Jun 24, 2019
No pierden el humor: Humor in Mexico – An Update
June 24, 2019 12-2pm at PCOH 2012Light refreshments provided RSVP BY 21 JUNE 2019
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AGENDA
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As part of the recent Mitacs funded research project ‘No pierden el humor: Post-disaster humor in Mexico’,
Gabriella Maestrini, Shauna Butterwick and Larisa Enriquez Vasquez in collaboration with a group of students from UNAM in Mexico City cordially invite you to this seminar / workshop.
We are happy to extend the seminar invitation to EDST students, faculty and beyond.
“The word death is not pronounced in New York, in Paris, in London, because it burns the lips. The Mexican, in contrast, is familiar with death, jokes about it, caresses it; it is one of his [sic] favorite toys and his most steadfast love… Mexican death is the mirror of Mexican life…”
~ Octavio Paz
The Labyrinth of Solitutde
Jun 13, 2019
Jun 19, 2019
Educational Change in Canada and Switzerland: Shaping Transitional Processes
Findings from a year as a Visiting Scholar at UBC and as a guest in various school districts in BC.
EDST Critical Dialogues Seminar Series
Being a visiting scholar since September, 2018, at the Faculty of Education I am researching the ways public school systems in Europe and Canada have fostered on-going educational changes through the implementation of various curriculum initiatives dealing with competency-based programming and inclusive education for students with visible and invisible disabilities.
My aim is to acquire a deep understanding of strategies developed by different schools or school districts that led to the successful enactment of sustainable educational changes.
I have visited several school districts and interviewed administrators in an effort to learn more about key features of locally-developed implementation strategies that were deemed successful and sustainable educational changes.
The presentation describes aims of the project and the general approach to the research, shows first results, and discusses different ways of achieving successful educational change.
Apr 25, 2019
May 15, 2019
Apr 24, 2019
May 14, 2019
A Class by Themselves?
The Origins of Special Education in Toronto and Beyond
Tuesday, May 14, 2019 | 4:30 – 6:30 | PCOH 2012
Please RSVP by May 9
Apr 18, 2019
May 13, 2019
A Decolonial Approach to Denaturalizing Norwegian Exceptionalism in Education
Seminar with Kristin Gregers Eriksen, Ph.D. Research Fellow, University of South-Eastern Norway
Monday, May 13, 2019
1:00 – 3:00
PCOH 2012
The Norwegian national imaginary represents the country as a global do-gooder and champion of sustainability, aid, and democracy. This imaginary has served well to market the image of Norway as exceptional both nationally and internationally (Eriksen, 2018). This exceptionalist imaginary is also deeply embedded within the Norwegian educational system, and manifests in the production of knowledge and social identities. Norwegian education is currently going through a large national curriculum reform, where democracy and citizenship, sustainable development, and life skills are set out to be the three core concerns permeating all education. However, in spite of bold policy ambitions, Norwegian educational institutions continue to construct structures of inequality that reproduce racism, colonialism, and epistemic violence as well as unsustainable capitalist economic structures. In this presentation, I apply post- and decolonial perspectives to shed light on the knowledge production and educational narratives that dominate the Norwegian primary school context. Through examples derived from three different papers, I show how the tenacious ideological construction of Nordic Exceptionalism (Loftsdottir & Jensen, 2012) as it appears in social studies education may obstruct the critical literacies the educational system allegedly is aiming to foster. Exceptionalist narratives may effectively absolve educational institutions of their ethical and pedagogical responsibilities to disrupt unjust and unsustainable social relations (Stein, 2018), and stand in the way of possibilities for imagining or doing education otherwise.
Bio: Kristin Gregers Eriksen is a PhD Research Fellow and lecturer in Social Studies teacher education at the University of South-Eastern Norway in Drammen. Her current research is focused on narratives about Norwegian exceptionalism and citizenship in primary school education. Her research and teaching interests include post- and decolonial perspectives on education, Indigenous philosophies, affect theory and education for sustainable development
Mar 27, 2019
April 13, 2019
The pleasure of your company is requested at the
Public Presentation of Graduate Research on Leadership Practices
Saturday, April 13, 2019
Education Centre at Ponderosa Commons
6445 University Boulevard
Vancouver
March 29, 2019
PhDs Go Public 2019, 1st Talk: PEOPLE, POLICY, PRACTICE
https://www.grad.ubc.ca/about-us/events/17442-phds-go-public-2019-1st-talk-people-policy-practice
The event will take place on Friday, 29 March 2019, at 17:30, at the Vancouver Public Library, Central Branch, Alma VanDusen Room.
As part of this event, EDST PhD student, Keith Dormond, will be presenting his work entitled “Understanding honour related violence and oppression in ways that are helpful for victims, their communities, and Canadian society”. His work “examines how service providers such as the police, educators, settlement workers, social workers, counsellors and mental health professionals among others, understand and respond to incidents of violence against women that are motivated by notions of honour and shame.”
<https://www.grad.ubc.ca/campus-community/meet-our-students/dormond-keith>
EDST’s Dr. André Mazawi will be delivering the event’s opening speech, entitled “Thoughts in/action, scholarship, and engaging the public good”.
Feb 14, 2019
March 26, 2019
Feb 05, 2019
March 8, 2019
EdD Writing Retreat Registration
Jan 30, 2019
February 14, 2019
Friday Seminar Series
Thursday, February 14, 2019
2:00 – 4:00 p.m.
PCOH 2012
The Teacher and Student as Such – Dr. Sam Rocha, Assistant Professor
This paper will make the claim that “the study of education is imperiled by the institutional study of education,” followed by a brief philosophical sketch.
Thinking With Literary Philosophy: What is it and Why is it? – Addyson Frattura-Kampschroer, PhD student & Rabia Mir, MA student
In this talk, we engage with questions of style and form within philosophical writing in education. To do so, we play with the idea and essence of “literariness” in literary philosophy, as a form. We do not seek to convince, but rather to question what literary philosophy is, why it is, and in what ways might it be interesting within the field of education.
Student Labor, Student Strikes, Student Power – Jonathan Turcotte-Summers, PhD student
While post-secondary education in Ontario is under attack, students in Quebec are planning a strike and fighting back. What makes this strike so different? Why isn’t it called a “walkout” or a “boycott”? And why do some think it’s so revolutionary to consider study as a form of labour, and students as workers?
