CURRENT CIDEC Seminar Series
Winter 2013 Seminar Series
February 22nd, 10:15 am-4:30 pm (Room 7-105)
The Joseph P. Farrell Student Research Symposium
Friday February 22, 2013 10:15 am to 4:15 pm
Introduction by Dr. Stephen Anderson, Co-Director
Introduction of Joseph P. Farrell Student Research Symposium by Dr. Vandra Masemann
Presentations: forthcoming
Session I: 'Quality' education: Cross -cultural perspectives. Vandra Masemann, Chair
Pamelia Khaled, CTL, PhD
Gender issues in Quality Education to enhance Employment and Human Development Opportunities in Bangladesh
Anna Fischer-Harrison, LHAE, Ed Admin, MEd
Can we borrow from Cuban Academic Achievement?: A Century of Struggle and Success
Chizoba Imoka, LHAE, Ed Admin, MEd
Creating Social Change in Nigeria through Education
Session II: Educational Policy: Cross-cultural issues in analysis, development & implementation, Steven Anderson, Chair
Daniela Bramwell, LHAE. Ed Admin, MA
The new citizenship education curriculum in Ecuador: Classroom practices in vocational and academically oriented schools
Momina Afridi, LHAE, AECD, PhD
'Banking on Education': World Bank's privatization of education in Pakistan
Namam Palander, HSSSJE, MA, Higher Education Policy
Building in the Kurdistan Region of Iraq: Perceptions of University Representatives
Presentation (forthcoming)
Session III: System or Program Evaluation: Using cross-cultural analysis, Kathy Bickmore,
Chair
Aaqib Freed, HDAP, MEd
Education in Pakistan: A Systemic Failure
Presentation (Forthcoming)
Salehin Kaderi, CTL, PhD
Practical Multiculturalism in Education: A Comparative Study into Bangladesh and Canada
Kristjan Sigurdson, LHAE. AECD, MA
A Comparative Analysis of Canadian and American University Technology Transfer
January 22th, 4:30-6:00 pm (Room 7-105)
Speaker: Sarfaroz Niyozov, Associate Professor & CIDEC Co-Director
Topic: Encountering Globalization in Central Asia: Is There an Alternative to Neoliberalism?
This presentation reports on the trajectories and destinies of a number of globalization-related reforms in the post -Soviet Central Asia and the implications of these trajectories for a more sustainable, relevant, and equitable education policy making in the region. The date comes from (i) our research and development experiences in Central Asia; (ii) a review of the published and unpublished studies and on education reform in Central Asia in English, Russia n and Tajik languages, and (ii) an examination of the existing theories, approaches, and frameworks from the comparative and international literature. We illustrate cases of single and multiple transformations and cases of relative failure and success. We highlight continuities, changes, and issues across Soviet and post-Soviet, international and Central Asian experiences of borrowing and lending of education reforms: Even though Central Asian actors and institutions are not totally helpless victims and although international experts and NGOs appear well-meaning in these globalizing education transfers, the processes are leading toward reproducing global and local dependencies and inequalities. The trajectory of education reforms in Central Asia echo those of other developing countries. In response, we urge local policy makers and comparative educators to join in a critical and reflexive strategic venture of re-encountering and reshaping the global and neoliberal offers to serve the needs of interconnected local and global justice.
Powerpoint presentation: pending
January 30th, 11:30-1:00 p.m. (Room 7-105)
Speaker: Mehrunnisa Ahmad Ali, Professor (CERIS)
Topic: "Why can't newcomer parents and their children's teachers talk to each other?"
Cumulative research evidence suggests that effective communication between parents and teachers facilitates children's success in schools. However, immigrant parents and teachers find it difficult to talk to each other. Beneath the commonly given reasons, such as language barriers or lack of time, are more fundamental issues: a) the 'baggage' of colonial relation carried by both teachers and parents b) perceived differences in socio-cultural and economic status of both parties, and c) the hegemony of 'expertise' in the institutional culture of schools. On the basis of teachers' professional ethic of care, I argue that they take the lead in challenging these barriers, and offer some practical suggestions on how to do this.
