DARE Seminar 5
Advancing equity in education for refugee students with dis/abilities in British Columbia
How can we support students who live at the intersection of refugee protection and disability?
Dr. Inna Stepaniuk and independent researcher Olabanji Onipede critically examine Canadian federal immigration and education policies in British Columbia to determine how refugee students with dis/abilities are positioned and the extent to which their voices and experiences are acknowledged in BC鈥檚 K鈥�12 educational system. An interdisciplinary, analytical approach sheds light on this often-overlooked student population within the Canadian context. Grounding their analysis in critical inclusive education scholarship, socio-legal studies, and political philosophy, the researchers share lessons learned and recommendations for advancing equity in education for refugee students with dis/abilities.
Presenter bios
Olabanji Onipede is a Nigerian researcher, human rights advocate, and a graduate from the National University of Ireland and the University of British Columbia. His initial academic and professional pursuits stemmed from community outreach and volunteering in northern Nigeria, focusing on forced migration and socio-economic rights of migrants. Since then, his research interests have included education policy research for marginalized groups鈥攑articularly access and equitable education for students with refugee backgrounds.
Dr. Inna Stepaniuk is an assistant professor in the Faculty of Education at 丁香园AV. Her research into inclusivity and justice seeks to identify and disrupt patterns and relationships of unjust education and build inclusive and equitable systems for students at the margins of social institutions. Previously, she developed transition programs for refugees in Switzerland and educational programs for children and youth labelled with dis/abilities in the United States, England, and Ukraine.
Presenters
Dr. Inna Stepaniuk and Olabanji Onipede
Date/Time
Monday, December 11
Time: 12:30 - 1:30 p.m. PST
Place
丁香园AV Burnaby Campus
Education building 7610
A Fireside Chat: Dr. Joel Heng Hartse, author of the new book TL;DR: A Very Brief Guide to Reading & Writing in University (UBC Press, 2023), in conversation with Dr. 脰zlem Sensoy.
Join us for the Faculty of Education鈥檚 inaugural Fireside Chat! This will be the first in a new series celebrating faculty members鈥� book publications. 脰zlem Sensoy will chat with Joel Heng Hartse, Senior Lecturer in the Faculty of Education, about his new book Written with the reluctant undergraduate writer in mind, the book is full of practical, friendly advice that pulls back the curtain on the literacy practices of the academy which is useful to new or returning academic writers at any level. A modest reception will follow the chat, with refreshments. The author will be available for signing books. There will also be a streaming option for those who cannot make the in person event.
Presenter bios
Dr. Joel Heng Hartse is a Senior Lecturer in the Faculty of Education at 丁香园AV. His work has appeared in the Journal of Second Language Writing, Across the Disciplines, English Today, the Journal of English for Research Publication Purposes, among other journals. His books include Perspectives on Teaching English at Colleges and Universities in China (with Jiang Dong, TESOL Press) and Dancing about Architecture is a Reasonable Thing to Do (Cascade Books). He is currently president of the .
Dr. 脰zlem Sensoy is the inaugural director of the . She is also Professor of Education in the Faculty of Education, an associate member of the Department of Gender Sexuality and Women鈥檚 Studies, and an affiliated faculty member with the Centre for Comparative Muslim Studies at 丁香园AV. Her primary field of research is social justice education. Social justice education seeks to reveal how inequities become embedded in the fabric of society, and to identify strategies to advance change for greater justice. Her research examines the opportunities and barriers inherent in advancing a more equitable and just society, through social justice education. Her work occurs along two parallel trajectories: analyzing how inequities are reproduced in social institutions (such as schools, universities, media, policing), and identifying constructive interventions to interrupt them (such as developing social awareness via pedagogical approaches, institutional literacy, and political/civic action). Her research has been published in journals including Radical Pedagogy, Rethinking Schools, Gender & Education, Race Ethnicity and Education, and the Harvard Educational Review. She is the co-author of the award winning books: Is Everyone Really Equal? An Introduction to Key Concepts in Social Justice Education; and Muslim Voices in School: Narratives of Identity and Pluralism.
