Pedagogy

7th Aboriginal Math Symposium, First Nations Longhouse. 9:00 am – 3:00 pm, May 11, 2017.

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7th Aboriginal Math Symposium

 

Thursday May 11, 2017

First Nations Longhouse

1985 West Mall UBC

9:00 am – 3:00 pm

Please join us for the 7th Aboriginal Math K-12 Symposium at the First Nations Longhouse, UBC on May 11 2017. This symposium is an opportunity for teachers, administrators, Ministry representatives, community members, and academics to connect, explore, imagine and share new ideas, resources and research on Aboriginal mathematics education from kindergarten to Grade 12. Together we hope to:

  • Learn about new research in mathematics and Aboriginal education
  • Discuss and share approaches, research and educational projects for improving Aboriginal math education
  • Develop community connections to facilitate and support improving Aboriginal math education

Please direct questions about the symposium to:

Kwesi Yaro kwesi.yaro@alumni.ubc.ca
Registration open by mid March 2017.

 

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CFP – Ethics of Belonging: Protocols, Pedagogies, Land and Stories – Indigenous Literary Studies Association Conference. Due: Jan 31, 2017

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Ethics of Belonging: Protocols, Pedagogies, Land and Stories: ILSA’s Annual Conference

this year held at the Stó:lō Nation Teaching Longhouse 7201 Vedder Road, Chilliwack on the Unceded, traditional territories of the Stó:lō peoples

We invite scholars, knowledge-keepers, artists, and community members to join us in generating new conversations about protocols, pedagogies, land, and stories from a wide variety of perspectives, including tribally-centred, inter-tribal, pan-national, urban/suburban, and trans-Indigenous, at ILSA’s third annual gathering, this time taking place on the unceded, traditional territories of the Stó:lō peoples in the Stó:lō Teaching Longhouse in Chilliwack, B.C. In a 2007 essay Stó:lō historian Dr. Albert Sonny Naxaxalhts’i McHalsie shares a Halq’emélem statement that is often interpreted as an assertion of Aboriginal rights and title: “S’ólh Téméxw te ikw’elo. Xolhmet te mekw’stam it kwelat,” which can be translated as “This is our Land. We have to take care of everything that belongs to us” (85). As McHalsie reflects on the boundaries of his territory, he follows the protocols of his community, consulting his elders to uncover teachings embedded in the Halq’emélem language and in Stó:lō stories. Through these protocols he replaces Western concepts of ownership with Stó:lō understandings of personal connection to place, sharing stories that explicate multiple ways of reading the land around him. McHalsie concludes that the statement is not merely an assertion of what belongs to Stó:lō but of belonging, insisting that as his people take care of their territory they necessarily have to take care of stories and understandings of the world embedded within wider kinship relations—between communities, nations, cultures, languages, as well as with the other-than-human.

Inspired by McHalsie’s words, Ethics of Belonging: Protocols, Pedagogies, Land and Stories asks participants to consider ways in which our scholarship, activism, and creative work cares for stories and centres Indigenous perspectives. In what ways can this care and attention honour Indigenous protocols and shape our pedagogies? How might writers or artists who live distanced or alienated from home territories practice such ethics? How might we consider Indigenous cultural production in cyberspace as linked to land? What does it mean to read texts through treaty documents, the history of colonization, or stories that emerge from land-theft and dislocation? What new traditions are Indigenous people, especially those who live in the city, creating?

The Indigenous Literary Studies Association supports diverse modes of creating and disseminating knowledge. Prospective participants are invited to propose conference papers, panels, roundtables, workshops, performances, and other formats for special sessions. Panel sessions will be 90 minutes in duration, with at least 15 minutes for questions and discussion. In keeping with our desire to enable dialogue and community- based learning, we welcome session proposals that utilize non-standard or alternative formats. While open to all proposals dealing with Indigenous literary arts, ILSA encourages proposals for sessions and individual presentations that engage with the following topics:

• “Taking care of everything that belongs to us,” land claims and cultural repatriation
• Stó:lō narrative arts and Stó:lō literary history, present, and future
• Politics of belonging and kinship relations
• Land, ecological responsibility, and environmental ethics
• Land-based solidarities, urban Indigenous communities, and the literary arts
• Literary methods and Indigenous protocols
• The politics of protocols—gender and surveillance
• Two-Spirit and queer Indigenous critical ecologies
• Land, stories, and narrative arts as praxis
• Autonomy and alliance in unceded traditional territories
• Community-based participatory research, pedagogies, and literary studies
• Alliances among Indigenous and diasporic artists
• Mediations of orality and Indigenous material cultures
• Collaborative creation and multi-media
• Artistic expressions of sovereignty and self-determination
• Responsibility, community, and artistic expression
• Community-specific Indigenous knowledge and ethics in scholarship or art
• methodologies and practices in Indigenous literary studies to serve the needs of Indigenous communities

The Indigenous Literary Studies Association (ILSA) was founded in 2014 to promote the scholarship and teaching of Indigenous writing and storytelling in Canada. One way to make our study of Indigenous literatures relevant to the writers who produce the stories we read, teach and study is to meet every other year at national conferences as part of Congress, and meet alternating years in Indigenous communities. In 2015 we met at Six Nations of the Grand River, near Hamilton, Ontario, and in 2016 we met at Congress, hosted that year at the University of Calgary. From June 18-20, 2017 we will be meeting on the unceded, traditional territories of the Stó:lō peoples, in Chilliwack, B.C., about a half hour drive from the Abbotsford airport and about a one and a half hour drive from downtown Vancouver. This time was chosen to coincide with the annual conference of NAISA, the Native American and Indigenous Studies Association meeting, at UBC from June 22-24, 2017.

Proposals are due on Tuesday, January 31, 2017 and this year’s proposals can be submitted to ilsa@sfu.ca. If you do not receive an acknowledgment of your proposal within 7 days, please contact the ILSA council members directly, especially in-coming ILSA President Deanna Reder or ILSA Secretary Sophie McCall. We remind you that prospective participants must be members in order to present at ILSA 2017 in Chilliwack.

Membership Rates are $40 (faculty) or $20 (students, community members, or underwaged) for one year. Please visit our website at
ILSA 2017 Call for Papers
http://www.indigenousliterarystudies.org/membership-1/ to complete your membership.

Thank you for your continued support. Please note that for the 2016-2017 year, we will be using this email, ilsa@sfu.ca; we encourage our members to contact the ILSA Council directly should you have any concerns or ideas you wish to share.

The Indigenous Literary Studies Association Council 2016-2017
Deanna Reder, President (dhr@sfu.ca)
Jesse Archibald-Barber, President Elect (jbarber@firstnationsuniversity.ca)
Sophie McCall, Secretary (smccall@sfu.ca)
June Scudeler, Treasurer (june.scudeler@gmail.com)
Sarah Henzi, Early Career Member (sarahhenzi@gmail.com)
Angela Semple, Graduate Member (angelasemple@trentu.ca)
Sam McKegney, Past President (sam.mckegney@queensu.ca) http://www.indigenousliterarystudies.org
Email: ilsa@sfu.ca

New Issue of Canadian Journal of Education

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Canadian Journal of Education

Canadian Journal of Education/Revue canadienne de l’éducation has just published its latest issue [Vol 39, No 4 (2016)] at http://www.cje-rce.ca/index.php/cje-rce. We invite you to review the Table of Contents on our site and review articles and items of interest.