February 5th, 12:00 -1:30 pm (Room 7-105)
Speakers: Nico and Rona van Oudenhoven, International Child Development Initiatives (ICDI) International Action Research, the Netherlands
Topic: Policy, Training and Intervention Approaches Benefiting Children and Youth At Risk
Most, if not all children are born as ‘good children’. We would like to discuss things about children and youth that ‘bother us’; some of these ‘bothersome matters’ are: massive unemployment of young people, early marriages, underestimation psycho-social needs, ‘girl power’, pre-natal selection; ongoing violence against children; measuring quality of services (ECD QUAT); newly emerging needs of children; safe and ‘unsupervised ‘ leisure places for girls and young women; early learning or early ‘culturization’?; First Nations’ children: an outsider’s approach/positive deviance approach.
Our work is an effort that seeks to provide fresh pointers to the debate on policy and practice regarding the wellbeing and healthy development of Canada’s First Nation’s boys and girls and as a corollary their post-migrant peers. At its core is an exercise that elicits the views of major stakeholder as to the relative importance of abilities, attitudes and conditions of teenagers both from the mainstream post-migrant Canadian as well as from the First Nation communities.
Powerpoint Presentation
February 20th, 11:30-1:00 pm (Room 7-105)(Via Skype)
Speaker: Dr. Mir Afzal Tajik, Professor, The Aga Khan University, Tanzania
Topic: Transforming Teachers' Practices in Afghanistan
The education system in Afghanistan had completely collapsed after more than two decades of war in the country. Schools were either bombed or turned into prisons; teachers and students either left the country or were forced to join the war-lords’ army; libraries were burned down and thus the entire education system was badly destroyed. Now that peace has started to take roots in Afghanistan, revival of the education system has also begun. In order to transform the Afghan education system, the Government of Afghanistan has given significant priority to education which is crucial for national development. There are country-wide efforts for reconstruction of the education system which has seen the genesis of developing the infrastructure of schools, recruiting and developing professional teachers, curriculum reform, and improving the teaching and learning processes in schools.
This presentation highlights how these collaborative programs are received by the Afghan teachers, head teachers, teacher educators, and education managers. The presentation also analyses the extent to which these collaborative programs have brought about a paradigm shift in the teaching and learning practices in Afghan schools. It talks about how and to what extent the teachers, teacher educators and school leaders have 're-conceptualized' their roles as they experienced change in their beliefs, perceptions, and practices of teaching and learning. The presentation also discusses the challenges faced, the lessons learnt, and the implications for policy makers and practitioners in Afghanistan.
March 6th, 4:30-6:00 pm (Room 7-105)
Speaker 1: Brenton Faubert, PhD Candidate, Ed Admin/LHAE
Topic: The Cost of Failure in Ontario’s Public Secondary Schools
Large bodies of empirical evidence show that policies and practices that encourage failure in schools does little to improve student outcomes, yet failure remains widespread in secondary schools. Further, there is a growing body of evidence indicating these policies and practices are costly in fiscal terms. This work aims to better understand the costs of providing public secondary school education in order to make more effective use of resources. In the 2008–09 school year 7.9% of course registrations in Ontario secondary schools resulted in failure. Fail rates are greater for students who receive special services and vary considerably by subject area. The annual cost is estimated to be $472 million.
Speaker 2: Dr. Kazi Abdur Rouf, Visiting Scholar, LHAE
Topic: Ecological Economics to Protect the Planet from Ecocide and Free People from Iron Cage Consumerism
Although economic growth is the foundation of social prosperity, the existing globalized liberal monopoly based on a consumer market economy, ecocides (destroy ecology) our planet. Moreover, investments turn into debt crisis by creating social inequalities, unemployment, and miserable poverty in the world. Capitalist prosperity is not synonymous with ecocide material wealth. To address this ecocide committed by rampant capitalism, and to generate civic common prosperous green social economy for all, this paper suggests states should deregulate some macroeconomic policies and emphasis more on green social micro economics policies and strategies so the iron grip of the unethical consumerism and its immoral social logic could be dismantled.