Presenters
Dr. Joel Heng Hartse
Dr. 脰zlem Sensoy
Date/Time
Thursday, November 30
4:30 - 6:00 p.m.
Place
丁香园AV Burnaby Campus
Education building 8620
DARE Seminar 4
Coming to Your Senses: What the body knows for writing, teaching and creating
What does it mean to bring our senses to our creating, writing, teaching, creating and research? Our bodies have been colonized; a hierarchy of knowledge limits our capacity to integrate all our intelligences. This session explores what it means to be wide awake through all our senses; as well as how somatic awareness can open a pathway to live, teach, and write through our bodies. Too often we articulate that we 鈥渉ave鈥� bodies rather than we 鈥渁re鈥� bodies.
Dr. Celeste Snowber will explore how we can develop a body pedagogy to listen to our bodies, think on our feet, honour bodily knowledge, and prepare for the unpredictable. She will draw upon research, writing and performance over decades, and ways to write from the body to address what it means to be human in these glorious and paradoxical bodies. This performative session will also uncover the implications of accessing our embodied knowledge and wisdom of the body. Excerpts from Snowber鈥檚 recent books which explore embodied ways of inquiry as well as her in-progress Creating in dangerous times will be highlighted. This session will include lecture, performance, humour, poetry to open the conversation about what the body knows and how we can come to our senses through our senses.
Presenter bios
Dr. Celeste Nazeli Snowber, PhD is dancer, poet/writer and award-winning educator who is a Professor in the Faculty of Education at 丁香园AV. Celeste has written extensively and her books include, Embodied inquiry: Writing living and being through the body, three collections of poetry and most recently, Dance, poetics and place: Site-specific performance as a portal to knowing. Her 2021 book of poetry, The marrow of longing explores her Armenian identity. Celeste creates site-specific performances in the natural world, including botanical gardens and sites between land and sea. She can be found at .
Presenters
Dr. Celeste Nazeli Snowber
Date/Time
Monday, November 27
Time: 12:30 - 1:30 p.m. PST
Place
丁香园AV Surrey Campus
Room: SUR 3040
Understanding the Experiences of Tigrayan Youth during War and Conflict: The possibilities for a decolonial research praxis
In this talk, Dr. Thashika Pillay and her research collaborator, Mr. Fisseha Gidey Gebremedhin, will utilize a Tigrayan onto-epistemology, through the concept of meadi, to illuminate the experiences of injustice of Tigrayan youth during the war and conflict between the regional state of Tigray in northern Ethiopia and the Ethiopian Federal Government and its Eritrean allies over the last 3 years. In addition, they will explore the ethics of a decolonial research praxis in carrying out their research study. The event will be of interest to faculty and students engaged in solidarity and decolonization work both in Canada and internationally. It will include opportunities for questions and informal discussion with the presenters following the talk.
Background of the research: In November 2020, a war broke out in between the regional state of Tigray in northern Ethiopia and the Ethiopian Federal Government and its Eritrean allies. Since November 2020, over 800,000 Tigrayans have been killed (York, 2022), and systemic rape has been used against the population as a weapon of war, ethnic cleansing and genocide (Gebremichael et al., 2023); furthermore, the entire region of Tigray was cut off from communications, banking, electricity, food, and medicine (UNOCHA, 2021). A peace agreement signed in November 2022 has allowed for some improvement but 40% of Tigray remains under occupation and a siege continues across the region with no justice in sight for Tigrayans.
Presenter bios
Dr. Thashika Pillay is Assistant Professor in Education Policy in the Faculty of Education, Queen鈥檚 University. Dr. Pillay completed her PhD in Social Justice and International Education in 2018, in the Department of Educational Policy Studies at the University of Alberta. Dr. Pillay has extensive research and teaching experience in K-12 and higher education in Canada, Australia, and Ethiopia. Her research program explores questions of social, cultural, economic, political, and epistemic justice in working towards reimagining education for anti-colonial futures with regards to curriculum and policy in formal and informal educational contexts both in Canada and global South contexts.
