A message from the Dean… 3
Talking about gender and sexual diversity in education… 4
Physical education: 2SLGBTQ+ inclusionary or exclusionary? … 22
Alumni award recipient… 25
Student’s research finds gap in gender inclusivity in Dove Confident Me program… 26
Welcoming our new Elder-in-Residence, May Desnomie… 29
With Gratitude to Elder Alma Poitras… 32
A lifelong search for a good teacher… 33
Hard work and a little luck… 36
Retirement Celebrations… 40
Successful defence… 41
New faculty and staff… 42
New and interim positions… 44
Funding and awards… 46
Spring Convocation Prizes… 48
Published research… 49
Alumnus Christian Mbanza (BEd’17–Le Bac) is currently a French Immersion Educator at École St. Mary Elementary School in Regina. You may have seen Christian in the news recently regarding his work to bring Black history into prairie classrooms.
Christian has a passion for history and it is one reason he became a teacher: “I have a passion, not only about important events throughout history, but the people who were able to influence society. I had a history teacher in high school who would always tell us that ‘those who don’t know history are doomed to repeat it,’ and that continues to echo in my mind. I see how true that is throughout society today.”
Black history is a particular focus for Christian, who says, “I believe that teaching Black history is often misrepresented or ignored in general and has created a negative image and perception around Africans/African-Canadians. In order for the perception to change, we must first know the history and properly teach the history. When students, Black or White, learn about the positive contributions of Black people, whether it be in science, art, law, and so forth, they are able to gain an appreciation and a new understanding. To ensure that Black history is being implemented, I encourage teachers to use resources by Black authors, writers, artist, and refer to famous Black scientists and mathematicians and incorporate primary sources into reading lists.”
A second passion for Christian is people, especially youth, which is another reason he became a teacher: “An educator can positively influence and change the course of a person’s life and that has always been my goal in becoming an teacher,” says Christian.
After 5 years of teaching experience at the elementary level, Christian has had the opportunity to define and refine his teaching philosophy. He says, “Experience is the best teacher. I have learned that effective teachers allow their students to make connections between content and acquire new knowledge that transforms into new ideas. That is why teachers have such a crucial role in the advancement of the community. Further, I am a firm believer in the power of relationships. Strong, positive relationships between teachers and students in the classroom are fundamental to promoting academic and overall student growth.”
Christian values the B.Ed. program he took with the Faculty of Education, “The B.Ed program has shown me the importance of challenging students to be the best that they can be so that they can positively influence our community.” Earning an education degree was, says Christian, “One of the proudest accomplishments of my life… I gained a passion and found purpose in education. Education has allowed me to gain problem solving abilities from multiple perspectives and, in my opinion, it has always held an important role in shaping the future of our society.”
Offering shout-outs to former professors, Christian says, “I had some very influential professors like Clay Burlingham, who changed my entire perspective on how history was taught; Dominic Sarny, who was instrumental in teaching me about cultural pride; and Jean Dufresne, who showed me how to implement my passion into what I teach and how I teach it. A lot of how I teach has really come from my education at the University and these professors especially.”
The most memorable experience Christian had as a French le Bac student was his experience at Laval University: “As a French education student, in order to develop our skills in French, second-year students spend two full semesters in language and cultural immersion at Laval University. This experience allowed me to grow as a person, student, and a teacher. By far the most memorable experience!”
Christian has now decided to work on his master’s degree with the Faculty of Education. “Pursuing a master’s will allow me to grow as a person, and I believe that it will help me create an inclusive classroom in a diverse world, while learning and growing my passions. As an educator I believe it is very important to continue to create the necessary changes in your life and in your classroom to impact our youth and our community.”
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
Congratulations to Dr. Kathleen Nolan who has been awarded an Humanities Research Institute (HRI) Fellowship for 2020-2021, for her project “Engaging the public in critical and justice-oriented global actions: Moving beyond child sponsorship.” This award includes funding of $4762.00.
In a recent review and critique, I claimed that child sponsorship, in its noted absence of a critical examination of the root causes of poverty and global injustices, is not “better than nothing.” The charity-focused action of sponsoring a child in the global south raises questions centering on power, poverty, responsibility, complicity, and justice. As a follow-up to that critique, this research responds to the question: what critical and justice-oriented actions should the average citizen be doing?
