Explore the vast range of titles available.

Saltwater Chronicles investigates the notion of “islandness” in contemporary Newfoundland readership through two in-depth case studies of book clubs as representational spaces in the elaboration of local knowledge and identities. We demonstrate how select Newfoundland readers perform acts of regeneration in which the lived, loved, and experiential dimensions of literary space come to invoke the permeability of psychic and geographic borders, the dangers and possibilities of the landwash, and the always-already precarious designation of limits between self and other. We provide examples of how, for these island readers, “islandness” as a symbolic point of address slips and border-crosses in the in-between semiotic spaces of literary encounter.

The poetry that follows was born in the slippages between pedagogy and art, memory and desire, chaos and learning. Through the gestures of poetic language, I explore fragilities tied to times of learning, the conflicts of academic identity, and being touched and calling out in turn. Initially performed under the aegis of “I Sing the Poet Electric” at Aprés Vous, a Canadian symposium organized in November 2012 at OISE in tribute to the extraordinary work of Professor Emeritus Roger Simon, the poems are given in loving memory of the ongoing power of affect of his singular demands and teachings.

Book Reivew: Despite This Loss

Robertson and Karagiozis discuss a study of second-generation Greek-Canadian children's interpretations of fairy tales in a Greek-as-a-second language learning environment. The reactions of 22 preadolescents to two classic Greek fairy tales read to them were observed. The study provides evidence on how the children use Greek traditional stories to produce meaning and to solve problematic situations as they wrote, argued, made art, and confessed their personal ideas and feelings.

An enquiry into the problems of theorizing about fantasy in preservice teacher learning raises several questions. What can teacher educators learn by studying beginning teachers' responses to popular images of and narratives about teaching? What meanings do beginning teachers attribute to teachers on the film screen, and how do these meanings function in terms of helping to shape perceptions about teaching? How can the recognition and disruption of fantasy in teacher learning enable education? The viewing engagements of 12 White women learning to teach primary school illustrate the existence of powerful fantasies of love and devotion. Teacher educators should encourage preservice teachers to explore fantasy as a source of possibility and confinement in pedagogy. Beginning teachers' engagements with screen images of teaching demonstrate discourses of mastery that both reveal and conceal knowledge about the self and others in teaching. If unaccounted for, fantasy can work to obstruct the thoughtfulness of education. /// L'analyse des problèmes relatifs à l'élaboration d'une théorie sur le rôle de l'imaginaire dans l'apprentissage des étudiants inscrits dans un programme de formation à l'enseignement soulève plusieurs questions. Que peuvent apprendre les formateurs de maîtres en étudiant les réponses des enseignants débutants aux images et aux récits populaires relatifs à l'enseignement? Quelles significations les enseignants débutants attribuent-ils à des images présentées à l'écran et comment ces significations contribuent-elles à façonner leurs perceptions de l'enseignement? Comment la reconnaissance de l'imaginaire et la distance qui s'ensuit aident l'apprentissage dans un programme de formation à l'enseignement? Les propos que tiennent 12 femmes de race blanche en formation à l'enseignement au primaire au sujet d'images à l'écran illustrent l'existence d'images puissantes d'amour et de dévotion. Les formateurs d'enseignants devraient inciter leurs étudiants à explorer l'imaginaire comme source de possibilités et de limites en pédagogie. Lors de visionnements, des enseignantes débutantes tiennent un discours sur la maîtrise qui dévoile et camoufle à la fois des connaissances sur soi et les autres dans l'enseignement. Si on n'en tient pas compte, l'imaginaire peut faire obstruction à la tendance à la réflexion en éducation.

Discusses (1) knowledge teachers are trying to teach when they ask children to read stories about incidences of pain and horror; (2) how preservice elementary teachers experience the dangers and the possibilities involved in using such literature; (3) principles literary practitioners call upon to assist readers in working through the psychic dangers that attend literary learning about loss through human cruelty.

Saltwater Chronicles investigates the notion of “islandness” in contemporary Newfoundland readership through two in-depth case studies of book clubs as representational spaces in the elaboration of local knowledge and identities. We demonstrate how select Newfoundland readers perform acts of regeneration in which the lived, loved, and experiential dimensions of literary space come to invoke the permeability of psychic and geographic borders, the dangers and possibilities of the landwash, and the always-already precarious designation of limits between self and other. We provide examples of how, for these island readers, “islandness” as a symbolic point of address slips and border-crosses in the in-between semiotic spaces of literary encounter.

The films are frequently shaped by a structure in which the hero/detective starts out investigating a crime, but ends up investigating a woman-it is her mystique that comes under scrutiny.8 The representation of the heroine in film noir points to her ambiguity-is she innocent (of the crime? of sexuality?), and if so, is she still dangerous, threatening by virtue of her control? [...]Insofar as the genre eschews domestic harmony and facile resolutions it creates a space for exploring (often critically) the contradictions of patriarchal culture. Through watchfulness toward the dynamics of meaning making, participants learn to think more analytically about how cinema is visited as \"a psychological storehouse for images\" linking phantasy life with culture.14 \"Linking dreaming with waking is part of what makes life feel like life,\" writes Michael Eigen, in speaking of individuals' struggle with fear and desire in learning.15 To study \"teaching in your dreams\" through screen-play pedagogy may help us understand how individuals use their capacity \"to digest and process mental and emotional food,\"16 whether and how that digestion is blocked, and what unexpected effects may be generated through reflection. According to Melanie Klein, projective identification is a mental process thought to be a phantasy function akin to intrusive identification in which the object of an individual's fancy is split and projected out of the self (see R. D. Hinshelwood, A Dictionary of Kleinian Thought [London: Free Association Books, 1991], 186). According to Felman, reading space can function as a radical forum for self-scrutiny and understanding, through the vehicle of listening for evidence of the unconscious in reading experience. 18.