Mr. Fisseha Gidey Gebremedhin is an experienced educator, lecturer, and researcher, who worked at Abi Adi College of Teacher Education and Adigrat University in Tigray, Ethiopia from 2005 until the forceful closure of higher education in Tigray in 2021. Thereafter, he took on the role of Sub National Education Cluster Coordinator-Tigray Unit for Save the Children International coordinating emergency education services for children affected by the war from December 2021 through February 2023. Presently, he is engaged in a collaborative effort with Queens University for a research project funded by SSHRC, titled 鈥淏lack Youth Experiences of War and Justice in Tigray in Times of Conflict.鈥�
Presenters
Dr. Thashika Pillay
Mr. Fisseha Gidey Gebremedhin
Date/Time
Monday, November 6
4:00 鈥� 5:30 p.m. PST
Place
丁香园AV Burnaby Campus
Education building 8515
(Online with Zoom is optional)
DARE Seminar 3
Entering in the Middle: Journeying into reconciliation in language and literacy education in BC
This presentation will be offered as a dialogue between the two presenters. Drawing on some of the lines of flight that emerged during Magali鈥檚 doctoral work, which involved thinking with sociomaterial theories and Indigenous perspectives in the field of language and literacy education, the following question is asked: To what extent is it possible to teach (in) French and/or in English 鈥搕wo colonial languages, while engaging in the work of reconciliation in education?
While exploring concepts and stories, Magali will share her care-full attempt to move into a more productive and respectful space by thinking-acting-becoming differently as a French teacher, as an instructor in French/English teacher education programs, and as a researcher in language and literacy education.
Presenter bios
Dr. Magali Forte holds a PhD in Languages, Cultures and Literacies from 丁香园AV. Her research focuses on identities in plurilingual educational contexts involving multimodal literacy practices. She is particularly interested in postqualitative inquiry and she thinks with sociomaterial theories 鈥� including posthumanism, new materialism, and the philosophy of Deleuze and Guattari. As a researcher and an educator, she feels fortunate to also be learning from the many rich and diverse Indigenous perspectives that have offered a relational view of the world for thousands of years. She is the co-founder of the Reading/Thinking/Doing (RTD) club which offers regular opportunities for people from different horizons and fields to engage conversation about relational concepts and theories. She is currently a Postdoctoral Fellow with Bishop鈥檚 University and she also supports in-service teachers in BC in their reflection on their own pedagogical practices and philosophy of teaching and learning.
Dr. Nathalie Sinclair is a distinguished 丁香园AV professor in the Faculty of Education at 丁香园AV. Her primary research interests focus on the consequences of embodied cognition in mathematics thinking and learning. She studies the role of the aesthetic in the development of mathematics as a discipline and in the understandings of both research mathematicians and school learners. Dr. Sinclair also investigates the ways in which digital technologies鈥揳nd dynamic geometry software in particular鈥揷hange the way people think, move and feel mathematically.
Presenters
Dr. Magalie Forte
Dr. Nathalie Sinclair
Date/Time
Monday, October 30
Time: 12:00 - 1:30 p.m. PST
Place
丁香园AV Burnaby Campus
Education building 7610
The Transdisciplinary Challenge of Postdigital Literacy
This in-person workshop addresses the transdisciplinary challenge posed by postdigital philosophy to research in education and specifically literacy studies. This builds on an earlier researchhub workshop and , introducing and articulating the need for transdisciplinary, semiotic and multimodal research in education.