Editorial/Éditorial

Editorial | December 2016 PDF
Christopher DeLuca, Theodore M. Christou 1-3

Articles

Les enseignants issus de la diversité ethnoculturelle représentent-ils une valeur ajoutée pour la profession ? Résultats d’une étude menée en Suisse romande PDF (Français)
Stéphanie Bauer, Abdeljalil Akkari 1-25
Documenter les façons de faire d’enseignants de 6e année du primaire en mathématiques, en lecture et en écriture dans toutes les étapes de la démarche d’évaluation PDF (Français)
Lakshmee Devi Ramoo, Micheline-Joanne Durand 1-24
Revisiting the Challenges Linked to Parenting and Home–School Relationships at the High School Level PDF
Rollande Deslandes, Sylvie Barma 1-32
Développer le sens du métier pour favoriser le bienêtre en formation initiale à l’enseignement PDF (Français)
Nancy Goyette 1-29
Enseigner en milieu francophone minoritaire canadien: synthèse des connaissances sur les défis et leurs implications pour la formation des enseignants PDF (Français)
Martine Cavanagh, Laurent Cammarata, Sylvie Blain 1-32
From Cultural Deprivation to Individual Deficits: A Genealogy of Deficiency in Inuit Adult Education PDF
Scott McLean 1-28
Inclusion Reconceptualized: Pre-Service Teacher Education and Disability Studies in Education PDF
Chris Gilham, Joanne Tompkins 1-25
Étude de conditions didactiques favorables à la décontextualisation des connaissances mathématiques PDF (Français)
Virginie Houle 1-19
Lire des textes de fiction et des textes informatifs aux élèves du préscolaire et du primaire : analyse des interactions extratextuelles des enseignants PDF (Français)
Anne-Marie Dionne 1-28
Evolving Practices: Admissions Policies in Ontario Teacher Education Programs PDF
Michael Holden, Julian Kitchen 1-28

Book Reviews/Recensions d’ouvrages

Indigenous Business in Canada: Principles and Practices PDF
Melanie Nelson, Matthew Waugh 1-4
Self-Construction and Social Transformation: Lifelong, Lifewide and Life-deep Learning PDF
Carl Ruest 1-4
GRIT: The Power of Passion and Perseverance PDF
Richard Morehouse

Summer Institute Programs for BC Teachers

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2016 Summer Institute Programs for BC Teachers

pdce.educ.ubc.ca/workshops-institutes

 

Focus on: INCLUSIVE LEARNING, INQUIRY & SELF-REGULATED LEARNING

SRL INQUIRY HUB – Developing Self-Regulating Learners in Inclusive Classrooms

non-credit program

Begins July 4 | UBC Vancouver

Apply by May 23

 

PRACTICAL INQUIRY AND INNOVATION FRAMEWORDS for School and District Teams

non-credit program

Begins July 8 | UBC Vancouver

Apply by May 26

 

SUPPORTING IMMIGRANT & REFUGEE STUDENTS IN SCHOOL AND COMMUNITY SETTINGS

non-credit program

Begins August 22 | UBC Vancouver

Apply by July 11

 

CREATING THE FUTURE: PARTNERSHIPS FOR INCLUSIVE LEARNING

non-credit program

Begins August 22 | UBC Vancouver

Apply by July 11

 

 

>> The full list of summer learning programs is available at:  http://pdce.educ.ubc.ca/workshops-institutes

 

M.ED. COHORT WITH A FOCUS ON SELF-REGULATED LEARNING

SRL2 Information Session

Wednesday, April 9 | Delta Manor Education Centre

4:00 ­ 6:00pm

 

 

In addition to these programs, below are some non-credit events may be of interest for your professional learning this summer.

NON-CREDIT PROGRAMS

GOING PUBLIC: BUILDING CAPACITY FOR KNOWLEDGE TRANSLATION THROUGH THE MEDIA

Begins May 30 | UBC Vancouver (blended in-person & online)

Apply by April 18

 

CRITICAL DIGITAL LITERACY: ISSUES, CHALLENGES, DIRECTIONS

Begins July 25 | UBC Vancouver

Apply by May 30

 

FRENCH IMMERSION SUMMER INSTITUTES

July | UBC Vancouver & Robson Square

 

INTRODUCTION TO COMPUTER PROGRAMMING, new BC coding curriculum

July 4-15 | UBC Vancouver

 

Book Launch – Dr. Shauna Butterwick, Dr. Michelle Stack & Dr. Alison Taylor – Mar 23, 4-6pm

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Book Launch
Dr. Shauna Butterwick, Dr. Michelle Stack & Dr. Alison Taylor

Wednesday, March 23rd, 4:00-6:00pm
Ponderosa Commons Multipurpose Room (PCOM 2012)

Table of Contents:

http://new.thompsonbooks.com/wp-content/uploads/2015/12/TableofContents.pdf

​Please note chapter 9: Weaving Indigenous women’s leadership: Pedagogies, protocols & practices​ by Dr. Alannah Young Leon.