In July, five B.Ed. students, eight M.Ed. students, and one professor boarded international flights and converged in Belgium for a 10-day course exploring the theme of Social Justice and Globalization from an Educational Perspective. Students spent time in Leuven and Brussels for the course. Leuven is a university city in the Flanders Region, a region established mainly along ethnolinguistic lines. In Leuven, the dominant language spoken is Dutch (Flemish), and in Brussels, just a 20 minute train ride away, French and Dutch are spoken. Brussels is the capital city of Flanders, Belgium, and Europe. Belgium has three official languages, Dutch, French, and German. Belgium students learn, as part of their core curriculum, four or five languages. All of the UCLL students in the summer institute spoke fluent English as well. Fittingly, in this multilingual context, the U of R course was offered in both of Canada’s official languages: French and English, and students could use any language of choice for their assignments.
Dr. Heather Phipps, Assistant professor in the Bac program, spent many hours over the past two years organizing the course in partnership with the UC Leuven-Limburg (UCLL) University colleagues. She says, “We aimed to connect students internationally in a bilingual course that focused on global citizenship. As a language education professor interested in social justice, the whole experience was both rewarding and transformative, from planning the course to travelling with the students in Belgium.”
For undergrad students, the experience included volunteering for one full day in a summer language camp for young Flemish-speaking children who were learning French and English. Dr. Phipps says, “It was a very memorable day as the students worked alongside camp monitors from Italy and Turkey who spoke many languages. The students gained confidence through this experience and also made new international friends!”
As part of the course, the University of Regina students joined with five undergraduate students from UCLL and a teacher educator from Bhutan for a 4-day institute on global citizenship, which explored UNESCO’s key concepts for a sustainable future, and was facilitated by UCLL’s Katrien Goosens and Leen Alearts. This diverse community of learners and educators generated international and even intergenerational perspectives on current global issues. Ashley Churko, a teacher working in French and a graduate student, found the diversity of perspectives a highlight of her time in Belgium. She says, “The class was not simply a master’s class, but was combined with undergrads as well. I found that the undergrads from both the University of Regina and those we connected with from Leuven gave very interesting insights and perspectives… I very much appreciated the mixture of people that we had in our group as it always led to fascinating conversations.” Erika Baldo, also a teacher working in French and a graduate student says, “I thoroughly enjoyed this cultural, educational, and bilingual experience. In addition, I appreciated meeting wonderful people and making new friends.”
Leaving one’s country, one’s comfort zone, and exploring another country takes courage, requiring one to meet new people, and navigate new cities and multilingual contexts. There were many ‘firsts’: for some students this was the first trip overseas and for many of the students, the tour was their first time staying in International Youth Hostels. Discomforts were met with courage by the students. For instance, one of the Canadian student’s luggage didn’t arrive with her and she only received it when she got back to Canada. And, two students spent a night sleeping on the floor of an airport due to delayed flights. Despite these difficulties, everyone remained in good spirits.
Walking and talking, and at times jointly solving navigational problems, was a big part of the learning experience. Professor Phipps says, “I learned alongside my students as we explored the goals of the course through experiential learning, local visits, and workshops on topics related to social justice and global education. Being in Europe, we spent a lot of time walking and having conversations along our walks. One evening, a student pointed out to me that we had walked over 15 kilometres that day in Brussels. Walking and taking public transit was aligned with the course focus on sustainability and global citizenship education. Importantly, those long walks enabled deep conversations, often sparking a desire to make changes in society. From my perspective, it was refreshing to take learning outside of the classroom, to a new context, and to see the professional and personal growth occurring during the course. I am also filled with hope about the positive changes that the students and teachers will make in their own classrooms.”
