Category: Awards and Recognition

Honoured by alumni award | Dr. Jerome Cranston

Our Faculty shows its commitment to equity, diversity and inclusion by ensuring that the work we do protects Indigenous rights and the rights of minority groups, and by expanding our programming to support and serve the needs of rural and remote communities. One example of how our commitment is demonstrated is through the community-based programs we offer in partnership with local Indigenous teacher education programs, which help to address the needs of remote Saskatchewan communities for more Indigenous teachers and more access to education programs.

We are thrilled to announce that this commitment has recently been recognized by the University of Alberta, which has honoured our Dean, Dr. Jerome Cranston, with an Alumni Honour Award. The award recognizes his advocacy for racial justice and equity in the various roles he has served in throughout his career as an educator, teacher educator, and dean of our Faculty. “With imagination and innovation, Cranston is challenging the systems, values and behaviours that perpetuate discriminatory behaviour in education.” Congratulations to our dean!

Read more at https://www.ualberta.ca/alumni/recognition/alumni-awards/2022-recipients.html

Award-winning master’s student researches immigrant mothers’ experience of their children’s language loss

Willow Iorga

Willow Iorga (MEd’22) was recently awarded one of two Spring 2022 Associate Dean’s Graduate Student Thesis Awards. Willow is currently an Employment Instructor (just promoted to Team Lead of Work Experience and Employer Relations) with the Open Door Society, where she teaches newcomers Canadian workplace skills. She has a BA in geography and an after degree in elementary teacher education, both from the University of Regina. Willow’s award-winning thesis is entitled, “The Immigrant Mother’s Experience of Their Children’s Heritage Language Loss.” What follows is Willow’s research story:

Willow grew up on Pender Island, BC, located off the west coast of Canada, on a 3-acre organic farm/garden. When she was 11, her parents introduced her to world travel, selling their Pender Island property and traveling to Hawaii, New Zealand, Fiji, Japan and Australia. “We backpacked and camped a lot,” says Willow, “Sometimes I liked traveling, but a lot of times I missed my friends back in Canada.” In Australia, Willow experienced a foreign school system. “It was really different, we had to wear uniforms, it was a lot more strict, they taught Japanese instead of French as a second language, and I was really behind in math,” she says.

It wasn’t so much these younger childhood experiences, however, that have given her insights into what it feels like to be a newcomer, informing her current work and research with newcomers. Willow points to living in Quebec in her late 20s as an experience that really helped her feel what it is like not to speak the language of the context in which one lives. “We were living outside of Montreal and no one spoke English and I was in language classes .… In my French classes, I couldn’t understand anything, unless they translated into English, I was just so lost all the time in that class. I know how confused and lonely that period in Quebec was.”

What led Willow to her research topic, immigrant mothers’ experiences of their children’s heritage language loss, was an experience teaching at the Regina Immigrant Women’s Centre, where the majority of her students were Syrian refugee mothers. Willow says, “They would come to class part time, all were homemakers, responsible for taking care of the children and cooking. They had virtually no time to do homework or practice outside of the class. It was a real struggle to make any progress. When we would chat we would use Google translate to communicate, so we could have real conversations. A lot of them would tell me that their kids were starting to forget Arabic. The kids were put into the school system, into ESL classes, and they were forgetting how to speak Arabic. I wondered, ‘How on earth can they have children that don’t speak the same language?’ cause they can’t communicate in English at all, how can they communicate with their kids? That’s why I chose this topic.”

Due to ethical considerations, Willow did not conduct her research with these particular mothers, but she had relationships with newcomer co-workers and peers who participated in her research. Willow’s findings include the following:

  • Language is fluid. It can be learned and lost at any age, by any family member, depending on their environment and whether one is using their language or not.
  • English quickly becomes the dominant language for newcomer children no matter how much reinforcement they receive at home.
  • Even if kids share a language, they will convert to English rather than their home language.
  • Online resources are important resources that parents can utilize in maintaining their children’s language. “For example, when I asked what mothers did to maintain their child’s language, they all used YouTube channels that they had their kids watch,” says Willow.
  • A lack of shared cultural framework can create a divide between mother and child.

