Supporting Aboriginal Graduate Enhancement (SAGE) is hosting a writing retreat on Sat–Sun, Nov 22-23, 2014 at the UBC First Nations Longhouse (1985 West Mall) from 9:00 am – 5:00 pm each day! Please RSVP by November 20th.
Dr. Jo-ann Archibald will be the faculty mentor for this writing session. She will be available to meet with individuals during the writing retreat.
The purpose of this writing retreat is to provide dedicated time for writing, an opportunity to share ideas with others, and an opportunity to get feedback about writing questions. The writing project is participant’s choice.
The agenda includes:
Nov 22, 2014
9:00 – 10:00 am: Group discussion session. Set writing goals for the weekend
10:00 am – 12:00 noon: Individual writing time. Individuals may schedule time with Jo-ann to discuss writing questions
12:00 – 1:00 pm: Lunch will be provided
1:00 – 5:00 pm. Individual writing time
Nov 23, 2014
9:00 am – 12:00 pm: Individual writing time. Individuals may schedule time with Jo-ann to discuss writing questions
12:00 – 1:00 pm: Lunch will be provided
1:00 – 2:00 pm: Group discussion. Sharing writing achievements
2:00 – 5:00 pm: Individual writing time.
Refreshments and lunch will be provided each day. Participants may use their own lap top computer or use computers available in the Longhouse.
The SAGE writing retreat is free. Your RSVP is required for catering and preparation purposes. Thank you.
Please RSVP using Eventbrite: https://www.eventbrite.ca/e/sage-writing-retreat-tickets-14337470761
Reports to: Principal of Vancouver School of Theology
Status: 3 year contract – with possibility of renewal –
half time faculty appointment / half time administrative appointment
Start date: July 1, 2015
Application deadline: December 31, 2014
Interviews: January 2015
The Vancouver School of Theology is conducting a search for the next Director of the Indigenous Studies Centre. This is a half-time administrative appointment together with a half-time faculty appointment in the area of the incumbent’s expertise. The position is a full-time salaried teaching-administrator position with full benefits. Candidates will have a PhD/ThD or equivalent experience completed or in process in a field of theological studies, recognized experience in First Nations and Indigenous cultures, teaching experience at the theological college/seminary/university level, and significant publications and/or oral presentations in fields related to the position. Preference will be given to First Nations and Aboriginal candidates. In accordance with Canadian law, priority will be given to Canadian applicants. Vision, mission and values of VST can be found here: http://www.vst.edu/main/about/vision-mission-values-goals
Share Your Research: Twitter Basics Workshop – Year of Research in Education Event
Date:Wednesday November 19th, 2014 Time: 12:30 to 1:30 p.m. Venue: Scarfe 309C (OGPR meeting room)
Are you curious about Twitter? Wondering what – if anything! – it can do for your research?
Come to our Twitter Basics workshop to get started.
If you do not yet have an account, we’ll get you all set up.
We’ll show you how to manage privacy and email notifications.
We’ll look at some basic ways in which you can use Twitter to learn about research in your field and share your own work more effectively.
Faculty members, graduate students, post-doctoral fellows, and staff engaged in research (and its dissemination) are welcome to this event targeted to beginners.
Please bring your own laptop computer or tablet to make the most of this session. As it will be lunchtime, food that won’t spill is also welcome.
GIRLS DESIGNING GAMES, MEDIA, ROBOTS, SELVES, AND CULTURE
Paula (PJ) MacDowell
University of British Columbia
This research involved 30 co-researchers, girls aged 10–13, who were recruited into 101 Technology Fun, a series of intensive research camps offering learning labs in game design, video production, and robotics. Utilizing design-based and participatory techniques, including artifact production, mindscripting, and storymaking, this research examines how girls, through their artifact making and designerly practices, story themselves and express their understandings of technology. Highlighting the importance for girls’ voices to be recognized and given influence in research concerning their lives and learning circumstances, findings focus on the catalytic or generative artifacts and “little stories” that reveal how a team of girls analyze their experiences of girlhood-in-interaction-with technology.
MIGRANT MEXICAN YOUTH IN THE PACIFIC NORTWEST
Mike D. Boyer
Boise State University
What are the stories of migrant, undocumented Mexican youth, as they struggle with language and acculturation in the English-speaking rural Northwest? As Michael Boyer describes, his own study of a set of such stories takes as its starting point narratives written and illustrated by students in his grade 7-12 ESL classroom some 10 years ago. Of course, these stories subsequently diverge as they continue to the present, and as these former students, now adults, connect back to their earlier experiences and reflect on the relation of these experiences to the present. The collection and investigation of these stories, new and old, and their relationship to past realities and future possibilities offers startling insights into the experiences of those othered and marginalized as “immigrant Hispanic children” in America. At the same time, it also entails the creative combination or a range of narratological, political and cultural categories and modes of analysis.
DESIGNING THINGS, PRACTICES AND CONCERN FOR THE GOOD LIFE
University of British Columbia
This research examines the complex relationship between design, the sacred and online learning, framed by matters of concern. It is the culmination of a yearlong ethnographic research project in the lives of Christian undergraduate students in Vancouver. Focal concerns in the form of things and practices have disclosive power if they are designed for the good life. The task of the designer, then, is to purposefully move away from matters of fact towards matters of concern. The interviews were open-ended and based on a loosely structured set of questions about faith background, Internet usage, online spiritual experiences, and other factors. Conversations and participant observations were then analyzed as matters of concern.