Math teacher and graduate student Mike Stumph, reflecting on his experience and study tours in general, says, “We often hear in Education how concepts and ideas come ‘full circle.’ As a grad student, the pursuit in making connections between theory, practice, and experience is one of the key features of these programs. This course reminded me of the full circles that are continuously happening within my own teaching experiences. For me, this course was different in so many ways. Firstly, it happened in Belgium. Secondly, it required an urgency to understand, to communicate, to question and to listen that is indicative of study tours that lead to impactful learning. I couldn’t help but be reminded of my experiences with Canada World Youth many years ago, traveling and living in South America where my desire to become a teacher began and where the learning was profound. Spending time in Leuven, Belgium, our traveling group and hosts were incredible, adding so much to the experience. We shared ideas on social justice, oppression in education, multicultural viewpoints, immigrant perspectives, and global issues within the classroom.” Erika Baldo, also reflecting on the value of the study tour, says, ” As a student, I look for new opportunities to acquire more knowledge with different people in new environments. As a traveller, I seek out new places to explore and new adventures to embark upon. Finally, as a lifelong learner, I try to push my boundaries to challenge myself. I am thankful that this study tour gave me the opportunity to do all of the above and more. Overall, this was a powerful and rich experience that I will cherish forever.”
Students had opportunities to tour the sites, including museums, historic and heritage sites, art galleries, a bell tower, university library, abbeys, local agencies, the Flemish Ministry of Education and Training, and an amazing learning facility called Arts Basics for Children.
An especially unforgettable experience for many students was the walking tour guided by a medical student who came to Brussels as a refugee at age 16. The group walked the path that a refugee or asylum seeker would take in seeking permission to stay in Belgium, a grueling process involving long line ups and interviews. Teacher Ashley Churko gained insight into “what it is like to be a student when you are a refugee or immigrant,” and has changed some of her classroom practices as a result. She says, “It was very sobering to see the journey that refugees must take once they arrive in Belgium. One of the biggest take-aways from my conversation with our guide was that I need to make more of an effort to value all languages in my classroom. As a French immersion teacher, I tend to value only French. My days are spent constantly reminding students to « parlez en français » and I didn’t appreciate any other language in my classroom. After this class, I have given myself the challenge this year of letting go of that need for full time French, and I have started to let the students use their language of choice during the planning stages of writing. It has made an incredible difference. My students are actually writing better in French because they are organizing their ideas out without worrying about the restriction of language. They are more willing to look up words in the dictionary without complaint or me telling them to do so and take risks with their writing.”
Remembering her experience on the walking tour, undergraduate student Nicole Gebert says, “Before the tour started, I asked the guide “What is this?” I was referring to the rows and rows of sleeping bags occupied by people in the park. He told me they were refugees, waiting. They were people without homes who came for a better future.” As an art student, Nicole was asked by a graduate student to create a piece of art from a quote in the course text. The excerpt, referring to Mark Cocker’s Rivers of Blood, Rivers of Gold (2000), went as follows: “Europe’s conquest of indigenous peoples all over the world was bent on a unilinear but multidimensional project of achieving riches via creating extensive streams of blood, which eventually created and sustained the world order we have today.”
Nicole created the following piece:
In explanation for her art, Nicole wrote in her travel journal: “As one steps into society on a daily basis one is bombarded with hate and racism. Whether they experience it for themselves or see it happen right before their eyes it is evident that people stand on uneven grounds… Hence the curtains. Perhaps this is a show to some people or a form of entertainment to see who is better than the other. Battles are fought, people are hurt, the pain flows like a subtle stream where no one seems to notice or care about its impact. The bump in the roads are represented by rocks, the broken bridge is the broken connection to humanity itself. But wait… There is hope. There is a glimmer of light in the sky of lost languages and memories trying to break through the walls of society. Perhaps it is such that we need to break free and gain a rather different perspective on who we are as a nation. Break the stereotypes, and repair society.”
Grad students contextualized their learning by their professional employment. Teacher Ashley Churko has incorporated into her classes a new discussion method, learned in the Philosophy for Children workshop during the summer institute: She says, “An idea I took away was the red, orange, and green papers for discussions. It is such a great way to entice all students to participate in a discussion, even if they are not speaking. Since September, I have used this system so much, that anytime I say ‘discussion,’ my students automatically take out their papers, even without me saying so. I love it so much because I know the opinions of my students who barely say a word in class because they show their opinions. It has been a great way to encourage participation without forcing everyone to speak.” Teacher Erika Baldo says, “I found the session on Philosophy for Children to be particularly interesting and relevant. As a teacher, I search for creative and innovative ways to engage in critical thought, challenge perceptions, and enlighten the minds of my students.”