What impressed Willow during her research is a story that a Chinese-speaking participant told her: “Her daughter was in Grade 4 or 5, and a new student who came from China joined their classroom. The teacher sat two Chinese Canadian girls next to the newcomer, to help the new student. But the girls couldn’t understand the newcomer. Even though they all spoke Chinese and understood the words, the context didn’t make sense,” says Willow. This story showed Willow how “language evolves and it is really dependent on context and culture. It’s not just the words.”

The recommendations coming out of Willow’s study target schools and administrators, settlement agencies, and the Government:

  • Schools and school administrators should move toward more inclusive linguistic policies in the classroom.
  • Settlement agencies should move toward more inclusive linguistic policies.
  • Governments should allocate greater resources towards language heritage centres and education.

Willow explains her use of “inclusive linguistic policies” saying, “In my research I found that as a teacher you don’t have to know, speak, or include the child’s language in the classroom. Your attitude alone toward that language can determine whether the student retains it or not. A lot of classrooms and workplaces have English-only rules.”

When asked what she hopes will be the outcome of her research, Willow responded, “For a lot of teachers to change the way they approach language; there are a lot of misconceptions, such as children need to know English to be successful and English needs to be dominant. If you have two or more languages, it is better for your brain development.”

As for future plans, at this point, Willow doesn’t plan to pursue a PhD. For the past four years, she has been a busy mom, full-time instructor at the Open Door Society, part-time teacher at the YWCA, and a master’s student, as well as while a student working as a teaching assistant or research assistant; she is now looking forward to some rest and a slower pace. That decision may or may not sit well with her dad, Dr. Patrick Lewis, a professor of early childhood education at the University of Regina, who was a major influence in her decision to pursue a career in the field of education (and also influenced her to take a thesis-route master’s program). Willow says, “When I was little, I would go to school with my dad who was a teacher, and then I would have to wait after school until he was done his prep work at the end of the day. I was always in his classroom. And when I had to do co-op hours for the career and personal planning program in high school, I always did those in my dad’s classroom.” Another influence was her teaching assistant work with Dr. Fatima Pirbhai-Illich, a professor of language and literacy education at the University of Regina. Willow says, “While I was a geography student, I was a teaching assistant for about 3 years and Fatima had a SSHRC grant and we were doing a pretty big project at Cornwall Alternative School. I was in the classroom a lot with the kids.”

After her geography degree, Willow earned a 2-year elementary education after degree. What Willow enjoyed about her after degree program in education was the internship and field experiences because, she says, “Instead of doing a degree with an idea in your head about the career, you get to be in that environment and decide if you actually want to be in that environment. I was in a Grade 2 class for my internship, and I really didn’t like it. I love kids but I don’t love trying to get them to do math, or be quiet at assemblies, or not hit each other on the playground.” When she graduated, Willow did not chose to apply to teach in a K-12 school system. She says, “You can do so many things with an education degree. There are so many possibilities; you don’t have to be in the K-12 system. I applied to settlement agencies to teach English with adults. When I started teaching I was assigned students who had really low English levels, the majority were refugee women from Syria or Sudan … I did have literacy skills from the elementary program but adult brains are pretty different. So I ended up going back to do my master’s.”

What makes education significant enough to choose a life career in it? Willow says, “I enjoy it. It’s that simple. You have to work your whole life and you have to spend your time doing something, and teaching is something that, no matter what, it’s always enjoyable, always different. I can always change things, and renew things. You have so much creative control. If I’m bored of something, I can change what we’re doing this week.”

 

Award-winning master’s student researches Indigenous language revitalization using video-chat technology

William (Bill) Cook (MEd’22) was recently awarded one of two Spring 2022 Associate Dean’s Graduate Student Thesis Awards. Bill is from wapâtikwaciwanohk (Southend, Reindeer Lake) Saskatchewan. He is currently an Assistant Professor at Brandon University in Manitoba. Bill has a BA in Cree Language Studies from the First Nations University of Canada and has taught Cree language at all levels for over 20 years. Bill’s award-winning thesis is entitled, “Indigenous Language Revitalization: Connecting Distant Cree Language Learners With Cree Language Speakers Using Video-Chat Technology.” The following is a Q & A with Bill about his research story:

Q & A with Bill Cook

Why did you chose to do your master’s degree (thesis route)?

