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.<\/p>\n
Friday, September 23, 12:00-2:00,\u00a0<\/u><\/strong>Multipurpose Room (room 2012), Ponderosa Commons Oak House<\/a><\/u><\/strong><\/p>\n Alison Taylor, Associate Professor EDST and\u00a0Renate Kahlke,\u00a0Postdoctoral Fellow, Centre for Health Education Scholarship<\/strong><\/p>\n Institutional Logics and Community Service-Learning in Higher Education<\/em><\/strong><\/p>\n 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\u2019 responses to competing community, professional, and market logics vary depending on their positions within the field. We see actors\u2019 use of hybrid logics to validate community-engaged learning, as the strategy most likely to effect change in the field.<\/p>\n Related to recent work such as:<\/em> Michael Marker, Associate Professor EDST<\/strong><\/p>\n Indigenous Knowledge, Universities, and Alluvial Zones of Paradigm Change<\/em><\/strong><\/p>\n 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.\u00a0 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?<\/p>\n Related to recent work such as:<\/em> Marker, M. (2015). Geographies of Indigenous leaders: Landscapes and mindscapes in the Pacific Northwest.\u00a0Harvard Educational Review<\/em>,\u00a085<\/em>(2), 229-253. Online:\u00a0http:\/\/www.hepgjournals.org\/doi\/abs\/10.17763\/0017-8055.85.2.229<\/a><\/p>\n","protected":false},"excerpt":{"rendered":" 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,\u00a0Multipurpose Room (room 2012), Ponderosa Commons Oak … Continue reading
\nTaylor, A. (2014). Community service-learning and cultural-historical activity theory.\u00a0The Canadian Journal of Higher Education<\/em>,\u00a044<\/em>(1), 95. Online:\u00a0http:\/\/journals.sfu.ca\/cjhe\/index.php\/cjhe\/article\/view\/183605<\/a><\/p>\n
\nMarker, M. (2016). Indigenous knowledge, Indigenous scholars, and narrating scientific selves:\u201cto produce a human being\u201d.\u00a0Cultural Studies of Science Education<\/em>, 1-4. Online:\u00a0http:\/\/link.springer.com\/article\/10.1007\/s11422-015-9660-1<\/a><\/p>\n