Éducation - Publications // Education - Publications

Permanent URI for this collectionhttps://hdl.handle.net/10393/19710

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Disrupting Ageism in “Active for Life” Research & Recreational Pursuits: A Professor’s Lived Experience of Leading and Following
(2026) Lloyd, Rebecca
This motion-sensing inquiry into ageist attitudes and beliefs in competitive partnered dance and active aging research offers new insight into to the phenomenon of being “active for life”. The dual positionality of the researcher as being both an emerging leader in active aging research and a follower in salsa dance adds a unique, embodied perspective to leadership scholarship. Her approach is vulnerable as she reveals her own ageist assumptions when studying physical activity in senior living communities. She also reflects upon the ways she experiences ageism in her recreational partnered dance pursuits. The aim in sharing lived experiences through first-person perspectivity is to inspire age-friendly practices in higher education and more positive perspectives about getting older – that optimal challenge, creative engagement, and joy may be inherent in active for life pursuits at any age.
Le conditionnement physique pour améliorer la santé : une approche interdisciplinaire pour l’application pratique en éducation physique et à la santé
(2011) Lloyd, Rebecca
FSL Teacher Education - Navigating the rising tide together
(2025-07-18) Arnott, Stephanie
Across the educational landscape, we are experiencing a rising tide—a growing shortage of qualified French as a Second Language (FSL) teachers. Like waves gathering force on the horizon, the issue has been building for years, eroding the foundations of strong French language instruction in schools. Faculties of Education and school boards are being called to come together, respond to the surge, and build strong foundations to weather the storm. Our collective response began with two events, where stakeholders were brought together to explore how we might navigate this challenge. Our guiding question: How can we strengthen FSL teacher learning and retention? As we wade deeper into the conversation, two powerful anchors have emerged from the current: mentorship and relationships. These themes provide steady ground beneath shifting waters, supporting both the learning and long-term success of FSL teachers. But not all aspects of our FSL Teacher Education program were met with equal clarity. Among the waves of ideas, three areas surfaced as points meriting ongoing dialogue: CEFR/DELF Correcteur Training, French language course requirements, French proficiency testing. Rather than smoothing our differing perspectives, our goal is to ride the waves together, using our shared commitment to mentorship and relationships as a compass that can guide us through choppy waters. By exploring how we understand these areas differently— and where we align—we can begin to co-create a shared direction. So, where do we go from here? The tide is shifting, and with it, an opportunity to shape the shoreline of FSL teacher preparation. Our next steps are not about controlling the waves, but about learning to navigate them together by building a shared vision of mentorship, leveraging shared values as our anchor and creating a culture of ongoing dialogue.
FSL Teacher Education - Naviguer ensemble sur la marée montante
(2025-07-18) Arnott, Stephanie
Dans le paysage éducatif, nous vivons une marée montante - une pénurie croissante d’enseignant.e.s qualifié.e.s en français langue seconde (FLS). Comme des vagues qui s’amoncellent à l’horizon, le problème s’intensifie depuis des années, érodant les fondements d’un enseignement solide de la langue française dans les écoles. Les facultés d’éducation et les conseils scolaires sont appelés à s’unir, à répondre à la vague et à construire des fondations solides pour affronter la tempête. Notre réponse collective a commencé par deux événements, au cours desquels les parties prenantes se sont réunies pour explorer la manière dont nous pourrions relever ce défi. Notre question directrice : Comment pouvons-nous renforcer la formation et la rétention des enseignant.e.s de FLS ? Alors que nous nous plongeons dans la conversation, deux points d’ancrage puissants ont émergé du courant : le mentorat et les relations. Ces thèmes constituent un terrain stable sous des eaux mouvantes, soutenant à la fois l’apprentissage et la réussite à long terme des enseignant.e.s du FLS. Mais tous les aspects de notre programme de FSL Teacher Education n’ont pas été accueillis avec la même clarté. Parmi les vagues d’idées, trois domaines sont apparus comme des points méritant un dialogue engagé : CECR/Formation des correcteurs DELF, exigences des cours de français, et le test de compétence en français. Plutôt que d’aplanir nos divergences de points de vue, notre objectif est de surfer sur les vagues ensemble, en utilisant notre engagement commun en faveur du mentorat et des relations comme une boussole qui peut nous guider à travers les eaux agitées. En explorant comment nous comprenons ces domaines différemment - et où nous nous alignons - nous pouvons commencer à co-créer une direction commune. Et maintenant, où allons-nous ? La marée est en train de changer, et avec elle, l’occasion de façonner le rivage de la préparation des enseignant.e.s du FLS. Nos prochaines étapes ne consisteront pas à contrôler les vagues, mais à apprendre à les naviguer ensemble en construisant une vision commune; en tirant parti des valeurs communes comme point d’ancrage du mentorat; et en créant une culture de dialogue continu.
