Author: Editor Ed News

Whisperings of the Land Indigenous Speaker Series presentation


The Whisperings of the Land Indigenous Speaker Series invites you to a presentation by Dr. Kevin Lewis:

kâ-nêyâsihk mihkiwahpa Centre of Excellence- Cree Language Immersion Land Based Program

April 6, 2023
11:00 a.m. CST via Zoom

Register at https://bit.ly/WhisperingApril2023

What would localized indigenous pedagogy look like? This session will cover topics of core subjects, projects, seasonal and year-round activities that the Immersion School has been piloting since 2018. Language learning assessments will be discussed as well as policy development. This will be a good look at developing our languages within the existing frameworks and how we can engage our communities to find out what is important for schools to teach. There will be time for Qs & As in this session.

Speaker bio:
Dr. Kevin wâsakâyâsiw Lewis is a nêhiyaw (Plains Cree) instructor, researcher, and writer. For the past 21 years, Dr. Lewis has been working with community schools in promoting land and language-based education and is founder of kâniyâsihk Culture Camps (www.kaniyasihkculturecamps.com/), a non-profit organization focused on holistic community well-being and co-developer of Land-Based Cree Immersion School kâ-nêyâsihk mîkiwâhpa. Dr. Lewis is from Ministikwan Lake Cree Nation in Treaty 6 Territory.

The Gabriel Dumont Research Chair presentation

The Gabriel Dumont Research Chair in Michif/Métis Education invites you to talk by Dr. Darryl Leroux.
Family Lore as Settler Colonial Fantasy: The Role of Trauma
Wednesday, April 5th, 2023 at 4:00 pm.
ED 228 (TPC)
Education Building
University of Regina
Family lore is a tricky concept to define — not outright lies, but not factual either, it’s a form of intergenerational communication that imagines historical events and relations in a manner that positions a given family as having unique customs or values. In their creation of lore, families often circulate stories about overcoming adversity and injustice, an apparent strategy to downplay more troubling stories linked to their social advantage or power. One common form of family lore for white Canadians involves creating Indigenous ancestry and identity where it didn’t exist in the first place. This presentation is part of a wider research study that examines the circulation of family lore about indigeneity in white settler families. The focus here will be on 5-10 public statements released since 2017 by high-profile individuals exposed by the media as making false claims to an Indigenous identity. These statements are quickly becoming a new genre of writing — one that exposes the intimate settler-colonial fantasies that propel the reconciliation era forward.
Presenter Bio:
Darryl Leroux is currently Visiting Professor of Sociology at the University of Ottawa. Starting May 1st, he’ll be an Associate Professor of Political Studies at the University of Ottawa. His book Distorted Descent: White Claims to Indigenous Identity, published in 2019, was selected as one of the University of Manitoba Press’s top ten books of the 2010s. His current academic work disentangles how family lore propels white settlers to falsely claim Indigenous identities. Otherwise, he can often be seen fishing on a backcountry lake or stream.

 

Arts Ed Sarah Adams answers the question “Why Arts Education?”

Sarah Adams (BEd’11), an Arts Educator and Music Artist, shares about the value of our Arts Education program to her:

What I enjoyed about the Arts Education program was how it immersed me in all the different strands of the arts ed curriculum. I met talented teachers and individuals who were masters of their craft and was constantly inspired by the power of the arts in everyday life, and how it poured over into the classroom experience.

This program prepared me for my career by setting me up for success. My background in the arts has really helped me in my professional roles as an educator. This program has made me assertive, vulnerable, and compassionate, and allowed me to think on my toes which is very handy in the education field.

I have always been thankful that the arts education program gave me a few different ways to use my degree. I’m considered a specialist in the arts, but can still take this into all avenues of teaching, whether it be a classroom teacher, a leadership role, or a position directly related to the arts.

I am very grateful for the opportunity that the Arts Ed program has given me, not only as an educator but as an artist. It made me see the importance of the arts and how badly they are needed in our schools, and in the world.

I am currently an arts ed specialist at The Crescents school! I love this position and being able to share my passion with the students! I also sing on the side with a folk band called Blue Light Valley and do some solo gigs. I’ve started my own Instagram and Facebook pages where I share my original songs and some covers with the world. This has really evolved into meeting other artists and performing at many local establishments. You can find me at @SarahAshleySings on both platforms.
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Arts Ed Alum Teddy Roduta’s experience as a student

Curious about our Arts Education program and wondering where this degree could take you?