I chose the thesis route because when I started considering doing my masters, I was told by a few people that if I were considering doing a PhD program after my masters, then going the thesis route would be beneficial to getting into PhD programs. For me, doing a thesis was much more beneficial than I thought. It taught me how to do a study, how to collect data, how to work with people as participants and co-researchers, and I learned some different methodologies both Indigenous and non-Indigenous on how to approach research. I feel that going this route prepared me to be a better researcher.

 Why did you choose the U of R?

I was a Cree sessional instructor at the First Nations University when I met Dr. Andrea Sterzuk. She had taken a couple of Cree courses that I taught. I had inquired about an EdTech grad program and Andrea mentioned a master’s program through the University of Regina’s Faculty of Education called Curriculum and Instruction, which included EdTech courses that interested me. She thought this would be a good fit. I agreed. I applied for the program and the Faculty of Graduate Studies and Research and the Education Research and Graduate Programs offices were so helpful to me during this process. It also allowed for me to continue working close to home.

What were the circumstances that led to your research thesis topic?

My research topic was Indigenous Language Revitalization: Connecting Distant Cree Language Learners with Cree Language Speakers Using Video-Chat Technology. This topic was an easy choice for me to decide on. I have been teaching the Cree language for over 20 years at all levels of education from instructing kindergarten students to university courses. One question I have been asked by many language learners throughout the years has been “What do I do next to become fluent in the language?” and my answer is always to immerse themselves in the language and, if possible, to move into a community that predominantly speaks the target language. Most times, language learners are not able to move to those locations, which are typically First Nations communities. By identifying that distance was the barrier, I wanted to see if using technology to make these connections would be beneficial in language learning and also if this could be an option to anyone from anywhere for Cree speaking practice.

How did this topic become important to you?

I believe the work in Cree language revitalization is very important work. If we ever lose our Indigenous languages in this country of Canada then where do we go to learn them? This is our home, our land. Our Indigenous cultures, languages, traditions, identities stem from this land; the land is our language. This is all we have, we have nothing else, we can’t go anywhere else. We have a responsibility to reclaim, revitalize, preserve, and maintain our Indigenous languages.

What were your research findings?

In doing my research I found that having regular synchronous video-chats were effective in remote language learning in both language and culture. Fluent speakers can share their language and culture just by being themselves from wherever there is Internet access. Also, when working with non-tech savvy participants, you must assist with the technology or else find them someone they are comfortable with to assist them. Laughter was a dominant factor throughout the daily virtual conversations, having fun with your project is a good thing. It was enjoyable to see everyone getting more comfortable with speaking in Cree as much as they could. Video-chat technology is a good tool for connecting grandparent with grandchild; this grandparent/grandchild pair in my study made bannock in real-time while repeating Cree words of the process. (See video below).

What impacted you most about your findings?

What impacted me the most was that once the connections were made, the conversations began to flow naturally. The project began a life of its own and seemed to have a spirit of its own. The participants were able to adapt to technology. I am so grateful to all my participants for their work. The relationships built during this process allowed for the conversations to happen naturally. I wondered if the participants not being face-to-face would be able to achieve this connection and I was impressed that it had.

What was the highlight during the process?

The highlight for me was to get to do my study in my hometown and spend time with my family back home in Southend was a bonus. It reminded me of my childhood, growing up and doing things like netting, plucking ducks, filleting fish, making bannock, and cooking on an open fire. Another highlight was watching my participants, especially my parents, gaining confidence in using the tech tools. Lastly, hearing the Cree language being spoken between the learner and speaker was enjoyable to observe.

What recommendations did you make based on your research findings?