Changing Black Youth’s Futures: Stop Anti-Black Racism in Education in Quebec
(2025-06-01) Lewis, Lerona Dana; Cozier, Gloria Ann
This report presents the experiences of Black youth in Quebec schools, including the impact of the COVID-19 pandemic, from the perspectives of parents, children, and teachers. There were fifty-three (53) eligible participants enrolled in the study. The majority of the participants, forty-one (41) or 77%, were Anglophone. Data were collected using individual interviews and a focus group. Our data analysis identified four central themes about current school practices that affect Black youth. These are (1) exclusionary academic practices, (2) unfair resource allocation and support practices, (3) marginalizing pedagogical practices, and (4) inadequate decision-making and accountability practices. None of the teachers we interviewed reported knowing about programs to support Black youth in their high schools or CEGEPs. However, they all reported that Black youth are adversely affected by stereotyping and teachers’ low expectations. The results of this research underscore that Black students’ academic trajectories must be addressed by education policymakers in Quebec. In this research, there was a notable absence of discussion about students’ religious experiences in school or their gender identity. Thus, the findings do not capture how school practices impact Black youth who live at the intersection of race, religion, and gender diversity in Quebec. Future research in this area is recommended.
Leaning into Life: A Motion-Sensing Inquiry into Becoming InterActive for Life through Partnered Practices
(2022) Lloyd, Rebecca; Smith, Stephen
What possibilities unfold when we explore what it means to not only become active but also inter-active for life? Does motional attunement show us how to live well with others beyond the practices at hand? We address these questions through partnered practices where postural attunements have particular significance. What our motion-sensing inquiry into AcroYoga, Push Hands Taijiquan, Salsa Dance, and Equestrian Arts reveals is that a bodily lean serves more than a functional purpose in creating connection. Various feelings and flows of responsiveness are experienced in the postural variations of leaning. This motion-sensing inquiry is intended to inspire movement practitioners, teachers and coaches, beyond the particular partnered practices studied, to consider how to attend more closely to the kinetic, kinesthetic and energetic dynamics of attuned responsiveness. Leaning into life can then be understood as a life-enhancing disposition that may be intentionally cultivated though a range of sustained and sustaining movement practices.
Learning to let go: A phenomenological exploration of the grip & release in Salsa dance and everyday life
(2015) Lloyd, Rebecca
Within the contexts of salsa dance, an exemplar that is highly attuned to gestural communication, there are moments when a perceptual merge, what Csikszentmihalyi posits as flow, is experienced. Movements are not anticipated, rather the fullness of the moment ripples out in fluid responsiveness to miniscule pressures and undulations in the simplest of gestures. Yet, achieving such a flow of reciprocity is not easy as one must move not from a cognitive place of intention, but rather from a somatic sensibility premised on a corporeal openness. This inquiry thus explores what it is like to let go of habitual tensions that stand in the way of gestural communication within the context of salsa dance and in so doing, the depth of connection to which attention is drawn represents the intertwining capabilities of relationships between bodies in any relational merge. And in delving into the nuances of gestural fluid responsiveness as guided by Daniel Stern’s notion of emotive motility living within the present moment, we may explore what it is like to form and feel a perceptual connection and the meaning that such moments hold, particularly for those who wish to heal and transform their daily relational existence.
Life phenomenology and relational flow
(2019) Smith, Stephen J.; Lloyd, Rebecca J.
Michel Henry's radical reversal of world-referenced intentionality provides inspiration for drawing out the substantive features of relational flow analysis. To feel what you see is the overarching methodological cue in the consideration of flow affects. Flow moments are telling cues for discerning how there are not so much instances of temporal flux as there are impressions of vital connection that wax and wane in intensity. The depth of these impressions is the revelation of an all-encompassing hetero-affectivity wherein we are moved by the forces of life to take up in writing exemplary practices of relational flow.
MOTION-SENSING PHENOMENOLOGY
(2015) Lloyd, Rebecca J.; Smith, Stephen J.