Powerpoint: pending
March 8th, 11:30 am - 1:00 pm (Room 12-199)
Speaker: Dr. Susan Robertson, Professor of Education, Sociology, U of Bristol, UK
Susan Robertson is Professor of Sociology of Education, Graduate School of Education. She is founding Director of the Centre for Globalisation, Education and Societies, She is also founding co-editor of the journal, Globalisation, Societies and Education. Susan has a long standing interest in respatialising education governance. She has also been engaged in a series of projects examining transformations of the state and education, and the emergence of new modes of governing. She has a recent volume with Karen Mundy, entitled Public Private Partnerships in Education.
Topic: Teachers’ Work, Denationalisation, and Transformations in the Field of Symbolic Control: A Comparative Account
Currently there is unprecedented attention being directed at the ‘quality’ of school teachers in education systems around the world and the part they might play in developing globally competitive knowledge‐based economies. Yet teachers’ work has historically been organised at the national and sub‐national scales. In this chapter I examine the ways in which the national and sub‐national are now being enrolled as important sites for globalisation through an exploration of two political projects, the OECD’s Teaching and Learning International Survey (TALIS) and the World Bank’s SABER‐Teacher. Drawing on Bernstein’s (1990, 2000) concepts of ‘field of symbolic control’, ‘classification’ and ‘framing’, as conceptual resources for identifying shifts in the nature of power and control, I chart the nature and extent of the denationalisation of teachers’ work, the consequences for teachers as professionals, and how these processes might be contested. I show the ways in which the invocation of a global imaginary of shared risk and future, the emergence of trans‐boundary relations, the relationally inter‐connected nature of globalising teacher learning, and new forms of private authority, are contributing to the denationalisation of education and a transformation in the field of symbolic control over teacher policies and practices.
Webcast: pending
Powerpoint: Pending
March 20th, 11:30-1:00 pm (Room 7-105)
Presenter: Jack Lee, Doctoral Candidate
Bio: Prior to starting his doctoral studies, Jack worked at the Centre for Intercultural Communication, University of British Columbia, for nearly 10 years. In that role, he managed and instructed in training programs for students, faculty, staff, community members, and business professionals. Jack has also worked at the Max Planck Institute in Berlin, Germany, and studied comparative education at the University of Oslo, Norway.
Topic: Internationalizing Higher Education in Asia: Education Hubs in the Making
In the last decade, governments and universities have rapidly adopted internationalization as a key component of their visions and strategies for attaining excellence in higher education. Beyond the mobility of students and faculty, the landscape of internationalization now includes the mobility of programs and providers. The emergence of education hubs in Asia and the Middle East illustrate an extreme form of internationalization underpinned by all forms of mobility as well as novel ways of connecting higher education actors across borders. However, beyond the rhetoric of national aspirations and the internationalization of higher education, what are the rationales driving the development of education hubs? What are the implicit motivations that are not apparent in policies? Using Malaysia, Singapore, and Hong Kong as case studies, this study analyzes the different types of rationales fueling the development of education hubs.
Presenter: Reed Thomas, Doctoral Candidate
Bio: An experienced teacher and teacher educator, Reed Thomas is a doctoral candidate at the Ontario Institute for Studies in Education. Her dissertation research focuses on teacher candidates’ French language proficiency development. She has conducted research on teaching and learning in multilingual settings in North America and Africa.