The recommendations I developed were:

  • The use of video-chat technology as a language learning tool is only one way to share language and culture.
  • Investing in tech tools that fit your language learning style is a good investment.
  • Finding ways to employ fluent speakers to share their language and culture using technology is a good step towards revitalizing, preserving, and maintaining language.
  • If you don’t know the protocols of the area then ask; there is nothing wrong with asking.
  • For communities: they can find ways to employ their fluent speakers within their organizations, training community members in technology-based language platforms is a good investment.
  • For schools, universities, and other organizations: they can help in Indigenous language and culture revitalization by incorporating fluent speakers and knowledge keepers within their education systems.

What do you hope will be the outcomes of your research?

I hope to see more opportunities like this study. When the pandemic hit everyone went online to spend time with each other, communicate, and speak, in all languages. I think I have reached an outcome of seeing more people using video-chat tech to communicate and practice language learning. Today, I see many platforms for Indigenous language learning. I hope people continue and grow.

What are your future plans?

My future plans are to continue working in Indigenous language and culture revitalization. I recently got accepted to the Hawaiian and Indigenous Language and Culture Revitalization Doctorate Program at the University of Hawaii in Hilo. I look forward to where that opportunity takes my work. I would like to create employment for fluent Indigenous language speakers with or without having Western education degrees/certificates. This is URGENT to do, as we are losing fluent speakers daily and many of them are not certified to teach in a Western setting. Why do we have to wait for fluent Indigenous language speakers to get certified to pass on their languages? I believe there is a way to incorporate and employ fluent language speakers into Indigenous language programs and courses. I am currently an Assistant Professor at Brandon University. There I will continue teaching the Cree language, creating opportunities for other Indigenous languages, and continued service work in the community and online. I have also been offering a weekly Cree speaking practice group called ‘The Cree Group’ using video-chat. We can be found through Facebook. My work continues with Indigenous languages and cultures using different platforms of technology.

What have been your experiences in the First Nations University of Canada and the University of Regina?

The First Nations University and the University of Regina were both supportive during my studies. All the professors and classmates made my experience enjoyable. The atmosphere was welcoming and I felt at home in these spaces. I give credit to the instructors for being so helpful. There were many opportunities to help me along the way which included study groups, writing groups, financial funding and other support systems that played a role in my success. I am thankful for that.

Who were your influences in deciding on a career in the field of education?

I have to give credit to my late brother and mentor Darren Okemaysim kakî-itît for influencing me in my career in teaching the Cree language. He was my teacher; I took many classes from him. He was my mentor, and gave me the opportunity to teach classes alongside him. He always encouraged me to speak the Cree language, rarely did we ever speak English to each other. He once told me “If you continue your work in the Cree language, you will never go wrong” and he was right. Also, my wife and parents are always supportive and influential of what I do. I feel I am on the right path; this is what I am meant to do. There is lots of work to be done in Indigenous language and culture revitalization.

________________________

Links to Bill’s ongoing Cree language and culture work:

Facebook Group page (announcements) https://www.facebook.com/groups/1422458251268465

Bill’s Website where you can sign up for the Cree Group events: https://www.creeclass.com/

 

 

 

 

 

Queen Elizabeth II Centennial Aboriginal Scholarship

Congratulations to PhD student Jessica Madiratta for being awarded $20,000 for the 2022-2023 Queen Elizabeth II Centennial Aboriginal Scholarship.
“Jessica is obtaining a Doctorate of Philosophy in Education Studies from the University of Regina. Her research is the first of its kind in the province and will explore how building a community of educators over multiple culturally responsive professional development sessions can impact instruction in the classroom and benefit the academic achievement of Indigenous students. This scholarship is awarded annually based on academic excellence.” (Source: Saskatchewan Students)

Visit the website to read the announcement: https://www.saskatchewan.ca/government/news-and-media/2022/may/17/2022-23-queen-elizabeth-ii-scholarship-recipients-announced

Spring 2022 Associate Dean’s Graduate Student Thesis Award recipients

Congratulations to Master’s students Willow Iorga and Bill Cook on being selected as the two  recipients of the Spring 2022 Associate Dean’s Graduate Student Thesis Award!

