Jump to Main Content
Decrease font size Reset font size Increase font size
Ontario Institute for Studies in Education, University of Toronto Home| OISE| U of T| Quercus| Site Map | Contact Us | Feeling Distressed?
INSPIRING EDUCATION | oise.utoronto.ca
CIDEC
Go to selected destination

Fall 2015 Seminar Series (Room 7-105)

CIDE Seminar Series Schedule Fall 2015


Wednesday August 26, 2015 11:30-1:00 p.m.

Assessing Intercultural Competence: A Comparative Study of Japanese Students Studying Abroad (Shingo Hanada, CIDEC) No recording at this time


WHERE IS QUEER? MIGRATION EXPERIENCES OF SEXUAL MINORITY INTERNATIONAL STUDENTS IN TORONTO (Trevor Corkum, CIDEC)

PRESENTATION


Wednesday September 16, 2015 4:30-6:00 p.m.

Education Reform in Hamburg, Germany in Neoliberal Times, Jeff Bale, Assoc Professor, CTL/OISE

PRESENTATION


Wednesday September 23, 2015 11:30-1:00 p.m.

Hot Topics in Higher Education Research in the 21st Century, Pan Li, Associate Professor, Liaoning Normal university, China; VS - LHAE


Culture, Coloniality and the Question of Difference: Theorizing Education and Modernity within the Social and Political Thought of Rabindranath Tagore, PhD Student, OISE

A great deal of scholarship has been produced on the life and work of the great poet, philosopher and educationist, Shri Rabindranath Tagore (1861-1941).  While a cursory overview of the literature within the English language demonstrates rather comprehensive efforts have been made to engage the breadth of his literary expression — ranging from analyses/commentaries on a diverse array of letters, poems, novels, songs, plays and short stories, alongside of course, his more philosophical renderings — more could certainly be offered by the way of a rigorous engagement with understanding Tagore as a social and political theorist.  The general focus of this paper is to explore Tagore’s variegated theorizations of culture, colonization, and social difference as they manifest themselves within particular strands of his philosophy of education.  Attention will be given to delineating as to how the preceding themes conceptually informed his formal pedagogical experiments with the ashram school/centre of learning which he founded at Santiniketan — near the small town of Bolpur, in what is now the Indian state of West Bengal — in 1901.  And therein, to evaluating the possibilities which are latent in situating culture as a form of group/communal expression which has historically mediated both the structure and significance of formal/institutionalized learning across space, place and time.

Umesh Sharma is a Ph.D. Student at the Ontario Institute for Studies in Education (OISE) at the University of Toronto.  He holds a MA in Social and Political Thought from York University and a BA (Honours) from the University of Toronto in Political Science, History and South Asian Studies.  He has also previously been a Visiting Graduate Student at Jawaharlal Nehru University in New Delhi, Republic of India.

Chair: Ruth Hayhoe


Wednesday September 30, 2015 12 noon-1:00 p.m.

All you need to know about applying for and attending conferences- CIES and CIESC in particular. Vandra Masemann, Adjunct Faculty CIDEC


Wednesday October 14, 2015 4:30-6:00 p.m.

Building Schools After Apartheid, Kai Wood Mah, PhD OAQ, Laurentian; Patrick Lynn Rivers,  PhD, Art Inst of Chicago (Afield Design)
Wednesday October 21, 2015 4:30-6:00 p.m. NEW TIME

Interactions of Identity, Language, Place and Gender in Quality Education for All: Comparative Evidence from Eurasia (Afghanistan,  Central Asia, Ukraine, West China), Stephen Bahry, Visiting Scholar CIDEC

Presentation


Wednesday October 28, 2015 11:30-1:00 pm

Growth of Open and Distance Learning/ Flexible Learning in South Asia. Another topic could be: Role of Higher Education in Building Inclusive Knowledge Societies, Abdul Waheed Khan

Presentation


Wednesday November 11, 2015 4:30-6:00 p.m.

