Video sponsored by the Irving K. Barber Learning Centre. Schools participate in the Aboriginal Enhancement Schools Network (AESN) on a voluntary and annual basis. AESN schools link their inquiry specifically to Aboriginal ways of knowing. The Spiral of Inquiry provides school teams with the structure for guiding their improvement and innovation work. Participating schools develop and submit an inquiry focus, collaborate with colleagues through regional meetings, and share case studies in a spirit of generosity and curiosity.

Speakers:

Lynne Tomlinson (Director of Instruction), SD 45, West Vancouver

Trish Catherine (Teacher), Ecole Ballenas Secondary SD 69, Qualicum

Paul Boyd (Teacher) WL Seaton Secondary, SD 22, Vernon

Marcus Toneatto (Principal), South Okanagan Secondary School, SD 53, Okanagan Similkameen

Mary Neto (Teacher), Smithers Secondary, SD 54, Bulkley Valley

Roberta Edzerza, (District Principal, Aboriginal Education) and Sandy Pond (Principal), Charles Hays Secondary, SD 53, Prince Rupert

Robert Taddei, (Teacher), Frank Hurt Secondary SD 36, Surrey

 

 

 

 

 

 

This year’s celebration of science took place in the Beaty Biodiversity Museum. The featured scientist was Dr. Andrew Trites, Professor & Director, Marine Mammal Research Unit, Fisheries Centre at UBC whose research on pinnipeds (Steller sea lions, northern fur seals, and harbor seals) is designed to further the conservation and understanding of marine mammals. In 2007 as part of the Big Blue Project team, he unearthed a blue whale skeleton in PEI. This experience plus his driving passion to resolve conflicts between people and marine mammals are compelling. “I don’t know what questions will raise their heads tomorrow, that’s partly what makes this so interesting”. Find out more about this awesome scientist.  A panel of BC science writers highlighted their works and talk about why they love science and how to make science fun for kids.

Featured BC Science Writers

Claire Eamer, author The World in Your Lunch Box, Lizards in the Sky, Spiked Scorpions and Walking Whales and more

Shar Levine and Leslie Johnstone, hands-on science writers with over 70 science books including the Dirt Book, Kitchen Science, and Hockey Science

Carol McDougall, creator of Salmon Sky View

Lori Sherritt-Fleming, artist, aRYTHMetic poet

Ashley Spires, illustrator of Scary Science and Blinky the Space Cat books

Paul Zehr, writer of books using superheroes to improve scientific literacy, Becoming Batman and Inventing Iron Man.

Special Tribute to science educator, Gordon Gore and founder of the Big Little Science Center in Kamloops.

Bullying has long been considered a part of growing up. In recent years, however, the problem of bullying seems to have escalated. But why? Increased family dysfunction? Lax school policies? Social media? Peer group indifference? Media hype? In order to protect our children, we need to understand the issue and focus on solutions. Is eliminating bullying a realistic goal or is it more important to equip our children with the tools to avoid becoming victims?  This event took place Tuesday, September 17, 2013, in downtown Vancouver.

Moderator

Renee Filippone – Host, CBC News Vancouver Saturday and CBC News Vancouver Sunday

Panelists

Shelley Hymel – Professor, UBC Faculty of Education; Current holder of the Edith Lando Professorship in Social and Emotional Learning

Lynn Miller – Associate Professor, Educational and Counselling Psychology and Special Education, UBC Faculty of Education

Brenda Morrison, BA’91 – Director, Centre for Restorative Justice and Associate Professor, School of Criminology, Simon Fraser University

Carol Todd, BEd’84 – Teacher; Founder, The Amanda Todd Legacy

Sherri Mohoruk – Superintendent of Safe Schools, BC Ministry of Education



This seminar focuses on the potential and pedagogical possibilities of place/community/experience–based learning to act as a decolonizing force in teacher education. In this seminar, we will share the experience of an Indigenous educator who sought to work with a group of graduate students to understand how participation in place–based service learning could affect graduate students’ understanding of: a) local social and ecological issues (particularly those affecting local Indigenous groups), b) feelings of efficacy with respect to the work of social change, and c) motivation to be involved in such efforts. This research project fits within a larger strategy of the UBC–Community Learning Initiative (UBC–CLI) to encourage the engagement of students, faculty, staff, and community to work collaboratively on projects that seek to address complex community priorities in ways that also support student learning.