The Faculty of Education Associate Dean’s Graduate Student Thesis Award was established in 2021 to recognize outstanding academic performance of thesis-based graduate students (Masters and PhD) in Education.

This $2,000 award is granted to a student in a graduate program in the Faculty of Education who has exemplified academic excellence and research ability, demonstrated leadership ability and/or university/community involvement, and whose thesis was deemed meritorious by the Examining Committee.

Inaugural Postdoctoral Fellow Incentive Award recipient announced

Award announcement: Dr. Needal Ghadi has been awarded the inaugural Postdoctoral Fellow Incentive Award in the Faculty of Education. Dr. Christine Massing, who has co-published with Dr. Ghadi on four refereed journal articles, will serve as his Postdoctoral Fellow supervisor.
 
Dr. Ghadi completed his Ph.D. in the Faculty of Education in 2020 with the supervision of Dr. Andrea Sterzuk. Given his outstanding academic performance, the Faculty of Education nominated him for the Governor General Academic Gold Medal and he was the recipient of the Associate Dean’s Graduate Students Thesis Award in 2021. He has co-published six journal articles and presented locally, nationally, and internationally.
 
According to Dr. Ghadi his doctoral study, “documented the intersections between language learning and capital of Syrian men living in Regina; finding that their established identities were eroded or altered due to the loss of their linguistic capital.”
 
As a Postdoctoral Fellow, Dr. Ghadi will extend his doctoral work to study the impact of COVID-19 on the language learning of adult Syrians in urban and rural Saskatchewan.

Alumna envisions schools as environments of empowerment

In March 2022, alumna and teacher Kiah Holness (BEd ’22) was honoured by Sask LEADS with an exceptional student award for being “an exemplary advocate for the well-being of Saskatchewan students.” Kiah says, “I truly cannot put into words the honour it was and is to be an award recipient. It was surreal to even be in the same room with such distinguished individuals in my career field and have the opportunity to network with them. It reaffirms to me that the work I have been doing and will continue to do in EDI and youth mental health matters.”

While a student with the University of Regina’s Faculty of Education, Kiah served on the Education Students’ Society (ESS) Executive as Vice-President of Professional Development (PD). This position gave her opportunity to organize many professional development opportunities for her peers. Kiah describes these events as, “treasured memories.” Kiah says, “I was able to unlock my passion for equity, diversity, and inclusion (EDI), truth and reconciliation, and youth mental health. I loved the real/raw conversations that we had during PD events, and I loved connecting and collaborating with our hosts to create an enlightening experience.”

Kiah has not only a passion, but also a vision for the mental health of youth and EDI in Saskatchewan. While an Education student, she worked on an initiative to promote policy change in Saskatchewan K-12 schools around recognizing mental health as an excused absence. The idea came to Kiah after watching a TED Talk about a student in the United States who was able to get three mental health days per semester passed. Kiah says, “I thought, wow, to create tangible steps towards destigmatizing mental health is so amazing! I wanted our schools to offer mental health days to students to destigmatize and target supports. Youth mental health and suicide rates are among the highest they’ve ever been. We need to be sure we can offer the necessary care and supports at the school-based level.”

Kiah decided to run the idea by some favourite professors. She says, “I had taken a class with Dr. Nathalie Reid, director of the Child Trauma Research Centre, who is absolutely one of my favourite humans. I could tell we had the same values and priorities when it came to education. This mental health days idea was on the back of my mind; I felt it was something I had to pursue, so one day I talked to her after class and I told her about my idea and asked her professional opinion and she was so on board. I ran it by Donna Nikiforuk, my field placement instructor, and she was also on board and so was the Dean, Dr. Cranston. Their responses were like, ‘Why haven’t we done this already?'”

With Nathalie’s guidance and support, the two were able to create a comprehensive Mental Health Attendance Policy Proposal, which Kiah says, “goes beyond the initial idea, but where we create professional development and opportunities for in-school mental health days for kids who don’t feel safe at home. We would also collect data to determine the schools that have the most mental health needs—just ensuring they are getting what they need.” Kiah hopes this policy would also create conversations around mental health in schools and at home.

