Tag Archives: Institute for Critical Education Studies

Upcoming Institute for Critical Education Studies seminars

The Institute for Critical Education Studies is please to sponsor two upcoming seminars on curriculum issues in Latin America and Spain.

Curricular Discourses with Practical Implications:
Perspectives and Experiences From Spain & South America
September 22, 2016
11:30am – 1:30pm
Scarfe 310
University of British Columbia

This seminar brings together scholars from Spain and South America working within a variety of curriculum studies traditions to discuss curriculum issues in contexts ranging from elementary education to higher education. The seminar will be an opportunity to explore how curricular discourses have implications in educational practices in local, national, and global contexts.

Panelists include Dr. Renato Gazmuri (Universidad Diego Portales, Chile); Sandra Delgado (Colombia), Fernando M. Murillo (Chile), Breo Tosar (Spain), and Héctor Gómez (Chile).

Curricular Ideologies in the Discussion and Negotiation of the Chilean Social Studies Curriculum
Monday, September 26, 2016
Noon – 1:oopm
Scarfe 1209
University of British Columbia

Renato Gazmuri, PhD, Assistant Professor at Universidad Diego Portales (Chile). 

Dr. Gazmuri will discuss his research on the construction of the social studies curriculum in Chile. The Chilean social studies curriculum has been defined through processes of discussion and negotiation between diverse actors and institutions with different views on the subject. In order to identify and describe these ideologies, a sequential and recursive methodological device was designed and applied in three stages of production and analysis of information: a documentary compilation around three curricular events of debate and negotiation, application of questionnaires, and interviews. At each stage a content analysis was performed. Five curriculum ideologies are identified and described, considering their assumptions about how the curriculum should define the subject matter, as well what its aims, contents and its guidelines for teaching.

These seminars are free and open to the public.

The Institute for Critical Education Studies (ICES) was formally established in October 2010 to conduct and support cultural, educational, or social research within a critical education or critical pedagogy tradition. The ICES network consists of two flagship journals (Critical Education and Workplace: A Journal for Academic Labor), two primary blogs (ICES blog and Workplace blog) and an array of other social media.

Reforming Academic Labor, Resisting Imposition, K12 and Higher Education (Workplace: A Journal for Academic Labor, No. 25)

New Workplace Issue #25

Reforming Academic Labor, Resisting Imposition, K12 and Higher Education

Workplace and Critical Education are published by the Institute for Critical Education Studies. Please consider participating as author or reviewer. Thank you.

‘Reclaiming the School as Pedagogic Form’

Institute for Critical Education Studies
Faculty of Education
University of British Columbia

Public Lecture
‘Reclaiming the School as Pedagogic Form’

Dr. Jan Masschelein
(Katholieke Universiteit Leuven)

May 12, 2015
12:00 – 2:00pm

Scarfe 1214
(Education Building, UBC Vancouver)

 In my contribution I will use the word ‘school’ to refer to a specific pedagogic form i.e. a concrete way (including architecture, practices, technologies, pedagogical figures) to gather people and things (arranging their company and presence) so that, on the one hand, it allows for people to experience themselves as being able to take care of things, and, at the same time and on the other hand, to be exposed to something outside of themselves (the common world). It is a very specific combination of taking distance and (allowing for) re-attachment. As a consequence, the term ‘school’ is not used (as is very often the case) for so-called normalizing institutions or machineries of reproduction in the hands of the cultural or economic elites. There is reproduction and normalizing, of course, but then the school does not (or does no longer) function as a pedagogic form.

Put differently: schools are particular ways to deal with the new generations and to take care of the common world that is disclosed for them. If education is the response of a society to the arrival of newcomers, as Hannah Arendt formulates it, and if schools are particular ways of doing this, ways that are different from initiation and socialization, ways that offer the new generations the possibility for renewal and the opportunity of making its own future, i.e. a future that is not imposed or defined (destined) by the older one, ways that imply to accept to be slowed down (in order to find, or even, make a destiny), ways that accept that education is about the common world (and not individual resources), then we could state that the actual ‘learning policies’ of the different nation states as well as of international bodies are in fact threatening the very existence of schools (including school teachers). 

To reclaim the school, then, is not simply about restoring classic or old techniques and practices, but about actually trying to develop or experiment with old and new techniques and practices in view of designing pedagogic forms that work under current conditions, that is, that actually slow down, and put society at a distance from itself.

Jan MasscheleinJan Masschelein is head of the Laboratory for Education and Society, and of the research group Education, Culture and Society at the Katholieke Universiteit Leuven (Belgium). His research concerns the public and societal role of education and schooling, the role of the university, the changing experiences of time and space in the age of the network, the educational meaning of cinema and camera, the architecture of schools and architecture of the learning environment, a pedagogy of attention, the notion of ‘pedagogy’, the pedagogical role of teachers and social workers. His book, In Defense of School (with Maarten Simons) is available at http://goo.gl/NN4XeD.

 

Making sense of report cards [Updated]

It’s report card season. Just how useful are report cards? How should parents respond to their students grades? What kind of questions can or should parents ask teachers about the assessment of their students’ performance? Should parents reward their students for good grades?

