Day: July 2, 2015

Funding – Vanier Canada Graduate Scholarships (CGS) program and competition 2015-2016

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2015-16 Vanier Canada Graduate Scholarships (CGS) Program and Competition

At a glance

The Vanier Canada Graduate Scholarship (Vanier CGS) program helps Canada’s institutions attract highly qualified doctoral students.

  • Valued at $50,000 per year for three years during doctoral studies
  • Considers three equally weighted evaluation criteria: academic excellence, research potential, and leadership

More details

Nomination process

Candidates must be nominated by the Canadian Institution with a quota at which they want to study.

How to be nominated



  • Canadian citizens
  • Permanent residents of Canada
  • Foreign citizens

Areas of research:

  • Health research
  • Natural sciences and/or engineering
  • Social sciences and/or humanities research

Please consult the Vanier website for further details:

Year of Research in Education videos available online

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The Office of Graduate Programs and Research (OGPR) is pleased to announce that the Year of Research in Education videos are now available on the

YRE website:

  • Dr. Carlos Alberto Torres: Neoliberalism, Globalization Agendas and Banking Education Policy: Is Popular Education an Answer? – Research Week Keynote –  May 12th, 2015
  • Ethical Issues in Qualitative Research – Panel – February 25th, 2015
  • Digital and Social Media for Research Purposes: A Panel – February 10th, 2015
  • Indigenous Research Issues and Opportunities: What have we learned? – Panel – January 29th, 2015
  • Becoming Bi (-Methodological): A seminar with Dr. Ruth Fassinger – January 19th, 2015
  • The University of the 21st Century: A Catalyst for Creativity and Innovation – A Talk by President Arvind Gupta – January 13th, 2015

We would love your feedback on the videos.  Please send your comments or questions:

Visit the Year of Research in Education web site

Follow us on Twitter @UBCEdResearch

Joanne O’Connor 

Coordinator, Events and Programming

Office of Graduate Programs & Research l Faculty of Education

The University of British Columbia | Vancouver Campus
309 – 2125 Main Mall|Vancouver, BC  V6T 1Z4
Ph: 604.827.3424 /

CFP – Book Reviews, Mcgill Journal of Education

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Dear Colleagues and Graduate Students,

Book reviews are a wonderful way to engage with new publications while also providing opportunities for reflection—this while adding a (free) book to your collection, as well as a publication to your CV. It also provides an opportunity to become familiar with different publishers (for the purposes of future publication—namely, our own). We would like to invite you to write a book review for the McGill Journal of Education. We have several books (titles attached) for potential review. You can also request a book from a publisher (check publisher policies), or ask us to request it, in exchange for a book review. I have pasted our guidelines below (which you can also find on our website). A book review is its own art form, as I was reminded of in browsing through our archives.  A book review can help its audience decide whether to commit to reading a particular book; the reviewer usefully highlights the book’s strengths as well as identifies its limitations (e.g., Lerona Lewis on youth and language). The act of writing the review can provoke connections, as between theory and practice (e.g., Claudia Mitchell on the significance of ‘coming [back] to theorists’). The review can be written with others and/or on several books to provide a perspective on where we’ve come from and where we are going—or could be going, this through mulling over (and comparing) recent book offerings (e.g., Steve Jordan and Nancy Jackson on educational reform). The reviewer can also bring together “unlikely bedfellows” for the purpose of entering a conversation or provoking one (e.g., Norman Henchey’s thoughts in the 1970s on heady shifts in the terrain of curriculum studies—according to Henchey, should we side with Pinar or with Hirst?). At the MJE, we are open to diverse forms of the book review. We welcome reviews in English or French. If any of the attached 2014 or 2015 books interest you, or you have another one in mind that has been published within the last 2 years, contact me or Managing Editor, Sylvie Wald ( and we’ll make a trade—a book for a book review, due in the late summer or early fall…

Faculty: We encourage you to share this message with your graduate students

Graduate students: We encourage you to forward this message to other graduate students, whether at McGill or other universities.

We look forward to hearing from you,


Teresa Strong-Wilson, Dr.

Associate Professor, Department of Integrated Studies in Education

Editor-in-Chief, McGill Journal of Education

Co-President, Canadian Association for Curriculum Studies (CACS)

Faculty of Education, McGill University

3700 rue McTavish

Montreal, Quebec H3A 1Y2

(514) 398-4527, Ext. 094014 (phone)

MJE Book Reviews / Critiques de livres

We invite individuals to write and submit book reviews for publication in the MJE. Reviews should be no longer than 1000 words in length. A good book review does more than summarize, it places the book in a larger context of scholarship. Ideally it describes the value and usefulness that the book might have for scholars, and practitioners. Your review should provide readers with an overview of the book, including basic content and structural organization, the recommended audience and scholarly aim(s) of the book, and how the author situates this work within the larger context of the area or field. The review should provide a critical commentary of the book, assessing its contribution to the field. When reviewing edited volumes, authors should provide a sense of the range of contributions in the collection. The review should be written in a language and style that is accessible to readers across various disciplines. Please cite book details at the start of your review, including: author(s)/editor(s), title, city of publication, publisher, year of publication, number of pages, price, ISBN number, For example:

Wayne Martino, Michael Kehler, & Marcus B. Weaver-Hightower (Eds.). The Problem with Boys’ Education: Beyond the Backlash. New York, NY: Routledge. (2009). 290 pp. $43.95 (paperback). (ISBN 978-1-56023-683-2).

