Dr. Handel Wright is featured in this CBC News article Black with a capital ‘B’: Why it took news outlets so long to make a change that matters to so many
https://www.cbc.ca/news/canada/edmonton/capitalizing-black-style-1.5626669
Shauna Butterwick – UBC Community Engagement Partnership Recognition Fund
Professor Emeritus, Shauna Butterwick has received a grant from the UBC Community Engagement Partnership Recognition Fund to support Flattening the Curve (FTC) Homemade Masks project (see ftcmasks.org for more information).
With over 50 volunteer sewers and many more volunteers helping with education, website, newsletter, packaging and delivery, FTC provided 3000 masks during its first phase to home care and hospice workers who had little access to personal protection equipment (PPE) plus other vulnerable groups. In the second phase, 2000 masks are being made for incoming refugee individuals and families.
Dr. Metcalfe – ICE Rules Are an Attack on Immigration and Higher Education
Dr. Amy Scott Metcalfe has an open letter about Immigration and Higher Education on Inside Higher Education.
SSHRC Insight Grant for “From Opportunity to Inequality: A History of Inner-Suburban Schools in Canada, 1945-present.”
UBC researchers are leading 49 projects awarded $6.6m through the SSHRC Insight Grants program. Included is Dr. Jason Ellis’ “From Opportunity to Inequality: A History of Inner-Suburban Schools in Canada, 1945-present” for
$104,963.
The Insight Grants support research excellence in the social sciences and humanities. Funding is available to both emerging and established scholars for research initiatives of two to five years. Stable support for long-term research initiatives is central to advancing knowledge. It enables scholars to address complex issues about individuals and societies, and to further our collective understanding.
https://research.ubc.ca/ubc-researchers-awarded-66m-through-sshrc-insight-grants
Amy Metcalfe awarded an OER Grant from UBC Open Education Resource Fund
The Open EDST project aims to involve our graduate students, many of whom are currently or will be instructors or TAs for our undergraduate courses, in an initiative to: 1) build awareness of departmental open educational practices and materials through a wiki-based directory of OER created by EDST students and faculty, and, 2) interview EDST students and faculty about their use of, interest in, or critiques of open pedagogy, open access publication, and open educational resources, to be distributed online as a podcast series in 2020-2021.
As we move more of our courses online as part of UBC’s pandemic response, members of the Department of Educational Studies (EDST) are creating new open educational resources (OER), searching for existing OER to incorporate into their courses, asking critical questions about open pedagogy, and becoming more aware of open access research dissemination practices. Amid this move to online instruction, as the pandemic continues to disrupt global society and inequality is intensified, there is greater need for educational resources that offer anti-racist, decolonizing, and community-based perspectives, which are focal areas of research and teaching in EDST. As we are also working and learning from home, we are isolated from the types of collegial interactions that facilitate pedagogical and collective discussions within the department. This OER Rapid Innovation Grant will enable EDST to participate in OER awareness activities and critically reflect on the promises and limitations of “open” pedagogies during the 2020-2021 academic year.
EDST in the news – Vancouver’s drug strategy
Daniel Jordan (EDST alumnus) and Dr. Jude Walker have an opinion piece, “Vancouver’s drug strategy: It’s time to erect the second pillar — treatment,” about Vancouver’s drug strategy in the Vancouver Sun.
New Publication – Can the displaced speak
Can the displaced speak? Muslim refugee girls negotiating identity, home and belonging through Photovoice, written by EDST’s Neila Miled, has been published in Women’s Studies International Forum.
See publication here: https://www.sciencedirect.com/science/article/abs/pii/S0277539519304157
New Book – Course Syllabi in Faculties of Education
Course Syllabi in Faculties of Education:
Bodies of Knowledge and their Discontents, International and Comparative Perspectives
Editors: André Elias Mazawi & Michelle Stack
EDST Contributors: Maren Elfert, Jo-Ann Archibald Q’um Q’um Xiiem, Hartej Gill, Bathseba Opini, Sam Rocha, Stephanie Glick, Esraa Al-Muftah, and Meena Uppal.
Course Syllabi in Faculties of Education problematizes one of the least researched phenomena in teacher education, the design of course syllabi, using critical and decolonial approaches. This book looks at the struggles that scholars, policy makers, and educators from a diverse range of countries including Australia, Canada, India, Iran, Palestine, Qatar, Saudi Arabia, the USA, and Zambia face as they design course syllabi in higher education settings. The chapter authors argue that course syllabi are political constructions, representing intense sites of struggles over visions of teacher education and visions of society. As such, they are deeply immersed in what Walter Mignolo calls the “geopolitics of knowledge”. Authors also show how syllabi have become akin to contractual documents that define relations between instructors and students Based on a set of empirically grounded studies that are compared and contrasted, the chapters offer a clearer picture of how course syllabi function within distinct socio-political, economic, and historical contexts of practice and teacher education.
Access book details and Table of Contents: https://www.bloomsbury.com/us/course-syllabi-in-faculties-of-education-9781350094253/
Dr. Jason Ellis – CAFE Best Book Award
Congratulations Dr. Ellis on receiving the CAFE Publication Award for Single or Dual-Authored Book, 2017-2019!
From the CAFE Publication Award Committee citation:
“The CAFE Publications Award Committee unanimously recommended Dr. Jason Ellis’ single-authored book published in 2019 A Class By Themselves? The Origins of Special Education in Toronto and Beyond for this prestigious publication award. In their reviews, the Committee recognized the excellence of this publication in terms of originality and theoretical grounding, but also exuberantly appreciated the outstanding contribution of this book to the study and promotion of the Foundations of Education. The Committee members noted the incredible commitment that Dr. Ellis undertook in carefully examining the immense primary and secondary source documents from the Toronto Board of Education special education records from 1910 to 1945, and appreciated how this detailed work was able to shed contemporary light on historical debates on diversity and inclusion, but most importantly revealed the students and parents as historical actors in their own right. The Committee also appreciated the ways that Dr. Ellis’ detailed accounts provide sensitive and revealing intersections with issues of class, race, immigration, and language to broaden interest to educational scholars beyond critical disability studies, history of education and special education. Through this work Dr. Ellis has provided an original and disquieting picture of special education which is well-positioned to inform policy and ongoing debates.”
New Guest Blog – Not even a sack of potatoes
Guest Post on the University of the Fraser Valley President’s blog:
Shirley Swelchalot Hardman, Senior Advisor on Indigenous Affairs And EDST PhD student
“Not even a sack of potatoes”.
By Shirley Swelchalot Hardman
