Category Archives: Gender

Graduate Symposium on Creating Space to Conceptualize Different Families

Matthew Isherwood and Naoki Takemura organized an extremely dynamic Symposium on Creating Space to Conceptualize Different Families last week. I really appreciated the depth of presentations and challenges to consider and celebrate different families & ways of conceptualizing mothers and fathers. As well, the audience members all deserve a raucous round of applause! Special thanks for arranging with Dr. Kedrick James to attend,  speak, and interact with us throughout!

601 Graduate Symposium, Wed Oct 25, 1:00

601 Graduate Symposium, Wed Oct 25, 1:00

Creating Space to Conceptualize Different Families

Panelists: Matthew Isherwood and Naoki Takemura with Special Guest Dr. Kedrick James


  • 1:00-1:10 Introduction to topic and objectives
  • 1:10-1:50 Dr. Kedrick James w/ Q&A
  • 1:50-2:10 Break
  • 2:10-2:50 Matthew w/ Q&A
  • 2:50-3:30 Naoki w/ Q&A
  • 3:30-4:00 Discussion


  1. Sedgwick, E. K. (1994). Chapter 1: Queer and now. In Tendencies (pp. 1-20). London, UK: Routledge.
  2. Pinar, W. F., Reynolds, W. M., Slattery, P., & Taubman, P. M. (1995). Chapter 7: Understanding curriculum as gender text. In Understanding curriculum (pp. 358-403). New York, NY: Peter Lang.


  1. Ueno, C. (2009). The modern family in Japan: Its rise and fall. Melbourne, Vic: Trans Pacific Press.

601 Graduate Symposium, Wed Nov 9, 1:00


Wednesday, November 9, 2016
1:00-4:00         Scarfe 1214

Turning Spaces into Places of Learning

Amanda Fritzlan, Ildiko Kovaks, Kari Marken, Matthew Yanko

* You are invited to a conversation that explores the thinking/being/doing of turning traditional and nontraditional spaces into learning places. Dress for all weather. Bring your student card. Wear comfortable clothing for movement.


Gandini., L. (2012). Connecting through caring and learning spaces. In C.P. Edwards, L. Gandini & G.E. Forman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed.) (pp. 317-341). Santa Barbara, CA: Praeger.

Garoian, C. (2001). Performing the museum. Studies in Art Education, 42(3), 234-248.

Hart, R. (1997). The development of children’s environmental knowledge, concern, and action. In Chapter 1, Children’s participation. The theory and practice of involving young citizens in community development and environmental care ( pp. 17-22). New York, NY: Unicef.

Sobel, D. (2005). Reconceptualising environmental education. In Place-based education: Connection classrooms and communities (pp. 9-12). Great Barringtom, MA: Orion Society.

Yeager, D.S. and Walton, G.M. (2011). Social-psychological interventions in education: They’re not magic. Review of Educational Research, 81(2), pp. 267–301.


Derr, V., Chawla, L., Mintzer, M., Flanders Cushing, D., & Van Vliet, W. (2013). A city for all citizens: Integrating children and youth from marginalized populations into city planning. Buildings, 3(3), 482-505.

Foucault, M. & Miskowiec, J. (1986). Of other spaces. Diacritics. 16(1), 22-27. Gruenewald, D. A. (2003b). The best of both worlds: A critical pedagogy of place. Educational Researcher, 82(4), pp.3-12.

Graduate symposium on Queer Theory in Education

Hector Gomez, Joanne Ursino, Kevin Day, Nicole Lee, and Xinyan Fan designed, hosted, and presented a superb symposium on Queer Theory in Education this week. In all dimensions, from queering the Scarfe 310 space to the exhibition of artifacts and texts to reflective analyses to an extreme engaging dialogue with Professor Pinar and all the participants the symposium was superb.

I am grateful for the insightful participation of the 601 PhD students and visitors, including the 601 students from 2015! Special thanks to Professor William F. Pinar for helping us work through analytical questions of LGBTQ and queer history and theory, and for the generous interaction for the entire symposium!

