What’s happening in the Faculty of Education
Learn the latest news and announcements related to our research, faculty, students and alumni, recent highlights in the media, and upcoming events.
The Congress for the Humanities and Social Sciences will be held from June 1-7 2019 at the University of British Columbia. The CSSE Annual Conference is held in conjunction with the Congress of the Humanities and Social Sciences, and will be from June 1-5. This bilingual conference provides an opportunity for discussion of educational issues among practitioners and educational scholars from across the nation.
For more information please see:
www.congress2019.ca
www.csse-scee.ca
The Faculty of Education Hosts CSSE at Congress 2019
The Congress for the Humanities and Social Sciences will be held from June 1-7 2019 at the University of British Columbia. The CSSE Annual Conference is held in conjunction with the Congress of the Humanities and Social Sciences, and will be from June 1-5. This bilingual conference provides an opportunity for discussion of educational issues among practitioners and educational scholars from across the nation.
For more information please see:
www.congress2019.ca
www.csse-scee.ca
When: Thursday, October 17th - Friday, October 18th, 2019 | –
Where: TBD
The National Forum on Wellness in Post-Secondary Education 2019 is being hosted at the University of British Columbia. We’re excited to continue the dialogue that started at last year’s forum and build on the National momentum for supporting wellness in post-secondary education.
Werklund School of Education and Ever Active Schools, in partnership with the University of British Columbia and the University of British Columbia, Okanagan Campus are inviting you to save the following dates: Thursday, October 17th, and Friday, October 18th, 2019 for this year’s Forum. Please share these dates with any colleagues, and students, that you may have that may be interested in this year’s Forum.
More details and registration coming soon.
SAVE THE DATE: National Forum on Wellness in Post-Secondary Education 2019
When: Thursday, October 17th - Friday, October 18th, 2019 | –
Where: TBD
The National Forum on Wellness in Post-Secondary Education 2019 is being hosted at the University of British Columbia. We’re excited to continue the dialogue that started at last year’s forum and build on the National momentum for supporting wellness in post-secondary education.
Werklund School of Education and Ever Active Schools, in partnership with the University of British Columbia and the University of British Columbia, Okanagan Campus are inviting you to save the following dates: Thursday, October 17th, and Friday, October 18th, 2019 for this year’s Forum. Please share these dates with any colleagues, and students, that you may have that may be interested in this year’s Forum.
More details and registration coming soon.
Deadline: June 7, 2019
Contact with a Durham scholar must be made by 24 May 2019.
Also, applicants must allow sufficient time to make contact with a potential Reviewer to in turn allow them requisite time to complete the review and to return it directly to the IAS by the 07 June deadline.
The IAS is a prestigious, ideas-based Institute with global reach. The IAS brings together world-leading researchers from all disciplines to work with Durham colleagues on collaborative projects of major intellectual, scientific, political and practical significance. At least twenty visiting IAS Fellows will come to Durham each year to work with its scholars to spark new investigations, set tomorrow’s agenda and participate in a varied programme of activities.
Each year, the Institute supports four ambitious interdisciplinary projects tackling major research questions. It is advantageous if the interests and proposed activities of applicants complement the 2020/21 research projects sponsored by the IAS (see: www.dur.ac.uk/ias/themes/202021projects). Applicants can, therefore, apply to join a project team during the Fellowship period (see pro forma at the end). However, fellowship applicants can also apply to join Durham colleagues in other collaborative projects, to develop ground-breaking ideas, explore interdisciplinary synergies and develop new programmes of research.
It is a condition of the Fellowship that a research collaboration is undertaken.
What the Fellowships offer:
An IAS Fellowship provides recipients with the opportunity to develop their ideas and collaborations in a thriving community of researchers, and through engagement with the University’s Departments and Colleges.
For the duration of their stay, all Fellows will be provided office space (single or multiple occupancies). In addition, all Fellows will be welcomed into a Durham College where they will be offered accommodation (in a one bedroom flat, or similar), and membership of the College’s Senior Common Room.
The IAS will cover the costs associated with the Fellow travelling to Durham from their home institution (one return fare – economy class) and will provide all Fellows with an honorarium (£3,000 for three months).
