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Fall 2014 Seminar Series

CIDEC Seminar Series Schedule Fall 2014

Monday September 8, 2014, 4:00-4:45 pm

Restorative Discipline and the Montessori Environment

Yomna Awad, CTL, OISE

Chair: Carly Manion

Discipline is defined as “teaching children rules to live by and helping them become socialized into their culture. The root word 'disciple' means to teach or train.”[1] In other words discipline is the primary means though which symbols of power and authority are perpetuated”.  As a Montessorian who worked with teachers and children 2.5 to 9 years of age for the past nine years, I always believed that discipline should come from within. It is the collaboration between the students, the teachers, the parents and the school environment that could help realize the dream of responsible, well-mannered students who are willing and intrinsically motivated to explore, take ownership of their own learning and lead happier lives. By focusing a conflict resolution lens on the Montessori environment, it appears that there are behaviour management techniques or conflict resolution approaches used in different school settings that are similar to Montessori practices; especially restorative practices that tend to be the least punitive and address the behaviour the student enacted, rather than pointing fingers at the student. However, from my experience as an administrator, teacher trainer and Montessori classroom teacher, I have always found discipline to be a puzzling equation for the different stakeholders involved in the child’s life. Hence, the question I would like to explore: In what ways is a Montessori environment conductive to restorative discipline practices?


[1] As defined in (p.9) by Amstutz, L. S. & Mullet, J. H. (2005). The Little Book of Restorative Discipline for Schools, Creating Caring Climates. Good Books, Intercourse, PA 17534.

Wednesday September 17, 2014, 4:30-6:00 pm

An Adivasi Studies Approach to Education:  Securing the Right to Citizenship within the Indian State-Nation

Neville Pathaki, Phd Candidate, SJE/CIDEC/OISE

Chair: Carly Manion

Neville Gustad Panthaki is currently a doctoral candidate at OISE-HSSJE in collaboration with CIDE and the Munk School of Global Affairs, Centre for South Asia.  His doctoral thesis for the  Department of History at York University (Negotiating Liminality in Indian Space:  Diasporic Constructions of Nation and Citizen) combined with Graduate Diplomas in Asian, South Asian, and International and Security Studies, forms the background for Panthaki's current research interest in the process of massification and reform of Indian education.  Interdisciplinary by academic training and experience, Panthaki approaches 'education reform' from the perspectives of:   a post-colonial revision of the nation-state model, state security via the right to citizenship, inclusive engodenous development, and the geopolitical ramifications of South-South dialogue.  Panthaki is a Parsi ('Persian' ethnic group within India) and member of the Zoroastrian clergy, who has had associations with the Canadian and Indian armed forces and has instructed for the last 10 years in the fields of:  Eurasia, South Asia, Modern Europe, International Affairs, Diplomacy, Peace and Conflict Studies.

Wednesday September 24th , 2014, 11:30 am to 1:00 pm

The King Abdullah Scholarship Program: Social and Academic Experiences of Saudi Women in Canada

Alaa Aldosari, MA Student, CTL/CIDEC/OISE

Chair: Sarfaroz Niyozov

As part of the drive forward for educational advancement in Saudi Arabia, a scholarship exists today for higher education and is available for both genders. The King Abdullah Scholarship Program (KASP), which began in 2006 (Denman & Hilal, 2011), is a program that "provides the means for Saudi students to attend the best world universities to pursue studies that lead to degrees" (mohe.gov.sa, 2014). Upon receiving this scholarship, women can travel from one of the most conservative countries to significantly more liberal countries in the West in order to obtain higher education, as well as potentially to frame new conceptions of their future roles within society. For women who receive this scholarship opportunity, it provides the possibility of pursuing higher education in an international context, such as in Canada. As such, this scholarship program introduces Western pedagogies and curricula to Saudi Arabian women.

"Re" establishing teacher education at the Somali National University: Challenges and opportunities.

Fouzia Warsame, PhD Candidate, SJE/OISE, Dean, Faculty of Education and Social Science, Somali National University

Chair: Sarfaroz Niyozov

After more than two decades, the Somali National University has been reinstated along with several faculties and programs. Among these is the Faculty of Education with the goal to re-establish a national teacher training program.  Re-establishing the teacher education program presents many challenges but also many opportunities for creating a relevant and responsive program. 


