PhD Candidate (Education Psychology) Shana Cardinal has been renewed as recipient of an Indigenous Peoples’ Health Research Centre (IPHRC) / Saskatchewan Centre for Patient Oriented Research (SCPOR) Research Award in the amount of $30,000 for her doctoral research, which Cardinal says involves, “analyzing the contexts and frameworks through which Indigenous children and youth mental health may be viewed, with particular emphasis on the impacts of social determinants and cultural assumptions.” Through her research, Cardinal says she “hopes to determine ways in which we can better support Indigenous students as they progress through Pre-K to 12 education system.”
The IPHRC/SCPOR grant has facilitated Cardinal’s ability to complete coursework requirements for her PhD program and to begin a review of the literature by locating, assembling, and reviewing resources to support her doctoral research. The grant has given Cardinal, “numerous educational and mentorship opportunities specifically related to Indigenous research methodologies and practices,” she says.
The IPHRC/SCPOR Trainee program has facilitated the growth of Cardinal’s professional networks. These networks have “broadened my perspective and expanded my thinking about my research questions within the context of the mental health of Indigenous children and youth,” says Cardinal.
Congratulations to Dr. Cristyne Hébert recipient of McDowell Foundation funding of $10,460.00 for her study entitled “Fostering a Maker Mindset: Supporting Teaching and Learning in the 21st Century Classroom.”
Congratulations to Dr. Cristyne Hébert who has been awarded a SSHRC Insight Development Grant of $64,630.00 for her study entitled “Telling Stories in Multilingual Classrooms: Teacher Professional Development for Multimodal Learning and Assessment.”
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.
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.
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
A crowd gathered for the second annual Indigenous Research event, hosted by the Faculty of Education’s Research & Graduate Programs office and First Nations University, Thursday, September 26, as part of the University of Regina’s Indigenous Research Showcase Week. Elder and Master’s student Alma Poitrois shared about her research, taking the audience through several layers of circles, offering a deeper understanding of her Indigenous worldview and a natural curriculum.
Following a break of bannock and tea, a panel moderated by Dr. Kathleen O’Reilly discussed “What is an indigenous research methodology? and Why is it important?” To begin the panel discussion, Dr. Angelina Weenie offered naskwahamākēwin, accompanying the women with song, to honour their courage and process. Dr. Angelina Weenie, Dr. Anna-Leah King, Mary Sasakamoose, and Ida Swan shared their thoughts about indigenous research methodology and its importance from their own experiences and research. The panel discussion highlighted the importance of ceremony as part of the research, of language, of engaging with the heart, of mother, of story, and of song and drum.
Social Sciences and Humanities Research Council (SSHRC)
Award Recipients for Insight Development Grants: 2019-20 Competition
Applicant: Gale Russell, University of Regina.
Title: Valued Kinds of Knowledge and Ways of Knowing in Mathematics Classrooms Funding: $69,732.00
Applicant: Christine Massing, University of Regina
Collaborator: Donalee Wennberg, Regina Open Door Society
Title: Co-constructing Intercultural Practice with Newcomer Families and Early Childhood Educators
Applicant: Joël Thibeault, University of Regina
Co-applicants: Isabelle Gauvin, Université du Québec à Montréal;
Roy Lyster, McGill University; Andrea Sterzuk, University of Regina.
Title: L’enseignement des verbes de mouvement en immersion française : création et mise à l’essai d’une séquence qui repose sur la didactique intégrée du français et de l’anglais. Funding: $26,489.00
Award Recipients for Partnership Grants: 2019-20 Competition
Applicant: Carla Peck, University of Alberta; Alan Sears, University of New Brunswick, Catherine Duquette and David Lefrançois, Université du Québec à Chicoutimi
Co-applicant: Michael Cappello, University of Regina (among 30 co-applicants)
Title: Thinking Historically for Canada’s Future. Funding: $2,500,000.00 over 7 years