Category: Announcements

New book published on trauma-informed pedagogy

Dr. Patrick J. Lewis and Karen O. Wallace

New book by Karen O. Wallace and Dr. Patrick J. Lewis, Trauma Informed Teaching through Play Art Narrative (PAN). Published by Brill.

Trauma affects the lives of many children who we teach in school. It effects the students, teachers who teach them, the administration, and the school community as it is part of the school environment and culture. Teachers and administrators have great potential to set up an environment and adopt an attitude that can help heal the trauma in the lives of their students. Read more



New Director of Professional Development and Field Experiences

Dr. Kathryn Ricketts

Congratulations to Dr. Kathryn Ricketts, who has agreed to assume the role of Director of the Professional Development and Field Experiences as of July 1, 2020 for a 3-year term.

In-school Field Experiences have been a defining feature of our Faculty since its inception. Each program in the faculty contains at least three major practicum experiences. The first-year practicum experience is an introduction to schools, an exploration of the various roles in education. More extensive development occurs in the pre-internship year. It is at this level that students experience the link between theory and practice since education courses over two semesters are coordinated with the practicum. An intensive 16-week internship, under the daily supervision of a cooperating teacher, has over the years become the ‘flagship’ of the Faculty of Education. The two-day Internship Seminar for cooperating teachers and interns, which has a long history of strong support by the partners in education in Saskatchewan, is unique in Canada.

SSHRC Connection Grants awarded

Dr. Marc Spooner
(U of R Photography)

Congratulations to Dr. Marc Spooner who has received a $49,600 SSHRC Connection Grant for his research entitled, “A ‘Crisis’ in Academia: Radio Documentaries Exploring the Changing Landscape of Higher Education.”

This project will involve a four-part documentary mini-series that explores: (1) how shifts towards market-based reforms are shaping research agendas in North America, (2) how new academic management practices are influencing teaching & learning, and  (3) how scholars and students are resisting these dynamics.



Dr. Christine Massing (UR Photography)

Congratulations to Dr. Christine Massing (Principal Investigator) who, in a partnership involving 8 institutions, has received a $36,379 SSHRC Connection Grant for their research entitled “Sketching narratives of movement towards comprehensive and competence early childhood educational systems across Canada.”

By bringing together a group of leading ECEC scholars/policy informants from across Canada with national and international decision-makers, researchers, and advocates, this project intends to capture the substantive changes that have already taken place, with regards to ECEC policy, pedagogy, practice, and theory, as the result of decades of collective advocacy and research, in order to inspire further action at local, provincial/territorial, and federal levels and to consolidate a pan-Canadian network of researchers, practitioners, decision-makers, advocates, and knowledge keepers from First Nations, Inuit, Métis, and immigrant communities.

Dean’s message to students, faculty and staff | Covid-19 Precautions

A Note from the Dean to the Students, Faculty, and Staff of the Faculty of Education

Let me begin by thanking everyone in the University, Faculty, and broader education-sector community for their caring and efforts. It will make a positive difference. The past 24 hours and past few days have been disconcerting for many of us and as the level of uncertainty about the impact of COVID-19 has mounted, so too has the need for us to make decisions we never could have imagined making just days ago. That is true not just for those of us who hold administrative roles in the Faculty but also for many of you.

People are understandably nervous and worried as our lives are being impacted in unsettling ways. But the past few days and weeks have demonstrated that we are also caring and thoughtful. It has also become clear how committed people are to take care of each other and our communities. In that light, I will encourage each of us to continue to focus on what we can do to support our families, students, colleagues, and the communities we live in rather than becoming frozen by the prospect of what we cannot do.

We are going to make mistakes as we try to move things forward, and things will not be perfect. However, I commit that I, the Faculty’s Administrative Team, and all of our colleagues will continue to work together in the best ways we can. Finally, I would like to express a sincere thank you to all of you for your extraordinary efforts to-date and as we continue over the weeks to come.

Jerome Cranston, Ph.D.

Dean | Professor Faculty of Education
Faculty of Education

New Lecturer for le Bac

The Faculty of Education welcomes Mr. Stephen Davis who joins us as a lecturer in the Baccalauréat en éducation (le Bac) program area for a one-year term (January 1, 2020 – December 31, 2020).

Mr. Davis holds a B.A. in French (University of Saskatchewan), has a B.Ed./After Degree from le Bac (University of Regina), and holds an M.A. in Second Language Education (McGill University). Mr. Davis is currently a classroom teacher in a French Immersion context with Saskatoon Public School, and has held a number of teaching positions in other French-language contexts. Besides being a classroom teacher, Mr. Davis has extensive experience as a research assistant. Welcome! Bienvenue! Tawâw!