Speaker Biographies

Tracy Friedel’s research interests include First Nation and Métis experience in the realm of work and learning, decolonizing research at the intersection of health and education, Nehiyaw-Métis oral histories, and Indigenous-focused outdoor/land/place-based education. As part of this latter interest, she has engaged with community-based partners in the Lower Mainland of BC, and Haida Gwaii, to create meaningful academic service learning experiences for UBC graduate students.  In extending upon earlier research, she is the Principal Investigator of a community-based project focused on Indigenous youth leadership in the area of unintentional injury prevention.  Friedel is interested in pursuing inquiry via means of Indigenous methodologies, community-based participatory research, qualitative case studies, visual research methods, oral hi(stories), and critical race theory in qualitative research.

Mahtab Eskandari’s fields of interest are in curriculum and pedagogy.  She has been an educator as a Science, ESL, Arts and Anthropology teacher since 1998.  Eskandari started with the Bachelor of Science in Molecular Biology and Genetics in Iran; and traveling as an international rural educator, she found interest in Anthropology, Social studies and Environmental education in international indigenous communities. She enjoys working with teachers in practicum settings and communicating and interacting with different generations and cultures towards improving learning and teaching.  Over the years Eskandari has researched active and dynamic integration of technology (with a focus on animation and decolonizing network systems) and museum learning in teacher education as well as multicultural education.

Allyson’s background in Early Childhood Development, Aboriginal Health, and Aboriginal Education focused on bridging the gap between academic research and community driven needs. Her work at the UBC-CLI aims to better understand the impacts of Community Based Experiential Learning on the three key stakeholder groups with whom we work: community organizations, students, and faculty.

Kyle Nelson is the the Community Based Experiential Learning Officer at UBC. Kyle is a big believer in the University’s role in building community capacity, and is a key player in strengthening and sustaining community based experiential learning (CBEL) opportunities for UBC students.  Kyle jointly reports to UBC’s Community Learning Initiative (UBC-CLI) and the Faculty of Land and Food Systems. The UBC-CLI helps to integrate CBEL into academic disciplines and to ensure that meaningful community engagement opportunities are available outside the context of coursework as well.


Select Articles Available at UBC Library 

Friedel, T.L. (2011). Looking for learning in all the wrong places: Urban Native youths’ cultured response to Western-oriented place-based learning. International Journal of Qualitative Studies in Education, Special Issue – Youth Resistance Revisited24 (5), 531-546.  Link: http://www.tandfonline.com/doi/abs/10.1080/09518398.2011.600266#.UZZsBqKsiSo

Friedel, T. L. (2008). (Not so) crude text and images: staging Native in ‘big oil’advertising. Visual Studies23(3), 238-254.  Link: http://www.tandfonline.com/doi/abs/10.1080/14725860802489908#.UZZtsqKsiSo


UBC Library Research Guides

Aboriginal Education

Aboriginal Studies

Education



This session presents two tales of Canadian multiculturalism in general and multicultural education in particular. One tale is of a common sense, dominant multicultural education that underscores multiculturalism as a symbol and premiere characteristic of Canada. There may have been some critiques from the left and the right in the past and there’s always the awkwardness of Quebec’s interculturalism and intercultural education but these are past and peripheral matters that do little to trouble the idea that Canada and its approach to diversity education are decidedly multicultural. A rather different tale emerges when we consider multiculturalism and multicultural education in the context of global developments such as “the death of multiculturalism” discourse, the emergence of European interculturalism and intercultural education and even national and local developments of a variety of school board approaches to diversity, all of which constitutes cracks in the façade of a completely dominant Canadian multiculturalism and multicultural education. The invitation is for us to consider what the future of diversity education ought to be locally and nationally given the contradictory state of affairs of complacently hegemonic Canadian multiculturalism and multicultural education on the one hand and passé, challenged and undermined multiculturalism and multicultural education on the other.

Biography

Handel Kashope Wright is currently Professor and Director of the Centre for Culture, Identity and Education http://www.ccie.educ.ubc.ca. He has published extensively on continental African cultural studies, cultural studies of education, critical multiculturalism, anti-racist education, qualitative research and post-reconceptualization curriculum theorizing.