Hope you can make it to the new Ponderosa Commons space!

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New Issue in Decolonization: Indigeneity, Education & Society

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Dear friends,

Decolonization: Indigeneity, Education & Society has just published its
latest issue at http://decolonization.org/index.php/des/issue/view/1618.

We invite you to review the Table of Contents here and then visit our web
site to review and read articles and items of interest.

We’re thrilled to continue to publish as an open access journal and
appreciate your ongoing support in sharing this work as widely as possible
through your networks!

In peace,

Eric Ritskes
Editor

Decolonization: Indigeneity, Education & Society
Vol 4, No 2 (2015)
Table of Contents
http://decolonization.org/index.php/des/issue/view/1618

Cover Art
——–

Artist’s statement: What decolonization means to me
Kalkidan Assefa

Articles
——–

Indigenous girls and the violence of settler colonial policing
Jaskiran K. Dhillon
Refusal to forgive: Indigenous women’s love and rage
Rachel Flowers
Teaching Indigenous methodology and an Iñupiaq example
Maureen P. Hogan,       Sean A. Topkok
Beyond the colonial divide: African diasporic and Indigenous youth alliance
building for HIV prevention
Ciann L. Wilson,        Sarah Flicker,  Jean-Paul Restoule
Tensional decolonization and public order in Western Nigeria, 1957-1960
Oluwatoyin Oduntan,     Kemi Rotimi
Reviews
——–

A review of Indigenous Statistics: A Quantitative Research Methodology
Elaine Coburn
Indigenous temporal priority and the (de)legitimization of the Canadian
state: A book review of On Being Here to Stay
Scott Kouri

________________________________________________________________________
Decolonization: Indigeneity, Education & Society
www.decolonization.org

Course – EDCP 539 (032): Narrativity, Ecopedagogy and Indigeneity

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Dear Students you are invited to register in:
EDCP 539 (032):
Narrativity, Ecopedagogy and Indigeneity

Held in Panderosa Commons 1255 on Wednesdays, from 4:30 to 7:30 pm.

Professor:  Dr. Peter Cole
Office: Scarfe 2223
Email: peter.cole@ubc.ca

_____________________________________________________________________________

COURSE DESCRIPTION & FORMAT

The power of narratives will be explored as they intersect with ecopedagogical and Indigenous knowings and practices toward a multi-storied, compassionate, just and ecologically sustainable world. Storying as an ‘Indigegogy’ has long served Indigenous Peoples worldwide as an educational and survival practice, engaging through sharing, siting and resituating, through forensic awareness training, opening oneself to the world. Ecopedagogy—learning to ‘read’ and navigate land, sky, water, words, how a raven flies, a fish swims, a tree sways, presence or not of insects, birds, moss, lichen, bark, fungus, berries, accustomed sounds, signs of presence or absence, freshness of tracks and traces, weather and predicative ‘meanings’ inscribed within storying—has always been key for Indigenous pedagogies. Not only the visual, but the auditory, olfactory, tactile, gustatory, and intuitional senses are important reading and transliterating agencies to connect, resituate, realign and regenerate.

Engaging with the course readings, videos, and seminar discussions will provide students the opportunity to make connections with ecopedagogical and Indigenous understandings and practices. A field trip will offer time and space to consider human, non-human and more-than-human worlds not simply as concepts, but as intra-actions of interdependency and reciprocity. Students will respond critically to the course readings and activities in written, oral and/or other means of their choosing as they create ecopedagogical narratives grounded in their own research interests, cultural knowings, histories, lived experiences, geographies and ecologies. This course is open to all interested students.

Course Poster: EDCP 539