Wednesday October 1, 2014, 11:30 am -1:00 pm

University Students’ Perceptions of Citizenship in a Multileveled World: Experience from Hong Kong and Beijing

Su-Yan Pan, PhD, Department of Social Sciences, Faculty of Arts and Sciences, The Hong Kong Institute of Education

Chair: Ruth Hayhoe

Although ideas about multileveled citizenship have been developed as abstract concepts in the literature and in policy discussions, very little is known about the views of university students.  Recent studies in citizenship education and higher education have identified the need to conduct updated research with college students, because they are well positioned to develop and practice a new kind of citizenship that is featured by having shifting and multiple identities in a globalized world.  There have been related studies in the North American and European contexts, but there has not been much research on the topic in Asia. 

This seminar shares findings from two on-going research projects that seek to understand the changing university-citizenship relationships in the comparative contexts of Hong Kong and Beijing. Drawn upon empirical data collected from questionnaire and interview surveys, this seminar details (1) how university students view their citizenship within local, national, and global contexts, and (2) in what ways social transitions and university education in Hong Kong / Beijing contribute to students’ perceptions of citizenship, political awareness, and their underlying values. Audiences are welcome to share information on current developments in this area in Canada, American and European contexts.

Su-Yan Pan is an Associate Professor in the Faculty of Liberal Arts and Social Sciences at The Hong Kong Institute of Education. She completed her PhD degree in policy studies, social sciences, and education from The University of Hong Kong. Her research contributes to the cross-fertilization of Western and Chinese perspectives in understanding and explaining important interdisciplinary issues of higher education, citizenship education, international academic mobility and educational policymaking. She is the author of University Autonomy, the State, and Social Changes in China. She is the holder of very competitive, distinguished award, Humanities and Social Sciences Prestigious Fellowship Award (2013/14), from the Hong Kong Research Grants Council.

Wednesday October 15, 2014, 11:30 am to 1:00 pm

Topic: China Through the Lens of Comparative Education

Speaker: Ruth Hayhoe, PhD, LHAE/CIDEC/OISE

Chair: Carly Manion

In this session, Ruth will talk about how she chose this title for her forthcoming book with Routledge’s World Library of Educationalists, and the process of reflecting on a life-time of research in order to choose representative pieces of work from different periods and thematic areas. She will talk a little bit about each of the broad thematic areas that structure the book - Comparative Education Theory and how it was challenged by China’s educational experiences, Higher Education and the importance of History, the revival of interest in Religion after the end of the Cold War.

Dr. Hayhoe’s research has mainly related to Chinese higher education and educational relations between East Asia and the West. She has been interested in the ways in which cultural values and epistemologies from Eastern civilizations may provide a resource for new thinking in global higher education development. She is also interested in the intersection between Asian ways of knowing and women's ways of knowing, and questions of gender in cross-cultural leadership, topics stimulated by her personal experience of institutional leadership in an Asian context.


Wednesday October 21, 2014, 4:30-6:00 pm

Speakers: Dr. Joshua Muskin (AKF), Dr. Leigh-Anne Ingram (OISE), & Dr. Sarfaroz Niyozov (OISE)

This panel brings explores the relationship between academic research and scholarly work on the one side and practitioner spaces on the other in the domain of education and international development. For those seeking to balance scholarly work with policy-making, program design and management or classroom teaching, this discussion will examine some of the epistemological and practical differences between working in a university research environment and in an international development organization, such as multilateral agencies, INGOs, CBOs or schools. It will consider some of the following key questions:

  1. To what degree do global pressures – in both development and academia – foster a divide between scholarly work and practitioner spaces?
  2. How do new circumstances exacerbate or contribute to this schism?  
  3. How can graduates participate in and contribute to both academic research, and policy-making or programmatic work in a development context?
  4. What are some of the similarities and differences between conducting academic research in a university setting and working in an international development context – What does it mean to be a “scholar-practitioner,” and is this even possible?
  5. What are some key considerations for graduates seeking to balance these two kinds of work?

