Issue 1 - CSSE | SCÉÉ

CACS Newsletter / Le Bulletin de l’ACEC
Issue 1; November 21, 2013
In this Edition
*Welcome to the CACS
newsletter
*CSSE 2014 at Brock University
*Célébration 2013 (à U Vic)
*2013/2104 Executive
Members
*Our SIGs
*Graduate Student Profile
The images that appear throughout
the newsletter are from the 2013
CACS Celebration.
Photo Credit: Heather Phipps.
Message from our Co-Presidents
Dear CACS community,
We truly hope and trust that all are doing well! Now that the CSSE
Call for Presentations has come out, many of us are turning our
thoughts toward what in many respects will be the centre of our
scholarly and professional year: the CSSE conference at Brock
University in St. Catharine's. We anticipate that the meeting will
once again be a whirlwind of activity, connection, and
celebration. A modest challenge continues to be how to keep the
conversation continuing throughout the year. We hope that this
lovely newsletter will serve and support this need! We are delighted
to be a small part of sharing with you this inaugural CACS
Newsletter. Please join us in thanking newsletter editors Diane Watt
and Cristyne Hebert for initiating and putting together this exiting
new feature! We look forward to vibrant communication and
lively dialogue through this medium…
Erika Hasebe-Ludt & Robert Nellis
Do you have material you would like featured in
an upcoming issue of the CACS Newsletter?
Comments or Questions? Please emails us at
[email protected]
CACS Newsletter
Issue One, November 21, 2013
Message from our Co-Presidents
Chers membres de l’ACÉC,Nous espérons que vous allez tous très bien! Maintenant que l’appel à présentations
de la SCÉÉ a été lancé, beaucoup d’entre nous se concentreront désormais sur ce qui, en bien des points, sera au
cœur de nos préoccupations en tant que chercheurs et professionnels cette année : le congrès de la SCÉÉ qui se
tiendra à l’Université Brock à St. Catharines. Nous avons le pressentiment que cette rencontre sera une fois de
plus un tourbillon d’activités, de nouvelles connaissances et de célébrations. Le véritable défi sera de maintenir
le dialogue en vie au cours de l’année. Nous avons bon espoir que notre beau bulletin saura subvenir à ce
besoin. Nous sommes heureux de participer à la distribution du Bulletin de l’ACÉC inaugural. Remercions tous
ensemble les éditrices du bulletin, Diane Watt et Cristyne Hebert, d’avoir conçu et mis sur pied ce merveilleux
outil de communication. Nous attendons avec hâte d’y voir des communications novatrices et un dialogue sans
cesse renouvelé.
Erika Hasebe-Ludt & Robert Nellis
CONFERENCE ANNOUNCEMENTS
1. Canadian Association for Curriculum Studies 2014 Conference
(Canadian Society for Studies in Education)
Dates: May 24 to 30th, 2014
Place: Brock University, St. Catherines, Ontario
Deadline for proposals: November 27, 2013
Link: http://www.csse-scee.ca/conference/
CACS website: http://www.csse-scee.ca/cacs/
2. 1st International Conference on Education for Democratic Citizenship
Dates: February 26 – March 1, 2014
Place: Marrakesh, Morocco
Deadline for Proposals: Nov. 30, 2013
Link: http://civicmorocco.org/1st-international-annual-conference-on-democraticcitizenship/submission/
3. American Association for the Advancement of Curriculum Studies 2014 Conference
Theme: Communities of Dissensus/Engaged Generosity
Dates: Pre-AERA, Monday, March 31 – Thursday, April 3, 2014
Place: Philadelphia, PA
Priority Deadline: Sunday December 8th at 11:59 pm
Cut-off for Submissions: Sunday January 5th at 11:59 pm
Link: http://www.aaacs/org/
4. International Association for the Advancement of Curriculum Studies,
2015 Conference
Co-sponsored by the Canadian Association for Curriculum Studies and the Canadian Society
for the Study of Education.
Date: May 2015
Place: University of Ottawa
Link to new website: http://www.iaacs.ca
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CACS Newsletter
Message from the Communications Team
The CACS communications team would like to welcome you to the first edition of the CACS
Newsletter. Our mandate is to foster a strong sense of community, broaden our membership base,
celebrate the work of graduate students, inform members of the activities of our five SIGS, and further
digitize communications systems. In collaboration with the executive and membership, we will strive to
represent the goals of the association, promote the work and perspectives of individual members, and
emphasize CACS’s diverse membership, inclusive of a multiplicity of languages, cultures, and
perspectives.
We look forward to working with all of you this coming year.
Diane Watt, Cristyne Hebert and Bryan Smith
Technology
As webmaster, Bryan will oversee some exciting changes to our website. Plans include a page for
members’ recent publications and another profiling CACS scholars and graduate students.
The CACS communications team has a new email address. Please contact us at
[email protected].
CACS is now on Twitter. Please follow us @cacs_acec.
Our Facebook page had reached over 130 likes. Our next target is 200, so please help spread the word.
