Dr. Pauline Sameshima Featured as Distinguished Outstanding Alumna of UBC

Dr. Pauline Sameshima, Professor and Canada Research Chair in Arts Integrated Studies, has been featured as a distinguished and outstanding alumna of the University of British Columbia (PhD in Curriculum Studies, 2006).

An interview and biography, published here, discusses Dr. Sameshima’s current research projects and creative research methods, which “seek to respond to pressing calls for Canada to nurture and develop creativity and innovation capacity by leveraging broad interdisciplinary approaches.”

Dr. Sameshima has received numerous honours and awards in her career. Her collaborative research model framework, Parallaxic Praxis, has been taken up in research projects ranging from HIV research, interpersonal violence, mental health care, dementia studies, technology and inclusive education, knowledge generation, literacy, and more. Her book on this framework, Parallaxic Praxis: Multimodal Interdisciplinary Pedagogical Research Design, co-authored by Dr. Patricia Maarhuis (Washington State University) and Dr. Sean Wiebe (University of Prince Edward Island) will be available shortly from Vernon Press.

Alumna Rachel Mishenene Wins Indspire Award

Educator, curriculum developer, and writer Rachel Mishenene (BEd, 2003; MEd, 2012) has won a 2018 Indspire Guiding the Journey: Indigenous Educator Award. The award recognizes the achievements of outstanding educators of Indigenous students who are leading the positive systemic change to education.

Rachel, a member of the Eabametoong First Nation, is currently an Executive Assistant in First Nations, Métis and Inuit Education at the Elementary Teachers’ Federation of Ontario. For her demonstrated commitment to K-12 students over the span of a long career in education, she has won the award in the category of Community Service.

Rachel will be presented with the award in November, at the 2018 National Gathering for Indigenous Education ceremony in Edmonton, where hundreds of educators and supporters of Indigenous education from across Canada will gather to celebrate the award recipients.

“I’m very humbled and honoured to receive this award. My work is a responsibility to my ancestors, Indigenous Peoples, and to classroom teachers who are working to creating culturally responsive learning environments,” she says.

Indspire is a national Indigenous organization that invests in the education of Indigenous people by connecting educators of K-12 Indigenous students with programs, resources, and a professional learning community to improve educational outcomes, increase high school completion rates, and support sustained systemic change.

Dr. Sonia Mastrangelo and Dr. Connie Russell Partners in Provincial Centre of Excellence for Early Years and Child Care

Faculty of Education professors Sonia Mastrangelo and Connie Russell are part of the newly created Provincial Centre of Excellence for Early Years and Child Care, led by Western University and the Ontario Reggio Association.

A 3-year $2.25 million initiative funded by the Ministry of Education, the Centre is tasked with advancing early childhood pedagogies in Ontario and will promote calls to action of the Truth and Reconciliation Commission and embrace the values of Ontario’s pedagogical framework How Does Learning Happen, including the view of children as protagonists in their own lifeworlds with participatory rights and responsibilities. 

The Provincial Centre for Excellence Executive Summary is available here

Dr. Jan Oakley Receives Contribution to Teaching Award

Dr. Jan Oakley (Contract Lecturer in the Bachelor of Education program, Master of Education program, and Women’s Studies department) has received a Contribution to Teaching award for the 2017-2018 academic year. The Committee noted that Dr. Oakley provides a safe and active learning environment, and stimulates discussion that encourages deep reflection and growth in the areas of social justice and feminist pedagogy.

“This award is very meaningful to me, especially knowing the nomination came from my students,” she says. “Teaching about social justice issues for the past decade has been a huge privilege, and I am continually seeking to refine my approaches, and try out new ways to develop my toolkit as a facilitator. It’s an honour to learn with and from my students, and to build relationships with them so we can meaningfully consider how we can make shifts toward an inclusive and equitable society.”

September Issue of Education Exchange Newsletter Published

We are pleased to announce that the September issue of our Education Exchange newsletter has been published. This newsletter brings our current and former students as well as our educational partners together to share news, successes, and innovations.

To access our Education Exchange newsletter, click the following link:

Education Exchange Newsletter (September 2018)

To see previous issues of the newsletter, visit the newsletter archives.

Dr. Pauline Sameshima Juried Art Exhibition and Showcased Artwork in a Solo Show

Dr. Pauline Sameshima, Canada Research Chair in Arts Integrated Studies, was the juror of the 26th annual juried art exhibition of the MacRostie Art Center, which exhibited two- and three-dimensional works by 35 artists from Minnesota, North Dakota, South Dakota, and Wisconsin over the month of August.

Dr. Sameshima also exhibited her own artwork in a solo show in August. Her art included a collection of 11 ceramic bells. The series is called “Silent Belles,” inspired by the work done in a SSHRC grant spanning seven Canadian universities. The grant title is: “Reconceptualizing Teachers’ Roles for Canada’s Creative Economy.”