Sometimes I just have to see the ocean to gain inspiration. I want to get close and hear the water caressing the beach, the sound rippling through me. Today I stand for about 5 minutes of real time in what feels like an eternal moment. My heart rate is elevated from the run that brings me to the beach, pulsing into the freshness of the waves moving in my direction. My gaze stretches to the horizon, to the place where gravity plays with the wind, and back to the ripples inches from my feet. The senso-ry experience of being close to water affects the way I feel on many levels. The more I see and hear the natural flow of water, the more I feel at ease with the natural movement of thought. (Rebecca Lloyd’s journal, 2001)
Back to the Dance Itself: Phenomenologies of the Body in Performance, edited by Fraleigh, S.
(2020-11-20) Lloyd, Rebecca
Back to the Dance Itself: Phenomenologies of the Body Performance, edited withvessays by Sondra Fraleigh, is a compilation of the many ways one might take up phenomenology in and through dance. Just the title itself, shifting the singular emphasis of ‘phenomenology’ to the plural, gives a sense of what phenomenol- ogy is, and could be, within a field bound by methodological tradition. Sondra Fraleigh introduces the various chapter contributions to the book in relation to categorizations she puts forward such as philosophical phenomenology, transcendental phenomenology, existential phenomenology, heuristic phe- nomenology, hermeneutic phenomenology, eco-phenomenology, performative phenomenology, and neurophenomenology, but these are by no means fixed. Sondra herself speaks to how several of her academic pieces work across several of the aforementioned categories. Yet, to begin here, in just taking a moment to consider that there are many approaches to phenomenological re- search is profound given the tensions that have emerged in the field as of late that focus on what phenomenology is and what it is not (i.e., Smith, 2018; van Manen, 2017a, 2017b; Zahavi, 2019). I recommend that anyone with an interest in imagining creative ways to engage in phenomenology pick up this book as it situates inquiries into dance and the body in performance in a variety of contexts including the natural environment, children’s art, improvisation, literature, and site-specific museums.
From Dys/Function to Flow: Inception, Perception and Dancing Beyond Life’s Constraints
(2015) Lloyd, Rebecca
When the existential state of flow is experienced, the flesh of oneself perceptually intertwines with the Merleau-Pontian flesh of the world. Perceived constraints and worries disappear, and according to Csikszentmihalyi, longtime researcher of flow, all that exists is the merging of bodily action and awareness within the timeless nature of the present moment. Such a state is highly desirable and for those who experience flow often, the path towards its onset might become automatic, even predictable. But what might it be like to experience a dys/function, such as an injury that veers one from this ‘automatic pilot’ course? Could such a circumstance, if mindfully embraced with a Heideggerian sway, cultivate a different kind of flow? Influenced by Daniel Stern’s concept of vitality forms, an affective attunement towards movement that attends to the nuances of force, spatiality, and intentionality/directionality within motility, this inquiry delves into the motile experience of finding a new footing in life, of embracing emergence, and exploring the cultivation of flow in both fluid and em/bounded/bodied ways.
To Move and Be Moved: the cultivation of motion-sensitive pedagogy
(2004) Lloyd, Rebecca J.; Smith, Stephen J.
Health-related fitness: Enlivening the physical education experience
(2012) Lloyd, Rebecca; Smith, Stephen
This is a chapter from Pedagogy in motion: A community of inquiry for human movement studies, a collection of essays by Canadian scholars in health and physical education.
DOING MOTION-SENSING PHENOMENOLOGY
(2015) Lloyd, Rebecca; Smith, Stephen
Sometimes I just have to see the ocean to gain inspiration. I want to get close and hear the water caressing the beach, the sound rippling through me. Today I stand for about 5 minutes of real time in what feels like an eternal moment. My heart rate is elevated from the run that brings me to the beach, pulsing into the freshness of the waves moving in my direction. My gaze stretches to the horizon, to the place where gravity plays with the wind, and back to the ripples inches from my feet. The senso-ry experience of being close to water affects the way I feel on many levels. The more I see and hear the natural flow of water, the more I feel at ease with the natural movement of thought. (Rebecca Lloyd’s journal, 2001)
Feeling ‘flow motion’ in games and sports
(2010) Lloyd, Rebecca; Smith, Stephen
This chapter is from the book More Teaching Games for Understanding, which offers a comprehensive description of the TGfU model (sometimes referred to as the tactical games model or the games sense model). The text grounds you in the model’s latest theory, research, and practice, and it helps you understand • various models of practice for sport and games education, • worldwide perspectives on the TGfU model, • how to facilitate flow motion in games and sports, and • how to modify games to enhance learning and achieve learning objectives. The authors use chapter-opening scenarios to draw readers in and introduce important concepts, and they provide chapter-ending summaries that help readers test their understanding of those concepts. They also offer discussion questions that function as starting points for discussion and review. More Teaching Games for Understanding supplies you with a teaching model that will empower kids, deepen their knowledge of game tactics and strategies, help them improve their skills, and bring greater joy to them as they play games
Physical education for learning: A guide for secondary schools
(2010) Lloyd, Rebecca J.; Garcia Bengoechea, Enrique; Smith, Stephen J.