Topic: Future French-second-language (FSL) teachers’ language proficiency development experiences in Ontario concurrent teacher preparation: Comparative perspectives
Global conversations surrounding teaching quality highlight the role of teacher preparation in the development of a strong teacher knowledge base. For future teachers of additional languages, language proficiency development remains an important dimension of this knowledge base. My qualitative-focused comparative case study explores French-second-language (FSL) teacher candidates’ experiences of French language proficiency development in an Ontarian context characterized by linguistic and cultural diversity. Using a complexity-informed conceptualization of language proficiency development and teacher preparation, the study promotes a dynamic, multileveled understanding of learning in context. Emerging from questionnaire data and reflective interviews at two institutions in Ontario, prominent themes include diverse learning priorities and patterns of change. Comparative thematic analysis across institutions and individual cases underlines the importance of social context in language proficiency development. These findings provoke questioning about the nature of “context” in comparative education research.
April 2nd, 11:30-1:00 pm (Via Skype) (Room 7-105) POSTPONED
Speaker: Anna Rzhevska, Visiting Scholar
Topic: Internationalization of Higher Education in Modern Ukraine
April 3rd, 4:30-6:00 pm (Room 7-105)
Speaker: Ray Langsten, Professor, American University in Cairo
Ray Langsten has a PhD in Sociology with a specialization in Demography from the University of Michigan. In the past he has done work on health—primarily maternal and child health. Currently most of his work is on education. His main interest is in assessing progress toward Education for All / Universal Primary Education. He has developed a new, integrated, mathematically coherent structure for measuring UPE. He also studies transitions across the educational structure and issues of equity in education. He has lived and worked in Egypt since 1984, where he is currently a Research Associate Professor in the Social Research Center of the American University in Cairo.
Topic: Primary Education Completion in Egypt: Trends and Determinants
In this seminar Professor Langsten will discuss his work on improving primary education completion. Egypt has committed to providing “education for all” / “universal primary education” (UPE). We introduce an innovative approach to assessing progress toward these goals, the proximate determinants of educational attainment framework. The framework combines a measure of primary school completion with an integrated, mathematically coherent structure of the “proximate determinants” of completion—ever-enrollment, timely-progress, and retention.
April 11th, 11:30 am -1:00 pm (Room 7-105)
Speaker: Prof. Vincenzo Cicchelli, Associate Professor of Sociology at the University of Paris Descartes
Vincenzo Cicchelli is an Associate Professor of Sociology at the University of Paris Descartes and a Research Fellow at Groupe d’Étude des Méthodes d’Analyse Sociologique de la Sorbonne (Gemass, Paris 4/CNRS). He is also the General secretary of the European Sociological Association (ESA) and editor of the "Youth in a Globalizing World" collection (Brill Publishing, Boston/Leiden). His research interests include comparative youth studies, international mobilities, transnationalism and global sociology. Vincenzo’s most recent publication is L’esprit cosmopolite. Voyages de formation des jeunes en Europe.
Topic:"The cosmopolitan mind among European Erasmus students"
This paper engages with the emerging cosmopolitan consciousness and practices that derive from young people’s experiences of the globalised world. Based on interviews with students from the Erasmus program, the focus is on awareness of one’s cultural pluralism, the place that ‘otherness’ is granted within one’s own identity and the broadening sense of one’s national belonging at various levels. This awareness can be termed Cosmopolitan Bildung. A sense of familiarity is certainly the bedrock of cultural adherence. But at the same time, in a world made up of connected cultures under the pressure of globalisation, familiarity cannot be the only yardstick by which one measures reality and identity. The paper directly addresses the question of how young people living in contemporary societies perform not only national, but transnational and cosmopolitan identities. What education, what cultural baggage do young people need today if they are to become citizens of Europe and of a global society? The concept of Cosmopolitan Bildung aims to answer that question by exploring how Erasmus students, today's heirs of the Age of Enlightenment’s 'Grand Tour’, learn about other European cultures. The cosmopolitanism of young Europeans must not be seen as a universal citizenship. It expresses more a desire to reach a horizon of universality by encountering other ways of being and thinking, while remaining strongly attached to the homeland. Hence, it is clearly understood that to call yourself European, you must begin with a national identity.