As someone who has struggled with mental health since she was young, Kiah believes public conversations around mental health are important. Mental health was never really talked about at school. When that happens, it feels like you are othered. In high school, I realized how many of my friends struggle with the exact same thing.” Kiah sees that conversations are beginning to happen, but slowly. She has presented her idea to a school division and to Sask LEADS and continues to make plans in the hopes of creating change.

A second vision Kiah is passionate about is creating more representation in the education system. “I believe there needs to be more BIPOC/LGBTQ2SIA+ leaders and administrators, but in order to get there we need to create an environment in which they feel empowered to do so. We need to create an environment in which our marginalized students feel empowered every single day,” she says.

Creating environments of empowerment is all about “representation,” Kiah says, “so students see themselves in positions of power, leadership and authority. But even on a smaller scale, see themselves in literature and daily practices. I want to make sure that as a system, every student is perceived as valued. Having many BIPOC/LGBTQ+ people in leadership will let students know they can aspire to be in leadership in any field.”

This vision for representation, too, comes out of Kiah’s lived experiences. Kiah’s father immigrated to Canada from Jamaica with his family at the age of 4. Her mother’s family immigrated to Canada from the Ukraine in the 1900s. As a bi-racial student in a predominately White school community, Kiah encountered discrimination, racism, and microagressions from her peers and some teachers. Recalling an English class that was reading To Kill a Mockingbird, which repeatedly used an offensive racial slur, Kiah says, “Even if the literature uses racial slanders, I feel there is no ground that teachers should feel comfortable to say it. When the teachers say that word, the students think it is okay to use it. Some of my friends would just say the first three letters of the “n” word and say, ‘Oh, you’re just that.'”

Kiah’s curly hair also became an issue when she went to school: “I had a huge curly afro. I didn’t see a problem with it until I went to school where I was in a predominantly White community and I was the only one with curly hair. I started straightening my hair in Grade 1 or 2. It has taken me 20 years just to start to be comfortable with that part of me and letting it be curly sometimes,” she says.

In high school, Kiah began to find her voice and to relate with many of her teachers, to feel empowered: “A lot of my teachers really saw my potential and they didn’t look first at the colour of my skin, or who I was on the outside, they saw what I could do. I remember one teacher in particular believed in me so much, she pulled me out of my English class one day and she said, ‘Kiah, I believe in you, you are so good at public speaking, I want you to come and be part of this Business CASE competition at the U of R.’ Giving me that opportunity, she understood my strengths, and let me shine. It was so amazing. Instances like that were so empowering, where teachers just believed in me for what I could do rather than seeing the front. But the opposite happened too.”

These experiences inform Kiah’s teaching and her vision for creating environments of empowerment: “I had different privileges than someone who isn’t as White-passing as me. So I definitely learned where that got me in life. But there was also a battle between people who didn’t see me as White–passing, who saw me as Black, and then from others, somedays I would hear, ‘Oh, you don’t even seem Black, you don’t even talk like a Black person.’ What does that even mean? Hearing that I’m not Black enough, and not White enough meant I was constantly trying to figure out where I fit in. All youth are trying to figure out where they fit in. This experience really gave me the foundation to ensure that my classroom was a space that no matter who you were, you would fit in, you would have a place, feel safe and feel brave, and that you could have a conversation about these things.”

“Brave” is a word Kiah adopted from an ESS PD series on anti-racism with Dr. ABC: “Teachers are always talking about creating a safe space, and that’s great, but the idea of a brave space where you feel safe enough and then brave enough to actually go and do something—that just stuck with me, and will stick with me forever. I just really want students to feel brave within themselves, empowered within themselves, that they can do whatever they please, no matter who they are. Who they are and what they look like should not even be a consideration. They should feel like they have the strength and support, everything they need to go out into the world and do it at their best capacity.”

