M.Ed EDAL Online Info Session
May 5th and August 20, 2026
EDAL Fully On-line Intake Information Session Meetings
Tuesday May 5, 2026. 3:30 – 4:30pm PST
Thursday August 20, 2026. 1:30 – 2:30pm PST
Meeting ID: 682 5011 4489
Passcode: 717647
Congratulations to Yeonjoo Kim on a Successful Oral Defence (PhD Dissertation)
Please join us in congratulating Yeonjoo Kim who successfully defended her PhD Dissertation on September 14 of 2026.
Title:
Career transition as an assemblage of learning: A multiple-case study of Korean millennials who left socially desirable workplaces
Abstract:
This dissertation examines the career transition experiences of Korean millennials who left socially desirable workplaces. Rather than treating career transition as an individual decision, the study shows how it is shaped through social relationships, material conditions, policy
systems, and technologies. Participants’ decisions to leave were connected to side-work opportunities, financial preparation, changes in lifestyle, family responsibilities and and resources and information found through digital platforms. Their career transitions were also
shaped through connections with certification and licensing systems, government-funded voucher programs, social media, online learning platforms, and shared workspaces. By tracing these connections, the study shows that career transition is not simply a personal choice or a
matter of individual motivation. It is an ongoing process formed through relationships among people, institutions, technologies, and everyday practices.
Supervisory Committee:
Dr. Hongxia Shan
Dr. Andre Mazawi
Dr. Alison Taylor
We are thankful for the Examining Committee’s contribution and expertise.
Dr. Junghwan Kim, Texas A&M University, External Examiner
Dr. Hyung-Gu Lynn, Asian Studies, University Examiner
Dr. Jude Walker, Educational Studies, University Examiner
Dr. Donald Baker,, Chair of Examination Committee
Congratulations Yeonjoo!
Congratulations to Ellen J. McIntosh on a Successful Oral Defence (EdD Dissertation)
Please join us in congratulating Ellen J. McIntosh who successfully defended her EdD Dissertation on September 14 of 2026.
Title:
EDUCATING FOR ETHICAL-LEGAL BUSINESS PRACTICE
Abstract:
Appointed as a lecturer to teach commercial law to BCom students in the UBC Sauder School of Business close to 40 years ago, I looked forward to using the cases that I had studied in law school to help students understand their obligations as future business practitioners. My enthusiasm waned, however, when I was handed a syllabus linked to an 880-page textbook and instructed to “teach this.” The conflict between my understanding of the law as providing bannisters to guide ethical-legal business practice and the law as a set of rules to be mastered dominated my teaching practice for much of the next 40 years. I recently discovered that my confusion reflected a 70-year-old debate between two law professors, Raphael and Frascona, about whether teaching business law should be aimed at promoting ethical-legal practice or at mastering relevant legal propositions. Both goals are featured in current business law curricula. Sauder’s intended curriculum aims at “infusing ethics throughout every facet of the UBC Sauder experience,” consistent with Raphael’s views; the official, taught, learned and assessed curricula, however, reflect Frascona’s focus on knowledge acquisition consistent with his claim that “truth discloses that all things are to be used for good.”
Fortunately, the UBC EdD program introduced me to Hannah Arendt, whose scholarship helped me to understand my challenges and responsibilities—and how I might act accordingly. Much of Arendt’s early work involves reimagining the vita activa for a modern pluralistic democratic society to respond to the development of totalitarianism. Eichmann’s trial, however, revealed how the destruction of private and public spaces can eliminate the requisite conditions for democracy and democratic law. Eichmann knew better—indeed, he could repeat Kant’s Categorical Imperative—but he did not act on what he knew. Arendt’s response in The Life of the Mind involves reimagining the vita contemplativa and linking it to the vita activa with novel understandings of thinking (challenging knowledge claims), willing (accepting responsibility for acting ethically) and judging (deciding how to act). My thesis aims to show how Arendt’s resources can help me prepare business students for ethical-legal business practice.
Supervisory Committee:
Dr. David Coulter
Dr. Deirdre Kelly
Dr. André Mazawi
We are thankful for the Examining Committee’s contribution and expertise.