A key measure of teacher effectiveness is certainly that of student engagement. Yet engaged students need also to be learning something substantial, meaningful and long-lasting. In other words, the focus of learning, which is framed by the curriculum, needs to be considered carefully along with how things are learned, which is a process of gaining knowledge, skills and dispositions via instructional intent. Learning theories guide our considerations of what should be learned in Physical Education and how targeted knowledge, skills and dispositions can be best acquired by having us examine prior questions about what is worth knowing. These theories, as we shall see, help us pinpoint the kind of learning that is distinctive to Physical Education and the instructional means of enhancing such learning.
MOTION-SENSITIVE PHENOMENOLOGY
(2006) Lloyd, Rebecca; Smith, Stephen
In the second edition of Doing Educational Research, we explore a variety of critical issues and methodologies. Authors include some of the most influential voices selected from across the spectrum of career disciplines. The scholars provide detailed insights into dimensions of the research process that engage both students and experienced researchers with key concepts and recent innovations in the art of doing research.The contributors adopt a stance that is practical as it introduces beginning scholars to social inquiry, and innovative as it transforms the boundaries of conversations about educational research. Doing Educational Research appears at a critical moment in which educational researchers are pushed to align with a pervasive scientism that embraces tenets of crypto-positivism.The book addresses logics of inquiry, underpinning cutting-edge approaches to educational research that extend far beyond limited visions that are presented through the lenses of positivism. The chapters explore a variety of methodologies including action research, bricolage, ethnography, hermeneutics, historiography, media-based research, psychoanalysis, and conversation analysis, in a matrix of social theory, authentic inquiry, critical pedagogy, and differences in epistemology, ontology, and axiology. A diverse array of complex topics are presented in accessible forms and will compel both scholars and students.
Breastfeeding Mothers and Lovers: An Ebbing and Flowing Curriculum of the Fluid Embrace
(2012) Lloyd, Rebecca
Providing an interdisciplinary perspective in which postmodern ideas about the body interact with those of learning and teaching, Mothering a Bodied Curriculum brings theory and practice together into an ever-evolving conversation.
Mindfully changing the metaphors by which we live: The fox and the lotus flower
(2016) Lloyd, Rebecca; Hermans, Vanessa
Embarking on a road to Freudian self-discovery and with that an opportunity to engage in Rorty’s (1989) Nietzschean notion of ‘self-creation’, as in changing the metaphors by which we live, is difficult yet worthwhile. Contextualized within the lived experience of divorce, from both a wife and daughter’s perspective, this inquiry reveals what it is like to become mindful in moments of pain. More than a cathartic release, the authors make a conscious effort to transform their idiosyncratic natures, what they frame in terms of the Jungian shadow, with the intention of eating away the darkness and moving towards what Heidegger frames as the ‘simple brightness’ of our existence. New metaphors were thus birthed: the fox and the lotus flower
Improvisational Interactivity - Moving Beneath the ICE.
(2022-11) Smith , Stephen; Lloyd, Rebecca
The relationally oriented, interactive approach to Creativity Imagination Education (ICE) featured in this chapter prioritizes motion-sensitivity and the felt kinaesthetic sense. As an alternative to cognitively construed conceptions of creativity, we provide a series of student friendly inter-activities that invite you to experience the bodily feelings and energetic flows of improvisational creativity firsthand. Inspired by research conducted with improvisational experts in salsa dance, push-hands tai chi, acro-yoga, tap dance, and equestrian arts, we attune to the sensorial and relational depths beneath the educational "ICEberg." While pathways may certainly be created from the simple mimetic practices featured in this chapter to more physically skillful games and partnered disciplines, we trust that focusing on everyday interactions with one another will inspire you to consider how teaching and learning can be enhanced by moving interactively and improvisationally with others.

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