Additionally, if any CACS members have work, calls for papers, curriculum news, etc., that they would
like distributed by way of the Facebook page, please send us a message on Facebook or email us at
[email protected].
The CACS Newsletter
Cristyne and Diane are also co-editing this quarterly CACS Newsletter. It will include updates from
CACS executive, conference and awards information, graduate student news, and other curriculumrelated content from Canada and beyond. CACS members are invited to submit news, conference and
publication calls, announcements of recent publications, and short pieces of interest to the membership in
a variety of representational forms. Please limit submissions to 250 words maximum. Only texts from
Executive members will automatically be translated into English and French. Member submissions may
be in any language. It is up to contributors to provide translation into other languages if desired. The
newsletter will be distributed via our listserve and also be posted to our website.
Publication Dates 2014
February 15
April 15
June 30
Deadlines for Submission
January 30
March 30
June 15
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CACS Newsletter
Message de l’équipe des communications
L’équipe des communications de l’ACÉC est heureuse de vous présenter la première édition du Bulletin
de l’ACÉC. Notre mission est de promouvoir un fort sens d’appartenance, d’élargir notre bassin de
membres, de souligner les travaux des étudiants des cycles supérieurs, d’informer nos membres des
activités de nos cinq groupes d’intérêt particulier et d’informatiser davantage nos systèmes de
communication. En collaboration avec nos membres exécutifs et réguliers, nous veillerons à représenter
les objectifs de l’Association, à mettre de l’avant les travaux et les points de vue de chacun des membres
et à mettre l’accent sur la diversité des membres de l’ACÉC, qui possèdent des langues, des cultures et des
opinions variées.
Nous avons bien hâte de travailler avec chacun d’entre vous l’an prochain.
Diane Watt, Cristyne Hebert et Bryan Smith
Informatique
Notre webmestre, Bryan, supervisera l’ajout de quelques éléments bien intéressants pour notre site Web.
Parmi ceux-ci, mentionnons une page pour les nouvelles publications des membres ainsi qu’une autre
pour les profils des membres chercheurs et étudiants des cycles supérieurs.
L’équipe des communications de l’ACÉC dispose d’une nouvelle adresse courriel. Dorénavant, veuillez
nous joindre à [email protected].
L’ACÉC s’est doté d’un compte Twitter. Suivez-nous à @cacs_acec.
Plus de 100 personnes aiment notre page Facebook. Notre nouvel objectif est 200 « J’aime », alors
n’hésitez pas à passer le mot!
De plus, si des membres de l’ACÉC ont des travaux, des appels à communications, des nouvelles sur le
curriculum ou autres qu’ils voudraient diffuser par le biais de notre page Facebook, veuillez nous envoyer
un message sur Facebook ou par courriel à [email protected].
Le Bulletin de l’ACÉC
Cristyne et Diane sont les codirectrices du bulletin trimestriel de l’ACÉC. Il comprendra des mises à jour
du comité exécutif de l’Association, des renseignements sur des conférences et des remises de prix, des
nouvelles concernant les étudiants des cycles supérieurs et d’autres informations liées au curriculum
provenant du Canada et de l’étranger. Nous invitons les membres de l’ACÉC à soumettre des nouvelles,
des appels à conférences et à publications, des annonces sur leurs publications récentes et de courts textes
d’intérêt général dans une variété de formes. Veuillez rédiger des soumissions d’au plus 250 mots. Seuls
les textes des membres exécutifs seront traduits systématiquement en anglais et en français : celle des
membres réguliers peuvent être dans n’importe quelle langue. Il incombe aux contributeurs de fournir une
traduction en d’autres langues s’ils le désirent. Nous distribuerons le bulletin par l’entremise de Listserve
et de notre site Web.
Dates de publication 2014
15 février
15 avril
30 juin
Échéances de soumission
30 janvier
30 mars
15 juin
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Issue One, November 21, 2013
CACS Newsletter
CACS Celebration
Please join us in congratulating this year’s recipients of the 2013
CACS Awards, which were presented during the CACS Celebration at
CSSE
Ted T. Aoki Award for Distinguished Service
in Canadian Curriculum Studies
Carl Leggo, University of British Columbia
CACS Award for the Outstanding Publication
in Canadian Curriculum Studies
Hannah Spector, University of British Columbia,
for Spector, H.
(2012). Fukushima Daiichi: A neverending story
of pain or outrage? Transnational Curriculum
Inquiry: The Journal of the International
Association for the Advancement of Curriculum
Studies. 9 (1), 80-97.
