The spring 2021 issue of Education News is out in a new animated format! This is a themed issue of Faculty of Education students and faculty reflect on unexpected gifts and moments of grace coming out of a difficult and challenging time. Read about Education student experiences of learning and teaching during a pandemic, about science kits developed by our science education team to give students an engaging, hands-on learning experience, reflections on gifts of the pandemic by some of our Indigenous Advisory Group, a poem on Being Blessed, the Medicine Garden Project that is assisting Indigenous Elders, a teacher-researcher who explored the question “What actions can a school community take to engage in the TRC Calls to Action to become a site where truth and reconciliation become possible?” for his doctoral research, the digital literacies and pedagogies PD offered to preservice teachers, the joy of community developed in a Le Bac Arts Education class, and more! Visit the link below to download your free copy!
In this issue:
Table of Contents
From the dean’s desk……….3
Science kits make remote learning effective and engaging…………….4
Student experiences of learning and teaching during a pandemic……..6
Reflections on gifts of the pandemic…..8 Being Blessed poem……….9
Medicine Garden Project assists Indigenous Elders……….10
Digital literacies and pedagogies PD……….13
Notre communauté d’artistes trouve son inspiration dans la nature……..14
University of Regina 3MT® competition winner……….17
Grad student honoured with Alumni Award: Jacq Brasseur……………17
Alumni Award recipient: Christine Selinger…………18
Alumni Award recipient: Rosalie Tsannie-Burseth…….19
GA Award recipients……….19
Funded research ………….20
Graduate student scholarships winter 2021 20
Long Service Awards……….22
The editorial board invites scholarly articles and reviews of works that explore ideas in teacher education, as well as broader and more inclusive discussions in education. We envision works that augment the latitude and significance of the idea of education, while acknowledging the ubiquitous growth of the digital arts and sciences in the everyday practice of life and how that might (in)form notions of formal and informal education. We encourage the submission of high quality works that travel across the qualitative and quantitative research landscape engendering conversations in thoughtful and innovative ways.This may include but is not limited to works in the following areas: ethnography, poststructuralist, postmodern and postcolonial approaches, queer theory, arts-based research, bricolage, narrative inquiry, autoethnography, critical theory, phenomenology, hermeneutics, or mixed methods. Submit your manuscript at https://journals.uregina.ca/ineducation/about/submissions
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
Preview the Table of Contents below and download your free copy by clicking the following link: Spring Issue 2020
Table of Contents
From the Dean’s desk…….3
Alumna’s initiative feeds youth during Covid-19 crisis……. 4
Land-based teaching feels like home……. 5
Educating about life with a service animal……. 6
Decolonizing education: One Kitchen Table Party at a time……. 8
Student researcher concerned with accessibility to play……. 10
Lee Airton speaks to students about gender diversity……. 12
Remembering Life Speaker Noel Starblanket……. 13
Students at WestCAST……. 14
ESS holds Town Hall meeting with Dean Cranston……. 14
Grad students writing group……. 15
Indigenization events……. 16
Cougar Awards……. 17
Student bursaries, scholarships and awards……. 18
Funded Research……. 19
Long service recognition……. 22
Staff retirement……. 22
New faculty……. 23
New books……. 23
Published writing……. 24
I’ve had the good fortune to spend close to 30 years in the education sector including working as a teacher, principal and director of education. I’m now a professor of educational leadership and dean of the faculty of education at the University of Regina, which is on Treaty 4 territory and the traditional homeland of the Métis/Michif Nation. My career has spanned the geographical, social and political contexts of the prairie provinces.
Given what we are collectively facing, we need a national, rapid-response task-force made of educational experts — practitioners such as teachers or educators, policy makers as well as scholars who understand how schools operate — and experts from community health and infectious diseases to work together.
A task force for education could develop a pan-Canadian road map to inform how authorities responsible for kindergarten to Grade 12 education could develop and implement their own specific frameworks for reopening.
Such a task force would require meaningful involvement of Indigenous education leadership groups to support school reopening efforts on-reserve and for Indigenous students going to school off-reserve. There is a need to recognize the inherent sovereignty of First Nations, Métis and Inuit people, especially following from the Calls to Action offered in the final report of the Truth and Reconciliation Commission of Canada.
Without a road map, it’s hard to see where we are headed.