Association of Canadian Deans of Education release Statement of Commitment

Quebec City ACDE Statement of Commitment

October 23, 2019

Recognizing that every Faculty, College, School and Department of Education and the Universities exist within the lands of Indigenous peoples:

We, the Deans of Education from all regions of Canada, are deeply concerned about the climate emergency and environmental crisis. Local, regional, and global air and water pollution; extractive technologies; accumulation and distribution of toxic wastes; destruction and depletion of forests, soil, and water threaten the survival of the planet, the integrity of the earth and its biodiversity, the security of nations, Indigenous peoples, and future generations. These environmental changes are caused by inequitable and unsustainable production and consumption patterns that aggravate poverty in many regions of the world.

We believe that urgent actions are needed to address these fundamental problems and reverse the trends. We acknowledge the work undertaken by the world in creating the UNSDGs, with associated goals and indicators. Stabilization of human population, adoption of environmentally sound industrial and agricultural technologies, reforestation, and ecological restoration are crucial elements in creating an equitable and sustainable future in harmony with nature.

We recognize that our actions as Faculties, Colleges, Schools, and Departments of Education are complicit in this critical trajectory. We have a responsibility and opportunity to make a difference.

We recognize the power of education to transform practice. Faculties, Colleges, Schools, and Departments of Education have a major role in the education, research, policy formation, and information exchange necessary to make these goals possible. This is a social and an ethical responsibility. We must act.

We, therefore, make the following commitments:

  • We commit to processes of relationship building and engagement with the local communities to which we belong, beginning with Indigenous peoples.
  • We commit to act in ways that add to the equitable and sustainable future of the planet.
    Within our own Faculties/Schools/Colleges/Departments and wider universities, we commit to reduce our environmental impact.
  • We commit to support each other within ACDE to transform our practices in ways that add to the equitable and sustainable future of the planet; through reporting and sharing challenges and good practices.

By engaging in these actions, we recognize we are making a difference now and in the future. As we make these commitments, we are moving towards the creation of the ACDE Accord for Education for a Sustainable Future, which will be a living accord among Canada’s Deans of Education.

This Commitment has been influenced by The Talloires Declaration – La declaration Talloires (see

Ebauche : Déclaration d’engagement d’ACDE à Québec

Reconnaissant que chaque faculté / école / collège / département d’éducation et université existe sur le territoire des peuples autochtones:

Reconnaissant qu’il existe chaque faculté / école / collège / département de l’éducation et université sur les terres des peuples autochtones: Nous, doyens de l’éducation de toutes les régions du Canada, sommes profondément préoccupés par l’urgence climatique et la crise environnementale. La pollution de l’air et de l’eau aux niveaux local, régional et mondial; technologies extractives; accumulation et distribution de déchets toxiques; la destruction et l’épuisement des forêts, des sols et de l’eau menacent la survie de la planète, l’intégrité de la terre et sa biodiversité, la sécurité des nations, des peuples autochtones et des générations futures.

Ces changements environnementaux sont causés par des modes de production et de consommation inéquitables et non durables qui aggravent la pauvreté dans de nombreuses régions du monde.

Nous pensons que des mesures urgentes sont nécessaires pour résoudre ces problèmes fondamentaux et inverser les tendances.

Nous reconnaissons le travail entrepris par le monde pour créer les UNSDG, avec les objectifs et les indicateurs associés. La stabilisation de la population humaine, l’adoption de technologies industrielles et agricoles respectueuses de l’environnement, le reboisement et la restauration écologique sont des éléments cruciaux pour la création d’un avenir équitable et durable, en harmonie avec la nature. Nous reconnaissons que nos actions en tant que facultés / écoles d’éducation sont complices de cette trajectoire critique. Nous avons la responsabilité et la possibilité de faire la différence.

Nous reconnaissons le pouvoir de l’éducation de transformer la pratique. Les facultés et les écoles d’éducation jouent un rôle majeur dans l’éducation, la recherche, l’élaboration de politiques et l’échange d’informations nécessaires à la réalisation de ces objectifs. C’est une responsabilité sociale et éthique. Nous devons agir.

Nous prenons donc les engagements suivants:

  • Nous nous engageons dans des processus d’établissement de relations et d’engagement avec les communautés locales auxquelles nous appartenons, à commencer par les peuples autochtones.
  • Nous nous engageons à agir de manière à ajouter un avenir équitable et durable à la planète.
    Au sein de nos facultés / écoles et universités plus larges, nous nous engageons à réduire notre impact environnemental.
  • Nous nous engageons à nous soutenir mutuellement au sein d’ACDE pour transformer nos pratiques de manière à contribuer à l’avenir équitable et durable de la planète; en rendant compte et en partageant les défis et les bonnes pratiques.

