Natalia Bussard successfully defended her EdD Dissertation
Please join us in congratulating Natalia Bussard who successfully defended her EdD Dissertation on June 26 of 2025.
Title:
The Transformative Power of Plurilingualism: Reshaping Perspectives of Self, Others, and the World.
Abstract:
This study explores how the learning, knowledge, and use of multiple languages transform plurilingual individuals’ identities, relationships, and worldviews. Using narrative inquiry, the research examines the experiences of nine plurilingual participants from diverse backgrounds. The study identifies transformations associated with plurilingualism, including increased resilience, creativity, confidence, cultural awareness, openness, and lifelong learning. By analyzing demographic questionnaires, language portraits, focus groups, interviews, and memoirs, the research reveals unique language learning journeys and their impact on personal growth. The findings highlight the broad implications of plurilingualism across various disciplines, including psychology, sociology, and educational policy, demonstrating its significance beyond language learning. This comprehensive approach offers valuable insights into the holistic benefits of plurilingualism for both individuals and society.
Chair of Examination Committee:
Dr. Darko Odic, Department of Psychology, UBC
University Examiners:
Dr. Shauna Butterwick, EDST
Dr. Scott Douglas, School of Education, UBC-O
External Examiner:
Dr. Enrica Piccardo, OISE-University of Toronto
Supervisory Committee:
Dr. Jude Walker, Co-supervisor
Dr. Meike Wernicke, Co-supervisor
Dr. Kedrick James, Member
Congratulations Natalia!
Jeong, Hongin
Visiting Faculty
About
Research Interests
Career development for students in regional universities, Lifelong learning for middle-aged adults, Lifelong learning policies in Korea, Well-aging and its connection to lifelong learning
Individual research Interests
Bio
Hongin Jeong is a professor at Daegu University in South Korea, specializing in Adult and Lifelong Education. Hongin’s academic work focuses on expanding learning opportunities for adults, with a particular interest in supporting the career development and preparation of students at regional universities. Recently, her research has focused on the role of lifelong learning in promoting well-aging, as well as the challenges and motivations of adult learners who return to education in midlife and beyond.
Hongin also serves as a board member of the National Institute for Lifelong Education (NILE), where she contributes to the development of national policies and strategic planning aimed at promoting lifelong learning for all citizens in Korea. Through both research and practice, Hongin aims to bridge the gap between educational policy and the real needs of communities, and to help ensure that diverse adult learners have access to meaningful and inclusive learning opportunities.
Research and Education
Education
Research Projects
Selected Publications
EDST Activity
Courses taught
Additional
New Book : Juggling Rhythms
Dr. Alison Taylor’s book Juggling Rhythms: Working-Student Life in the 21st Century is now published! Learn more here: https://brill.com/display/title/72365
As in many European countries, the majority of undergraduates in Canada work while studying. However, little research has examined how they juggle school and work. This book draws on original research to address this gap. It moves from students’ day-to-day survival strategies to engage larger questions including how students prepare for volatile labour markets and the effects of the COVID-19 pandemic. Taylor draws on “circus arts” metaphors to argue that twenty-first century skills include the ability to juggle competing demands, to balance studies and various forms of work, and to learn boundaries and the limits of one’s flexibility. Although students’ experiences are diverse, commonalities indicate areas where more attention and support are needed from policy-makers, educators, and scholars of education.
Gail Markin’s EdD Dissertation Defense
Please join us in congratulating Gail Markin who successfully defended her EdD Dissertation on May 26 of 2025.
Title:
Principal and Vice Principal Psychological Safety in British Columbia: An Institutional Ethnography
Abstract:
Institutional practices and social relations are impacting the psychological safety of principals and vice principals in British Columbia (BC). Psychological safety is the belief that the environment is safe for people to share their perspectives or to ask questions without fear of being rejected, shamed, or punished in some way for doing so. Despite communication with district leaders being essential to driving school change, BC principals and vice principals are experiencing relatively low levels of psychological safety in their communication with district leaders. This inquiry set out to discover under what circumstances principals and vice principals do and do not speak up, ask questions, and share their ideas with district leaders. This research looks particularly at institutional practices and social relations and how they impact the psychological safety of principals and vice principals, because little is known about the impact of these practices. The findings of this research suggest what supports, services, or practices would increase psychological safety for principals and vice principals. Institutional ethnography was used as a methodology to explore how principals’ and vice principals’ experiences of psychological safety are being socially constructed. Research methods included interviews with nine principals and vice principals, the exploration of texts that impact their work, researcher reflections, and subsequent interviews with four superintendents. The institutional practices and social relations that were found to be impacting psychological safety included meeting structures and practices, hierarchical power differences, the understanding of principals’ and vice principals’ fiduciary duty, and unwritten and often unexamined workplace rules. This research found a disjuncture between the role and responsibility of school administrators—to be a connection between schools and the district office—and what is actually playing out in their day-to-day work. Embedding institutional factors that promote psychological safety will open up this vital communication between schools and district offices. When principals and vice principals feel safe to share ideas and ask questions at a district level, it is possible to open up creativity, learning, and success for school administrators themselves, their teams, and the school district as a whole.
Chair of Examination Committee:
Dr. Jennifer Vadeboncoeur
University Examiners:
Dr. Guofang Li, Department of Language and Literacy Education
Dr. Alison Taylor, Department of Educational Studies
External Examiner:
Dr. Randolph Wimmer, University of Alberta
Supervisory Committee:
Dr. Fei Wang
Dr. Shauna Butterwick
Dr. Sabre Cherkowski
Dr. Chris Kennedy
Congratulations Gail!
Vivacqua Rodrigues, Melissa
About
Research Interests
Indigenous peoples and environmental governance, interculturality in education, ocean literacy, Postcolonial studies, Socio-environmental conflicts, socio-environmental justice, transdisciplinarity and complexity
Individual research Interests
Bio
Research and Education
Education
Research Projects
Selected Publications
EDST Activity
Courses taught