Papers by Laryssa Gorecki
The Canadian Journal of Action Research, Oct 17, 2022
She is also an educator with the Toronto Catholic District School Board. Laryssa's research is in... more She is also an educator with the Toronto Catholic District School Board. Laryssa's research is informed by current and evolving pedagogies that are culturally responsive, equitable, and inclusive, with a focus on decolonizing classroom approaches through relational teaching and learning.
Beyond a paradigm shift: a self-study story of an embodied educational experience
AlterNative: An International Journal of Indigenous Peoples, Aug 31, 2023
The Canadian Journal of Action Research, 2021
The value of weaving Indigenous perspectives into the mainstream curricula of Ontario teacher edu... more The value of weaving Indigenous perspectives into the mainstream curricula of Ontario teacher education programs is gaining prominence (Bell & Brant, 2015; Nardozi, Restoule, Broad, Steele, & James, 2014; Tanaka, 2016). Since the Truth and Reconciliation Commission of Canada’s Calls to Action (2015), efforts are being made across Ontario to “educate teachers on how to integrate Indigenous knowledge and teaching methods into classrooms” (TRC #62, p. 7). Despite growing efforts within teacher preparation programs, many settler teacher candidates are still anxious (Kanu, 2011; Morcom & Freeman, 2019); they fear practicing inadvertent cultural appropriation, and/or offending or misinforming their students and colleagues. To address these concerns, we posed the research question: What impact would Indigenous guest speakers and workshop leaders have on helping Settler teacher candidates navigate Indigenous content in a culturally appropriate and respectful manner? Using an action researc...
Journal of Classroom Research in Literacy, May 30, 2014
The focus of this action research report is how teachers can motivate student writing. In seeking... more The focus of this action research report is how teachers can motivate student writing. In seeking authentic engagement from my Grade 11 English class, we read and studied poetry and non-fiction texts by Aboriginal authors that celebrate voice and spirit of culture, and center on themes of Identity & Struggle. Over a six-week period, students participated in a variety of critical and creative exercises and completed four writing tasks. Through analysis of students' writing, I inductively looked for trends in their responses, namely, the length of writing, use of voice and stylistic features, and a clear thematic approach. The goal was for students to use the writing process as a vehicle for their own expression in order to produce higher quality work. Results indicate stronger and more meaningful engagement, with genuine use of student voice being the center of their compositions.
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Papers by Laryssa Gorecki