Today, we’re shining the spotlight on alum Teddy Roduta (B.Ed.’21), who shares why he values the Arts Education program and how it prepared him for the dynamic context of the classroom.

Self-expression and development through trial and error were aspects of the Arts Education program that Teddy found valuable. Teddy says, “No two teachers will be the same; the Arts Ed program gave me different opportunities to discover ‘me’ as a teacher. As with many things that a teacher does in the classroom, a lot of trial and error are involved. I felt like the classes offered gave me an opportunity to see which ideas worked and which ideas need to be improved on.”

Being well-equipped for today’s dynamic educational landscape requires versatility and confidence, which Teddy has developed because of his Arts Education program.

Teddy, who followed a secondary education strand, is currently a homeroom teacher for Grade 2 students: He says, “Because of the Arts Ed program, I felt well-equipped to accept the role. … I was able to adjust accordingly by incorporating Arts Ed in all my lessons. I strongly believe that despite the grade level you are training for, the Arts Ed program does a great job of preparing teachers to be versatile in the teaching field.”

Making adjustments is achievable because, says Teddy, “My Arts Ed program helped me gain the confidence I needed to prepare for outcomes I don’t have experience with in teaching…If I were to be assigned to a new teaching role in the future, I would feel confident enough to accept that new role because I always have my Arts Ed training to go back to.”

Teddy feels confident in his ability to incorporate the arts into subjects other than arts: “I feel better equipped to incorporate Arts Ed in subjects such as English and Math. By doing so, I think that the students benefit more by learning critical subjects while simultaneously learning self-expression and development through art.”

Student Jaelyn Prediger talks about her experience as a student

Today’s spotlight is shining on 4th-year Education student Jaelyn Prediger.

Jaelyn is taking our Secondary Education program, with a major in Health Education and a minor in Social Studies Education. She is also concurrently taking her Certificate of Extended Studies in Inclusive Education.

In her Grade 12 year, when Jaelyn was choosing a career path, she knew that she needed a path that would give her opportunities to interact with students and families, and that would encourage her to life-long learning and skill development. Because she had experience in educating youth as a Lifeguard and Swim Instructor, she had developed skills that are needed to be a teacher: “Both jobs helped me to acquire the crucial skills of communication, connection-building, adaptability, patience, time management, and more,” says Jaelyn.

Jaelyn enjoys developing extensive knowledge in the areas she has chosen for her major and minor, the areas in which she hopes to teach. The experience and adaptability she is gaining through her practicums is also valuable. Jaelyn says, “Although we choose a major and minor in the Secondary Education program, my field placements have also allowed me to gain beneficial and practical experience outside my major/minor and chosen grade levels.”

Why become a teacher at the University of Regina? Jaelyn says, “I chose the University of Regina because I felt that it would be the best place for me to further my learning and studies while also preparing me for the rewarding career of being a teacher. The Faculty of Education provides many field opportunities for students to enter the classroom and receive practical teaching experiences. One of my family members is also a Faculty of Education alumna, so I knew that completing my undergraduate degree at the University of Regina would be a great choice and would greatly benefit me in the present and near future.”

La Ruchée projet


Le vendredi 3 mars, les étudiants du Bac ont eu l’opportunité de participer à un atelier d’une durée de 7 heures offert par La Ruchée, un projet de recherche en éducation artistique financé par Patrimoine Canada et porté par la Fédération culturelle canadienne-française (FCCF). Le projet a été développé en réponse à la pénurie nationale d’éducateurs francophones et dans le but de promouvoir la place des arts et de la culture dans les milieux d’enseignement francophones au Canada.

L’atelier a été offert dans le cadre du projet pilote créatif Atelier Bâtir la confiance de La Ruchée, qui vise à doter les étudiants à la formation initiale en enseignement et les enseignants en début de carrière de la confiance en leur créativité et leur capacité à enseigner les arts et à intégrer les arts dans leur propre enseignement.

Cependant, les étudiants du Bac n’étaient pas les seuls apprenants de l’atelier. L’équipe de recherche a également cherché à comprendre les besoins des éducateurs artistiques francophones du point de vue des participants à l’atelier. Ce que La Ruchée apprendra servira à offrir des services aux enseignants francophones dans le cadre du développement futur d’un centre d’expertise pour l’éducation artistique francophone au Canada.

