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2025 Patricia Dyer Memorial Award
PhD student Yu Guo was awarded the 2025 Patricia Dyer Memorial Award.
About the award:
In memory of Patricia Dyer, the Patricia Dyer Memorial Award in Education award was endowed by her family, friends, and colleagues. The award is offered to a graduate student in Educational Studies who demonstrates enthusiasm for ideas and commitment to their practical application. Specifically, the student is committed to building a sense of community and to ensuring equity in educational settings.
Critical Voices Post
Introduction
The EdD Leadership and Policy program at UBC is grounded in the belief that it is important for participants to engage in scholarly discourse about understanding, critiquing and improving practice in educational settings. Sharing our theories in practice gives the fields in which we are working enrichment in the forms of new perspectives, stimulating inquiry, refining methodologies, expanding knowledge boundaries, fostering innovation, and building professional networks.
Much of the EdD program’s purpose, and achievement, comes from the recognition of students’ and alumni preparedness to engage in critical reflection on practice. This propensity is, in turn, sustained through an acknowledgement of the benefits derived from the enrichment of their conceptual resources which comes from being “reflective,” or introspective, about their own practice, and analytical about the concept of practice itself.
Invitation
In acknowledgement of the nature and purpose of the EdD program, editions of the online publication Critical Voice will be constituted by submissions, from the program’s current students, alumni and faculty that:
- Focus on practice-studying practice, trying to understand practice, being constructively critical of practice, improving one’s practice
- Provoke scholarly engagement, through the critical examination of professional practice
- Highlight (acknowledge/celebrate) the relationship of professional experience and reflexivity, as informed through academic study and research
Publication Outline
- The Critical Voices Journal will be published two times per year in its early stages.
- Submissions will be posted 90 days before publication, and accepted until 30 days before publication.
- Initial submissions will be accepted within a wide range of topics and themes. Length of submissions must be no more than 3,000 words/12 double-spaced pages.
- Only edited submissions will be accepted. (APA 7, 12-point standard Arial or Times New Roman font, 1-inch margins.)
Themes and Topics – Open to Suggestions
- Neo-liberalism in today’s educational systems
- Transitions from practice to scholarship, and back again
- What is the difference between a PhD and EdD, in practice and reflexivity, and why does it matter?
- Social justice
- Interdisciplinary work
Themes and Topics
- What do they mean by skilled? What do they mean by scholarship?
- What is the link between leadership and the EdD?
- Indigenous education – access & practices, leadership for decolonization
- Appreciative inquiry – applications in the field
Provocations
- How do we expand public conversations through a praxis of crisis?
- Where is leadership in developing educational policy?
Discussion Groups
- Based on published submissions
- Emerging topics and themes
Responses, Questions, ‘Where Did the Writing Take You’
- Questions for authors and readers
- Suggestions for further dialogue – supporting a community of practice
Aneet Kahlon’s MA Defence
You are invited…
To: Aneet Kahlon’s MA defence on April 8th at 11:00am
Title: An anti-colonial analysis of the Surrey School District’s racial equity strategic plan.
Via Zoom: Please join between 10:45-11:00am.
Join Zoom Meeting for Aneet Kahlon’s MA defence:
https://ubc.zoom.us/j/64272845967?pwd=7cCWM0L9fsaydW0pbCkfQbPefQvmPA.1
Meeting ID: 642 7284 5967
Passcode: 764617
We look forward to having you join us as your schedules allow.
All welcome!
Hartej and Bathseba
An anti-colonial analysis of the Surry School District’s racial equity strategic plan.
Abstract:
The purpose of this research is to examine how Canadian K-12 public education racial equity policy may function to reproduce the oppressive social, historical, and political forces it claims to challenge. This thesis conducts a qualitative content analysis of Surrey School District’s Racial Equity Strategic Plan 2023-2028, through an anti-colonial discursive framework, to research how capitalism, colonialism, imperialism, and white supremacy may be overlooked within attempts to achieve racial equity in education. Specifically, this investigation focuses on how hegemony may be reinforced through the implementation of educational racial equity policy due to persistent power inequities embedded in the text which function in opposition to policy goals. This research delves deeply into investigating historical educational policies in British Columbia’s public schools in order to understand how educational policy has affected Indigenous, Black, and racialized communities in the past and how these outcomes endure today. This research finds that in order for the Surrey School District’s Racial Equity Strategic Plan 2023-2028 to improve the equity outcomes of its target populations, it must acknowledge and address the normative colonial structures and values that enforce educational domination over and oppression of marginalized communities beyond the dimension of race. Racial equity and anti-racism policies must incorporate initiatives of critical structural reform of education systems that seek to address the root cause of racism, such as capitalism, colonialism, imperialism, systemic whiteness, and white supremacy, in order to meaningfully and holistically address racism for Indigenous, Black, and other racialized communities within K-12 public schooling.