ARTS Doctoral Graduate Award Honourable Mention Nané Jordan, University of British
Columbia
Dissertation Title: Inspiritng the Academy: Weaving Stories and Practices of Living Women’s
Spirituality Supervisor: Daniel Vokey
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Issue One, November 21, 2013
Cynthia Chambers Master's Thesis
Award Margaret E. Raynor,
York University Thesis Title: Salves and
Sweetgrass:
Singing a Métis
Home Supervisor: Celia
Haig-Brown
LLRC Master’s Thesis
Award Nisha Toomey,
University of Ottawa Thesis title: Literacy on
Lockdown: An ethnographic experience in
English assessment Supervisor: David Slomp
ARTS Doctoral Graduate Award Terrah Keener, University of South Australia
Dissertation Title: See Me, Hear Me…Queerly Visible: Conversations about family and school
with nonheterosexual parents and their children Supervisor: Vicki Crowley
ARTS Masters Graduate Award Chantal Laurin, Université du Québec à Montréal Thesis title:
Vers une approche interculturelle de l’enseignement de l’orchestre à cordes de la première
secondaire Supervisor: Nicole Carignan
CACS Dissertation Award Lisa Y. Faden, University of Western Ontario Dissertation Title:
The history classroom as a site for imagining the nation: An investigation of U.S. and Canadian
Teachers’ Pedagogical Practices. Co-Supervisors: Goli Rezai-Rashi and Wayne Martino
English and French Translation/ Traduction française et anglaise
We are pleased to welcome University of Ottawa translation students Esther Paul and Annie-Pier Charbonneau to our team. If
you require translation for official CACS business (including newsletter and website submissions) please contact Diane Watt at
[email protected] to make arrangements.
Nous avons le plaisir d’accueillir au sein de notre équipe les étudiantes en traduction Esther Paul et Annie-Pier Charbonneau
de l’Université d’Ottawa. Si vous avez besoin d’une traduction pour les activités officielles de l’ACÉC (y compris le bulletin et
les soumissions en lien avec le site Web), veuillez communiquer avec Diane Watt à [email protected] pour entreprendre des
démarches de traduction.
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Issue One, November 21, 2013
CACS Executive Profiles
Meet your 2013-2014 CACS executive
Co-Presidents
Erika Hasebe-Ludt is a Professor in the Faculty of Education, University of
Lethbridge. Her curriculum studies research focuses on language, literacy,
and literary métissage in Canadian and transnational contexts of teacher
Robert Christopher Nellis is a continuous faculty member in the Bachelor of Education Program
at Red Deer College. His research interests are media, critical theory, and theorizing teacher
education experience.
Past Presidents
Nicholas Ng-A-Fook is an associate professor of curriculum theory within
the Faculty of Education at the University of Ottawa. He currently serves as
past co-president of the Canadian Association of Curriculum Studies. He is also
secretary treasurer for both the Canadian Society for the Study of Education and
the International Association for the Advancement of Curriculum Studies. He is
committed toward reconceptualizing, undertaking, and mobilizing research
that addresses the present absence of certain historical and contemporary
narratives within the broader international field of curriculum studies. To
do so, he works with marginalized youth in local public schools and
different indigenous communities like the United Houma Nation and the
Algonquin of Kitigan Zibi. His work can be found in books like An Indigenous Curriculum of Place,
and articles like Empowering Marginalized Youth: Curriculum, Media Studies and Character
Development, and Living a Curriculum of Hyphenations: Diversity, Equity, and Social Media. His current
research seeks to understand how curriculum scholars, teachers, and students might take
advantage of technologies, like handheld mobile devices, to address the presence absence of the
Indian Residential Schooling system and its survivors’ narratives within the Ontario curriculum as
part of our civic commitments to Truth and Reconciliation.
Rochelle Skogen is a professor at the University of Alberta. Her current research interests are:
race and racism as it pertains to pre-service students who are both non-white and of immigrant
status; equity and mental health issues in the professoriate and democracy and equity as lived
curriculum.
Follow CACS on Facebook. Help us reach 250 “likes”!
https://www.facebook.com/pages/Canadian-Association-for-Curriculum-Studies
/276739592427737
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Issue One, November 21, 2013
First Vice-President
Teresa Strong-Wilson is Associate Professor in the Faculty of Education at McGill University
and co-editor of the McGill Journal of Education. She has interests in Canadian and First Nations
children's literature, curriculum, literacy, memory, social justice education, story, and teacher
learning. She has published extensively in peer-reviewed journals including Changing English,
Educational Theory, Journal of Curriculum Theorizing, and Teachers and Teaching. Her books
include Bringing Memory Forward: Storied Remembrance in Social Justice Education with
Teachers (2008; Peter Lang), Envisioning New Technologies in Teacher Practice (Strong-Wilson
et al, 2012; Peter Lang), Memory and Pedagogy (eds., Mitchell, Strong-Wilson, Pithouse, Allnutt,
2011; Routledge), Productive Remembering and Social Agency (eds., Strong-Wilson, Mitchell,
Allnutt, Pithouse-Morgan, 2012; Sense) and The Emperor's New Clothes?: Issues and
Alternatives in Uses of the Portfolio in Teacher Education Programs (eds., Sanford & StrongWilson, in press; Peter Lang).