How cultures are represented in school also matters to Kiah. For instance, she says, “With Indigenous learning, we focus so much on the trauma and I think it is really important history, but as much as we are focusing on that, we need to focus on the brilliance behind those cultures. We are learning about death and broken promises every semester in every other class, which is really important for history, but I think it needs to be paired with the beauty and all of the amazing things that come with the Indigenous culture. Every culture is so much more than what happened to them, it’s how they rose from it.” This is wisdom she acquired from her bi-racial uncle who is from Ocean Man First Nation.

Making a difference, changing the world, empowering others: these are the reasons behind Kiah’s decision to become a teacher. “I realized my true ‘why’ behind teaching is that teachers have the power to literally alter the beliefs of society, change the world, and that is simply done through love. When we are leading from a place of love in our classrooms and alongside our students it allows us to give students a brave space to be themselves, to feel acknowledged, respected, safe, welcome, empowered, and above all, loved. I became a teacher to change the world and ignite more love.”
The teaching profession is all about loving relationships, says Kiah, “I think that content is really important and obviously the foundation, the curriculum, but relationships, that’s how we make change. When your students respect you and they listen to what you say, and what you say is about any of the EDI or mental health topics, they’re going to listen to that and take it to heart.”

On her internship, it was relationships that kept Kiah energized: “Those relationships really fueled me. A lot of times I would have students come to me and open up about their mental health struggles. They knew they could talk to me and we would figure it out, or I would walk them to guidance. I felt every single day I was there, it was for a purpose. I was doing what I was supposed to do.”

A highlight for Kiah while an Education student, and one that has given her a taste of what it is like to influence change, was an opportunity in 2021, when she was chosen as the sole student representative for the U of R President’s transitional committee. “That was something I will never forget. Being the student chosen out of all the students at the U of R. I was shocked. To be on a committee with Dr. Jeff Keshen, someone with so much authority, was really impactful for me. And not only to be on that committee, but to actually have real conversations about reform at the University, and BIPOC representation, just to have those conversations was so memorable. I felt like I was just one step away from making a change.”

Kiah is still envisioning her next steps that she hopes will lead to change in schools. She is planning to extend her initial plan for mental health days: “I’ve been thinking about creating a larger scale, more generalized non-profit that works to do the same thing, with the eventual goal of the mental health days, but to create PD opportunities, resources, funding for mental health/ first aid, all of that encompassed, and add in EDI, too: an organization that could really push the boundaries and make these issues a priority in schools.”

Even though she is brand new to the profession, Kiah has successfully pitched a change in her current school that works toward daily calls to action and truth and reconciliation. She is excited to continue to grow in her EDI practices as she moves through her career with Regina Public Schools.

Spring 2022 Education News

Click image to access the animated copy of Education News.

In this issue:
A note from the Dean….. 3
Change maker: Tranforming schools and society….. 4
Alumna envisions schools as environments of empowerment….. 10
Why become a teacher? To be a role model….. 16
Alumnus positively influencing change….. 20
Le Bac student helping to preserve Indigenous languages….. 22
Teaching hard truths in a positive way: Kâsinamakewin….. 24
De/colonising Educational Relationships….. 29
Study informs services and supports for South Central Saskatchewan newcomers….. 30
Equity, diversity, and inclusion research partnership agreement announced….. 32
Successful defences….. 34
Funding and awards….. 35
Published research….. 36
New book….. 38
Long service recognition….. 38
New staff|New position….. 39
Student fundraising….. 40

Alumni recognized

New! Postdoctoral Fellow Incentive Award | 2022 Call

Attention recent PhD graduates studying in any field of education!

NEW: Postdoctoral Fellow Incentive Award!

2022 Call: The Faculty of Education is offering $30,000/year for up to two years to support one Postdoctoral Fellow!

The award is designed to improve the Postdoctoral Fellow’s application for a SSHRC Postdoctoral Fellowship or equivalent.

For detailed information about the award and information on how to apply, visit our website: https://www.uregina.ca/education/index.html

Contact twyla.salm@uregina.ca for more information