{"id":143,"date":"2020-06-17T13:57:38","date_gmt":"2020-06-17T17:57:38","guid":{"rendered":"https:\/\/pressbooks.library.ryerson.ca\/longhouse\/?post_type=chapter&p=143"},"modified":"2020-06-22T16:54:36","modified_gmt":"2020-06-22T20:54:36","slug":"annotated-bibliography","status":"publish","type":"chapter","link":"https:\/\/pressbooks.library.torontomu.ca\/longhouse\/chapter\/annotated-bibliography\/","title":{"raw":"Annotated Bibliography","rendered":"Annotated Bibliography"},"content":{"raw":"

Annotated Bibliography<\/h1>\r\n
\r\n\r\n\u00a0Serious Games<\/strong>\u00a0<\/span>\u2013 Skills Practice: A Home Visit\u00a0<\/span>https:\/\/de.ryerson.ca\/games\/nursing\/mental-health\/game.html#\/<\/a>\r\n\r\nThe \u201cSerious Games \u2013 Skills Practice: A Home Visit\u201d game by the Digital Educations Strategies team at the G.Raymond Chang School of Continuing education looks at the use of decision based game play with cutscenes to assist the learning for nursing practitioners and students. The game allows the user to interact with the learning module and learn the consequences of decisions without crossing ethical gray-lines and keeping students from immediate danger. The application of decisions made through boxes to click allows for the user to have a sense of control in their learning. If we were to apply strategies from this game, it is recommended to take note of the interaction between the \u2018Nurse\u2019 (player) and the \u2018Patient\u2019 (npc).\r\n\r\nCollaboration for Inclusive Games<\/strong>\r\n
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\r\n\r\n[embed]https:\/\/youtu.be\/VqXFzxtGzXg[\/embed]\r\n\r\n<\/div><\/figure>\r\nA lesson on collaboration by Elizabeth LaPens\u00e9e talks on the trials and tribulations of collaborating with racialized groups for their representation and inclusion in video games. LaPens\u00e9e speaks on looking at and being aware of the intentions one has put in place when possibly using issues that are \u201chot right now,\u201d (LaPens\u00e9e, 2017) as \u201cthis work is for life\u201d (LaPens\u00e9e, 2017) and what we as developers put out into the world are timeless and must be timeless at the same time. LaPens\u00e9e highlights that to truly be collaborative, we as developers need to continuously \u201clistening to feedback and being responsive to the communities\u201d (LaPens\u00e9e, 2017) that we are in a partnership with; By opening up a respectful channel of conversation between the community and the development of the game, we are able to take the game in a route that would be authentically representative of these communities. LaPens\u00e9e touches on the importance of being aware not to appropriate the issues that these groups are experiencing and allowing them to have their own voice in these games.\r\n\r\nHarvey, Kendall (2019). Return to the Rez (Podcast), Retrieved from\u00a0\u00a0<\/span><\/strong>http:\/\/returningtotherez.libsyn.com<\/strong><\/a>\u00a0<\/span>Retrieved on Feb. 19, 2020.<\/strong>\r\n\r\nThis Master\u2019s thesis from Columbia University student Kendall was illuminating. Via interviews with Indigenous students in the U.S., Harvey uncovers the pressures and rewards for graduates of post-secondary First Nations students. There is discussion of the systemic and institutional issues faced by students, as well as the community pressure to \u201cgive back\u201d to their communities. Not only do students have the pressures of post-secondary but they pull back to their reservations. This desire to \u201cgive back\u201d is offered willingly and I was struck by the themes of family support and understanding these students were given through their education journey. I was also incredibly heartened to hear how these success stories were not simple ones, but rather the students embraced trial and error, and worked hard (harder than they should have had to) to find the right institutional fit. I would love to share this podcast with all post-secondary students as the message is one of community, the need for support and that \u2018success\u2019 isn\u2019t necessarily a straight line or found on the conventional, \u2018tried and true\u2019 path. This is instructive for this project.\r\n\r\nFataar, A. (2018). Placing Students at the Centre of the Decolonizing Education Imperative: Engaging the (Mis)Recognition Struggles of Students at the Postapartheid University, Educational Studies, 54:6, 595-608, DOI: 10.1080\/00131946.2018.1518231<\/strong>\r\n\r\nThis is a very powerful piece for this project. It deals with misrecognition in education. This is defined as not understanding who the students are, creating curricula that doesn\u2019t reflect them, and institutions that don\u2019t support them. \u201cMisrecognized students develop a complex life.\u201d (p. 600). Misrecognized students adopt \u201csurvivalist educational navigations and practices\u201d (p. 600). The article also makes the argument that even a South African school system has been co-opted by \u201ctechno-modern instrumental reason\u201d; this instrumental reason has replaced racial discipline. The educational experience for Black South Africans has been fraught with \u201csubtle and insidious forms of inequality\u201d (Burke, 2012).\r\n\r\nLaFever, M. (2016). Switching from Bloom to the Medicine Wheel: creating learning outcomes that support Indigenous ways of knowing in post-secondary education,\u00a0<\/span><\/strong>Intercultural Education<\/em><\/strong>, 27:5, 409-424, DOI: 10.1080\/14675986.2016.1240496<\/strong>\r\n\r\nThis guide could provide the framework we\u2019ve been searching for the Longhouse OER project. LaFever (2016) proposes a reconception of pedagogy away from Bloom\u2019s Taxonomy to the Medicine Wheel. Most classroom instruction uses Bloom\u2019s Taxonomy \u2013 which divides learning into the mental, physical and emotional. Indeed, LaFever (2016) notes that secondary and post-secondary ignore the physical and emotional as well, with only some disciplines touching on those aspects such as counselling which deals in emotions and the trades which deal with hands-on physical tasks. The Medicine Wheel proposes a fourth element which is the spiritual.\r\n\r\nThis fourth aspect is completely ignored in traditional Western\/North American pedagogy. How might the spiritual be integrated into the classroom? LaFever (4) proposes that the spiritual can be woven into a learning environment in the following ways:\r\n