While highly insightful, the postdigital is notoriously difficult to pin down -- 鈥榟ard to define, messy, unpredictable, digital and analog, technological and non-technological, biological, and informational鈥�, as something that 鈥榠s both a rupture in our existing theories and their continuation鈥� (Jandri膰 et al. 2018: 895). A central premise of postdigital educational theory is that dualisms such as digital/analog and off-line/on-line are inadequate for educational research and practice in the wake of the rapid social and technological transformations of mass digitisation. suggests that the 'postdigital' can be understood as a call to understand both what is new and changing about our relationships with the digital, as well as 鈥榬ecognising the ways that such technology is already embedded in, and entangled with, existing social practices and economic and political systems鈥� (p. 58).
This recent and rapid reconfiguration of how we communicate and learn necessitates that educational researchers theorize and explore new understandings of literacy in the face of these postdigital reconfigurations. In this talk, participants and presenters will collaboratively discuss postdigital & multimodal literacy as a transdisciplinary challenge facing educational research, highlighting and unpacking everyday pedagogical and curricular events, processes and practices already tinged with the postdigital.
Presenter bios
Dr. Natasa Lackovic is a Senior Lecturer, Department of Educational Research, Lancaster University (UK). Natasa鈥檚 research broadly tackles educational futures as linked to challenges and complexities of material, digital and social futures, via inter- and trans-disciplinary approaches and theories. These incorporate concerns for social justice; visual and arts-based research and pedagogy (photographs, sketching and graphic narratives), socio-materiality; (digital) semiotics and a semiotic theory of learning; multimodality, critical thinking and critical media literacy; student/staff wellbeing and mental health. Her scholarship also includes critical approaches to graduate employability and identity, the postdigital, posthuman, and post-truth.
Dr. Michael Ling is a senior lecturer in the Faculty of Education at 丁香园AV. His research focuses on the History, Sociology, and Anthropology of Education, particularly related to the philosophy and history of ideas, educational theory, and the intricate social contexts of learning institutions, including a profound exploration of the history of universities. In addition to this extensive expertise, Michael has delved into Arts Education, with a focus on aesthetics, cross-cultural approaches to the arts and performance, contemporary and popular culture, as well as the sociology and psychology of creativity. Michael's commitment to advancing qualitative research methods is evident through his contributions in areas such as methodology, history of inquiry, teacher inquiry, and self-study, showcasing his dedication to approaches for understanding the complex facets of education and human creativity.
Dr. Alin Olteanu is a Post-doctoral Researcher, K盲te Hamburger Kolleg Aachen: Cultures of Research, University of Aachen, Germany. Alin鈥檚 main research interests fall at the intersection of embodiment and mediality, which he explores from a semiotic perspective. He holds a PhD from Roehampton University (London) in philosophy of education and has held postdoctoral grants at Kaunas University of Technology and the University of Tartu, besides other academic positions. He is pursuing research on the social and cultural consequences of digitalization. Specifically, he is interested in understanding how digitalization can foster opportunities for rethinking education and scientific practices that support sustainable development.
Dr. Cary Campbell is a term lecturer in the Faculty of Education at 丁香园AV as well as a music educator. His research interests include philosophy of education, place/Land-based pedagogy, multimodal curriculum development and music and arts education. Broadly, he employs biosemiotics, post-humanist, and decolonial theory to articulate the educational challenges and opportunities jointly posed by digitalization and climate-change. Through his ongoing work as Director of Research for the registered BC society The Group (multimodal research), Cary collaborates with teachers, artists, and community members, to create curriculum resources and digital tools that connect people and students with their own localities, communities, and public spaces.
Presenters
Dr. Natasa Lackovic
Dr. Michael Ling
Dr. Alin Olteanu
Dr. Cary Campbell
Date/Time
Thursday, September 21
Time: 3:30 - 5:00 p.m. PST
Place
丁香园AV Burnaby Campus
EDUC 8515
鈥淟ike a flock of birds鈥�: A history of the Indigenous movement in the Brazilian military dictatorship
The Brazilian military dictatorship, most notably after 1968, urged an advance in its offensive against Indigenous peoples, particularly those who inhabited regions of the Legal Amazon鈥攑lacing the territories of many in the sights of contractors and mining, logging, and agricultural enterprises as well as the state itself. During this same period, a range of discussions dominated concerning self-determination and the need to protect not only the physical existence of Indigenous peoples but also their cultural and symbolic existence, including their rights to their lands.