Second Vice-Presidents
Avril Aitken is an associate professor from the School of Education
of Bishop's University, in Sherbrooke, Quebec. She inquires into the
implications of teachers’ beliefs and desires, particularly how such
factors influence perceptions of self and others, pedagogy, and the
possibility of educating for a more democratic, diverse, and
sustainable world. These interests have emerged from work in public
education and a three-decade relationship with one Indigenous
community in the sub-arctic of Quebec, the Naskapi Nation of
Kawawachikamach. She collaborates with colleagues in both official languages, which has
resulted in publications and presentations in English and French. Additionally she works on
policy research and inquiries with direct theory-to-practice effects. Her current research, in
collaboration with Dr. Linda Radford of the University of Ottawa, looks at digital filmmaking as
research/pedagogy in Teacher Education. This research looks at what might be revealed about the
circumstances that result in pre-service teachers resisting or abandoning social justice pedagogies.
Related writing can be found in publications such as the book, The Emperor’s New Clothes?: Issues
and Alternatives in Uses of the Portfolio in Teacher Education Programs, and a recent issue of Journal of
the Canadian Association of Curriculum Studies. She is currently the co-2nd Vice President of CACS,
and co-Chair of the annual CACS conference.
Linda Radford is a sessional professor at the University of Ottawa and
has been participating in the development of its new Urban Education
Community program. She currently serves as co-second vice president of
the Canadian Association of Curriculum Studies and will be facilitating
adjudication of the Cynthia Chamber Master’s Thesis Award. Recent and
ongoing research projects address curriculum policy and renewal, digital
pedagogies with teachers to foster self-reflexive reading practices, the
empowerment of marginalized youth through the development of
reading situations to engage literacies in critical ways and education for
youth in urban high needs settings. She has published her research in several journals: the Affective
Reading Education Journal, Journal of the Canadian Association of Curriculum Studies, Multicultural
Education Review and Changing English: Studies in Reading and Culture.
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Secretary/Treasurer
Aparna Mishra Tarc is Assistant Professor at the Faculty of Education, York University. She was
a former elementary school teacher in Manila, Hanoi and Cambridge, ON. She presently serves as
secretary/treasurer of Canadian Association of Curriculum Studies. She has served as an
executive member of the Postcolonial SIG for AERA. Her work involves supporting beginning
teachers to respond to the lived realities of students residing in under-resourced and/or historically
marginalized "urban" communities in the GTA. To support her work in teacher education Mishra
Tarc conducts scholarship investigating the problem of learning from the unthinkable experience
of others. She has published numerous articles in international journals including: Educational
Theory, Race, Ethnicity and Education, Curriculum Inquiry, Changing English and Pedagogy,
Communications Team
Diane Watt is a Postdoctoral Fellow at the Werklund Foundation
Centre for Youth Leadership Education at the University of Calgary. She
completed her award-winning doctoral dissertation at the University of
Ottawa in the concentration, Society, Culture, and Literacies. This work
engages the high schooling experiences of Muslim, female, youth in
Ontario and visual representations of Muslim women in the North
American news media. Her current research is a participatory action
research project on media-making with Muslim youth as activism. This collaborative film brings
Muslim youth perspectives into Teacher Education and takes up possibilities for democratic
media production in schooling contexts. Diane teaches Languge Arts, Writing Across the
Curriculum, Curriculum Design and Evaluation, and Diversity Education to teacher candidates.
Her graduate courses include Language and Literacies, and Cultural Studies. She has published a
number of book chapters, and articles in The Journal of Curriculum Theorizing and The Journal of
Media Literacy Education. Earlier in her career she taught at the Elementary and Secondary School
levels in British Columbia. During the 1990s she lived with her family in Pakistan, Syria, and
Iran.
Cristyne Hebert is a PhD Candidate in the Faculty of Education at York
University. Her work explores narratives of teaching and learning, epistemic
oppression in education, educational reform, reflective and autobiographical
inquiry and, most recently, aesthetic experience, through curricular and
philosophical lenses. Her current research has taken her to the United States, where
she is examining the standardization of reflective practice in teacher education by
way of the implementation of the Education Teacher Performance Assessment
(edTPA), an assessment model based on Schon’s reflection-in-action.While in the
field, Cristyne is auditing classes on narrative research and aesthetic education at
Teacher’s College, Columbia University. She is also a graduate student representative for the American
Association for the Advancement of Curriculum Studies and has a forthcoming chapter (co-authored
with Jane Griffith) that will appear in Provoking Curriculum Studies. When in Toronto, Cristyne teaches
philosophy, English, history, and sociology at a local community college.
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CACS Newsletter
Webmaster
Bryan Smith is a doctoral candidate in the Faculty of Education at the
University of Ottawa, currently engaging in research spanning anti-racism
education, social studies methods and curriculum studies. At the present
time, he is studying the construction of the national “we” in textbooks
across the grade eight Ontario curriculum, seeking to understand how it is
that “our” national identity is contained, limited and made exclusive
through various banal linguistic techniques. In response to the
containment of national identity around a set of limited notions, he explores how the increasingly
important digital spaces that our students regularly inhabit might offer an opening through which
students can re-articulate the banality of this exclusive “we.” Bryan is also the lead developer on
the Digital Residential Narratives Project, a collaborative enterprise that seeks to make available
the excluded residential school narrative through the dissemination of mobile and Internet based
applications. His work has appeared in Transnational Curriculum Inquiry, the Nordic Journal of
Digital Literacy; he has a forthcoming chapter in Provoking Curriculum Studies, edited by
Nicholas Ng-A-Fook, Awad Ibrahim and Giuliano Reis.