This seminar is cosponsored by CREFO, LHAE and CIDEC
May 27th, 4:30-6:00 pm (Room 7-105)
Speaker: N'Dri T. Assié-Lumumba, Cornell University Africana Studies and Research Center Ithaca, New York
N'Dri T. Assié-Lumumba is a Professor of African, African Diaspora and Comparative/International Education at Cornell University. She is the current Vice-President of Comparative and International Education Society (CIES) and will serve as President in 2015-2016. She is a Fellow of the World Academy of Art and Science, Chercheur Associé at Université Félix Houphouët-Boigny in Abidjan (Côte d’Ivoire) and Research Affiliate at the Institute for Higher Education Law and Governance of the University of Houston, Houston (Texas). She is co-founder/Associate Director of CEPARRED (Centre PanAfricain d’Etudes et de Recherches en Relations Internationales et en Education pour le Développement). She has served as Director of the Cornell program on Gender and Global Change (GGC) and Director of the graduate field of Africana Studies. Dr. Assié-Lumumba is a leading scholar with several published books, numerous articles in referred journals, and major reports on various dimensions of education, especially higher education, gender and equity.
Topic: Gender Factor in African/Diaspora Higher Education:
Differing Patterns of Gaps in Access, Academic Achievements and Outcomes
Contemporary higher education in Africa and the African Diaspora has similarities and differences that result from the legacies of the Transatlantic Enslavement and the brief but equally powerful colonial rule. The gendered patterns of access, attrition, retention, performance in terms of academic achievement and social outcomes, are also determined by indigenous factors and internal policies of the different nation-states. A global comparative analysis reveals structural inequalities based on gender. Indeed, in the majority of African countries the female population is under-represented, with widening gaps from the primary to the higher education level and gendered disciplinary clusters. The Southern African sub-region and a few other countries on the African continent have been experiencing male under-representation, a phenomenon that is also widespread among the people of African descent in the Western Hemisphere. Both in terms of education conceived as a human right as well as an investment for individual socio-economic attainment and societal development, gender inequality constitutes a hindrance to social progress. The thrust of this paper is to articulate the trends and how they are reproduced, using comparative and historical analytical frameworks.
Webcast to Follow
Fall 2012 Seminar Series
"Official Minority Language Schools in Canada: A Comparative Analysis"
Dr. Diane Gérin-Lajoie, Professor, Department of Curriculum, Teaching and Learning (CTL) at the Ontario Institute for Studies in Education (OISE), at the University of Toronto, She is also a researcher at the Centre de recherches en éducation franco-ontarienne (CREFO) at the same institute.
Wednesday, November 28, 2012 12:00 pm CLICK HERE TO WATCH
"Gender, education and poverty: Reflections on the MDGs and a post 2015 framework"
Dr. Elaine Unterhalter, Professor of Education & International Development at the Institute of Education (IOE), University of London.
Wednesday, November 28, 2012 9:00 am CLICK HERE TO WATCH
"Gender, Race and Class in the Labor Force: the Case of Israel"
Dr. Nahla Abdo, Professor,Department of Sociology and Anthropology, Carleton University.
Wednesday November 12, 2012 3:00 pm
"Staying ahead of the game: elite schools’ globalising curriculum practices"
Dr. Jane Kenway, Professor, Monash University, Australia.
Wednesday, October 24th, 2012, 11:00 am
"The Impact of Microfinance Programmes on Women's Lives: A Case Study in Balkh Province"
Sogol Zand holds an MA in Gender and Development from the Institute of Development Studies (IDS), University of Sussex.