Select Articles Available at UBC Library

Wright, H.K. (2011). Everything Old Ought to be New Again: Post-Reconceptualization Curriculum as Presentist Praxis. Journal of curriculum and pedagogy, 8 (1), 19-22. Link: http://web.ebscohost.com/ehost/external?sid=e7779cf4-89f1-40e6-b418-5e8196e2b92e%40sessionmgr114&vid=2&hid=123

Wright, H.K. (2006). Are we (T)here Yet? Qualitative Research in Education’s Profuse and Contested Present. International Journal of Qualitative Studies in Education, 19 (6), 793-802. Link: http://www.tandfonline.com/doi/full/10.1080/09518390600979273#.UZ0x-6KG2So


UBC Library Research Guides

Canadian Studies

Cultural Diversity, Multiculturalism, Prejudice, and Racism Biography

Education



Webcast sponsored by the Irving K. Barber Learning Centre and hosted by the Faculty of Education’s CREATE series. George Belliveau is Associate Professor at the UBC Department of Language and Literacy Education. He gave the Opening Keynote address, “Shakespeare and drama in the primary classroom” for the Drama New Zealand National Conference in April, as well as conducted workshops with elementary and secondary teachers on drama in the classroom. As a Visiting Professor at the University of Auckland for April 2011, he was invited to present a public lecture on “Research-based theatre.” In May, Belliveau presented “Research-based theatre: Shakespeare in the Elementary classroom,” an invited research presentation at the University of Melbourne.

About the Speaker

Professor George Belliveau teaches in the Department of Language and Literacy Education in the Faculty of Education at the University of British Columbia. His research interests are in art education, artistic and aesthetic development, drama education, pedagogy, and teacher research.

Select Articles Available


Belliveau, G. (2012). Shakespeare and Literacy: A Case Study in a Primary Classroom. Journal of Social Sciences. 8(2). pp. 170-176. [Link]

Lea, Graham W; Belliveau, George; Wager, Amanda; Beck, Jaime L. (2011). A Loud Silence: Working with Research-Based Theatre and A/R/Tography. International Journal of Education & the Arts. 12(16). p. 19. [Link]

White, Vince and Belliveau, George. (2011). Multiple Perspectives, Loyalties and Identities: Exploring Intrapersonal Spaces through Research-Based Theatre. International Journal of Qualitative Studies in Education (QSE). 24(2). pp. 227-238. [Link]


UBC Research Guides

Historical Children’s Literature

Historical Children’s Literature Bibliography

Literature Reviews



Webcast sponsored by the Irving K. Barber Learning Centre and hosted by the Faculty of Education CREATE series. This hands-on presentation will discuss and showcase opportunities for effective use of technology-enhanced pedagogies in teacher education, as well as K-12 Mathematics and Science classrooms. We will focus on electronic-response systems (or clickers) and discuss how they can be implemented in K-12 classrooms and in teacher education. We will also brainstorm opportunities for bridging the gap between educational research teaching practice through creating research-informed resources for technology-enhanced teaching. We will showcase our new initiative “Mathematics and Science Teaching and Learning through Technologies” project, supported by the Faculty of Education and Teaching and Learning Enhancement Fund (http://scienceres-edcp-educ.sites.olt.ubc.ca/ ). Marina Milner-Bolotin is Assistant Professor, Science Education, Department of Curriculum and Pedagogy.

About the Speaker

Dr. Marina Milner-Bolotin is a science educator within the Department of Curriculum and Pedagogy. She specializes in science (physics) teaching and studies ways of using technology to promote student interest in science. She has taught physics and mathematics to a wide range of students: from elementary gifted students to university undergraduates in science programs and future teachers. She also has led a number of professional development activities for science in-service and pre-service teachers and university faculty: from LoggerPro training workshops, to clicker and tablet training, and to physics content presentations at conferences and PD days. Some of her research interests include: Action Research, Educational Technologies, Pedagogy, and Science Education. For more information about Dr. Milner-Bolotin, please visit her website at http://edcp.educ.ubc.ca/faculty/marina-milner-bolotin


Select Articles Available

Milner-Bolotin, Marina. (2012). Growing Water Pearls. Science Teacher. 79(5). pp. 38-42. [Link]

Milner-Bolotin, Marina. (2012). Increasing Interactivity and Authenticity of Chemistry Instruction Through Data Acquisition Systems and Other Technologies. Journal of Chemical Education. 89(4). pp. 477-481. [Link]

Milner-Bolotin, M; Antimirova, T; Petrov, A. (2011). Clickers Beyond the First-Year Science Classroom. Journal of College Science Teaching. 40(2). pp. 14-18. [Link]


UBC Research Guides

Education

Educational Leadership



Assessing and incorporating teaching and learning resources by and about First Nations, Metis and Inuit peoples is critical for librarians, educators and parents. Awareness of diverse epistemologies, notions of cultural authenticity and historical accuracy, and the influence of colonialism, are essential when considering books, films and interactive media for library and classroom collections. This panel will address challenges facing Indigenous and non-Indigenous librarians, educators and parents when drawing upon materials representing Indigenous peoples and cultures. They will offer insights about such issues as cultural appropriation, stereotypes, addressing colonialism and what to do with dated resources. This session is ideal for teacher candidates, classroom teachers, teacher-librarians, youth librarians and parents.