Dr. Joshua Muskin is Senior Education Program Officer at the Aga Khan Foundation in Geneva, Switzerland. Over his almost 30 year career, Dr. Muskin has designed, implemented, supported technically and assessed projects in teacher training, education quality, classroom-based innovation and relevance, community participation in education, girls’ schooling, information and communications technology for education, education for employment, youth and work, entrepreneurship training, combating child labor, decentralized education management, adult literacy and other nonformal education and bilingual education.

Dr. Leigh-Anne Ingram is a researcher, teacher and educational consultant with a Ph.D. in Curriculum, Teaching and Learning at the University of Toronto whose work explores issues of girls’ education, gender equality, ethno-cultural diversity and citizenship in education. A graduate of Harvard, Concordia and McGill Universities, her research used participatory visual methodologies with girls to examine identity-construction, gender socialization and citizenship messaging in schools.

Dr. Sarfaroz Niyozov is a Professor with the Department of Curriculum, Teaching, and Learning at OISE. His research interests focus on teaching, researching, teacher development and education reform in developing, Muslim, post-communist contexts; global education, international and comparative curriculum studies/education.


Thursday October 23, 2014, 11:30 am to 1:00 pm

Speaker: Deborah Parkes, Med, U of Moncton

Chair: Sarfaroz Niyozov

School should be a place where children can get excited about learning. But in many classrooms in the world, children are hit by their teachers or even beaten. In a number of cases, children have even died.  This presentation will look at corporal punishment trends in classrooms around the world with a special focus on India, where as many as two in three children report having been corporally punished at school. We will look at initiatives by child rights organizations and others to sensitize educators, and some of the barriers that make this work challenging.

Deborah Parkes, a Moncton-based counsellor, recently returned from four months in India where she was researching the use of corporal punishment of child monks in Buddhist monasteries. She has an MA in counselling psychology and an MEd in educational psychology, both from McGill University. She is currently completing an MSW at Université de Moncton.  In her previous 25-year career as a Montreal-based journalist, Deborah often wrote about mental health and abuse.

Wednesday October 29, 2014, 11:30 am-1:00 pm

International University Partnerships in Contemporary Cambodian Higher Education

Speaker: Phirom Leng, PhD Candidate, LHAE/CIDEC

This study explores the issue of power relationships in international partnership programs between Cambodian universities and universities in France, the United States, Japan and South Korea, two decades after Cambodia began to be reintegrated into the regional and international communities in the early 1990s. In particular, it examines how far each of the four cases is characterized by mutuality. The cosmopolitan concept of mutuality – made up of equity, autonomy, solidarity and participation – is adopted as the theoretical framework. The study follows a qualitative case study research design, with interviews as the primary method of data collection.

Phirom Leng is a PhD candidate in Higher Education at the Department of Leadership, Higher and Adult Education, Ontario Institute for Studies in Education (OISE), University of Toronto.


Speaker: Emily Alexandra Dunlop, MA Candidate, CTL/CIDE

Interethnic conflict in schools may be destructive, passive, and/or constructive. This case study examined how the Burundian formal education system incorporated ethnic difference and conflict into schools, throughout three time periods: the three pre-civil war independent republics, civil war (1993-2005), and post-civil war. It looked at education policy and planning documents from each time period and compared these documents to the remembered, lived experiences in schools, obtained from semi-structured interviews with 12 Burundian immigrants currently living in Canada.

Emily Dunlop is an MA Candidate in CTL and has been involved in peacebuilding education and post-conflict education and reconstruction since she moved to Rwanda in 2009 to work for the Kigali Genocide Memorial to work as their International Education Coordinator. When she returned to Canada her research interests shifted slightly to focus on Burundi, a country that has had similar and inter-related conflicts to Rwanda’s since independence.