Brittany Cohen, M.A. Candidate, CTL

MENTAL HEALTH SUPPORT FOR NEWCOMER YOUTH: Fostering resilience and compassion among refugees and their peers

Refugee youth represent one of the fastest growing segments of the Canadian population.  Upon resettlement, post-migration factors can have severe impacts on mental health and wellbeing.  In Ontario, schools are generally relied upon to support integration and to manage the reception of newcomers, yet children continue to face struggles that impede upon wellbeing.  Social exclusion, discrimination, and a lack of social support are amongst these issues.  This qualitative study employs a postmodern framework to explore the social, historical, and political implications of the refugee experience within the Ontario public school context.  A hermeneutic approach is used to interpret curriculum documents, policies, policy guidelines, and other texts that shape the Ontario public elementary education.  Based on the research, I propose that a holistic, mindfulness based curriculum be integrated into Ontario education in order to enhance resilience among refugee youth while fostering compassion, tolerance, and support among their peers.   

Brittany Cohen is an M.A. candidate in the Curriculum Studies and Teacher Development program at the Ontario Institute for Studies in Education (OISE), University of Toronto.  She is also completing the collaborative program in Comparative, International and Development Education.  Her research interests include refugee studies, cross-cultural health and psychology, mental health and wellbeing in educational contexts, and holistic education.


Conceptualizations and Impacts of Multiculturalism in the Ethiopian Education System

Fisseha Yacob Belay, PhD Candidate  4th Year , CTL, CIDEC

This research, using critical qualitative research methods, explores the conceptualization and impact of multiculturalism in the Ethiopian context.  The essence of multiculturalism is to develop the harmonious coexistence of people from diverse ethnic, social and cultural backgrounds. The current Ethiopian regime used ethnic federalism policy and restructured Ethiopia’s geopolitical, social and educational policies along ethnic and linguistic lines.  The official discourse of Ethiopian ethnic federalism and multicultural policies emphasize liberal values of diversity, tolerance, and recognition of minority groups.  However, its application has resulted in negative ethnicity and social conflicts among different ethnic groups.  The reformed educational policy in recent years is centered on political gains rather than the learning process (Habtu 1995; Wagaw 1999).

The findings of this study revealed that the Ethiopian multiculturalism is an integral part of Ethiopian society and involve unity, division, difference and allegiance.  The study found that ranging definitions and the contradictory outcomes were revealed in the participants’ conceptualizations of multiculturalism. The impact of multiculturalism in the Ethiopian education system involves mother tongue usage, quality of education, lack of leadership and foreign policy, while the impact on inter-ethnic relationships includes the declining social cohesion, the rise of ‘narrow nationalism’ and the implication of ethnic conflict. The study discusses the effect that the politics on language use, the declining quality and policy transfer all have within the Ethiopian education system.  In addition, the study addresses the proliferation of negative ethnicity and the path to genocide.  Finally, it makes recommendations to educators and policy makers to improve the education system and harmonious coexistence.


Thursday November 12, 2015 4:30-6:00 p.m.

Empowering Tibetan Students and Communities with Culturally Relevant Pedagogy

Dong Yongden Gyatso, Tibetan Scholar, VP, Jigme Gyaltsen Nationalities Vocational School

Dong Yongden Gyatso is a renowned Tibetan scholar and educator, as well as vice principal and curriculum developer at the largest Tibetan school in China, the Jigme Gyaltsen Nationalities Vocational School.   Dong Yongden will talk about the factors that have made the school successful: the implementation of culturally relevant education; the incorporation of traditional aspects of Tibetan pedagogy into the modern school system; and compassion as the guiding principle of the school. In the last twenty years, the school has been overwhelmingly successful at engaging a population, Tibetan herders and farmers, who were disengaged from the mainstream education system.  Starting out with thirty students in 1994, the school presently has 1,600 students enrolled.  The school has graduated 1,400 students, with over 400 going on to become Tibetan educators themselves, which has truly empowered communities.  Dong Yongden would like to take this opportunity to share ideas and experiences with educators in Canada.

(Talk in Tibetan with English translation)

Presentation


Wednesday November 25, 2015 4:30-6:00 p.m.

Misplaced Learner-Centred Pedagogy in Northwest China

Xinyang Li, MA student at CTL/CIDEC/OISE

Learner-centred pedagogy has been adopted in China as a step towards building a democratic education system by promoting learners' rights.  Traditional curricula that are dominated by teachers are expected to be replaced by learner-centred ones, and teachers' lectures are expected to be replaced by students' discussion. However, the adoption has not been successful.  In this paper, the background of global education policy borrowing and lending will be demonstrated, and the failure of learner-centred pedagogy will be addressed from cultural, teacher development, and systemic perspectives. Then, I defend traditional teacher-centred education.  I believe in the current Chinese context, teacher-centred pedagogy has the advantage of producing a more positive academic outcome.  Ultimately I argue that outright transplantation is not feasible, if learner-centred pedagogy is to become part of the Chinese education system, it must do so through accommodation and engagement.  Learner-centred pedagogy in China must adapt to fit the culture that’s already there.