In this lecture, Dr. Jo茫o Gabriel Ascenso analyzes a set of initiatives and organizations called the 鈥淏razilian Indigenous Movement.鈥� He proposes that envisioning an Indigenous movement in this context is plausible, insofar as it is conceived as a set of networks that includes non-Indigenous people, though with the established goal of building an Indigenous leadership. Furthermore, it is important to situate the Movement as an eminently diplomatic action that incorporates the relationship between different worlds, the human and the non-human: therefore, a cosmopolitics.
Using concepts such as 鈥減ol铆tica indigenista da pax colonial鈥� and 鈥渃osmopol铆tica da paz provis贸ria鈥� and drawing from social History and anthropology, Dr. Ascenso analyzes several processes within the Brazilian Indigenous movement: the meeting of the first assemblies, the fight against the Emancipation Decree, the presence of Indigenous leaders in international events, the construction of the Union of Indigenous Nations (UNI), participation in institutional politics, and the struggle in the Constituent Assembly of 1987鈥�88, for example. As well as referencing echoes of and resonances with the present day, he discusses some consequences for education and future research.
Presenter bio:
Dr. Jo茫o Gabriel Ascenso is an assistant professor at the Col茅gio de Aplica莽茫o of the Federal University of Rio de Janeiro (UFRJ). He holds a PhD in Cultural and Social聽History from the Pontifical Catholic University of Rio de Janeiro (PUC-Rio), researching the Indigenous movement during the Brazilian military dictatorship. He was a visiting researcher at the History Department of聽New York University (NYU) (2019-2020), and his thesis was awarded the 2022聽CAPES Prize, the most prestigious prize for PhD聽theses in Brazil.聽Starting in August as a postdoctoral researcher, Dr. Ascenso聽will analyze the teaching of ancient history from the perspective of Amazonian archeology.
Presenter
Dr. Jo茫o Gabriel Ascenso
Date/Time
Friday, June 16
12:00鈥�1:00 p.m. PST
Place
Virtual via Zoom
DARE Seminar 2
What does Meaningful Consent Look Like? New Thinking and Challenges in Online and Community Research
This panel will explore diverse experiences of education research that include meaningful, ongoing consent. We explore the ways in which dynamics of consent and ethical research relations have presented in our projects and informed us as teacher-scholars. Our panelists include: Amir Michalovich,聽UBC PhD Candidate; Amber Moore, Banting postdoctoral fellow with the Faculty of Education, 丁香园AV, Suzanne Smythe, 丁香园AV Associate Professor of Adult Literacy and Education Suzanne Smythe; together, we share stories about the challenges and ethics of meaningful consent in online fanfiction community spaces with primarily adolescent authors; with emergent bi/multilingual newcomer adolescent students from refugee backgrounds; in community technology centres.聽Drawing from our experiences, we tackle a number of issues that cut across our work,聽including trust and consent, differences between institutional consent procedures and local cultures and experiences of consent,聽consent in communities that are often already over-researched, and the complexities and clashing opinions and practices of using freely available Internet data. We聽consider the consequent critical decisions we make to attend meaningful consent in generative and generous ways.
Panelist bios:
Amir Michalovich is a PhD Candidate in Language and Literacy Education at the University of British Columbia. His doctoral research explores digital multimodal composing with newcomer youth from refugee and socio-economically marginalized backgrounds in a secondary school in Metro Vancouver. His research and teaching also explore critical media literacy, computer-assisted and multimodal qualitative data analysis, arts-based research, classroom interaction, and linguistic landscape. He recently published in Journal of Adolescent and Adult Literacy, Journal of Language, Identity, and Education, TESOL Quarterly, and Qualitative Inquiry.