Chair: Carly Manion


Monday November 3, 2014, 1:00-2:30 pm           

Topic: Mainstreaming Global Education in Finland’s Reform of the Basic Education Curriculum: The influence of Critical Global Citizenship Education

Speaker: Karen Pashby, PhD, Postdoctoral Fellow, University of Oulu, Finland

Chair: Stephen Anderson

Finland is considered a leader in global education, having received the first official peer review by the Global Education Network of Europe (GENE). The GENE review promotes global education across formal education sectors: “a key requirement is that compulsory level schooling includes a strong global justice perspective integrated into the curriculum at all levels” (GENE, 2004, p. 10). Within a year of its GENE review, the Ministry of Education had accepted the recommendations into a document called Global Education 2010. A key element of the progress towards mainstreaming global education was the creation of the Chair of Global Education at the University of Oulu who is included as a key member in a multi-stakeholder approach that includes Ministries of Education and Foreign Affairs, national boards of education, teacher groups, and NGOs/CSOs. Vanessa Andreotti’s recent tenure as Chair has supported this unique process of policy building by contributing postcolonial perspectives and engaging with the complex realities of today’s contexts. In this presentation, I will offer some key contextual and historical factors regarding education developments in Finland and will share perspectives on the role of academia in the multi-stakeholder approach to global education from the two former Chairs of Global Education and the current lead of global education at the national board of education. I will also present the new framework of global citizenship competencies which forms the core of current curricular reforms as evidence of an important momentum towards a critical approach to GCE.

An experienced secondary school teacher (in Canada and Brazil), Karen Pashby earned her PhD from OISE (Philosophy of Education and Comparative, International and Development Education). Her work focused on critical global citizenship education, and she also taught in the initial teacher education program. She held a postdoctoral fellowship at the University of Oulu in Finland in the Globalisation and Education program (2013-2014), and she is now beginning a postdoctoral fellowship at the University of Alberta's Centre for Global Citizenship Education and Research.

Thursday November 13, 2014, 3:00 – 4:30 pm

Rethinking science education in economically marginalized contexts through school-community knowledge construction partnerships

Speakers: Wanja Gitari, Associate Professor, CTL/CIDEC & Judith Lyander, Doctoral candidate, LHAE

Chair: Carly Manion

Dr. Wanja Gitari is an Associate Professor with the Department of Curriculum, Teaching, and Learning at OISE. Her primary research interests focus on cognitive continuity in science learning, access, equity and retention in science education; socio-cultural context of science education and the cultural knowledge of indigenous cultures. She is a member of a number of educational research groups including the American Educational Research Association (AERA), the Canadian Society for the Study of Education (CSSE) and the National Association for Research in Science Teaching (NARST)

Some of Professor Gitari's funded research projects have investigated the relationship between certain elements of everyday knowledge of natural phenomena and school science, by looking into the possibilities of integrating everyday knowledge into school science and engendering scientific creativity in everyday life.

She is the other of a number of articles and book chapters on science education and its link to social justice.

Link to Resources

Wednesday November 26, 2014, 4:30-6:00 pm

The Impact of English Language Education in China

Dr. Jing Fu, PhD, CTL, OISE

Chair: Antoinette Gagne

Being ranked as the top of both literacy test and math test of 15 years- old students in The Programme for International Student Assessment (PISA) 2012 over sixty-five countries and economies, Shanghai has been catching much attention from the world since then. Shanghai’s literacy performance in PISA reflects partial of Chinese language education and cultural roots. Given the evidence of great achievement on literacy education in China, particularly foreign language education, this presentation will cover two folders: 1) a historical review of foreign language education and policies since early twentieth century; 2) current trends and language policy on foreign language education in China.  Drawing upon “symbolic power” on empirical evidence, the presentation explores how the foreign language education (e.g. English as Foreign Language education - EFL) has become essential in Chinese school education, and what connections among EFL, social class, and cultural root there are. Finding suggests socio-economic status and culture play major roles; and they have great impact on language policies and language education. 

Jing Fu received her doctorate in Second language education from OISE/UT, and MA from the University of Toronto. She is a Sessional Lecture at U of T. Jing is also engaging the language assistance to socio-economic marginalized groups in the City of Toronto. Prior to joining U of T, she had taught enormous courses at the graduate and undergraduate levels in a number of universities over five countries. 