Xinyang Li, MA student at CTL/ OISE, curriculum study and teacher development program.  Previously received BA (Northwest Normal University) and MA (Guanxi University), in Chinese language, culture, and literature.  My study interest is focused on comparative education, educational policy borrowing and lending in the Chinese context, and examining Chinese educational phenomena in the broader picture of globalization.


Tuesday December 1, 2015 2;30-3;30 Peace Lounge on floor 7 CIDESA End of Term Potluck TBC


Wednesday December 2, 2015 4:30-6:00 pm

Management of Social Transformations (MOST) Programme of UNESCO (TBC), Normand Labrie, Professor, LLE/CTL, OISE

Management of Social Transformations (MOST) Programme of UNESCO

UNESCO, the United Nations Educational, Scientific and Cultural Organization, established in 1993 its only programme in the social sciences called Management of Social Transformations (MOST).  An intergovernmental science programme on social transformations, MOST works with governments, social and human science communities and civil societies to improve connections between knowledge and action.  In this seminar, I will first introduce the objectives of the MOST Programme, its main components and its activities.  Secondly, I will reflect on my personal experience of being elected on its intergovernmental council, with particular attention to the organizational culture of this United Nations organization.  Thirdly, I will discuss a comprehensive draft strategy for the MOST Programme currently under review, and invite participants to provide their own input and feedback.

A Professor in the Department of Curriculum, Teaching and Learning (Language and Literacies In Education Program) and member of the Centre de recherches en éducation franco-ontarienne (CREFO), Normand Labrie is a sociolinguist who has established an international reputation for his research on linguistic pluralism, focusing on the study of language practices and policies, the construction of identity among linguistic communities and their access to education.  Prof. Labrie, who is strongly committed to the integration of research-based knowledge at institutional level and to the advancement of social sciences and humanities, has been elected as representative of Canada on the Intergovernmental Council of the Management of Social Transformations (MOST) Programme at the 37th Session of the General Conference of UNESCO (2013) while he was Scientific Director of the Fonds de recherche du Québec – Société et culture.  He has been recently elected Rapporteur of the Bureau (executive committee) of the MOST Programme at the 38th General Conference of UNESCO (2015).     

PRESENTATION


Wednesday December 9, 2015 11:30-1:00p.m.

The Social Side of Teacher Networks: Perspective from Multiple Settings and Contexts, Alan J. Daly, PhD, U of CA, San Diego

This presentation considers the utility and role of social network theory and analysis in two comparative educational settings: teacher education and school level networks.  Both studies are ongoing and apply network theory and analysis as a way to understand the sharing of resources between and among educators in different settings.  The teacher education project examines networks among pre-service teachers in 3 different national contexts (USA, Spain and England).  The school level network study takes place in the US and England and explores the role of trust and social interactions in the use of research evidence.  The presentation will offer a general overview of network theory and analysis, applicability in the comparative education space, and present some preliminary findings from the international collaboration. 

Alan J. Daly, Ph.D. is Professor and Chair of the Department of Education Studies at the University of California, San Diego.  He graduated from Clark University with a Bachelors of Arts in Psychology, received a Masters of Science in Counseling from San Diego State University, and a Master of Arts and Ph.D. in Education with an emphasis in Educational Leadership and Organizations from the University of California, Santa Barbara.  Prior to coming to the university Alan had over 16 years of public education experience in a variety of positions ranging from classroom teacher to district psychologist to site administrator, providing him with a solid grounding in the world of practice.  He has a recent book published by Harvard Press entitled, Social Network Theory and Educational Change another on Using Research Evidence in Education published by Springer a third that will be published by the American Educational Research Association entitled, Thinking and Acting Systemically: Improving Districts Under Pressure.  He was recently awarded a Fulbright Specialist grant for work in European universities. 

You can learn more about his work here:http://ucsd.academia.edu/AlanDaly


 

OISEcms v.1.0 | Site last updated: Wednesday, July 25, 2018 Disclaimer | Webmaster

© CIDEC, OISE, University of Toronto
Ontario Institute for Studies in Education, University of Toronto, 252 Bloor Street West, Toronto, Ontario M5S 1V6 CANADA