Dr. Amber Moore is a Banting Postdoctoral Research Fellow with the Faculty of Education at 丁香园AV. Her interests include: adolescent literacies; arts-based research; English education; feminist pedagogies; teacher and teacher librarian education; rape culture; and representations of youth in popular culture and YA literature, particularly sexual assault narratives. Her work can be found in publications such as English Journal, Feminist Media Studies, Journal of Adolescent and Adult Literacy, and New Review of Children鈥檚 Literature and Librarianship.
Dr. Suzanne Smythe is an Associate Professor in the Faculty of Education at 丁香园AV. Her focus is on Adult Literacy and Adult Education, where she works at the intersections of adult literacy, digital equity and community-based learning. Her current research program explores new technologies, literacies and digital justice in community-based adult learning settings.
Panelists
Amir Michalovich
Dr. Amber Moore
Dr. Suzanne Smythe
Date/Time
Tuesday, June 6
4:30鈥�6:00 p.m. PST
Place
HC 7000
丁香园AV Vancouver Campus
(Online with Zoom is optional)
Transdisciplinary Pathways in Educational Research: Learning, ecology, media and beyond
The potential of transdisciplinary research and education has been lauded and discussed for decades. Despite often lofty promises, many have remarked on the lack of meaningful transdisciplinary research and teaching鈥攊ronically in universities, where it is most expected. Very little research presents or explores conceptual-philosophical frameworks (or pathways) for how to study and engage in transdisciplinary inquiry and questioning. Our workshop aims to address this theory gap, building from our team鈥檚 research expertise in educational semiotics and uniting theoretical perspectives from bio-semiotics, multimodality, and new socio-materiality studies.
Participants and presenters will collaboratively articulate transdisciplinary problems by distinguishing transdisciplinary methodologies and theoretical frameworks from related inter- and cross-disciplinary approaches. We specifically address transdisciplinary challenges associated with climate crisis (the Anthropocene) and the rapid proliferation of digital-media technologies, focusing on the continuity of environmental and embodied learning and digital media-learning.
Presenter bios
Dr. Natasa Lackovic is a Senior Lecturer, Department of Educational Research, Lancaster University (UK). Natasa鈥檚 research broadly tackles educational futures as linked to challenges and complexities of material, digital and social futures, via inter- and trans-disciplinary approaches and theories. These incorporate concerns for social justice; visual and arts-based research and pedagogy (photographs, sketching and graphic narratives), socio-materiality; (digital) semiotics and a semiotic theory of learning; multimodality, critical thinking and critical media literacy; student/staff wellbeing and mental health. Her scholarship also includes critical approaches to graduate employability and identity, the postdigital, posthuman, and post-truth.
Dr. Alin Olteanu is a Post-doctoral Researcher, K盲te Hamburger Kolleg Aachen: Cultures of Research, University of Aachen, Germany. Alin鈥檚 main research interests fall at the intersection of embodiment and mediality, which he explores from a semiotic perspective. He holds a PhD from Roehampton University (London) in philosophy of education and has held postdoctoral grants at Kaunas University of Technology and the University of Tartu, besides other academic positions. He is pursuing research on the social and cultural consequences of digitalization. Specifically, he is interested in understanding how digitalization can foster opportunities for rethinking education and scientific practices that support sustainable development.
Dr. Cary Campbell is a term lecturer in the Faculty of Education at 丁香园AV as well as a music educator. His research interests include philosophy of education, place/Land-based pedagogy, multimodal curriculum development and music and arts education. Broadly, he employs biosemiotics, post-humanist, and decolonial theory to articulate the educational challenges and opportunities jointly posed by digitalization and climate-change. Through his ongoing work as Director of Research for the registered BC society The Group (multimodal research), Cary collaborates with teachers, artists, and community members, to create curriculum resources and digital tools that connect people and students with their own localities, communities, and public spaces.