À propos de la journée, la professeure Anne Brochu Lambert déclare : « Quel privilège que La Ruchée vienne à Regina pour lancer son initiative, grâce à la vision de la directrice du Bac, Claire St-Cyr Power. Cette équipe nationale et moi-même sommes au diapason sur l’approche pédagogique en art et toute la journée a permis d’explorer et de renforcer des concepts clés. L’atelier était dynamique, mené avec expertise, les étudiants ont en retour été bien engagés dans l’expérience. Je suis convaincue qu’ils ont gagné de nouveaux outils et une bonne dose de confiance en leur future pratique d’enseignant. J’ai senti et vu que plusieurs ont vécu de vrais moments révélateurs! »

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On Friday, March 3, le Bac students had the opportunity to be part of a 7-hour workshop offered by La Ruchée, an arts education research project funded by Heritage Canada and led by the Fédération culturelle canadienne-française (FCCF). The project was developed in response to the national shortage of French-speaking educators, and in order to promote the place of arts and culture in French education settings in Canada.

The workshop was offered as part of La Ruchée’s Atelier Bâtir la confiance creative pilot project, which intends to equip French-speaking preservice and novice teachers with confidence in their creativity and their ability to teach the arts and integrate the arts into their own teaching.

French education preservice teachers were not the only learners in the le Bac workshop, however. The research team also sought to understand what is needed by the French-speaking arts educators from the workshop participants’ perspectives. What La Ruchée learns will be used to provide services for French-speaking teachers through a future development, a center of expertise for Francophone arts education in Canada.

About the day, Professor Anne Brochu Lambert says, “What a privilege to have this national initiative come to Regina, thanks to the trust and vision of le Bac’s director, Claire St-Cyr Power. This team and I are on the same wave length when it comes to approaching the arts and the day allowed for exploring and reinforcing key concepts. It was really all about building that crucial confidence. The format was dynamic and expertly led, the students were engaged and generous; in the end, all got new tools and many experienced that proverbial ‘a-ha’ moment!”

Arts Ed Alum Brittney Leitner shares her experience of our program

Curious about the Arts Education program and wondering where this degree could take you?

Today, we’re shining the spotlight on alum Brittney Leitner (B.Ed.’22), who shares about her experiences in the program and the opportunities that have opened up for her.
Brittney says, “I loved my time in the University of Regina Arts Education program, especially the hands-on, experiential learning in the arts, whether it was learning to play guitar, reading children’s literature with beautiful illustrations, creating with watercolours, doing shadow screen dramas, or social dancing. Beyond simply learning how to teach the arts, we explored how to teach through the arts and with the arts.”

Our arts education program prepared Brittney for a variety of roles in education and beyond. As Brittney says, “The Arts Education program at the University of Regina opens doors for teachers into the classroom, but also opens endless windows into a world of creative professions, learning experiences, and opportunities to explore and grow their love for the arts and teaching.”

The door Brittney chose was to continue her studies: “I am currently pursuing a Master’s of Arts in Art Education at the University of British Columbia with a research focus in embodied inquiry.”
Brittney says, “I will always be grateful for the lasting friendships I made with people who love the arts and teaching, for the professors who guided me to deepen my artistic practice and connect my pedagogy to shaping a better world, and for my personal growth and learning that continues to go with me beyond the program into the endeavours I pursue as an artist, an educator, and a life-long learner.”

International Women’s Day 2023

On behalf of the Faculty of Education at the University of Regina, which is situated on the homeland of the Métis Nation: Saskatchewan and on Treaty 4 Territory, the traditional territory of the Cree, Saulteaux, Nakota, Lakota and Dakota people, and with a presence in Treaty 6 Territory, as the Dean and more importantly as a human being, I support the CCGSD’s calls to action to address anti-trans hate in all its forms and specifically as outlined in the “There’s No Gender Equality Without Trans Women” statement to celebrate International Women’s Day 2023.

The Canadian Centre for Gender and Sexual Diversity Statement is found at http://ccgsd-ccdgs.org/iwd-2023_en/

Save the dates for the 3rd annual Teach and Learn Conference!