Openings can’t be unconditional
Without robust, evidence-based plans, a rapid return to school will only increase existing pressures. One serious challenge is that large numbers of students who return to school could, in fact, be carriers of the virus but not present obvious symptoms. Despite physical distancing measures in schools, the simple act of mingling with others may lead to a steep increase of transmission.
The planning for school reopening cannot be unconditional. If infections rise, schools would have to be closed again.
Research points to the fact that the physical setup of classrooms and schools contribute to student learning.
Everything from classroom seating arrangements to playground spaces to a school’s physical layout can impact how and what students learn. The physical, built environments of schools and classrooms certainly impact learning and development.
Changed, responsive teaching
Teaching extends beyond transmitting subject and content knowledge to students. Teachers introduce children and youth to societal values, norms and life-skills. Learning is an interactive process, and effective teaching is based on relationships.
Reopening is a complex public health concern that requires preparation and considers such factors as how the newly arranged physical environment of schools and classrooms — enacted to mitigate risks of COVID-19 — impact teaching philosophies and practices and the overall goals of what students learn.
What it might look like
A Washington Post article shows what schools could look like: one-way hallways; students and teachers in masks; lunch inside classrooms instead of cafeterias if they exist; buses running half-empty; and students and staff having their temperatures checked before entering.
The government of Scotland is considering such measures as: placing limits on class sizes; grades alternating weekly between studying at school and at home; splitting the day between students who attend in the morning and those who attend in the afternoon; redesigning and reconfiguring classrooms to ensure physical distancing; requiring students to take recess and lunch breaks at different times.
The weight of this unknown is compounded by the varied impacts that months of the pandemic may have on vulnerable families, individual children and communities — not to mention how social distancing, shutdowns and COVID-19 is interacting with other social inequities such as racism, poverty and colonialism.
There is a considerable amount of work that needs to be done to develop plans.
The need for a collective, strategic approach to support the health, education and developmental well being of children and youth is critical.
If we don’t start working collaboratively now on a road map, the experiment of reopening this fall might result in a kind of failure that not only negatively impacts student learning and development, but could also cost lives.
Learning to Teach Young Children: Theoretical Perspectives and Implications for Practice. New York, NY: Bloomsbury.
“Learning to Teach Young Children provides you with the tools to critically engage with the key concepts and beliefs in early childhood education theory and practice. The book is organized around ten propositions that are explored in relation to 30 key questions, for example:
– What does it mean to honour children’s right to be different?
– What does it mean to learn?
– How can images of childhood be used as frames for practice?
Original comic-book style illustrations are used to explore key theoretical concepts in an accessible and engaging way. The book also includes a companion website offering overviews of the key concepts covered in the book, supplementary information and references, reflective questions and case studies to support your learning.” Source
Highlights from the Autumn 2019 issue of Education News:
Page 4: Education sector engaged in discussions on future priorities in education:
Page 6: Inaugural Alumni Gathering 2019
Page 8: Q & A with recipient of Governor General’s Academic Gold Medal: Dr. Joanne Weber
Page 10: Alumna recipient of Prime Minister’s Award for Teaching Excellence in STEM: Heather Faris
Page 14: New Northern Saskatchewan Indigenous Teacher Education Program formed to help meet northern teacher shortage
Page 20: Looking back: Looking forward: Retirement story: Dr. Cyril Kesten
Save the date for this Book Launch: Social Theory for Teacher Education Research: Beyond the Technical-Rational
Edited by Kathleen Nolan (U of R) and Jennifer Tupper (U of A)
Friday, November 29, 2019, 3:00 – 4:00 pm in ED 229
Dr. Cristyne Hébert, co-Editor of Internationalizing Curriculum Studies: Histories, Environments, and Critiques, is an Assistant Professor in the Faculty of Education at the University of Regina.
Abstract: How do we internationalize that which is deeply provincial and national? Situating our focus on and interest squarely within curriculum studies, how do we internationalize without imperializing or imposing old, colonial, and so-called “First World” conceptualizations of education on teaching, learning, and curriculum? Let us not anticipate simple answers to such complex questions. Being under no illusion that we hold Solomonic wisdom, we editors turned to the wisdom of others. A curricular response to such pedagogical questions is this edited volume. Download at https://link.springer.com/content/pdf/10.1007%2F978-3-030-01352-3.pdf