En prenant part à ces actions, nous reconnaissons que nous faisons une différence, maintenant et à l’avenir. En prenant ces engagements, nous nous dirigeons vers la création de l’Accord ACDE pour l’éducation pour un avenir durable, qui sera un accord vivant entre les doyens de l’éducation du Canada.

PhD candidates recipients of research awards

Miranda Field, PhD candidate, award recipient
Shana Cardinal, PhD Candidate, award recipient

PhD Candidates (Education Psychology) Miranda Field and Shana Cardinal are recipients of Indigenous Peoples’ Health Research Centre (IPHRC) and the Saskatchewan Centre for Patient Oriented Research (SCPOR) Research Awards. Each has been awarded $30,000 for their research, which aligns with IPHRC/SCPOR’s goals.

Miranda’s research will focus on the role of place within Indigenous mental health healing and learning and Shana’s research will focus on Indigenous perspectives of intergenerational trauma on student mental health.

The IPHRC/SCPOR award provides them with opportunity to pursue studies and research full-time, as well as to participate as IPHRC/SCPOR Trainees within a “growing hub of people engaging in decolonizing and emancipatory research that is designed to continuously improve the health and well-being of Indigenous peoples in Saskatchewan.” Congratulations Miranda and Shana

Faculty-Based Research Centre Funding


General Research Fund

Language Camps team
Dr. Pamela Osmond-Johnson
Dr. Xia Ji
Dr. Cristyne Hébert
  • Language Camps as an Indigenous language revitalization strategy: The nêhiyawak (Cree peoples) Language Learning Experience – Belinda Daniels (USask); Peter Turner (URegina); Randy Morin (USask); Bill Cook (URegina); Dorothy Thunder (UAlberta); and Andrea Sterzuk (URegina) – $4,440
  • Developing a community of practice during internship – Pamela Osmond-Johnson, and Xia Ji – $4,725
  • Fostering a maker mindset through pedagogical practices – Cristyne Hébert, Trevor Hlushko, Amy Singh, and Aaron Warner- $5,000

Community-Engagement Research Fund

Dr. Andrea Sterzuk
Dr. Anna-Leah King
Cheryl Quewezance
  • A study of a land-based and ceremonial mentor-apprentice approach to Saulteaux language revitalization – Andrea Sterzuk, Anna-Leah King, and Cheryl Quewezance – $4,500

Study of Teaching and Learning Fund

Dr. Kathryn Ricketts
  • Tent talks and hallways interventions – Kathryn Ricketts – $1,750

Knowledge Mobilization Fund

Dr. Anna-Leah King
Dr. Heather Phipps
Dr. Cristyne Hébert
Dr. Marc Spooner
Dr. Scott Thompson
  • Dreaming a beautiful world through the truth of âcimowin – Anna-Leah King – $750 and Heather Phipps $750
  • Playing at the margins: Feminist investigations of digital gameplay – Cristyne Hébert – $1,581.96
  • Panel Discussion/Book Engagement: Dissident Knowledge in Higher Education – Marc Spooner, Michelle Fine, Sandy Grande, and Joel Westheimer – $4,063.24
  • Ducks on the Moon: The Musical – Scott Thompson – $5,000

Faculty members recipients of a SSHRC Insight Development Grant

Dr. Pamela Osmond-Johnson
Dr. Michael Cappello

Dr. Pamela Osmond-Johnson and co-applicant Dr. Michael Cappello are recipients of a Social Sciences and Humanities Research Council (SSHRC) Insight Development Grant of $59,498 for their research project entitled “Leading Reconciliation Education: The Strategic Advocacy of School Principals in the Prairies.”

Osmond-Johnson, Pamela – University of Regina $59,498
Cappello, Michael – University of Regina (co-applicant)
Dwyer, Kyran – Canadian Association of Principals (collaborator)
Lamoureux, Kevin – University of Manitoba (collaborator)
Lindeman, Carlana – No primary affiliation (collaborator)
Leading Reconciliation Education: The Strategic Advocacy of School Principals in the Prairies

Faculty member co-investigator in SSHRC Insight Development Grant

Dr. Barbara McNeil

Dr. Barbara McNeil is a co-investigator for a research study entitled “Experiences of Racialized Students in Education, Nursing, and Social Work University Programs in Saskatchewan.The investigators are recipients of a Social Sciences and Humanities Research Council (SSHRC) Insight Development Grant of $56,161.


Novotna, Gabriela – University of Regina $56,161
Funke, Oba – University of Regina (co-applicant)
Gebhard, Amanda – University of Regina (co-applicant)
Hogarth, Kathy – University of Waterloo (co-applicant)
Luhanga, Florence – University of Regina (co-applicant)
McNeil, Barbara – University of Regina (co-applicant)
Experiences of Racialized Students in Education, Nursing, and Social Work University Programs in Saskatchewan