Graduate Student Representatives
Heather Phipps is a PhD candidate in the Department of Integrated Studies
in Education at McGill University where she specializes in Curriculum and
Literacy. She has taught in Kindergarten, elementary and secondary
classrooms in Alberta and Québec, as well as undergraduate courses in the
B.Ed. program in TESL and Kindergarten/Elementary Education at McGill.
Heather completed her MA in Second Language Education at McGill
University. Her research interests include multiculturalism, qualitative and
ethnographic research methodologies, multi-literacies, indigenous education,
language, identity, agency, and creativity. Heather's doctoral research
explores young children's responses to multicultural Canadian children's
literature, within a culturally and linguistically diverse urban Montreal
classroom, and the role of story in creating socially just communities.
Amarou Yoder is a second year PhD student in the Department of Integrated Studies in
Education at McGill University. Her research interests include curriculum studies, memory
studies, Mennonites, and non/violence. She is pleased to be working with Dr. Teresa StrongWilson as her supervisor. Prior to her current aspirations as an emerging
scholar, Amarou taught secondary language arts and coached competitive
speech and debate for eight years at an urban high school in Washington
State. She became an English teacher, after successive and thoroughly-relished
degrees in art history (medieval) and English literature, because her mother
suggested that she might look into getting a real job. This series
of conversations ultimately culminated in an M.Ed. and certification. Her
mother might remember this all very differently. Amarou enjoyed (and still
does) working with adolescents, and finds reading, thinking, reflecting on, and
writing about teaching and learning even more exciting than Anglo-Saxon
illuminated manuscripts.
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Tasha Ausman is currently a PhD student in the Faculty of Education at
the University of Ottawa. With a graduate background in the fields of
Education (University of Ottawa) and English Literature (University of
Alberta), a Bachelor of Education in Intermediate/Senior Biology and
Chemistry (University of Ottawa), as well as undergraduate studies in
Physiology and Developmental Biology (University of Alberta), her
research areas include curriculum studies, Screenplay Pedagogy, Third
Spaces and hybridity, film, cultural studies, and most recently,
mathematics education. As well, she is a permanent teacher with Western
Quebec School Board in senior mathematics, chemistry, and biology. She currently has
publications in Transnational Curriculum Inquiry (2011) and Multicultural Education Review (2012).
What do you know about our five CACS Special Interest Groups?
Le Regroupement pour l’étude de l’éducation francophone en milieu minoritaire
Le Regroupement pour l’étude de l’éducation francophone en milieu minoritaire (REEFMM)
rassemble des chercheurs qui s’intéressent à l’avancement de l’éducation en
langue française en milieu minoritaire au Canada et à travers le monde.
Pour ce faire, nous organisons un colloque annuel dans le cadre du Congrès
de la Société canadienne pour l’étude de l’éducation. L’an dernier, à
Victoria, nous avons eu des communications portant sur les élèves non
locuteurs du français qui s’inscrivent à l’école de la minorité, sur de diverses
pratiques professionnelles en contexte francophone minoritaire, sur le
développement professionnel, les stratégies d’écriture et de lecture,
l’apprentissage des mathématiques en intégrant la culture et sur les
communautés d’apprentissage professionnelles. Des discussions fort
intéressantes ont permis de débattre des idées, de comparer les défis et de
faire avancer les connaissances. Le colloque 2014 s’annonce tout aussi
SIG Chair:
Marianne M. Cormier,
intéressant. Nous venons de lancer l’appel à communiquer.
PhD
Nous avons également une revue virtuelle qui diffuse des résultats de
University of Moncton
travaux de recherche sur notre thématique. De récentes publications
incluent un article sur la créativité des solutions à des problèmes
mathématiques et une adaptation et validation en français d’une mesure du climat scolaire.
En tant que présidente du REEFMM et chercheure spécialisée en francisation et en pédagogie en
milieu minoritaire, je suis très enthousiaste de voir tous les travaux qui se font dans le cadre de ce
regroupement.
Pour en apprendre davantage au sujet du regroupement, vous pouvez consulter notre page web :
www.reefmm.org où vous trouverez des informations au sujet de nos activités ainsi que notre
revue virtuelle.