Dr. Thomas Falkenberg, University of Manitoba, Faculty of Education, External Examiner
Dr. Anne Phelan, Curriculum & Pedagogy, University Examiner
Dr. Tom Sork, Educational Studies, University Examiner
Dr. Jennifer Vadeboncoeur, Chair of Examination Committee
Congratulations Ellen!
Dagar, Preeti
About
Research Interests
Adult education, Education policy, Gender inequalities in education and employment, International Development, Migration, Postcolonial perspectives, Refugee education and integration, TVET
Research Supervision Interests
Bio
Preeti is an Assistant Professor in the Department of Educational Studies, Faculty of Education, at the University of British Columbia. Prior to joining UBC, she was an Assistant Professor at the University of Glasgow. She holds an interdisciplinary PhD in Adult Education and Urban Studies from the University of Glasgow.
Preeti’s research focuses on skills development, sustainable livelihoods, decent work, and social inclusion among marginalized populations in the Global South, including refugees and Indigenous communities.
Her professional experience spans international and community-based organizations, including UNIDO (Austria), the UNESCO Institute for Lifelong Learning (Germany), grassroots organizations in India, and refugee organizations, bringing practice-based perspectives to her teaching and research.
Research
Referred Publications
Dagar, Preeti (2025) Who can choose to aspire higher? Complex interlinkage of refugee education and aspirations in Global South. Globalisation, Societies and Education, (doi: 10.1080/14767724.2025.2537922)
Dagar, Preeti (2024) Building sustainable and decent refugee livelihoods through adult education? Interplay between policies and realities of five refugee groups.British Educational Research Journal, 50(2), pp. 713-731. (doi: 10.1002/berj.3943)
Dagar, Preeti (2024) Evaluating and reframing vocational education and training for refugees: Insights from five refugee groups across three cities of India. Compare: A Journal of Comparative and International Education, 54(1), pp. 110-127. (doi: 10.1080/03057925.2022.2078957)
Dagar, Preeti (2023) Rethinking skills development and entrepreneurship for refugees: The case of five refugee communities in India. International Journal of Educational Development, 101, 102834. (doi: 10.1016/j.ijedudev.2023.102834)
Dagar, Preeti (2022) Vocational education and training for indigenous women in India: toward a participatory planning approach. International Journal of Training Research, 20(1), pp. 43-57. (doi: 10.1080/14480220.2021.1959379)
Dagar, Preeti (2019) Adult education In India from a subaltern perspective.Postcolonial Directions in Education, 8(1), pp. 61-77.
Book
The GLACIER Collective. (2026). Comparative and International Education: Key Questions, Tensions and Opportunities. Bristol: Bristol University Press. (Collective-authored book; Preeti Dagar is one of the contributing authors.)
Book Chapters
Sharma, Namita and Dagar, Preeti (2024) Critiquing the concept of ‘self-reliance’ in informal sector training: a case study of Afghan refugee women in India. In: Powell, Lesley, Cooper, Adam, Brown, Trent and McGrath, Simon (eds.) Learning for Livelihoods in the Global South: Theoretical and Methodological Lenses on Skills and the Informal Sector. Series: Routledge Research in International and Comparative Education. Routledge. ISBN 9781032626475
Dagar, Preeti and Khurshid, Kainat (2024) Adult education in a postcolonial world.In: Slade, Bonnie, Mayo, Peter and Bogossian, Thi (eds.) Adult Education and Difference. Series: International issues in adult education (36). Brill: Leiden, pp. 246-257. ISBN 9789004692619 (doi: 10.1163/9789004692626_015)
Dagar, Preeti (2023) Subaltern perspectives in adult education. In: Deb, Prasenjitand Bhattacharya, Asoke (eds.) Adult Education in India. Series: International issues in adult education (35). Brill, pp. 160-173. ISBN 9789004688780 (doi: 10.1163/9789004688780_010)
Slade, Bonnie and Dagar, Preeti (2023) Tracing longitudinal impact of Professor Lalage Bown: international master in adult education for social change. In: Slowey, Maria, Hinzen, Heribert, Omolewa, Michael and Osborne, Michael (eds.) Adult Education and Social Justice: International Perspectives. Series: Studies on adult learning and education (17). Firenze University Press, pp. 269-279. ISBN 9791221502527 (doi: 10.36253/979-12-215-0253-4.27)
Dagar, Preeti and Sharma, Namita (2022) Education and lifelong learning for refugees: Equity and inclusion in policy and practice. In: Rajan, S. Irudaya (ed.) The Routledge Handbook of Refugees in India. Routledge: London ; New York, pp. 318-330. ISBN 9780367531096 (doi: 10.4324/9781003246800-28)
Podcasts and Invited Scholarly Engagements
Nasir, Ramzi and Dagar, Preeti (2025) Adult Education: Exploring the inequalities in the world’s most populated country. [Audio]
Moskal, M. , Odena, O. , Arizpe, E. , Gormally, S. , Pacheco, E.-M. , Dagar, P. and Aldegheri, E. (2021) Education, Culture and Learning in Response to Conflict and Protracted Crisis [Symposium]. Comparative and International Education Society (CIES) 65th Annual Conference, Seattle, WA, 25-29 Apr 2021.
