Abstracts
Abstract
This research project explored the nexus between historical literacies, digital literacy and m-learning as a praxis of mobilizing technopolitics. To do this, we developed a mobile application for teacher candidates to study the absence of the Indian Residential School system as a complement to history textbooks and other curricular materials. Building on the findings of our SSHRC-funded digital history research project, we sought to engender a “technopolitics” as a form of critical historical literacy. Out of this work, we sought to understand how digital technologies contributed to recent calls to mobilize educational research and more specifically, while working to decolonize existing narratives of Canadian history beyond traditional modes of dissemination.
Résumé
Ce projet de recherche explore les liens existant entre les littératies historiques, la littératie numérique et l’apprentissage mobile comme moyen de mobilisation technopolitique. Pour ce faire, nous avons développé une application mobile destinée aux futurs enseignants et visant à analyser l’absence, au sein des manuels d’histoire et du matériel pédagogique, du système de pensionnats amérindiens. En se basant sur les résultats de notre projet de recherche en histoire numérique subventionné par le CRSH, nous cherchions à créer une « technopolitique » comme forme de littératie critique en histoire. Par nos travaux, nous voulions comprendre de quelle manière les technologies numériques ont contribué à éveiller et mobiliser la recherche en éducation, plus particulièrement en travaillant à décoloniser les récits de l’histoire canadienne véhiculés, au-delà des modes traditionnels de transmission.
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Appendices
Biographical notes
BRYAN SMITH recently completed his PhD at the University of Ottawa. His research explores the representations of racialized and nationalized identities in curricular materials, decolonizing pedagogies in social studies classrooms, and the uses of mobile technologies to critically engage historical and place based narratives.
NICHOLAS NG-A-FOOK is the Director of the Teacher Education program at the University of Ottawa. He is an Associate Professor of Curriculum Theory and is the founder and director of A Canadian Curriculum Theory Project (see www.curriculumtheoryproject.ca).
JULIE CORRIGAN is a PhD candidate at the University of Ottawa. A former high school English teacher, Ms. Corrigan’s doctoral research uses eye tracking and other mixed research approaches to assess the validity of a newly-developed, large-scale, online literacy assessment known as the Online Research Comprehension Assessment, or ORCA for short.
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Appendices
Notes biographiques
BRYAN SMITH a récemment complété son doctorat à l’Université d’Ottawa. Il s’intéresse aux représentations identitaires raciales et nationales véhiculées dans le matériel pédagogique, à la décolonisation de l’apprentissage au sein des classes d’histoire et à l’utilisation des technologies mobiles comme moyen d’étudier de manière critique les récits historiques et territoriaux.
NICHOLAS NG-A-FOOK est le directeur du programme Teacher Education de l’Université d’Ottawa. Il enseigne également la théorie des programmes et est le fondateur et directeur du projet A Canadian Curriculum Theory Project (voir www.curriculumtheoryproject.ca).
JULIE CORRIGAN est doctorante à l’Université d’Ottawa et a enseigné l’anglais au secondaire. Dans le cadre de ses recherches doctorales, Mme Corrigan a utilisé l’oculométrie et diverses méthodologies de recherche mixte pour évaluer la validité d’outils d’évaluation en ligne de la littératie, outils utilisés à grande échelle et récemment développés, connus sous l’appelation Online Research Comprehension Assessment (ou l’abréviation ORCA).