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Arts Researchers and Teachers Society (ARTS)
I feel honoured to have served as vice-president of Arts Researchers and Teachers Society (ARTS)
from 2010-2012, with Dr. Pauline Sameshima as president, and to be serving as the current
president of ARTS (2012-2014), with Dr. Monica Prendergast as vice-president. The purpose of
ARTS is to foster the exchange of ideas in arts research across Canada; to provide a forum for
discussion of arts curriculum in a Canadian context; to encourage scholarly work in arts
education; and to bring together members of the arts disciplines who maintain a common interest
in the general principles of curriculum theory and development (Constitution, 2000). We are
grateful to Dr. Bernard W. Andrews, our first executive member, and to all of the ARTS executive
members since our beginning. Gratitude also goes to our general membership, a diverse group of
people who make ARTS a dynamic Special Interest Group (SIG). Now well into our second
decade, ARTS has grown considerably over the years reaching, at one point, ninety-nine
members. Our members are active in our association, the Canadian Association for Curriculum
Studies (CACS), and, indeed, throughout the Canadian Society for the Study of Education
(CSSE). We offer two prestigious graduate awards each year, and we are currently working at
developing other awards. We hold a bi-annual pre-conference (in the years when CACS does not
hold a pre-conference) and our sessions at the CSSE annual conference are usually very well
attended. For more information about our SIG, please visit the ARTS website at
http://www.cssearts.com/
Ce fut un honneur pour moi d'officier en tant que vice-président de la Societé des chercheurs et
des enseignants des arts (SCEA) de 2010-2012 avec la présidente Dre Pauline Sameshima, et je
suis aujourd'hui honoré de reprendre le flambeau et d'occuper le poste de président de l'ARTS
(2012-2014) avec Dre Monica Prendergast comme vice-présidente. L'objectif de la SCEA est de
favoriser l'échange d'idées concernant la recherche en arts partout au Canada; de fournir un forum
de discussion sur les programmes d'études en arts dans l'enseignement des arts; et de réunir les
membres de la discipline des arts disciplines qui entretiennent un intérêt commun pour les
principes généraux des théories et du développement du curriculum (Constitution, 2000). Nous
sommes reconnaissants au Dr Bernard W. Andrews, notre premier membre de la direction, ainsi
qu'à tout le groupe de direction de la SCEA depuis nos débuts. Nous remercions également
l'ensemble des membres, ce groupe de personnes diversifiées qui donne à la SCEA le statut de
groupe d'intérêt spécial (SIG) dynamique. Sa seconde décennie d'existence déjà bien entamée, la
SCEA s'est considérablement développée au cours des années, atteignant même, à un certain
moment, quatre-vingt-dix-neuf membres. Nos membres sont actifs non seulement au sein de notre
association, l'Association canadienne pour l'étude du curriculum (ACÉC), mais également, bien
entendu, au sein de la Société canadienne pour l'étude de l'éducation (SCÉÉ). Chaque année,
nous offrons deux prestigieuses bourses pour les études supérieures et nous
travaillons actuellement au développement d'autres bourses. Nous tenons
une préconférence semestrielle les années où l'ACÉC ne tient pas de
préconférence elle-même et nos communications présentées lors du colloque
annuel du SCÉÉ rassemblent habituellement beaucoup de participants.
Pour de plus amples renseignements concernant notre GIS,
veuillez visiter le site Web de la SCEA au http://www.cssearts.com/
John J. Guiney Yallop, PhD
Associate Professor, Acadia University
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Issue One, November 21, 2013
Canadian Critical Pedagogy Association (CCPA)
The Word and the World: Examining Power, Education and Society in the Canadian Critical
Pedagogy Association
CCPA has a long history with participation from some of the Canadian luminaries in critical
pedagogy. As a special interest group, CCPA shares many concerns with associations for adult
education, indigenous education, gender and sexuality studies, curriculum studies, cultural studies
and the sociology of education. At the same time, I envision our sessions as spaces for an
interdisciplinary conversation across a range of formal or informal settings but a conversation
focused particularly on questions of power, resistance and transformation. This allows for an
analysis of the pedagogical dimension of praxis, policy and collective action, a notion of pedagogy
that encompasses any planned intervention into the cultural or institutional processes of social
reproduction. Extending our discussions of education from the word (and image) to the world
brings into view the ways people experience and intervene into myriad conjunctures of hegemony
and counter hegemony in everyday life. While critical pedagogy inherits a particular history of
critical and Marxist theory, popular education and anticolonial struggle, it has been appropriated
and transformed by movements, communities and practitioners grounded in distinct knowledge
traditions and ways of learning. Where these conversations meet is a focus on power, critical
reflexivity and change. I look forward to seeing you in St. Catherine’s!
Les mots et le monde : Étude du pouvoir, de l'éducation et de la société au sein de la Canadian
Critical Pedagogy Association
La CCPA suscite depuis longtemps la participation de quelques-unes des plus grandes
personnalités canadiennes en pédagogie critique. En tant que Groupe d’intérêt particulier, la
CCPA partage de nombreuses préoccupations avec les associations s’intéressant à l’éducation des
adultes, à l’éducation autochtone, aux études des genres et sur la sexualité, aux études du
curriculum, aux études culturelles et à la sociologie de l’éducation. Cela
étant dit, j’espère que nos sessions constitueront des environnements
propices à la tenue de conversations interdisciplinaires sur une gamme de
contextes formels et informels, se concentrant particulièrement sur des
questions de pouvoir, de résistance et de transformation. Cette approche
permet de procéder à une analyse des dimensions pédagogiques de la
praxis, de la politique et de l'action collective, notion de la pédagogie qui
englobe toute intervention planifiée dans les processus culturels ou
institutionnels de reproduction sociale. Élargir nos discussions sur
l'éducation du mot (et de l'image) au monde met en lumière les manières
dont les individus vivent et agissent au quotidien dans les innombrables
Lisa Taylor
conjonctures d'hégémonie et de contrehégémonie. Tandis que la pédagogie
critique hérite d'un amalgame historique particulier formé de théorie critique et marxiste,
d'éducation populaire et de lutte anticoloniale, de nombreuses communautés ainsi que des
mouvements et des spécialistes détenant des savoirs traditionnels particuliers et comptant sur des
techniques d’apprentissage distinctes se la sont appropriée et l’ont transformée. Se dégagent de ces
réflexions l'accent mis sur le pouvoir, la réflexivité critique et le changement. J'ai hâte de vous voir
à Saint Catharines!