MJE – Books for Review June 2015

Sample Book Reviews





Job – Elementary School Principal, Port Hardy, BC. Due: July 31, 2015

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Elementary School Principal: Job Posting Employment Opportunity

The Kwakiutl Band Council is seeking a respected education professional to fill the newly formed role of Elementary School Principal.

It is paramount that the position will strive to communicate and serve the Kwakiutl people in a manner that respects, enhances and promotes the cultural identity and well being of both the individual and community. This will be achieved by gaining cultural awareness and sensitivity, understanding and complying with Kwakiutl cultural policies or statements, ensuring that plans, policies and activities promote the holistic health and well-being of the Kwakiutl people, and articulating and establishing cultural influence expectations in program planning and day-to-day operations.

TO APPLY, please submit a cover letter, salary expectations, resume, and 3 references to Norman Champagne (Band Manager) by Friday, July 31, 2015. Applications can be sent via email to manager@kwakiutl, , fax (250-949-6066) or via mail to PO Box 1440, Port Hardy, BC V0N 2PO.

Duties and Responsibilities:

• Leading in the creation of a Kwakiutl specific language and culture program;
• Working with community, teaching staff, Council and administration to guide the development

and implementation of a shared mission, vision, goals, and values to support high levels of learning and achievement for all students in a way that is sensitive to the cultural and traditional teachings of the Kwakiutl;

• Ensuring quality teaching and learning opportunities to support all students learning at a high academic level, including promoting the application of current educational research and cultural knowledge regarding the teaching of literacy and numeracy;

• Developing and sustaining a positive, collaborative culture and climate with staff, parents, extended families, and the community to enhance student achievement and meet the community and Nation’s needs in the education field;

• Working with students and their parents in support of finding and/or providing the best learning experience at a high academic level that is respectful of Kwakiutl specific language and culture;

• Reviewing innovative programs that will meet or exceed the standards of BC’s education system, which has a tendency to minimize or overlook the needs of our Indigenous children;

• Planning and implementing a student and staff recruitment strategy for Kwakiutl’s new school;

• Creating a system and structure(s )for effective instructional supervision to maximize student learning and achievement;

• Building the organizational capacity of the school to support safety, student learning,and achievement;

• Coordinating the development, implementation and monitoring of a school budget, school planning, professional development, and human resource management (teachers, support staff and volunteers);

• Leading school-wide planning and change processes to promote increased student achievement and sustain school growth over time;

• Supervising school staff;
• Committing to learning and maintaining an appropriate understanding of the Kwakiutl First

Nation’s histories, cultures, and government practices;
• Providing reporting to the appropriate agencies; and
• Role modelling behaviour consistent with Professional, Community, and Parental Standards.


Preferred qualifications includes a master’s degree in education administration, curriculum, teaching or a related area (or current enrolment in a program) along with a valid BC teaching certificate or eligibility for membership in the BC College of Teachers or eligibility for certification with the BC Teacher Regulation Branch Certification.

The ability to successfully and periodically undergo an appropriate criminal records review and police record check is required.

Preference will be given to Aboriginal applicants and those with more than 4 years of direct experience in school administration relating to First Nations Education.


In return for your commitment and passion, you will be rewarded with a competitive salary along with an excellent benefit package, which includes:

• Medical, dental and vision coverage;
• Pension plan;
• Extensive vacation-two months off in the summer; and • Relocation assistance (for the right candidate).

Upon joining our team, you will find yourself welcomed into a caring environment that often feels more like a home than a school.

If you share our commitment to providing a high quality academic and Kwakiutl language and cultural elementary program, please apply today!

Elementary School Principal—Job Posting (June 29/15) Page 2

Universities will help reset relations between indigenous and non-indigenous people

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Universities will help reset relations between indigenous and non-indigenous people

Universities Canada principles on Indigenous education

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Universities Canada principles on Indigenous education

June 29, 2015

Universities Canada represents 97 universities across Canada, which educate more than a million students each year. Indigenous students continue to be underrepresented in Canadian higher education institutions and our universities are committed to do their part to close this education gap, recognizing the urgency of this issue for the country. Closing the gap will strengthen Indigenous communities, allow Indigenous peoples to continue to strive for self-realization, enhance the informed citizenship of Canadians, and contribute to Canada’s long-term economic success and social inclusion.

There are many reasons to close the education gap. A university education is a transformative experience, expanding knowledge, nurturing critical thinking and inspiring new ideas, creativity and innovation. Closing the education gap will benefit not only Indigenous graduates, but their communities and Canada as a whole.

Beyond these social and cultural imperatives, there is also a clear benefit to Canada’s economy. Canada needs more university graduates to meet labour market demands.  Indigenous people can help meet this demand. They are a fast-growing segment of the Canadian population, yet only 9.8 percent of Indigenous people in Canada have a university degree, compared to 28 percent of non-Aboriginals. Canada’s universities recognize that tremendous opportunities exist – for Indigenous people and for the country – if we increase access to university education for First Nations, Inuit and Métis. With a university degree, Indigenous people in Canada can earn 60 percent more than their peers with a high school diploma. They experience longer and greater participation in the workforce.

As it continues to advocate for more funding to Indigenous students, Universities Canada and its members are committed to ongoing communication and collaboration with Indigenous communities. Higher education offers great potential for reconciliation and a renewed relationship between Indigenous and non-Indigenous people in Canada. Universities benefit from the presence of Indigenous students and their cultures, making our campuses more open places with wider sources of discovery and knowledge. Mutual respect for different ways of knowing and recognizing the intellectual contributions of Indigenous people is essential to building trust, understanding, and sharing. The cohabitation of Western science and Indigenous knowledge on campuses has the power of opening a dialogue among cultures and enhancing our shared knowledge. Read More…