Convener: Jo-Anne Naslund, UBC Education Library
Moderator: Lisa P. Nathan, Assistant Professor and Coordinator of the First Nations Curriculum Concentration, School of Library, Archival and Information Studies
Panelists: Debra Martel, Associate Director, First Nations House of Learning;
Allison Taylor-McBryde, Adjunct Professor, School of Library, Archival and Information Studies.

About the Speakers

Jo-Anne Naslund is the Instructional Programs Librarian at the Education Library at the University of British Columbia. Her subject specialties are in Canadian children’s literature, children’s literature, and education.

Lisa P. Nathan is an Assistant Professor at the University of British Columbia’s School of Library, Archival and Information Studies. She is also currently serving as the Coordinator for the school’s First Nations Curriculum Concentration. For more information about Professor Nathan, please visit: http://faculty.arts.ubc.ca/lnathan/

Debra Martel is the Associate Director of the UBC First Nations House of Learning. Debra has dedicated over 22 years working in the public K-12 school system in a variety of teaching and administrative positions before joining UBC in August, 2011. She is passionate in her work and strives to create learning environments that are both inclusive and rewarding.  She is proud of her Cree, Metis, Irish and Scottish ancestry.

Allison Taylor-McBryde is an Adjunct Professor at the School of Library, Archival and Information Studies at the University of British Columbia. She is also Coordinator for Children’s & Young Adult Services at the North Vancouver District Public Library.


Select Articles Available at UBC

Naslund, J.A. (2010). Celebrate Science Fundraiser for CCBC. Canadian Children’s Book News. 33(3). p. 6. [Link]

Naslund, J.A. (2010). Inuit Publisher. Canadian Children’s Book News. 33(3). p. 6 [Link]

Nathan, L.P. (2012). Sustainable Information Practice: An Ethnographic Investigation. Journal of the American Society for Information Science and Technology. 63(11). pp. 2254-2268. [Link]

Hourcade, J.; Bullock-Rest, N.; Jayatilaka, L.; Nathan, L. (2012). HCI for Peace: Beyond Tie Dye. Interactions. 19(5). pp. 40-47. [Link]

Taylor-McBryde, A. (2011, April). Poetry and Pictures Capture Imagination. North Shore News. p. 21. [Link]

Taylor-McBryde, A. (2011, Feb. 16). Librarians Share the Love. North Shore News. p. 20. [Link]


UBC Research Guides

Aboriginal Studies

Indigenous Librarianship

Library, Archival, and Information Science


The role of libraries will be examined — specifically the Education Library, First Nations House of Learning Xwi7xwa Library, and more broadly, school libraries. The re-imagined teacher education program has inspired revision in the role Education librarians play to respectfully and meaningfully integrate First Nations history, content, and world-views; commit to inquiry and research oriented education; and emphasize diversity and social and ecological justice. Our libraries can support teacher candidates as they acquire theoretical understandings for teaching and apply those theories in their practice. We bring teacher candidates and ideas together in library spaces that offer unique learning environments, where inquiry, collaboration, the role of Indigenous Knowledge, relationships and ways of knowing are celebrated. This session will be interactive: we present our re-imagined roles and seek feedback and ideas to further ensure our relevance for faculty and teacher candidates.

Speakers include: Jo-Anne Naslund, Acting Head, Instructional Programs Librarian, Education Library; Education Library; Sarah Dupont, Aboriginal Engagement Librarian, First Nations House of Learning—Xwi7xwa Library.

About the Speakers

Jo-Anne Naslund is the Instructional Programs Librarian at the Education Library at the University of British Columbia. Her subject specialties are in Canadian children’s literature, children’s literature, and education.

Sarah Dupont is the Aboriginal Engagement Librarian at the Irving K. Barber Learning Centre and at Xwi7xwa Library at the University of British Columbia. Her subject specialty is in First Nations sources.


Select Articles Available at UBC

Naslund, J.A. (2010). Celebrate Science Fundraiser for CCBC. Canadian Children’s Book News. 33(3). p. 6. [Link]

Naslund, J.A. (2010). Inuit Publisher. Canadian Children’s Book News. 33(3). p. 6 [Link]


UBC Research Guides

Aboriginal Studies

Indigenous Librarianship

Library, Archival, and Information Science

Subject Resources for First Nations

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