Limited funds exist for teaching buy-outs or contribution to the loss of income. Academics who will not be on research leave/sabbatical leave whilst taking up a Fellowship in Durham are eligible to apply for teaching buy-out costs of up to £8,000 (for the three month period or pro rata for shorter stays). Alternatively, individuals who will experience a loss of income as a result of accepting an IAS Fellowship are eligible to apply for a contribution towards their salary/earnings of the same amount (up to £8,000).
Fellows are required to:
- Where possible, reside in Durham for three months; however, if this is not possible, the IAS will consider alternative arrangements as long as these provide significant benefits to Durham’s research community;
- Participate in IAS activities, including informal discussions and networking within the IAS community, and engage with staff and research students in relevant Departments and Colleges at Durham University;
- Present a ‘work in progress’ IAS seminar within the IAS;
- Deliver a public lecture within their Durham College;
- Either:
establish a collaborative undertaking with a Durham academic: this can be a joint publication; research project; co-convened workshop or conference; exhibition; or other joint research output; - Or:
contribute, where appropriate, to other relevant activities in IAS sponsored research projects. Project details for 2020/21 can be found here. In this of applicants apply to collaborate within one of these projects, the applicant must ask the project PI to peer review your research proposal pro forma (see how to apply); - Acknowledge IAS support in any publications resulting from their Fellowship in Durham;
- Produce an ‘End of Fellowship’ report of no more than 1,000 words detailing their activities and achievements during their time at the IAS.
To apply, visit https://www.dur.ac.uk/ias/fellows/furtherparticulars/
Fellowship: Durham University Institute of Advanced Studies
Deadline: June 7, 2019
Contact with a Durham scholar must be made by 24 May 2019.
Also, applicants must allow sufficient time to make contact with a potential Reviewer to in turn allow them requisite time to complete the review and to return it directly to the IAS by the 07 June deadline.
The IAS is a prestigious, ideas-based Institute with global reach. The IAS brings together world-leading researchers from all disciplines to work with Durham colleagues on collaborative projects of major intellectual, scientific, political and practical significance. At least twenty visiting IAS Fellows will come to Durham each year to work with its scholars to spark new investigations, set tomorrow’s agenda and participate in a varied programme of activities.
Each year, the Institute supports four ambitious interdisciplinary projects tackling major research questions. It is advantageous if the interests and proposed activities of applicants complement the 2020/21 research projects sponsored by the IAS (see: www.dur.ac.uk/ias/themes/202021projects). Applicants can, therefore, apply to join a project team during the Fellowship period (see pro forma at the end). However, fellowship applicants can also apply to join Durham colleagues in other collaborative projects, to develop ground-breaking ideas, explore interdisciplinary synergies and develop new programmes of research.
It is a condition of the Fellowship that a research collaboration is undertaken.
What the Fellowships offer:
An IAS Fellowship provides recipients with the opportunity to develop their ideas and collaborations in a thriving community of researchers, and through engagement with the University’s Departments and Colleges.
For the duration of their stay, all Fellows will be provided office space (single or multiple occupancies). In addition, all Fellows will be welcomed into a Durham College where they will be offered accommodation (in a one bedroom flat, or similar), and membership of the College’s Senior Common Room.
The IAS will cover the costs associated with the Fellow travelling to Durham from their home institution (one return fare – economy class) and will provide all Fellows with an honorarium (£3,000 for three months).
Limited funds exist for teaching buy-outs or contribution to the loss of income. Academics who will not be on research leave/sabbatical leave whilst taking up a Fellowship in Durham are eligible to apply for teaching buy-out costs of up to £8,000 (for the three month period or pro rata for shorter stays). Alternatively, individuals who will experience a loss of income as a result of accepting an IAS Fellowship are eligible to apply for a contribution towards their salary/earnings of the same amount (up to £8,000).
Fellows are required to:
- Where possible, reside in Durham for three months; however, if this is not possible, the IAS will consider alternative arrangements as long as these provide significant benefits to Durham’s research community;
- Participate in IAS activities, including informal discussions and networking within the IAS community, and engage with staff and research students in relevant Departments and Colleges at Durham University;
- Present a ‘work in progress’ IAS seminar within the IAS;
- Deliver a public lecture within their Durham College;
- Either:
establish a collaborative undertaking with a Durham academic: this can be a joint publication; research project; co-convened workshop or conference; exhibition; or other joint research output; - Or:
contribute, where appropriate, to other relevant activities in IAS sponsored research projects. Project details for 2020/21 can be found here. In this of applicants apply to collaborate within one of these projects, the applicant must ask the project PI to peer review your research proposal pro forma (see how to apply); - Acknowledge IAS support in any publications resulting from their Fellowship in Durham;
- Produce an ‘End of Fellowship’ report of no more than 1,000 words detailing their activities and achievements during their time at the IAS.
