This study, in the main, focuses on the racial imbalances and inequities that characterised South African education between 1965 and 1992. A historical background of the South African educational system as well as an account on the apartheid ideology and its impact on education is presented. For the four principle racial groups in South Africa, namely, the Africans, Indians, Whites and Coloureds, a historicaleducational survey of the imbalances and inequities prevalent in pre-primary, school-based and post-secondary education in respect of access to education, financing of education, and human and physical resources is given. As a way forward, some recommendations for the redressing of the imbalances and inequities identified in this study are presented. / Educational Studies / M. Ed. (History of Education)

The aim of the thesis is to compare the educational systems of two European states with different state institutions, history and current political-historical situation. The work will be of comparative character and will be based mainly on the work with the studied literature. The work will use both Czech and Spanish literature. The main benchmarking tool will be the International Standard Classification of Education at ISCED 2011. In the practical part, this classification will be applied to both education systems, and at the end of each level of education there will be comparisons. The result will be a simultaneous evaluation and comparison of the education system of the Kingdom of Spain and the Czech Republic. KEYWORDS: ISCED (International Standard Classification of Education by UNESCO), education system, early childhood education, primary, lower secondary, upper secondary, post-secondary non-tertiary education, short cycle of tertiary education, bachelor or other equivalent, master or other equivalent).

The aims of this paper are to present some of the findings about the creation and utilization of online assignments and choice of support software for several calculus classes at Simon Fraser University (SFU) by considering the needs and perspectives of the instructors, students, and administrators. The term online assignment is used for a set of problems that are posted, submitted, graded, and recorded electronically through a course learning management system (LMS) of choice. The purpose of this note is to contribute to the discussion about a common question detected among research papers on the theme of online assignments; how can technology be used in teaching so that students benefit the most? Questions are provided to guide an instructor in choosing online assignment problems, and a list of necessary skills is supplied for an instructor to be able to deal effectively with this pedagogical tool.

This study, in the main, focuses on the racial imbalances and inequities that characterised South African education between 1965 and 1992. A historical background of the South African educational system as well as an account on the apartheid ideology and its impact on education is presented. For the four principle racial groups in South Africa, namely, the Africans, Indians, Whites and Coloureds, a historicaleducational survey of the imbalances and inequities prevalent in pre-primary, school-based and post-secondary education in respect of access to education, financing of education, and human and physical resources is given. As a way forward, some recommendations for the redressing of the imbalances and inequities identified in this study are presented. / Educational Studies / M. Ed. (History of Education)

Un grand nombre des nouveaux immigrants au Canada, âgés de 15 à 44 ans, envisagent de poursuivre leurs études ou leur formation au postsecondaire puisque, pour eux, la formation et la connaissance des langues officielles du Canada constituent la clé de la réussite sur le marché du travail (Bonikowska, Green et Riddell, 2008 ; Statistique Canada, 2003, 2005). Or, des recherches démontrent que bien qu’ils aient accès aux études postsecondaires, leur niveau de performance scolaire est plus faible que la moyenne des étudiants natifs du pays où ils se sont établis (Bonikowska, Green et Riddell, 2008 ; La Cité collégiale, 2005 ; Marmolejo, Manley-Casimir et Vincent-Lancrin, 2008 ; Organisation de coopération et de développement économiques [OCDE], 2006). De plus, des difficultés d’ordres linguistique, scolaire et socioculturel font obstacle à leur apprentissage et à leur intégration au milieu scolaire (Gaudet et Loslier, 2009). Ces difficultés freinent la réussite scolaire et l’intégration à la communauté d’accueil et risquent même de décourager les immigrants au point de les voir quitter la communauté francophone en milieu minoritaire au profit de la majorité anglophone (Quell, 2008). Pourtant, bien que le taux de décrochage soit élevé chez cette portion de la population immigrante (Statistique Canada, 2008) et malgré les difficultés rencontrées durant leur parcours scolaire, plusieurs obtiennent leur diplôme de fin d’études et certains le font avec mention de succès (Proulx et Duchesne, 2012). Dans ce contexte, nous avons étudié les expériences étudiantes des immigrants de première génération inscrits au collégial et tenté de comprendre leur processus d’intégration sociale et scolaire au milieu francophone en situation minoritaire en Ontario. À partir de leur expérience, la visée de cette recherche était de répondre à la question de recherche suivante : Quelles expériences étudiantes d’intégration sociale et scolaire réussie vivent les étudiants immigrants de première génération au collégial en milieu scolaire francophone minoritaire en Ontario ? Cette recherche visait notamment à répondre aux sous-questions de recherche suivantes : a) Comment les étudiants immigrants de première génération au collégial définissent-ils une intégration réussie au milieu scolaire francophone en situation minoritaire ?, b) Quel(s) processus d’intégration vivent-ils ? et finalement c) Comment contribuent-ils à leur nouvelle communauté scolaire et sociale francophone en situation minoritaire ? Pour y arriver, cinq grands concepts constituaient notre cadre conceptuel afin de délimiter notre espace de recherche et de mieux saisir les enjeux de notre sujet : l’intégration scolaire et l’intégration sociale de Tinto (1993, 2012), le métier d’étudiant de Coulon (2005), l’expérience étudiante de Dubet (1994) et la représentation sociale de Jodelet (2009). Nous avons également conduit une recherche qualitative interprétative par l’application de la méthode descriptive phénoménologique de Giorgi (1997, 2012) pour recueillir et analyser les données recueillie au cours d’entretiens semi-dirigés auprès de quinze étudiants immigrants âgés de 20 à 39 ans. Tous les répondants étaient inscrits dans un programme technique d’une institution d’enseignement collégiale à Ottawa (Ontario) en contexte francophone minoritaire. Notre étude nous a permis d’élaborer les définitions de l’intégration scolaire et sociale réussie découlant des représentations des participants. Nous avons été en mesure de proposer un modèle interdépendant de leurs processus d’intégration scolaire et sociale réussie. Ensuite, les récits de leur expérience étudiante suivis des défis rencontrés par les participants et des stratégies qu’ils ont mises en place pour surmonter ceux-ci ont été exposés. Enfin, les résultats de notre recherche ont offert une description des principales contributions que les participants ont pu apporter à leur communauté. Tous les résultats ont également été discutés à l’aide de la recension des écrits et du cadre conceptuel.

