We are delighted to kick off the Fall 2016 term with a HERG seminar on September 23rd. Please join us! No RSVP required. Please feel free to bring your lunch.
Friday, September 23, 12:00-2:00, Multipurpose Room (room 2012), Ponderosa Commons Oak House
Alison Taylor, Associate Professor EDST and Renate Kahlke, Postdoctoral Fellow, Centre for Health Education Scholarship
Institutional Logics and Community Service-Learning in Higher Education
This paper explores how community service-learning (CSL) participants negotiate competing institutional logics in Canadian higher education. Drawing theoretically from new institutionalism and work on institutional logics, we consider how CSL has developed in Canadian universities and how participants discuss CSL in relation to other dominant institutional logics in higher education. Our analysis suggests participants’ responses to competing community, professional, and market logics vary depending on their positions within the field. We see actors’ use of hybrid logics to validate community-engaged learning, as the strategy most likely to effect change in the field.
Related to recent work such as:
Taylor, A. (2014). Community service-learning and cultural-historical activity theory. The Canadian Journal of Higher Education, 44(1), 95. Online: http://journals.sfu.ca/cjhe/index.php/cjhe/article/view/183605
Michael Marker, Associate Professor EDST
Indigenous Knowledge, Universities, and Alluvial Zones of Paradigm Change
Indigenous faculty and graduate students have been asserting a kind of cultural and intellectual sovereignty over their own academic production and participation. Colonization through assimilationist education suppressed Indigenous community knowledge; Indigenous scholars are reclaiming this ancient intelligence and bringing it to the conversation on what constitutes research. This presentation brings forth two recent examples of how Indigenous Ph.D. students are decolonizing both identities and academic processes. Universities are in conflicted positions as they invite Indigenous expression, but resist the undoing of hierarchies that maintain hegemonic equilibrium. Are Universities that welcome Indigenous knowledge and the place based blending of metaphysical and physical realities leading a paradigm change in ecological consciousness? Can Indigenous scholars and Indigenous communities be represented in academic locations in ways that redirect the goals and purposes of research and knowledge production?
Related to recent work such as:
Marker, M. (2016). Indigenous knowledge, Indigenous scholars, and narrating scientific selves:“to produce a human being”. Cultural Studies of Science Education, 1-4. Online: http://link.springer.com/article/10.1007/s11422-015-9660-1
Marker, M. (2015). Geographies of Indigenous leaders: Landscapes and mindscapes in the Pacific Northwest. Harvard Educational Review, 85(2), 229-253. Online: http://www.hepgjournals.org/doi/abs/10.17763/0017-8055.85.2.229