Wednesday, October 12, 2012, 12:00 to 1:30 pm
"Challenges for school leadership in a transitional, post-conflict nations: Case Studies from Rwanda, Sri-lanka & Timor Leste"
Dr. Jaya Earnest. Associate Professor, Curin University
Wednesday October 3, 2012 12:00 pm
"Expanding the philosophical and the epistemological:Learning and teaching with multiplatforms and intentions"
Dr. Ali A. Abdi, Professor & Co-Director of the Centre for Global Education and Research (CGCER), University of Alberta.
Wednesday, September 5, 2012, 11:00 am CLICK HERE TO WATCH
Spring 2012 Seminar Series
Meet and Greet/ Q&A for New students
Karen Mundy and CIDE faculty will be available for new students to ask questions about the CIDE program.
Monday, January 16, 2012 4:00 - 5:00 pm Rm. 7105
"Reflections on Doing Youth Participatory Action Research with Latino Students in Toronto Schools: Dilemmas and Possibilities"
Ruben Gaztambide-Fernandez, Assistant Professor, OISE, and Cristina Guerrero, PhD Candidate, OISE
Wednesday, January 18, 2012 11:30 am - 1:00 pm Rm. 7015
"Social Integration as Key to Quality Education: Lessons from Refugee Education"
Sarah Dryden-Peterson, Post-Doctoral student, OISE
Wednesday February 8, 2012 4:00 pm - 5:30 p.m. Rm. 7-105
Roundtable discussion on education and conflict
Karen Mundy, Associate Professor, facilitator
Thursday, February 9, 11:30 am - 1:00 pm Rm. 7105
Student Research Symposium & Book Launch
Nine student presentations in three sessions:
Friday, February 10, 2012 10:00 am - 4:00 pm Rm. 7105
1. Higher Education
Linda Tung,MA-TPS, Pragmatist Ethics of Education: Influence and potential for North American higher education
Julian Weinrib-PhD, TPS, Interrogating the "South" in South-South-North development modalities: A case study of one trilateral research network
Patricia Gaviria - PhD, TPS - Self-determination and Postsecondary Education in Greenland and Nunavut: The Inuit and the Circumpolar World
2. Advocacy, democracy & literacy
Yasmin Lalani - PhD, CTL - Gender Relations and HIV/AIDS Prevention Education: Women Activists' Work in the Peruvian Amazon
Sally Hooper - PhD, AECP - Small Spaces for Meaningful Participation in Democratic Life?: A South African Community's Perspectives of Their Involvement in an Early Childhood Education and Care Program
Arif Anwar - PhD, CTL - "I can send a text. I just don't know how to write.": Inspiring literacy through mobile phones in rural Bangladesh
3. Citizenship
Leigh-Anne Ingram - PhD, CTL - Subjects, objects, citizens?: Exploring girls' perspectives on gender, civic participation and school
Karen Pashby - PhD, TPS - Global Citizenship Education in a Multicultural Context: Theory and Policy Analysis of Educating for the Twentieth-First Century
Syeda Rufeeda Bukhari - MA, CTL - The role of the school culture in the integration of immigrant teachers in public schools in Ontario
"Promoting Learning for All: reflections on recent innovations and the state of play in the field"
Lynn Murphy, Program Officer, Hewlett Foundation
Monday, February 27, 2012 12:00 - 1:30 pm
"Proverbs, Indigenous Philosophies, and the Lessons for African Schooling, Education and Development"
George Dei, Professor, OISE
Wednesday, February 29, 2012 11:30 am - 1:00 pm
"Privatisation, Education, and Development: Discourse and New Research Directions"
Prachi Srivastava, Associate Professor, Ottawa University
Tuesday, March 6, 2012 11:30 am - 1:00 pm Rm. 7105
"Conversations with Dr. Jacinta Muteshi"
Dr. Jacinta Muteshi, former Chair of the National Commission for Gender and Development, Kenya