Sandra Mathison, an expert on evaluation and co-director of Institute for Critical Education Studies, offers advice on these and other issues in the UBC News Experts Spotlight.

Listen for Dr. Mathison’s comments on report cards today on Vancouver radio (News 1130 and CBC Vancouver’s On The Coast) and television (Global News BC1)

Listen to the podcast of Dr. Mathison’s comments on CBC’s On the Coast, with Stephen Quinn.

From The Province: Don’t overreact when it comes to school report cards: Expert

From News 1130 (Vancouver): Rewarding kids for good grades might not be a good idea: UBC prof. Says it’s more important to focus on the learning process
From Yahoo News: Don’t reward good report cards: UBC professor

From E-Valuation: Reporting Evaluation Results ~ The Case of School Report Cards

Info Session: Critical Pedagogy & Education Activism – UBC Masters program launches July 2015

Next information session:
Wednesday, December 3, 2014
BC Teachers’ Federation
4:00 – 5:30pm
100 – 550 West 6th Ave.
Vancouver

Application deadline: January 23, 2015
Program begins: July 2015
CPEA Poster

Download poster PDF
More Information: pdce.educ.ubc.ca/CPEA

New UBC graduate program in critical pedagogy & education activism

NEW MASTERS PROGRAM IN THE INSTITUTE FOR CRITICAL EDUCATION STUDIES

CRITICAL PEDAGOGY AND EDUCATION ACTIVISM

BEGINS JULY 2015

APPLY NOW!

The new UBC Masters Program in Critical Pedagogy and Education Activism (Curriculum Studies) has the goal of bringing about positive change in schools and education. This cohort addresses issues such as environmentalism, equity and social justice, and private versus public education funding debates and facilitates activism across curriculum and evaluation within the schools and critical analysis and activism in communities and the media. The cohort is organized around three core themes: solidarity, engagement, and critical analysis and research.

BCTFRallySignJune2014

The new UBC M.Ed. in Critical Pedagogy and Education Activism (Curriculum Studies) is a cohort program in which participants attend courses together in a central location. It supports participation in face-to-face, hybrid (blended), and online activism and learning.

A Perfect Opportunity

  • Earn your Master’s degree in 2 years (part-time)
  • Enjoy the benefits of collaborative study and coalition building
  • Channel your activism inside and outside school (K-12)
  • Develop your knowledge of critical practices with media and technology

Cohort Advisors
Sandra Mathison, Professor, Department of Educational & Counselling Psychology & Special Education
Stephen Petrina, Professor, Department of Curriculum and Pedagogy
E. Wayne Ross, Professor, Department of Curriculum and Pedagogy

Institute for Critical Education Studies

Teacher education: Demands from the boundaries

TEACHER EDUCATION: DEMANDS FROM THE BOUNDARIES

Héctor Gómez Universidad Católica Silva Henríquez (Santiago, Chile)

Fernando Murillo Universidad Alberto Hurtado and Universidad Católica Silva Henríquez (Santiago, Chile) UBC PhD Student

Tuesday October 14, 2015 Noon – 1:00pm UBC Scarfe 1209

[See link to presentation slides below]

Gómez and Murillo will discuss their new book Formacion docente: demandas desde la frontera [Teacher Education: Demands from the Boundaries], a collection of essays that gives voice to perspectives and approaches frequently absent from traditional practices, but are fundamental to the transformative possibilities of teacher education.

The essays are situated within a postcolonial perspective in dialogue with queer theory, inviting a rethinking of current discursive practices around the curriculum of teacher education, asking – among other things – Where do these discourses and practices come from? What gives them legitimacy?, What effects do they have? as a way to problematize the ways in which the curriculum of teacher education is responsible of signifying, appropriating and reproducing identitarian configurations, as well as problematize ways of thinking that discipline and configure certain modalities of life projects through their formative action.

About the speakers

Héctor Gómez: Bachelor in Education – Teacher of History and Social Sciences, Master of Arts in Education and Curriculum. Professor and researcher at the Faculty of Education of Universidad Católica Silva Henríquez. Head of the Curriculum Unit at Universidad Católica Silva Henríquez in Santiago, Chile.

Fernando Murillo: Bachelor in Education – Teacher of English as a Foreign Language, Master of Arts in Education and Curriculum, UBC PhD student. Former curriculum advisor and policy maker for the Ministry of Interior, Government of Chile. Professor and curriculum advisor at Faculty of Philosophy and Humanities, Universidad Alberto Hurtado and Universidad Católica Silva Henríquez in Santiago, Chile.

Gomez & Murillo PPT

Teacher Ed Demands from the  Boundaries

Marketing Canadian Universities (New issue of Critical Education)

Critical Education has just published its latest issue at
http://ojs.library.ubc.ca/index.php/criticaled.