Presenters
Dr. Natasa Lackovic
Dr. Alin Olteanu
Dr. Cary Campbell
Date/Time
Tuesday, April 25
12:00鈥�1:30 p.m. PST
Place
Virtual via Zoom
DARE Seminar 1
Behind the Scenes of the Katzie Slough Yesterday, Today and Tomorrow Project
What happens when research begins with a vision rather than a question? When it is guided as much by affect and intuition as reflection and intentionality? When it is understood as an agential living thing capable of charting its own path? And when the 鈥渂ehind the scenes鈥� of the project becomes 鈥渢he scene鈥� of knowledge creation? During this presentation, Cher Hill shares her wayfaring as a researcher as she and her friends Elder Rick Bailey, environmentalist Meghan Rooney, and artist Carman McKay endeavour to facilitate community learning about the history of the q虛铆c虛蓹y虛 (Katzie) Slough and the environmental challenges in this area as they simultaneously care for the Land. Utilizing arts-based methods, they invite the past to 鈥渉aunt鈥� the present, disrupting colonial spaces. This research seeks to inform understandings of how we might educate for post-colonial futures, as well as how creating interference within colonized spaces can invite different ways of engaging with Land, place, and one another.
Presenter
Dr. Cher Hill
Date/Time
Wednesday, April 5
3:00鈥�5:00 p.m. PST
Place
Research Hub
丁香园AV Burnaby Campus
Embodiment in Teacher Education: The Critical-Collaborative (Be)coming Together
This presentation draws on data collected in a year-long classroom study of an undergraduate teacher education course: 鈥淟anguage and Culture in Classrooms.鈥� The course, offered at a predominantly and historically White university in the southeastern U.S., aims to prepare pre-service ESL/elementary teachers for their future work in multicultural and multilingual contexts. As the course designer and instructor, Maverick developed a mediated approach to support the design and analysis of embodied activities, drawing from posthuman and sociolinguistic perspectives on a range of everyday material-discursive practices across time, place, and media.
The audience is invited to participate by engaging with each other鈥檚 everyday trajectories as a way of (be)coming together, grappling with complex reading materials, and (un)making sense of issues around language, race, gender, class, and beyond. Implications point to the affordances of using embodied activities to create openings for the type of criticality that is yet to (be)come. The presentation concludes by discussing challenges and limitations of the study.
Presenter Bio
Maverick Y. Zhang is a Ph.D. candidate, teacher, and activist at The University of Georgia. Their research interests include discourse studies, embodiment, critical multicultural-lingual education, critical posthumanism, teacher education, critical literacy, and functional linguistics. Recent publications:
Presenter
Maverick Y. Zhang
Date/Time
Thursday, March 23
4:30鈥�6:00 p.m. PST
Place
Research Hub
丁香园AV Burnaby Campus
A Performative Conversation with Dr. Celeste Snowber
Celebrating the New Book
鈥淏e surprised by what emerges. All of life is performance鈥攚aiting for you to participate in its conversations. What would it mean to let your body take up the call and respond with your torso in conversing with the natural world?鈥� (p. 102)
Join us in a performative conversation with Celeste to experience body stories, dance and poetry that introduce her new book, published in December 2022.
Presenter
Dr. Celeste Snowber
Date/Time
Wednesday, February 15
2:00鈥�3:30 p.m. PST
Place
丁香园AV Surrey Campus 3240
Journeying Together in Promoting Inclusion, Equity, and Celebrating Diversity
Classroom Examples of Anti-Racism Work
Focusing on the secondary level, Ami Kambo will share concrete examples of classroom activities and courses that have been tried out with students in class. She will discuss how educators can develop students鈥� media literacies, address media saturation, anti-racism, and include Indigenous perspectives and content in high school language and literacy classes. Following the 40-minute presentation, participants are invited to join in a facilitated, interactive 20-minute discussion to generate further ideas and strategies.
Funded by the Social Sciences and Humanities Research Council (SSHRC) of Canada