Wednesday, March 7, 2012 3:30 am - 5:30 pm Rm. 7105
Preparatory meeting for CIES presenters
Karen Mundy, CIDE Co-Director
Wednesday, April 4, 2012 3:00 - 4:00 pm Rm. 7105
CIDEC End of Term Potluck
Wednesday, April 4, 2012 4:00 - 6:00 pm Peace Lounge
"Education policy as numbers"
Bob Lingard, Professor, Professorial Research Fellow, University of Queensland
Tuesday, April 10, 2012 10:00 - 12:00 pm, 7105
"Proverbs, Indigenous Philosophies and the Lessons for African Schooling, Education and Development"
Jadie McDonnell, MA student, AECP, OISE, University of Toronto
Wednesday, April 18, 2012 5:00 - 6:30 pm, 7105
"How teachers view their profession in Chile: Some results from a national study"
Beatrice Avalos, Associate Researcher, Center for Advanced Research in Education, University of Chile
Thursday, April 19, 2012 11:30 am - 1:00 pm, 7105
"A Comparative Study of Elite-English-medium Schools, public Schools and Islamic Madaris in Contemporary Pakistan: Pierre Bourdieu’s Theory Employed to Understand Inequalities in Educational/Occupational Opportunities"
Akhtar Hassan Malik, Ph.D. Candidate
Thursday, May 17, 2012 11:30 - 1:00 pm, 7105
Fall 2011
"Education in Bangladesh" CLICK HERE TO WATCH
Teleconference book-launch with Dr. Manzoor Ahmed
Monday, September 19, 2011 10:00 - 12:00 Rm 7-105
"The transformation of Isreal's education policy: From structural reforms in the 1960's to managerial reforms since the 1980's" CLICK HERE TO WATCH
Julia Resnick, Sociology of Education, School of Education, Hebrew University of Jerusalem
Monday, September 26, 2011 11:30 - 12:55 Rm 7-105
"Challenges, Opportunities and Responses to Education of Girls and Women in Afghanistan" CLICK HERE TO WATCH
Murwarid Ziayee, Kabul-based director, Canadian Women for Women in Afghanistan
Thursday, Septembers 29, 2011 11:30-12:55 Rm 7-105
"Educational Change as Social Movement in Mexico: Reconfiguring the Relationship Between Practice and Policy" CLICK HERE TO WATCH
Santiago Rincon Gallardo (PhD Candidate, Harvard Graduate School of Education)
Wednesday, October 5, 2011 5:00 - 6:30 Rm 7-105
"Opening Minds, Improving Lives: Education and Women's Empowerment in Honduras" CLICK HERE TO WATCH
Erin Murphy-Graham, Assistant Professor of International Education, NYU
Wednesday, October 12, 2011 11:30 - 12:55 Rm 7-105
"Growing Up Female in Postcolonial Malaysia: Gender, Ethnicities and Education" CLICK HERE TO WATCH
Cynthia Joseph, Senior Lecturer at Monash University
Wednesday, November 3, 2011 17:30 - 19:00 Rm 7-105
Seeing Like a Citizen: Power, Participation and Strategies for Citizen Engagement in the Globe South
John Gaventa, Director Coady International Institute and VP of International Development, St. Francis Xavier University
CLICK HERE TO WATCH PART 1 PART 2 PART 3
Wednesday, November 9, 2011 11:30-12:55 Rm 7-105
November 15 Seminar
Elizabeth Rata, Associate Professor School of Critical Studies, University of Auckland
Tuesday, November 15, 2011 1:00 - 2:30 Rm 7-105
"Consuming Schools: Commercialism and the end of politics" CLICK HERE TO WATCH
Trevor Norris, Assistant Professor, Philosophy of Education, OISE
Wednesday, November 16, 2011 11:30 - 12:55 Rm 7-105
"Nation-states, educational traditions and the global patterning of higher education."
Simon Marginson, Professor of Higher Education and Australian Professorial Fellow, Centre for the Study of Higher Education, The University of Melbourne
Wednesday, November 23, 2011 11:30 - 12:55 Rm 7-105
CLICK HERE TO WATCH PART I PART II