Marketing Canadian Universities: The Sociology of Institutions Perspective
Joe Corrigan, University of Alberta

Abstract
This is a critical response to a Government of Canada study using the institutional-sociology notions of structuration, isomorphism and professionalization. The primary recommendation of three proposed in the DFAIT Study (2009) creates an international education marketing agency (IEMA) funded by the Government of Canada and international students who choose to study in Canada. This paper re-positions the primary recommendation of the DFAIT Study outside of the dominant narrative of global competition and into the sociology of institutions framework offered by DiMaggio and Powell. Using this alternative framework, major assumptions and the example of Country X from the original study are problematized. This will be of interest to critical educators, administrators and others who envision a direct international role for their institutions and Canadian universities in general.

Keywords
Institutional Sociology; Educational Policy; Internationalization

Published by the Institute for Critical Education studies at University of British Columbia, Critical Education is an international peer-reviewed journal, which seeks manuscripts that critically examine contemporary education contexts and practices. Critical Education is interested in theoretical and empirical research as well as articles that advance educational practices that challenge the existing state of affairs in society, schools, and informal education. Read more about the journal’s editorial policies and how to submit a manuscript for consideration here.

Constructing a Bakhtinian/Freirean Dialogic Pedagogy for the College Composition Classroom

New issue of Critical Education includes Sean McAuley’s article “Constructing a Bakhtinian/Freirean Dialogic Pedagogy for the College Composition Classroom”.

Critical Education is a open access journal published by the Institute for Critical Education Studies at the University of British Columbia. Check out the journal and register to become a reader, reviewer, and/or author.

Constructing a Bakhtinian/Freirean Dialogic Pedagogy for the College Composition Classroom
Sean J McAuley

Abstract

Author McAuley discusses the perception of dialog in the field of Education and argues for a more complex and comprehensive understanding of the term. The discussion identifies two camps of dialogic pedagogy based upon the theories of either Mikhail Bakhtin or Paulo Freire and teases out the differences and commonalties between the two theorists’ understanding of dialog. In particular, the author contrasts Bakhtin’s socio-psychological aspects of dialog with Freire’s socio-political ones. The discussion then moves to a review of practitioner research based in Bakhtin, Freire or a combination of the two in order to show how the theories can work in concert within a dialogic pedagogical stance. The discussion concludes with a consideration that a dialogic pedagogy based in both theorists clarifies the discussion and mutually edifies both educators and student through a more comprehensive understanding of dialogic pedagogy.

Keywords

critical pedagogy; dialogic pedagogy; bakhtin; freire; dialog

Inaugural issue revisited: Workplace: A Journal for Academic Labor

ICES is returning to the archive and rolling out back issues in OJS format! We begin with the inaugural issue and its core theme, “Organizing Our Asses Off.” Issue #2 will soon follow. We encourage readers and supporters of Workplace and Critical Education to revisit these now classic back issues for a sense of accomplishment and frustration over the past 15 years of academic labor. Please keep the ideas and manuscripts rolling in!

Thanks for the continuing interest in Workplace and Critical Education,

Stephen Petrina & E. Wayne Ross, co-Editors
Institute for Critical Education Studies (ICES)
University of British Columbia

Workplace: A Journal for Academic Labor
No 1 (1998): Organizing Our Asses Off
Table of Contents
http://ojs.library.ubc.ca/index.php/workplace/issue/view/182236

Articles
——–
Foreword: The Institution as False Horizon
Marc Bousquet

What Hath English Wrought: The Corporate University’s Fast Food
Discipline
Cary Nelson

Unionizing Against Cutbacks
Paul Lauter

What is an “Organization like the MLA”? From Gentleman’s Club to
Professional Association
Stephen Watt

The Future of an Illusion
Christian Gregory

Resistance is Fruitful: Coalition-Building in Ontario
Vicky Smallman

This Old House: Renovating the House of Labor at City University of New
York
Barbara Bowen

Jobless Higher Ed: An Interview with Stanley Aronowitz
Stanley Aronowitz, Andrew Long

Life of Labor: Personal Criticism
——–
Looking Forward in Anger
Barbara White

Performing Shakespeare: Writing and Literacy on the Job
Leo Parascondola

The Good Professors of Szechuan
Gregory Meyerson

Forum: Organizing Our Asses Off
——–
Cannibals, Star Trek, and Egg Timers: Ten Years of Student Employee
Organizing at the University of California
Kate Burns, Anthony M. Navarrete

Critical Year
Edward Fox, Curtis Anderson

What’s Next? Organizing After the COGS Union Affiliation Vote
Julie Marie Schmid

7,500 Down, 200,000 To Go: Organizing the City University of New York
Eric Marshall

Unions, Universities, and the State of Texas
Ray Watkins, Kirsten Christensen

Organizing Democracy: A Response
Karen Thompson

Beyond the Campus Gates: The Personal Is Still Political
Vincent Tirelli

Institutional Memory and Changing Membership: How Can We Learn from What We
Don’t Recall?
Alan Kalish

Field Reports
——–
Report on the 1997 MLA Convention
Mark Kelley

Report on the “Changing Graduate Education” Conference
Alan Kalish

Book Reviews
——–
Review of Michael Denning’s The Cultural Front: The Laboring of American
Culture in the Twentieth Century
Derek Nystrom

Review of Staughton Lynd’s Living Inside Our Hope
Paul Murphy