EDST Activity
Students Supervised
Courses taught
Additional
Dissertation Writing Support Sessions – Fall 2026
Below is a table with the dates of this term’s writing sessions which will begin October 3rd running most Saturdays 10am to 2pm. There may be some evening sessions added if I sense enough interest.
For newcomers to these sessions, there is no registration; you just need to show up😊. You are welcome no matter where you are in the process including completing course work, preparing for the comps, writing proposals, drafting and revising chapters etc.
We follow this structure: 15’ check-in (sometimes longer if questions arise) then 3 to 4 writing sessions of about 40’ each with audio and visual turned off, with a 5’ break between. Sessions conclude with a check-out.
The goals of these sessions including keeping you connected during the dissertation process which can feel isolating, carving out a space out of your busy schedules for writing (reading and thinking), demystifying the dissertation process which is non-linear, iterative with times of joy and difficulty, and joining/creating a writing community.
We’ll use this zoom link: :
https://ubc.zoom.us/j/69978066117?pwd=UGpPR1FXOCtpYXYrMkc2VFowQ0Vjdz09
Please contact Shauna Butterwick for more information: shauna.butterwick@ubc.ca
| Date | Day | Time | Session |
|---|---|---|---|
| Oct 03, 2026 | Saturday | 10 am – 2 pm | ✅ |
| Oct 10, 2026 | Saturday | 10 am – 2 pm | ✅ |
| Oct 17, 2026 | Saturday | EdD Institute | * |
| Oct 24, 2026 | Saturday | 10 am – 2 pm | ✅ |
| Oct 31, 2026 | Saturday | 10 am – 2 pm | ✅ |
| Nov 07, 2026 | Saturday | 10 am – 2 pm | ✅ |
| Nov 14, 2026 | Saturday | 10 am – 2 pm | ✅ |
| Nov 21, 2026 | Saturday | 10 am – 2 pm | ✅ |
| Nov 28, 2026 | Saturday | 10 am – 2 pm | ✅ |
| Dec 05, 2026 | Saturday | 10 am – 2 pm | ✅ |
| Dec 12, 2026 | Saturday | 10 am – 2 pm | ✅ |
*there is a possibility of a writing session during the EDD institute
New Publication “Defiance, Advocacy, and Sovereignty: First Nations Child Welfare, the ‘Native Conferences’ and the 1974 Royal Commission on Family and Children’s Law in British Columbia”
New Publication!
Mona Gleason, “Defiance, Advocacy, and Sovereignty: First Nations Child Welfare, the ‘Native Conferences’ and the 1974 Royal Commission on Family and Children’s Law in British Columbia” BC Studies 230 (Summer, 2026): 11-32.
Abstract: This article highlights the contributions of Indigenous participants to a series of Native Conferences that took place around BC in 1974 as part of the consultation process undertaken by the Royal Commission on Family and Children Law (RCFCL). Struck by the NDP government and chaired by Justice Thomas Berger, and Commission sponsored seven Conferences around the province to gather feedback from Indigenous people on a range of social service and law related topics. While the RCFCL promised to radically change how child welfare operated in the province, the Conference recommendations were shelved with the NDP’s election loss of 1975. I argue that despite this, the Indigenous recommendations remain a critically important archive of defiance, advocacy and sovereignty in the midst of settler colonial violence in the realm of child welfare. This history also serves as a cautionary tale about the uncritical use of ‘the best interests of the child’ principle for historians, particularly those in the field of the history of children and youth.
