Latremouille, Jodi

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    A modern hunting tradition
    (Alberta Teachers’ Association, 2015) Latremouille, Jodi
    Latremouille’s compelling narrative speaks to the need to incorporate multiple perspectives to gain a deeper understanding of our world. In the intergenerational conversation between young and old one notices the unspoken expectation that youth pay close attention to and learn from the elders. Yet, at the same time, there is a mutual pedagogical openness of the elders to welcoming the young and learning from them, paralleling the relationship that exists in the classroom that would have teachers and students coming together in taking seriously the responsibility of what political theorist Hannah Arendt calls “the task of renewing a common world.”
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    Classroom management: De-coding the young ones of Room 1202
    (American Association for the Advancement of Curriculum Studies, 2019-05-16) Latremouille, Jodi
    In this poetic inquiry I explore the complex relationship between teachers, administrators and students as they build trusting, caring and critically-minded relationships in the classroom. This is important because through its hermeneutic interpretation and poetic representation, the piece speaks back to the prevalence and popularity of instrumental and formulaic solutions that purport to mitigate challenging behaviours in classrooms, particularly in classrooms populated with students from gender, ethnic, ability, and other marginalized groups. This piece deconstructs and interprets what are commonly perceived as individualized “behaviour” problems in classrooms, but are often rooted in much deeper kyriarchal issues of privilege, power and control.
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    Poetic inquiry as visiting: Stories of Men
    (Faculty of Education, University of Regina, 2014-06-20) Latremouille, Jodi
    This article is a reflection on how stories can come to inhabit a place in a pedagogical way, as Keith Basso notes, “wisdom sits in places” (1996). In this story, I write about my experiences teaching a college preparation English and math class in rural British Columbia. In the short story entitled Stories of Men, I describe the act of witnessing the stories of suffering and hope of men who grew up attending local residential schools, alongside the stories of their sons’ coming of age in the contemporary school system.
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    My treasured relation
    (Journal of Applied Hermeneutics, 2014-01-24) Latremouille, Jodi
    This article is a hermeneutic work about the author's loss of her cousin to childhood cancer and the poetic reflection that arises when one gives oneself over to writing about it.
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    Reimaging teacher education through design thinking principles: Curriculum in the key of life
    (Canadian Association for Curriculum Studies, 2015-11-20) Latremouille, Jodi; Grant, Kimberley; Kalu, Frances; Dodsworth, Dianne; Knowlton Cockett, Polly; Mitchell-Pellett, Mary-Ann; Paul, Jim
    Inspired by Arendt’s (2009) “task of renewing a common world” (p. 193), a team of ten instructors took on the challenge of reimagining a teacher preparation course entitled Curriculum II - Arts & Humanities. Through the dominant discourses of management, accountability and technique-driven preparation, the act of teaching is interpreted as a “service rendered” (Pinar, 2012, p. 36), measured “objectively” by demonstrable deliverables and pre-determined outcomes. Our team provoked these discourses by asserting that human beings are inherently attuned to deeper learning through wonderment, interpretation, ideation and experimentation (Whitehead, 1929). The principles of design thinking – a problem-based process which, through curiosity, empathy and interdisciplinary thinking, generates playful and collaborative creative experimentation – offered a space within which to open up deeper educational conversations with pre-service teachers. Invoking the metaphor of a choral performance, this series of miniature musical movements “in the key of life” express the challenging, enlivening and multivocal nature of curriculum and pedagogy enacted through Design Thinking principles. From contemplating the power of self-reflection and collective action, to meeting challenges and resistance with courage, to listening with heart to people and places, and to responding with joy and hope in the face of our place and circumstances, each individual movement gives voice to the echoes that linger long after the official coursework is complete. Together, these voices join together in a chorus of authentic and responsive curriculum renewal.