In an essay called "Teacher as Silenced Superhero," Dr. Sean Wiebe (2016, Primary Investigator of this grant) writes that teachers are given the token social status of superhero and that this obligates them to be expressions of our social ideals for education. The project has found that this obligation silences teachers. Idealism creates expectations for teachers to be perfect role models, and disallows risk-taking, creative experimentation, and authentic relation in their teaching.

Artwork bellThe bell(es) present women in various dispositions. The one pictured accompanies a haiku:

leaves evergreen

she walks

down the street

 

Dr. Sameshima explains that “this bell looks like a Christmas Tree. It is a familiar icon representing happiness, fullness, and idealism. The runway model too, holds her head high and walks with her thin legs down the street. Yet, when the angle of the photo is changed, the thin legs are actually wide and the leaves’ edges are sharp and uncomfortable. The model of perfection is tainted as the expectation of idealism prevents teachers from taking risks.”

For more information, please see: solspire.com

 

Dr. Meridith Lovell-Johnston and Dr. Sonia Mastrangelo Win SSHRC Partnership Engage Grant

Congratulations to Dr. Meridith Lovell-Johnston and Dr. Sonia Mastrangelo, who were successful with their SSHRC Partnership Engage Grant, entitled “Enhancing Instruction in Literacy, Inquiry Based Kindergarten Classrooms.”

As part of their research, they will observe and analyze child-led learning opportunities focused on inquiry and literacy in Simcoe County District School Board Kindergarten classrooms, and facilitate professional development focus group discussions with Kindergarten educators.

Their interest in Kindergarten pedagogy and practice will also help to strengthen the placement experiences of teacher candidates in the Bachelor of Education program by identifying needs expressed by Kindergarten educators – many of whom host teacher candidates in their school board.

Pictured below: Dr. Meridith Lovell-Johnston and Dr. Sonia Mastrangelo  

PhD student Kelsey Robson Wins Italian Studies Graduate Award

Faculty of Education PhD student Kelsey Robson has won the Institute of Italian Studies Graduate Award for her research on Reggio Emilia Kindergartens.

Kelsey travelled to Italy as part of her research, visiting Reggio schools to study their approach to early childhood education.

In a published paper co-written with her supervisor, Dr. Sonia Mastrangelo, Kelsey describes the philosophy of the Reggio approach as guided by 12 principles: “collaboration, the image of the child, environment as a third teacher, relationships, transparency, documentation, pedagogical documentation, provocation, progettazione (term used to describe curriculum), one hundred languages of children, respect, and reciprocity.”

The Italian Studies Graduate Award is given out every second year to a graduate student based on academic excellence and a research topic that contributes to the promotion and appreciation of the Italian culture.

Alumna Dr. Sarah Pash Elected as Chairperson of Cree School Board

Alumna Dr. Sarah Pash (MEd, 2005; PhD, 2014) has been elected as Chairperson of the Cree School Board. 

“I am honoured that the people of our territory have given me the opportunity to help shape their children’s educational experience,” she explained on the Cree School Board website. “This will be an era in which we will not just make student success our priority, but also continually measure our own success, and adjust our course as necessary.”

Dr. Pash, from the Cree Nation of Chisasibi, has a background in First Nations education, education and language research, culture, and language maintenance. She has experience in Eeyou and Indigenous Education as a teacher, University instructor, education consultant, researcher, and author.

She explains that the “voices of students, parents, communities, and our regional entities are equally important and must be engaged in a meaningful process as we continue to develop the Cree School Board.”

An interview with Dr. Pash, in which she discusses her plans as Chairperson, is available online. Further information about her focus on graduations rates in online here.

Dr. Michael Hoechsmann and Co-Editors Publish New Book: Democracy 2.0: Media, Political Literacy and Critical Engagement

Participatory media, which allow us all to produce and circulate information to limitless online audiences, have radically shifted public life. Democracy 2.0: Media, Political Literacy and Critical Engagement (Brill, 2018) explores this shift through “a series of evocative, international case studies that document the impact of alternative and community use of media, in general, and Web 2.0 in particular.”

Co-edited by professors Paul R. Carr (Université du Québec en Outaouais), Michael Hoechsmann (Lakehead University), and Gina Thésée (Université du Québec à Montréal), the volume examines some of the potentials and also limits of interactive media for democratic participation.

As the authors explain: “Democracy requires a functioning, critically-engaged and literate populace, one that can participate in, cultivate and shape, in meaningful and critical ways, the discourses and forms of the society in which it exists. Education for democracy, therefore, requires not only political literacy but also media and digital literacies, given the ubiquity and immersiveness of Media 2.0 in our lives.”

In his Afterword to the collection, renowned critical pedagogue Peter McLaren refers to the book as “one of the best media literacy texts in the field” and one that “has arrived at a precipitous moment in world History.”

Other Lakehead University contributions to the book include a co-edited chapter, “Engagement with the Mainstream Media and the Relationship to Political Literacy,” co-authored by Lakehead Orillia Assistant Professor Gary Pluim, and former Lakehead Orillia student Lauren Howard. 

The collaboration between the three editors continues with a follow-up book underway called Education for Democracy 2.0: Changing Frames of Media Literacy.

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