cet article presente une etude qui vise a dresser le portrait des conceptions de la participation civique d'un groupe d'immigrants africains recemment arrives au Canada et de les comparer avec celles d'un groupe de Canadiens de naissance. L'accent est mis ici sur les resultats qui montrent que les participants font une distinction claire entre les activites civiques qu'ils considerent comme des activites politiques et celles qu'ils considerent ne pas etre politiques. Ces resultats vont dans le meme sens que les theories qui posent comme postulat une separation entre les deux et soulevent des implications pour les planificateurs de programmes et pour les enseignants qui tentent d'elargir les conceptions du politique et d'encourager l'engagement politique.

Multicultural Education, Diversity, and Citizenship in Canada

Abstract: Multiculturalism in Canada refers exclusively to a concern with cultural diversity, thus addressing issues of immigrant integration, cultural identity, racism, religious diversity, and linguistic diversity. These issues have been part of a discussion of Canadian identity that began at the time Canada officially became a country in 1867. From the outset, cultural diversity has been an important part of Canadian policy. Initially the concern was how to bring together the so-called ‘two founding nations’ (the British and French colonizers), assimilate other immigrants, and administer the relationship between the State and the original peoples of the land. Education has always been seen as a key to ensuring that cultural diversity was managed properly. What has changed over time is the value and meaning that Canadians have attached to cultural diversity. In this chapter we will outline the historical underpinnings of multiculturalism, discuss contemporary meanings of multiculturalism as it has been expressed in educational policies, and provide some examples of the practice of multicultural education in schools and classrooms.

Teacher Education in Online Classrooms: An Inquiry into Instructors' Lived Experiences.

Abstract: Across Canada and around the world, online technologies are becoming widely used and accepted as effective modes of learning. This essay traces the initial forays into teaching online classes by three Faculty of Education professors at one small Canadian university and an instructional designer / teacher who joined part-way through the research journey. Included are our understandings of how our teaching practices evolved amidst initial uncertainties and expanding abilities, our renewed awareness of the importance of collegial support and encouragement, and the implications for future online teaching experiences. Our essay provides an intimate window into our online teaching journeys and captures specific moments we experienced at various stages in the development of our e-instructional practices. The account of our processes of becoming online teacher educators is supported by an interweaving of historical and current literature on pedagogy and e-learning, and serves to address the dearth of research into the processes educators undergo when engaged in online teaching. Les technologies offertes en ligne sont de plus en plus utilisees et acceptees comme mode d'apprentissage efficace au Canada et dans le monde. Le present essai decrit une premiere incursion dans les classes d'enseignement en ligne de trois professeurs de la faculte d'education d'une petite universite canadienne. Un concepteur de materiel pedagogique et enseignant s'est egalement joint a l'equipe au cours de la recherche. Cet essai porte sur notre comprehension de l'evolution de nos pratiques pedagogiques parmi les incertitudes initiales et l’acquisition graduelle de nouvelles capacites. Il porte egalement sur notre prise de conscience de l'importance du soutien et de l'encouragement des pairs, de meme que sur les consequences pour de futures experiences d'enseignement en ligne. Le present essai constitue une fenetre intime donnant sur notre experience d'enseignement en ligne et fait etat des moments particuliers que nous avons vecus a diverses etapes de l'evolution de nos pratiques technopedagogiques. La description des processus qui nous ont amenes a devenir des educateurs enseignant en ligne est etayee par une combinaison de documentation historique et actuelle sur la pedagogie et l'apprentissage en ligne. Cette description vise a combler la penurie de recherche sur les processus que suivent les educateurs qui adoptent ce mode d’enseignement.

Theorizing Historical Consciousness

Abstract: * Peter Seixas: Introduction. I. Historiographies and Historical Consciousness. * Chris Lorenz, Professor of Philosophy and Medothology of History, Leiden University and Free University of Amsterdam. 'Towards A Theoretical Framework For Comparing Historiographies: Some Preliminary Considerations'* James Wertsch, Department of Education, Washington University, St. Louis. 'Specific Narratives and Schematic Narrative Templates'* Jorn Riisen, Institute for the Advanced Studies of the Humanitiies, Essex. 'What Is Historical Consciousness? A Theoretical Approach To Empirical Evidence'* Mark Phillips, Department of History, Universtiy of British Columbia. 'Historical Distance: An Introduction'* II. History Education and Historical Consciousness * Jocelyn Letourneau and Sabrina Moisan, Department of History, Laval University, Quebec. 'Young People's Assimilation of a Collective Historical Memory'* Peter Lee, University of London Institute of Education. 'Understanding History'* Christian Laville. 'Historical Consciousness and History Education: What To Expect from the First for the Second'* Roger Simon, Ontario Institute for Studies in Education, University of Toronto. 'The Pedagogical Insistence of Public Memory'* Kent den Heyer (ed.). 'A Dialogue on Narrative and Historical Consciousness'* III. The Politics of Memory and History Education * Tony Taylor, Faculty of Education, Monash University, Victoria, Australia. 'Disputed Territory: Some Political Contexts for the Development of Australian Historical Consciousness'* John Torpey, Departments of Sociology and History, University of British Columbia. 'The Pursuit of the Past: A Polemical Perspective'

A critical reconceptualization of faculty readiness for online teaching

Abstract: Online courses are mainstream throughout higher education. This pattern has been accelerated, temporarily or permanently, due to the coronavirus pandemic (Allen & Seaman, 2016; Arum & Stevens, 2020...

A comparative analysis of ‘good citizenship’: A latent class analysis of adolescents’ citizenship norms in 38 countries

Abstract: Various authors have claimed that citizenship norms have changed dramatically in contemporary societies. Recent research has studied the implications of Russell Dalton’s argument that duty-based citizenship norms (emphasizing voting and obeying the law) are being replaced by engaged citizenship norms (emphasizing self-expressive and non-institutionalized forms of participation). In this article we use the 2009 International Civic and Citizenship Education Survey (n=140,650) to ascertain the cross-national empirical validity of engaged and duty-based norms. By means of latent class analysis, we show that both of these citizenship norms are indeed adhered to by different groups of adolescents. We also show, however, that only half of the research population holds these two norms, while other more traditional norms are also identified. The findings confirm expectations that high-status respondents with low political trust are more likely to adhere to engaged norms, but the country-level findings contradict e...

Preparing Teachers to Educate for 21st Century Global Citizenship: Envisioning and Enacting

Abstract: The changing educational landscape in global context and the increasing interconnectedness and interdependence of the world place unprecedented demands on teacher education programs to prepare teachers to educate for 21st century global citizenship in K-12 schools. To chart the course of preparing global educators for an interconnected world, the Faculty of Education at University of Prince Edward Island (UPEI) Canada and UNICEF Canada have collaboratively developed an undergraduate course entitled Educating for Global Citizenship, which focuses on preparing teachers to teach for 21st century global citizenship and has been integrated as a compulsory course to UPEI's teacher preparation program. This paper is based on a three-year study examining teacher candidates' experiences in learning to educate for global citizenship, the changes of their perceptions on global citizenship education, and the challenges and achievements they experienced in educational practices. Findings from this study indicate the unique opportunities and challenges teachers face in learning to educate for global citizenship and suggest the necessity of integrating global citizenship education in teacher education program through a holistic approach. Normal 0 false false false EN-CA ZH-CN X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:SimSun; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;}