To apply, visit https://www.dur.ac.uk/ias/fellows/furtherparticulars/
CTV Morning Live
April 9, 2019
David Roche and James Sanders talk with CTV Morning Live hosts Keri Adams and Jason Pires about Wingspan Disability Arts Artfully Performing Inclusion & Accessibility in and out of Schools.
Link to full text.
Tackling Disability Stereotypes
CTV Morning Live
April 9, 2019
David Roche and James Sanders talk with CTV Morning Live hosts Keri Adams and Jason Pires about Wingspan Disability Arts Artfully Performing Inclusion & Accessibility in and out of Schools.
Link to full text.
When: Thursday, June 27, 2019 | 10:00 am – 11:30 am
Where: Ponderosa Commons, Room 2012, 6445 University Boulevard.
Developing critical literacy through the construction of active knowledge in intercultural communication
Culture, a widely used but perhaps little understood term, is in fact influenced by economic and political issues which create unequal relations of power between peoples. Hegemonic relationships can emerge between people who engage in intercultural communication as a result of cultural differences being over- or under-emphasized. Therefore, it is imperative that students understand the politics at work in an intercultural context and develop critical literacy. But how can educators foster learners’ knowledge regarding cultural differences in ways that challenge inequality?
In this interactive seminar, I will share the findings from a series of collaborative research investigations (e.g., Sugihara & Ohri, 2017) that have explored the construction of knowledge of cultural differences in Japanese higher education classrooms. In our conceptional framework, we broke down the concept of knowledge into three broad types: active, repetitive and passive. Active knowledge (AK) contrasts with repetitive and passive knowledge and emerges through critical intervention, reflecting and questioning past experiences, noticing the politics behind discourse, and creating new knowledge regarding cultural differences. In order to understand the concept and workings of AK, we have focused on the following research questions: 1) How does AK emerge? 2) What new knowledge do students create? 3) What kinds of resistance and contradiction do students bring to the construction of AK? Using our findings from multicultural classrooms in the Japanese universities, I explore the challenges and possibilities of promoting AK among learners.
Dr. Yumi Sugihara Yoshida is a visiting associate professor at UBC’s Institute of Asian Research and an associate professor in the Faculty of Policy Management, Keio University, Japan. She specializes in second language education (Japanese) and intercultural education.
LLED Research Seminar: Developing critical literacy through the construction of active knowledge in intercultural communication
When: Thursday, June 27, 2019 | 10:00 am – 11:30 am
Where: Ponderosa Commons, Room 2012, 6445 University Boulevard.
Developing critical literacy through the construction of active knowledge in intercultural communication
Culture, a widely used but perhaps little understood term, is in fact influenced by economic and political issues which create unequal relations of power between peoples. Hegemonic relationships can emerge between people who engage in intercultural communication as a result of cultural differences being over- or under-emphasized. Therefore, it is imperative that students understand the politics at work in an intercultural context and develop critical literacy. But how can educators foster learners’ knowledge regarding cultural differences in ways that challenge inequality?
In this interactive seminar, I will share the findings from a series of collaborative research investigations (e.g., Sugihara & Ohri, 2017) that have explored the construction of knowledge of cultural differences in Japanese higher education classrooms. In our conceptional framework, we broke down the concept of knowledge into three broad types: active, repetitive and passive. Active knowledge (AK) contrasts with repetitive and passive knowledge and emerges through critical intervention, reflecting and questioning past experiences, noticing the politics behind discourse, and creating new knowledge regarding cultural differences. In order to understand the concept and workings of AK, we have focused on the following research questions: 1) How does AK emerge? 2) What new knowledge do students create? 3) What kinds of resistance and contradiction do students bring to the construction of AK? Using our findings from multicultural classrooms in the Japanese universities, I explore the challenges and possibilities of promoting AK among learners.
Dr. Yumi Sugihara Yoshida is a visiting associate professor at UBC’s Institute of Asian Research and an associate professor in the Faculty of Policy Management, Keio University, Japan. She specializes in second language education (Japanese) and intercultural education.
