Twenty-five Faculty of Education faculty, graduate students, and postdocs are presenting at the 52nd Canadian Society for the Study of Education (CSSE) conference. As part of Congress 2024 (June 12 to June 17) whose theme is Sustaining Shared Futures, FoE researchers are participating in eight paper presentations, six symposium panels, one roundtable, and one arts-based session. Their scholarly work emphasizes the importance of understanding the intricate connections between human existence and global challenges by addressing complex social, economic, environmental, and technological issues that shape our future.

Twenty researchers from the Faculty of Education, including faculty, graduate students, and postdocs, will present a total of 20 sessions at the AERA annual conference from April 11 to April 15, 2024. The presentations include four papers, five symposium presentations, eight roundtables, three posters, and two business meetings, in response to the conference theme of “Dismantling Racial Injustice and Constructing Educational Possibilities: A Call to Action.”

Australian scholars Dr. Kevin Lowe and Dr. Greg Vass hosted a discussion and workshop on re-orienting teachers’ classroom practices through a Culturally Nourishing Schooling (CNS) approach to pedagogy. CNS is both collaborative—bringing together educators, local Cultural Mentors, and researchers—and critical, interrogating current curricula and educational policies from Indigenous standpoints. As Lowe and Vass argue, a CNS approach is necessary to develop and enact critically informed teaching practices that improve the schooling experiences and outcomes of Indigenous learners.

Forty-two Faculty of Education faculty, graduate students, and postdocs are presenting at the 51st Canadian Society for the Study of Education (CSSE). This annual conference takes place at York University from May 27 to June 1, 2023. The FoE researchers are participating in 19 paper presentations, 12 symposium panels, two roundtables, and two special events. By presenting at the CSSE conference, they contribute to reimagining and transforming our world for the better.

Twenty-eight researchers from the Faculty of Education, including faculty, graduate students, and postdocs, will present a total of 31 sessions at the AERA annual conference from April 13 to May 5, 2023. The presentations will include 11 papers, three posters, 11 roundtables, five symposium presentations, and one business meeting, in response to the conference theme of "Interrogating Consequential Education Research in Pursuit of Truth." The conference will be held online and in-person.

Thirty-four Faculty of Education scholars (faculty, graduate students and postdocs) will present at the American Educational Research Association (AERA) annual conference, to be held online and in-person from April 22 to 25, 2022. The 34 FoE researchers will present 16 papers, six posters, six roundtables, two SIG meetings, and one journal talk, for a total of 31 sessions.

Thirty Faculty of Education scholars (faculty, graduate students and postdocs) presented at the Canadian Society for the Study of Education (CSSE) annual conference, to be held online from May 30 to June 3, 2021. Sara Davidson and Fatemah Jalali were serving on the Program Committee, together with colleagues from institutions across Canada. The 30 FoE researchers will speak at 14 paper sessions, 12 symposium panels, two roundtables and one special event for a total of 30 sessions.

At a time when we need community connection more than ever, six faculty members recently shared research at the Faculty of Education’s Faculty Forum about a range of transformative community-engaged research (CER) projects.

Dr. Phil Winne’s webinar on “Learning analytics for self-regulated learning: Frameworks, methods & future work” explores seven challenging questions. The webinar was organized by Division 15—Educational Psychology (American Psychological Association).

A collaborative project led by Dr. Fels and Dr. Bava in the performative arts program was the focus of This Possible’s Slow Fuse session. Researchers often interpret and write from and about their own experience, but how do researchers bring participants into coding or interpreting these emergent moments?

This seminar offers an intriguing discussion around how we understand “posthuman” and whether a difference exists between pre and posthumanism. Gain insights from Dr. Nathalie Sinclair and Dr. Petra Mikulan.

Learn about the experiences of four professors from different faculties, who provide their reflections and learning as they collaborated to design and deliver courses together.

Dr. Ling explains that a large part of cognitive learning involves how we model the world. Context means everything: part of our evolution and survival as a species is built on our ability to adapt to different contexts. How we ascribe meaning to experiences is critical to our learning.

Dr. Gary Barkhuizen from the University of Auckland discussed a longitudinal narrative inquiry into the identity of a Hong Kong study-abroad student. Drawing on narrative inquiry in applied linguistics, he also referenced his chapter on core dimensions in narrative inquiry in the Routledge Handbook on Research Methods in Applied Linguistics.

This session of the Possible’s Slow Fuse saw another full house as Dr. Kevin O’Neill led an interactive dialogue on the often-used analogy between theatre and teaching. The impressive turnout included cross-faculty representation.

Dr. Michelle Pidgeon offered a thought-provoking seminar on Feb. 20 for the From the Ground Up Scholarship Series, organized by the SFU Surrey Faculty of Education. Colleagues from Burnaby and Surrey campus also attended.

This Possible's Slow Fuse Dialogue session was a fertile exploration of how the visceral imagination interfaces across different practices: ranging from pen-turning with exotic woods, to teacher education, to dance, to somataphorical inquiry, to questions about the seat of the soul and embodied imagination.

Learning Environment Research (LER) uses research tools to seek students’ feedback about their personal and collective learning experiences in different contexts. Dr. David Zandvleit explains that diverse student experience is one reason for using diverse sets of research tools and protocols in LER.

Dr. Masahiro Minami’s act of envisioning the possible—for reconciliation in the aftermath of genocide—has wide-reaching implications. This article provides richness and emotional context for Dr. Minami’s work, which is particularly insightful for anyone working in the mental health field and in counseling.

At this From The Ground Up session, Dr. Engida Gebre shared his educational background as well as a bit about his past and current research projects focusing on STEM education, learning contexts, data literacy and representation. Follow the links to learn more about Dr. Engida’s research.