Tuesday December 9, 2014, 10:00 am-12 noon

Topic: Socioeconomic Segregation Between Schools in the US and Latin America, 1970-2012

Speaker: Anna Katyn Chmielewski, Assistant Professor, Educational Leadership & Policy (LHAE/OISE)

Economic segregation between neighborhoods and between school districts has increased in the U.S. over the past several decades, raising the concern that educational and life experiences of children from different economic backgrounds are diverging. However, results from the Program for International Student Assessment (PISA) reveal that the level of socioeconomic (SES) segregation between U.S. schools is close to the international average, while school SES segregation is far higher in Latin American countries. We compare school SES segregation in the U.S. and nine Latin American countries, drawing data from PISA and other large-scale cross-national assessments dating back to 1970, in order to examine trends in segregation over time. Furthermore, we contribute more nuance to existing international comparisons by measuring segregation overall, as well as for high- and low-SES students. Results indicate that higher levels of school SES segregation in Latin American countries is particularly evident in the segregation of high-SES students from their middle- and low-SES peers, a pattern primarily found in countries with higher income inequality and/or private school enrollments. Over time, the segregation of low-SES students is growing in many Latin American countries, particularly those where access to secondary school is increasing and/or school size is decreasing.

Anna Katyn Chmielewski is an assistant professor of Educational Leadership and Policy, specializing in Large-Scale Data Analysis and Educational Equity and also participating in the Comparative, International and Development Education (CIDE) collaborative program. She completed her PhD in Education and MA in Sociology at Stanford University. Dr. Chmielewski’s research examines macro-level trends in educational inequality, both cross-nationally and over time, including socioeconomic disparities in academic achievement, school segregation, curricular tracking/ability grouping and university access, as well as the consequences of childhood inequality for adult outcomes.


Tuesday, December 9, 2014 4:30 – 5:45 p.m. OISE room 7-105

Topic: Seeds of Change: Restorative Justice in Local and International Educational Contexts

Speaker: Brenda Morrison, Simon Fraser University

This presentation and talking-circle workshop will reflect on 15 years of teaching and learning about restorative justice in educational settings, in a range of international and educational contexts.  The session will draw on the metaphors of place, voice, safety, and seeds of change, to reflect upon:  to what extent, and how, do education systems develop a stable sense of security for individuals and communities?  Dr. Brenda Morrison will share some of the work she, her students, and others at Simon Fraser University are doing with Reconciliation Canada and Through Our Eyes, including a short video produced by her students.  The work is transforming educational spaces in primary, secondary and tertiary settings.

Social psychologist Dr. Brenda Morrison is a Director of the Centre for Restorative Justice and Associate Professor in the School of Criminology at Simon Fraser University. Her work focuses on school communities, and the institutions that serve these communities. The author of Restoring Safe School Communities (2007), Dr. Morrison is Co-Chair of the Safe Schools and Communities Special Interest Group of the American Education Research Association and a member of the Scientific Committee of the International Observatory of Violence in Schools.

Event Co-Sponsored by

Department of Curriculum, Teaching and Learning

Collaborative Educational Policy Program

Comparative and International Development Education Centre

Ontario Institute for Studies in Education, University of Toronto

Wednesday December 10, 2014, 5:00-6:30 pm

Topic: Rethinking "Context" For Comparative Education Research: Theory, Method and Application to the Comparative Study of Accountability in Education.

Speaker: Noah W. Sobe is Associate Professor of Cultural and Educational Policy Studies and Director of the Center for Comparative Education at Loyola University Chicago

Much scholarship in the field of comparative and international education acknowledges the significance of "context" for understanding education systems and processes, yet the field remains hobbled by inadequate theorizations and methods.  Too often scholars fail to recognize that establishing the "context" of an education policy, practice, institution, or system is itself caught up in the mobilization of norms, power relations, regulative principles, technologies, and strategies. In this lecture, using a distinction offered by Bruno Latour, I discuss context less as a "matter of fact" and more a "matter of concern" for comparative education researchers.  The presentation includes suggestions for how researchers can properly approach and account for context and an application of these recommendations to the comparative study of educational accountability systems.

Noah W. Sobe is Associate Professor of Cultural and Educational Policy Studies and Director of the Center for Comparative Education at Loyola University Chicago.  He is a board member of both the US Comparative and International Education Society (CIES) and the International Standing Conference on the History of Education (ISCHE) and is also co-editor of the journal _European Education_.  Professor Sobe holds a PhD from the University of Wisconsin-Madison and a master's from Teachers College, Columbia University.  His scholarship crosses the fields of comparative education and the history of education and he has a well-established line of research into the history, theory and methods of comparative and transnational scholarship on education. 


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