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CACS Newsletter
Issue One, November 21, 2013
Language and Literacy Researchers of Canada (LLRC)
Hello! My name is Tara-Lynn Scheffel and I am the President of the Language and Literacy
Researchers of Canada (LLRC). LLRC is comprised of individuals who are interested in language
and literacy education and research, particularly, but not exclusively, within the Canadian
context. We are also partnered with Language & Literacy: A Canadian Education Ejournal.
On behalf of our SIG, I’d like to share some upcoming news for both members and others who
may be interested in joining LLRC.
Plans are in the works for our annual preconference to be held on Saturday May 24th at Brock
University. This year’s preconference theme is Beyond (Two) Solitudes: Integrating Literacy Research
across Linguistic, Cultural and Disciplinary Boundaries. The call for proposals will soon be available on
our website: http://www.csse-scee.ca/llrc/doku.php?id With this call, LLRC is working towards
greater inclusivity with our French members as we look at ways for LLRC to become more
bilingual.
We are also excited to introduce changes to our website in the form of a membership wiki.
Through the “Find LLRC Members” tab, members can add their own profile and locate others
working at their university or across Canada. Current members can join by following the tutorial
and username already sent by email. If you’re interested in becoming a
member or being included on our email list of future calls and events, please
contact Lyndsay Moffatt: [email protected]
If you have any questions about LLRC, please email me at
[email protected]
Hope to see you in May!
Bonjour! Mon nom est Tara-Lynn Scheffel et je suis la Présidente du groupe
Language and Literacy Researchers of Canada (LLRC). Les LLRC sont composés
d'individus qui s'intéressent à l'enseignement et à la recherche des langues et
de la littératie dans le contexte canadien. Nous nous sommes également
Tara-Lynn Scheffel
associés avec Language & Literacy: A Canadian Education Ejournal.
Au nom de notre GIS, j'aimerais partager quelques évènements à venir avec
nos membres et avec tous ceux qui pourraient être intéressés à se joindre aux LLRC.
Des scénarios sont en préparation pour notre préconférence annuelle qui se tiendra le samedi 24
mai à l'Université Brock. Le thème de la préconférence de cette année est Beyond (Two) Solitudes:
Integrating Literacy Research across Linguistic, Cultural and Disciplinary Boundaries. L'appel aux
communications sera bientôt lancé sur notre site Web au http://www.cssescee.ca/llrc/doku.php?id. Cet appel vise à inclure davantage les membres francophones tandis
que nous tentons de trouver des moyens de rendre les LLRC bilingues.
Nous sommes également très heureux d'apporter des modifications à notre site Web avec une
page wiki pour les membres. Avec l'onglet « Trouvez des membres des LLRC », ceux-ci peuvent
ajouter leur propre profil en plus de trouver d'autres membres travaillant à la même université et
partout au Canada. Les membres actuels peuvent s'y joindre en complétant le tutoriel suivant et
en utilisant le nom d'utilisateur déjà envoyé par courriel. Si vous désirez devenir membre ou être
ajouté à notre liste de diffusion pour de futurs appels aux communications ou évènements,
veuillez contacter Lyndsay Moffatt au [email protected]
Pour toute question concernant les LLRC, veuillez me contacter au [email protected]
Au plaisir de vous voir en mai!
14
CACS Newsletter
Issue One, November 21, 2013
Science Education Research Group (SERG)
The Canadian Science Education Research Group (SERG) brings together university faculty
members, graduate students, teachers and others whose research interests and expertise relate to
science education interpreted in the broadest sense. As a group, we aim to promote research and
the exchange of ideas regarding science education and to represent a national voice of science
education research in Canada.
We are very committed to supporting graduate students and emerging research. Each year SERG
covers registration fees to CSSE via a number of awards: one first-time attendee bursary, up to
three graduate students paper awards. A new Dissertation Award was presented for the first time
this spring in Victoria; it also covers a portion of the costs associated with attending CSSE.
This year our priorities are to increase the participation of
graduate students and Francophone colleagues. As such we are
looking for French speaking and writing colleagues who are
willing to submit and review conference proposals, and perhaps
help with translation of key documents. Those who might be
interested in such contributions may contact Dawn Wiseman or
Carol Rees.