Cette recherche se penche sur l’impact des facteurs contextuels, familiaux et individuels dans l’accessibilité au postsecondaire des Premières Nations et des Métis âgés entre 18 et 34 ans qui vivent hors collectivités des Premières Nations au Canada. En plus de l’impact de ces facteurs au niveau national, cette recherche s’intéresse aussi à leur impact selon les trois types de systèmes scolaires canadiens « à choix exclusif », « à choix progressif » et « à choix multiples ». Des régressions logistiques multinomiales ont été réalisées sur les données de l’enquête auprès des peuples Autochtones de 2012. Trois groupes de facteurs qui totalisent 24 indicateurs ont été examinés afin de répondre aux questions de recherche. Les résultats de cette recherche montrent que même si les facteurs contextuels, tels que l’environnement social et scolaire au secondaire et les facteurs familiaux, tels que la scolarité des membres de la famille sont déterminants dans l’accès au postsecondaire des Autochtones, les facteurs individuels sont les principaux facteurs prédictifs de cet accès. Parmi les facteurs les plus importants, il y a la performance académique et le décrochage scolaire, suivi de l’âge qui affecte considérablement cet accès, particulièrement à l’université. De plus, l’analyse de l’effet de modération selon les trois systèmes scolaires canadiens a également permis de distinguer une différence significative entre ces derniers qui est perceptible, d’une part, par les variances expliquées et, d’autre part, par l’impact différé des trois groupes de facteurs étudiés. / This research assesses the impact of contextual, family and individual factors in access to postsecondary education of First Nations and Métis people aged between 18 and 34 years old, living outside First Nations communities in Canada. This research examines also the impact of these factors across the three postsecondary types of school systems of Canada, i.e., “exclusive choice”, “progressive choice” and “multiple choice”. Multinomial logistic regression analyses were performed on the data of the Aboriginal Peoples Survey of 2012. Three groups of factors totaling 24 indicators were examined in order to answer the research questions. The results of this research show that, while contextual factors, such as the social and academic environment and family factors, such as the high academic level of family’s members are determinant in access to postsecondary education among Aboriginals living outside First Nations communities, the individual factors are the main predictors of this access. Among these main predictors, there are academic performance, dropping out of school and age. In addition, the analysis of moderation effects according to the three postsecondary types of systems present in Canada showed significant differences that can be seen, first, in the explained variance and second, in the difference between the importance of the different groups of factors in each system.

