Please join us for the March HERG seminar:

Friday, March 10, 2017, 12:00-2:00, Multipurpose Room (room 2012), Ponderosa Commons Oak House

Sam Rocha, Assistant Professor, Department of Educational Studies, UBC

Philosophy of Education as “Pre Qualitative” Educational Research

Abstract:
This talk will be based on a forthcoming chapter in an edited book titled The Relationship and Need of Philosophy and History of Education (Rowman and Littlefield, 2017), which includes a critical response by Patti Lather. My argument begins with a descriptive sense of the dire straits of humanistic research in the field of education today and suggests that the bulk of the historical blame is best placed on John Dewey’s scientific conception of the field in the late 1900s. I then work to present a constructive role for philosophy inspired by, yet critical of, the “post-qualitiative” turn in educational research advocated by Elizabeth Adams St. Pierre, where philosophy (and history) of education becomes a “pre-qualitative” form of educational research. I end by suggesting that the Deweyan Era of the academic field of education within the University may need to end, bringing with it a realignment of the predominance of the social sciences as the modus operandi of educational research.

Full transcript of the talk available online:
https://www.academia.edu/31799311/Philosophy_of_Education_as_Pre_Qualitative_Educational_Research

Kristi Carey, MA Student, The Social Justice Institute, UBC

On Cleaning: Student Activism in the Corporate and Imperial University

Please join us for the next HERG seminar:

Friday, February 3, 2017, 12:00-2:00, Multipurpose Room (room 2012), Ponderosa Commons Oak House

Cash Ahenakew, Assistant Professor, Department of Educational Studies, UBC

Grafting Indigenous Ways of Knowing Onto Non-Indigenous Ways of Being: The (Underestimated) Challenges of a Decolonial Imagination

Abstract:
This article examines issues that arise when Indigenous epistemologies are interpreted through non-Indigenous ontologies in research settings. I use the concept of grafting to refer to the act of transplanting ways of knowing and being from a context where they emerge naturally to a context where they are artificially implanted. I start exploring this context through a poem that outlines the difficulties Indigenous people tend to face when inhabiting academic spaces whose architecture is built on the violent historical foundations of modernity. Next, I briefly outline critiques of recognition and inclusion in political and educational spheres to highlight how liberal discourses have tended to offer only conditional forms of integration that support dominant ways of thinking by presenting them as benevolent and inclusive. I then turn to a discussion of the implications of this analysis for Indigenous research methodologies. I conclude with tentative suggestions for further work in this area.

Referencing this recently published article:
Ahenakew, C. (2016). Grafting Indigenous ways of knowing onto non-Indigenous ways of being. International Review of Qualitative Research, 9(3), 323-340. http://irqr.ucpress.edu/content/9/3/323

Aurelia Kinslow, PhD Candidate, Department of Curriculum and Pedagogy, UBC
Aboriginal Student and Community Development Officer, First Nations House of Learning, UBC

Treading the Path of the Heart

Abstract:
Weaving in and out of dialogue with her animal helpers in spirit, each aspects of self, the author reflects on the ways movement and displacement continuously shape her relationship to her identity as an Indigenous woman, as a student and as a researcher. This piece engages storytelling, choreography and received knowledge to touch on notions of nomadism and becoming from an Indigenous perspective.

Published in the following article:
Kinslow, A. (2013). Treading the path of the heart. Decolonization: Indigeneity, Education & Society, 2(2), 83-91. http://decolonization.org/index.php/des/article/view/19610