The 2013-2014 Executive Committee for SERG is:
President: Dawn Wiseman, University of Alberta,
[email protected]
President:
Vice-President & Conference Chair: Carol Rees, Thompson
Dawn Wiseman,
Rivers University, [email protected]
University of Alberta
Past President: Astrid Steele, Nipissing University
Secretary / Treasurer: Tracy Onuczko, University of Alberta
Graduate Student Representative: Carol Brown, University of Alberta
Communications: Jerine Pegg, University of Alberta
More information about SERG, its work and awards is available on our web site
http://www.sergcanada.ca/.
Le groupe de recherche canadien Science Education Research Group (SERG) réunit des membres de la
communauté universitaire, des étudiants des cycles supérieurs, des enseignants et d’autres personnes
dont les champs d’intérêt en recherché et la spécialisation sont liés à l’enseignement des sciences et
tout ce que cela comprend. Au sein du groupe, nous veillons à promouvoir la recherche et l’échange
d’idée dans ce domaine et de donner une voix aux chercheurs en enseignement des sciences du
Canada.
Nous sommes très dévoués au soutien des étudiants des cycles supérieurs et de la recherche
embryonnaire. Chaque année, le SERG remet des prix permettant de couvrir les droits de scolarité
au sein de la SCÉÉ : une bourse d’admission pour les nouveaux étudiants et jusqu’à trois prix
destinés aux étudiants de 2e et 3e cycle pour la qualité de leurs travaux. Pour la première fois le
printemps dernier, un nouveau prix de dissertation a été présenté à Victoria; il couvre également une
partie des coûts associés à la participation aux réunions de la SCÉÉ.
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Issue One, November 21, 2013
CACS Newsletter
CALL FOR
REVIEWERS
Preparations for CSSE 2014
at Brock University in St.
Catharines are well
underway. Please consider
sharing some of your
valuable time, energy, and
expertise to help make our
CACS program a success. It
would be much appreciated
and an important
contribution to our
conference and community
if you could you help with 2
or 3 proposal reviews. If
you are able to help out
please send a brief email to
the program chair(s) for
CACS or your individual
SIG. Thank you to those
who have already
volunteered.
Chers collègues et amis,
De notre côté, les
préparatifs pour la SCÉÉ
2014 à Brock University, St.
Catharines sont bien en
cours. Voulez-vous offrir un
peu de votre temps
précieux, de votre énergie et
de votre expertise pournous
aider à rendre notre
programme de l’ACEC un
succès? Pourriez-vous
éventuellement aider avec
l’évaluation de 2 ou 3
propositions? Il serait
grandement apprécié de
notre part ainsi qu’une
contribution importante à
notre colloque et à la
communauté de l’ACÉC.
Veuillez s'il vous plaît nous
signaler si vous êtes
intéressés et nous pourrons
partir de là.
Cette année, nos priorités sont d’accroître la participation des
étudiants et des francophones. Ainsi, nous sommes à la recherche de
collègues de langue française qui souhaitent nous soumettre des
propositions de conférence et les examiner, et peut-être nous donner
un coup de main en ce qui a trait à la traduction de documents
importants. Ceux et celles qui aimeraient se porter volontaires sont
invités à communiquer avec Dawn Wiseman ou Carol Rees.
Le comité exécutif du SERG pour l’année 2013-2014 :
Présidente : Dawn Wiseman, Université de l’Alberta,
[email protected]
Vice-présidente et responsable des conférences : Carol Rees,
Université Thompson Rivers, [email protected]
Ancienne présidente : Astrid Steele, Université Npissing
Secrétaire-trésorière : Tracy Onuczko, Université de l’Alberta
Représentante des étudiants des cycles supérieurs : Carol Brown,
Université de l’Alberta
Communications : Jerine Pegg, Université de l’Alberta
Pour plus de renseignements sur le SERG, sa mission et ses prix,
consultez notre site :
http://www.sergcanada.ca/.
Graduate Student Profile
Jane Griffith is a 4th year PhD in education
at York University. This year, she is conducting
archival visits for her dissertation on the student
newspapers of Indian Residential Schools
(Canada) and American Indian Boarding Schools
(US). In September, Jane moved to Ann Arbor,
Michigan as a Fulbright scholar to work with Dr. Philip Deloria at
the University of Michigan for nine months. So far, she has visited
archives in Carlisle, Pennsylvania. While in Michigan, she is also auditing
courses on Archives and Collective Memory, Native American History,
and the History of American Education.
Jane’s dissertation will catalogue the many schools on both sides of
the border that used student newspapers as a way to advertise to the
community and parents, as well as to teach English (a critical tenet of the
colonial project). Both students and teachers wrote in these newspapers,
which stand as documents of the school’s attempts at linguicide and the
students’ ability to survive and resist.
This year, Jane and Cristyne Hébert will be publishing a book
chapter on narratives of teaching and witnessing trauma in the film
Monsieur Lazhar. She recently published an article on the visual culture of
academic integrity in the Canadian Journal of Higher Education.
Jane’s work is a study of curriculum both past and present: as her
research uncovers how English was taught, the hope is that as the Truth
and Reconciliation Commission concludes next year this material may be
included in present-day curriculum.
16