601 Graduate Symposium, Wed Oct 5, 1:00


Wednesday, October 5, 2016
1:00-4:00         Scarfe 310

Lost in Queer
A Symposium on Queer Theory in Education: Pedagogy, Curriculum and Visual Art

Guest Speaker: Dr. William F. Pinar

Hector Gomez, Joanne Ursino, Kevin Day, Nicole Lee, Xinyan Fan


  1. King, T. L. (2016). Post-indentitarian and post-intersectional anxiety in the neoliberal corporate university. Feminist Formations, 27(3), 114-138.
  2. Luhman, S. (1998). Queering/queering pedagogy? Or, pedagogy is a pretty queer thing. In Pinar, W (Ed.). Queer theory in education (pp. 141-155). New York, NY: Routledge.
  3. Muñoz, J. (1995). The autoethnographic performance: Reading Richard Fung’s queer hybridity. Screen, 36(2), 83-99.
  4. Pinar, W. F. (2015). Queer theory. Unpublished Work.
  5. Popkewitz, T. S. (1997). The production of reason and power: Curriculum history and intellectual traditions. Journal of Curriculum Studies, 29(2), 131-164.


  1. Chang, D. (2016, Winter). Shout, shout let it all out. C Magazine, 128, 34–37.
  2. Kher, B. (2016). Matter. Vancouver, BC: Vancouver Art Gallery. (Exhibit, July 9 – October, 10, 2016). Retrieved from:

Students “are not here to worship what is known” #ubc #ubcnews #highered

“It is important that students bring a certain ragamuffin, barefoot irreverence to their studies; they are not here to worship what is known but to question it.”
(Bronowski, 1973/2011, pp. 341-342)

“… barefoot irreverence to their studies”? “not here to worship what is known”?

Is this true? What does it mean?

postcard_an_85In Chapter 11 of The Ascent of Man— yes, ascent, not descent– Bronowski makes a point about the “irony of history:”

When the future looks back on the 1930s it will think of them as a crucial confrontation of culture as I have been expounding it, the ascent of man, against the throwback to the despots’ belief that they have absolute certainty. (p. 348)

Heisenberg was a graduate of the University of Göttingen, so Bronowski wants to make a point of the culture that eventually shaped the “uncertainty principle.” “The symbol of the University,” he says,

is the iron statue outside the Rathskeller of a barefoot goose girl [the Gänseliesel] that every student kisses at graduation. The University is a Mecca to which students come with something less than perfect faith. (p. 341)

Now comes the famous pronouncement on academic expectations: “It is important that students bring a certain ragamuffin, barefoot irreverence to their studies; they are not here to worship what is known but to question it.”

Is this true?

Genders and gender pronouns challenging campuses to change #highered #ubc

LJ Slovin and Margaret O’Sullivan led an excellent symposium today, giving depth to often taken-for-granted questions of reflexivity and positionality in research. I want to follow up here on trans activism across campuses this past year on genders and gender pronouns. For women, the work of reforming or transforming gender and gender pronouns on campus dates back about a century. For LGBTQ students, staff and faculty, the work dates back about 50 years but only recently have we seen structural changes in recognizing diversity in genders and gender pronouns and infrastructural changes in accommodation.

Most recently in Canada and the US, over the past year, campuses have offered signs of change. In the February New York Times, Julie Scelfo wrote:

Activists on campuses as diverse as Penn State, University at Albany, University of Chicago, University of Wisconsin, Milwaukee, and University of California, Riverside, are laying claim to a degree of identity freedom nearly unimaginable when the first L.G.B.T student centers were established… In hopes of raising consciousness of the biases built into social structures and into the language we use to discuss them, students are organizing identity conferences and inventing new vocabularies, which include pronouns like “ze” and “xe,” and pressing administrations to make changes that validate, in language, the existence of a gender outside the binary.

Following Vermont, in September Harvard  took steps to recognize a wider range of genders and gender pronouns. In Canada, York has led changes across campuses leaving the balance yet to follow.