Employing decolonized, Indigenous research methods, the author considers Métis Beadwork Practice through the analytical lens of Therapeutic Jurisprudence and establishes the practice as a holistic Indigenous Legal Pedagogy for knowledge creation and mobilization in legal education. The author agrees with Drs. Friedland and Napoleon who suggest that a significant challenge in and to Indigenous legal research is that such research occupies a space of “deep absence,” with the starting line moved back as a consequence of colonialism. Building on the work of Dr. Shawn Wilson, the author espouses an Indigenous Research Paradigm which requires a prioritization of the relationship to the ideas and making space for non-linear logic systems and Indigenous ways of knowing in scholarly research. In her work, the author prioritizes synthesis over deconstruction on the belief that deconstructing relationships to ideas for the purpose of analyzing them would have the effect of damaging the cognitive and emotional relationships developed through the research ceremony. While the work embodies the four essential elements of autoethnography, the author argues that the work of Indigenous scholars speaking in their own voices is sui generis in nature. She argues that Indigenous scholars who employ storytelling and other culturally-relevant knowledge mobilization practices are engaging a distinct Indigenous Research Method. This work ultimately progresses in a non-linear fashion and incorporates extra-intellectual knowledge including poetry, music, and photography. The use of multiple fonts and other formatting devices including right justification are used to underline shifts in voice and perspective throughout the work. These pedagogical choices valourize the ways of knowing of Indigenous women and honour the author’s Métis worldview, including her understanding that all things are interrelated. The author examines, and ultimately eschews, notions of neutral objectivity in research as colonial constructs that undermine Indigenous Knowledge Systems and contribute to the ongoing colonization of Indigenous peoples in post-secondary education. Following an introduction to the legal and social history of Forced Assimilative Education of Indigenous Peoples in Canada, the author reviews recent research into ongoing colonialism, racism, and ethno-stress experienced by Indigenous Learners in post-secondary education. The ii author subsequently explores the specific concern of the subjugation and erasure of Indigenous women’s knowledge in academia. She conducts a review of existing literature in the sphere of Feminist Legal Theory, examining and ultimately rejecting intersectionality and conceptualizations of sisterhood as possible remedies to discrimination faced by Indigenous women legal scholars. She argues that the lived experience of Indigenous women is situated not at an intersection, but rather in the centre of a colonialism collision. As a consequence, the author argues that existing Feminist Legal Theory does not create adequate space for Indigenous difference, experiences, or worldviews. Offering insight into legal education, legal ethics, and professionalization processes, the author also explores questions of lived experience of Indigenous lawyers beyond the legal academy. She argues that learning the language of law is but the first element in a complex professionalization process that engages structures of patriarchal hierarchy in addition to the other forces, including colonialism and racism, that shape the legal profession. She further argues that, for Indigenous peoples, learning to speak the linear, official language of legal education represents a collision of even more complex systems of dominance, with the regulated approach to learning and problem-solving standing in direct opposition to Indigenous ways of knowing. Consequently, Indigenous law Learners frequently experience an intellectual rupture when engaging in the professional assimilation process. The author offers an overview of Calls to Action 27, 28, 42, and 50 of the Truth and Reconciliation Commission of Canada and an introductory environmental scan of ongoing efforts to decolonize and indigenize law schools including land-based learning and the development of Indigenous Course Requirements (ICRs). The author subsequently considers the process of decolonizing the legal academy through the analytical lenses of Therapeutic Jurisprudence and Therapeutic Jurisprudence+. She ultimately positions the act of decolonizing legal education as an act grounded in decolonial love with the potential for healing individuals and communities struggling with ongoing colonialism and racism in the academy. Building on the work of the late Professor Patricia Monture-Angus and contemporary Indigenous legal scholars including Drs. Tracey Lindberg, Darcy Lindberg, Val Napoleon, and John Burrows, the author considers possibilities for reimaging legal education through the development and use of Indigenous Legal Pedagogies. The author argues that Beadwork Practice holds a distinctive language of possibility as an Indigenous Legal Pedagogical practice as a result of deeply entrenched links between beads and law. The author explores the social and legal history of beads as a tool for legal knowledge production and mobilization in the context of wampum belts and beyond, including the use of Métis beadwork as a mnemonic device to facilitate intergenerational knowledge transfer of stories and songs that carry law. Further, she examines colonial law and policy that served to undermine the legal value of beads, and canvases emerging trends in the revitalization of community beadwork practice. Finally, the author positions Beadwork Practice as a holistic Indigenous Legal Pedagogy to support not only the revitalization of Indigenous Legal Orders and the development of cross-cultural competency as required under Calls to Action 27 and 28, but also therapeutic objectives of individual and community healing.

The aims of this paper are to present some of the findings about the creation and utilization of online assignments and choice of support software for several calculus classes at Simon Fraser University (SFU) by considering the needs and perspectives of the instructors, students, and administrators. The term online assignment is used for a set of problems that are posted, submitted, graded, and recorded electronically through a course learning management system (LMS) of choice. The purpose of this note is to contribute to the discussion about a common question detected among research papers on the theme of online assignments; how can technology be used in teaching so that students benefit the most? Questions are provided to guide an instructor in choosing online assignment problems, and a list of necessary skills is supplied for an instructor to be able to deal effectively with this pedagogical tool.

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