REGISTER at
https://tinyurl.com/teach-learn-registration-2023
by March 20, 2023

Call for Proposals: DEADLINE EXTENDED TO MARCH 6

You are invited to contribute to the Teach and Learn in a Digital World: Here and Now 2023 Conference where we will investigate our practices and exchange innovative ways of looking at Digital Literacies and Creative Technologies. Modeling innovation, this conference design is intended to disrupt the traditional vertical delivery framework with lateral exchanges in the spirit of dynamic discussion.

Session Themes: We welcome critical conversations and creative works surrounding notions of Digital Skills: Creative Technologies; Inclusivity in Technology;Technology Integrations Across Curriculum and Subject Areas; Digital Citizenship – Digital Etiquette, Digital Law, Online Security and Digital Access; Media Literacies; Critical Thinking in the Digital World; Digital Self-Care, Health and Wellness; Artificial Intelligence; Digital Art and Media Production; Digital Game Based Learning; Makerspaces and Maker Pedagogies; Robotics, Coding, and Computational Thinking; 3D Modelling and 3D printing; Social Media in Education; Classroom Management and Technology.

Formats: We welcome any and all pieces that address Digital Literacies and Creative Technologies in the form of paper and panel presentations (shared or individual); exhibits of visual, textual and performative pieces; workshops; book talks; exchange forums; and maker fairs.

Conference structure:
March 24, Friday (7 – 9 PM): Keynote, live entertainment and welcome from our elder in residence
March 25, Saturday (10 AM – 4 PM): Concurrent Sessions – Hybrid offerings
March 26, Sunday (10 AM – 2 PM): Concurrent Sessions – Hybrid offerings

Click to learn more: https://docs.google.com/document/d/1myKELsX2WsCYKIqn3FMsLdskeI2HC8jdmTjL4xxdICM/edit

Download the Call: Teaching and Learning Here and Now Call for Proposals 2023

 

 

Student Spotlight | Heather Carter

In December, our Faculty received news that six of our graduate students have been chosen for the SSHRC Doctoral Fellowships/Canada Graduate Scholarships (CGS) Competition. We saw this news as an opportunity to highlight some of our extraordinary graduate students and their research.

Our spotlight today is shining on PhD student Heather Carter, one of the six competitors from our Faculty.

Heather (B.Ed.’08 SUNTEP-PA, M.Ed.’19 UofR) is a Métis woman from Prince Albert, SK, and is now living and working on Treaty 4 territory, the territories of the nêhiyawak, Anihšināpēk, Dakota, Lakota, and Nakoda, and the homeland of the Métis/Michif Nation. Before moving to Regina, Heather worked as a middle years teacher for 8 years and then in adult education at Dumont Technical Institute for 2 years. She also earned her M.Ed. (C&I with a focus on Indigenous Leadership and Pedagogy) in our community-based master’s of education program offered in partnership with Gabriel Dumont Institute in Prince Albert. Currently, Heather works as an Indigenous Student Success Facilitator and runs the nitôncipâmin omâ Student Success Program at the University of Regina.

While Heather is working toward a Ph.D. in Educational Administration and Leadership, her research focus is anti-oppressive leadership in higher education. She chose this topic because she is interested in “understanding the impact that ubiquitous racism and oppression has on the identity of Indigenous and racialized learners in post-secondary institutions,” says Heather.

She adds, “I was fortunate to have been given the opportunity to learn, to teach, and to lead while cocooned in my culture. I am called now to do this research and join those whose aim is to make change in post-secondary institutions and move toward equity in education for those Indigenous and racialized students yet to come.”

Dr. Jerome Cranston (Education) is Heather’s supervisor.  Her committee members will be Dr. Amanda Gebhard (Social Work), Dr. Emily Grafton (Politics and International Studies), and Dr. Donna Swapp (Education).

Read Heather’s published research:
Gebhard, A., Novotna, G., Carter, H., & Oba, F. (2022). Racism plays a disappearing act: Discourses of denial in one anti-discrimination campaign in higher education. Whiteness and Education. https://doi.org/10.1080/23793406.2022.2072760

Carter, H. (2022) Permission to escape. In A. Gebhard, S. McLean, & V. St. Denis, (Eds.), White benevolence: Racism and colonial violence in the helping professions. Fernwood Publishing.

Carter, H., & Cranston, J. (2023, in press). Freedom with relational responsibility: Exposing the culture of Whiteness of academic freedom from a critical pedagogy of place. In M. Popovic, Q. Dang., & L. Matei, (Eds.), Global observatory on academic freedom. https://elkana.ceu.edu/goaf-blog