On behalf of the International Association for the Advancement of Curriculum Studies (IAACS) executive and in our capacity as conference chairs, we would like to invite you to join us for the fifth iteration of this conference. We are looking forward to providing a cosmopolitan refuge for each of you to share your research, stories, performances, and lived experiences with us during your stay at the University of Ottawa. These are exciting times for Ministries of Education, Universities, and curriculum scholars in Canada. In Ontario for example, major teacher education and curriculum implementation reforms will be taking place at the time of your visit. On the national stage, the Association of Canadian Deans of Education are set to officially release their Accord on the Internationalization of Education at our annual Canadian Society for the Study of Education conference this upcoming May, 2014. One of the key areas of practices put forth in the Accord is to understand the internationalization of Canadian curriculum. For the next conference theme, and with such though-provoking excitement in mind, we might ask what are the local, national, and international tasks of curriculum scholars that defy conventions while responding to such times of real and/or imagined crisis? How ought we respond to, and/or question, this question as an ethical engagement with what Adrienne Rich (2001) has called elsewhere the arts of the impossible? While submitting ourselves to the impossible possibilities of such kinds of questioning, may we spend next spring visiting and conversing together as an act of relational renewal that is life-giving and life-sustaining to this traditional Anishinàbeg place, the conference, to each other, and to ourselves.
Presenters may submit individual, panel, and/or alternative presentation proposals. Proposals should include the names of presenters, their affiliations, contact information, technological requirements, and a brief description that outlines the proposed presentation. Individual and/or alternative presentation proposals should not exceed 500 words (excluding references). Panel proposals should not exceed 1000 words (excluding references). The University of Ottawa is the largest bilingual university in Canada. Our two official languages are English and French. As such, we will review and accept proposals in both of these languages.
Priority will be given to presentations, which address the conference theme. However, topics and themes outside the conference theme are welcomed. All presentation formats are welcome. In order to secure a place within the conference program please submit proposals by November 15th, 2014. To submit proposals please visit the following link: http://bryanabsmith.com/iaacs/#.
Au nom du comité exécutif de l’Association internationale pour la promotion des études du curriculum (AIPEC ou en anglais, IAACS) et en notre qualité d’organisateurs de la conférence, nous aimerions vous inviter à être des nôtres pour la cinquième édition. Nous avons hâte de vous fournir un endroit cosmopolite pour que chacun d’entre vous puisse partager ses recherches,ses récits,ses performances et les expériences vécues avec nous pendant votre séjour à l’Université d’Ottawa. Ce sont des moments excitants pour les ministères de l’Éducation, les universités et les chercheurs d’études du curriculum au Canada. En Ontario, par exemple, des réformes éducatives et curriculaires majeures à la formation à l’enseignement seront mises en œuvre à l’heure de votre visite. Sur la scène nationale, l’Association canadienne des doyens et des doyennes d’éducation devront annoncer officiellement l’Accord sur l’Internationalisation en éducation, dans le cadre du colloque annuel de la Société canadienne pour l’étude de l’éducation en mai 2014. L’un des domaines clés des pratiques mises de l’avant dans cet Accord est de comprendre l’internationalisation des curricula canadiens. Pour le thème de la prochaine conférence, et dans le cadre d’une telle situation apte à susciter la réflexion, nous pouvons nous demander quelles sont les tâches locales, nationales et internationales de chercheurs d’études du curriculum qui défient les conventions tout en répondant en ces temps de crise réelle ou imaginaire ? Comment devons-nous réagir ou nous questionner sur cette problématique en tant qu’engagement éthique avec ce qu’Adrienne Rich (2001, traduction libre) a appelé les arts de l’impossible ? En nous soumettant aux possibilités impossibles de ces types de questionnements, nous comptons passer le printemps prochain à visiter et à converser ensemble, tel un acte de renouvellement relationnel qui est source de vie et de survie pour ce lieu traditionnel Anishinàbeg, pour cette conférence, pour l’autre, et pour nous-mêmes.
Processus de soumission
Les présentateurs peuvent soumettre des propositions de présentations individuelles, de groupe ou alternatives. Les propositions doivent inclure les noms des présentateurs, leurs affiliations, leurs informations de contact, les exigences technologiques et une brève description qui décrit la présentation proposée. Les propositions de présentation individuelles ou alternatives ne doivent dépasser 500 mots (excluant les références). Les propositions de panel ne doivent pas dépasser 1000 mots (excluant les références). L’université d’Ottawa est la plus grande université bilingue au Canada. Nos deux langues officielles sont l’anglais et le français. Dans ce cas, nous allons examiner et accepter des propositions dans ces deux langues.
La priorité sera accordée aux présentations qui abordent le thème de la conférence. Cependant, les sujets et les thèmes sortant du cadre de la conférence sont les bienvenus. Tous les formats de présentation le sont également. Afin d’obtenir une place dans le programme de la conférence, veuillez s’il vous plaît soumettre vos propositions d’ici le 15 novembre 2014. Pour soumettre des propositions, s’il vous plaît visitez le lien suivant : http://www.iaacs.ca/conference/.
Avant de soumettre leurs propositions, les participants sont encouragés à devenir membres de l’AIPEC. L’adhésion est gratuite. Pour ce faire, s’il vous plaît visitez le site Web suivant:
When former publisher John Calabro was planning the Inspire! book fair, the idea of having a space for indigenous writing was always part of the plan.
“I really wanted to reflect the whole book landscape in Canada,” he says. “And you can’t reflect the whole landscape without including indigenous writing and putting a spotlight on indigenous authors.”
The timing, it would seem, couldn’t be better. Indigenous writers have been increasingly in the Canadian literary spotlight: Joseph Boyden won the 2013 Scotiabank Giller Prize for Through Black Spruce; Thomas King is up for a 2014 Governor General’s award for fiction for The Back of the Turtle; Edmund Metatawabin’s memoir Up Ghost River has become an important account of residential school abuse, while Richard Wagamese recently appeared at the International Festival of Authors to present his latest book,Medicine Walk. Read More