Deni Miclea, who works as a Student Success Analyst for Treaty 4 Education Alliance, had another perspective to offer on the learning in the course. He says, “I learned that Belgium has a complex education system that is governed by national, regional, and local authorities. In Belgium, students learn in the country’s three official languages: Flemish, French, and German. Each language group promotes their unique language and culture while meeting similar Educational outcomes. In Canada, there is an increasing need to cooperate between Provincial and First Nations educational authorities to shape our curricula. It is important to promote Indigenous language and culture instruction in schools.”
Mike Stumph says, “So what does a senior secondary mathematics teacher do with an experience such as this? The simple answer is; be a better teacher. The complete answer is to weave the ideas from this experience, along with further readings of Paulo Freire, Marilyn Frankenstein, Eric Gutstein, Andrew Brantlinger, Ole Skovsmose and others, into a pedagogy that is inclusive, flexible, decolonizing, empowering and emancipatory. Many of my colleagues argue that mathematics is neutral, its universality and bias-free perspective is how every class should be taught. Mathematics is a human endeavour, complete with bias, perspective, purpose, and influence. It can be used to build or destroy systems of oppression as well as empower or disenfranchise citizens. The role the teacher plays is a crucial one.”
Mike is looking forward to applying his learning in his Spanish classes, too. He says, “I’m hoping to bring the world into my classroom, relying heavily upon my interactions with Spanish speakers and experiences living in Mexico and Uruguay. I feel ready for the language component but I will also be working hard to include the concepts brought forward from this tremendously valuable study tour. My gratitude cannot be understated to the organizers and participants who pushed me to see and understand more.”
Another ongoing effect of the study tour is the community that formed through travelling and learning together. On one of the final evenings of the tour, the group sat late into the night on the terrace of a youth hostel in Brussels, chatting about their experiences, discussing global citizenship issues, and telling life stories. Their level of enjoyment was evident to others: another guest at the youth hostel asked if they were having a family reunion. Going through this experience together, walking, talking, getting lost, and sharing food and stories, formed family-like bonds, but also a professional learning community. Even now that the students are back in Canada and working in their separate environments, the conversations continue.
Two teachers at Scott Collegiate, Alumna Tamara Smith (Ryba) and Alumnus Ian Temple received overwhelming support and engagement for the Angels Corner project they initiated at Scott Collegiate.
While travelling in the Maritime provinces in the summer of 2014, Smith was moved by an Angels Corner she came across in St. John’s, an installation to commemorate female victims of violence, intended to raise awareness about this important and ongoing issue. The idea originated in Iqaluit, Nunavut a few years ago as the Angel Street Project and has since been taken up across the country , with Angel streets, squares, corners, crescents, and even bridges being dedicated to honour and remember female victims of violence.
Earlier in 2014, Temple and Smith had been approached to by Scott Collegiate’s administration, Shannon Fayant (Principal) and Chris Beingessner (Vice Principal), about co-teaching a project-based course in the fall of 2014. The course would integrate curricular outcomes from ELA A10, Construction 10, and Math 10 (Foundations and Pre-Calculus). They were encouraged to engage the community through the project.
When Smith saw the Angel Corner, she knew it would be perfect for the course. “I was in downtown St. John’s, Newfoundland when I noticed their Angels Corner, a very visible display on the corner of Prescott and Duckworth streets. As I read their plaque and looked at the space they had dedicated to raising awareness of violence and abuse against women, I was thinking, ‘This is perfect. Our students can totally do this and this is an important issue in our community!’ says Smith. Temple adds, “Both of us like to teach through a social justice lens, [so] it seemed like a good fit for our class.”
To make it happen, Temple says, “We first approached our administration about it and then spoke to our superintendent to see if we could put it on school property. Both were in favour.” The next step was to consult with Elder Noel Starblanket. Smith explains, “We arranged a meeting with Elder Noel Starblanket [and] presented him with tobacco and asked for his assistance. We sought his advice on how to carry out the project in a good way, a way that honours the community as well as Aboriginal cultures and ways of knowing.” The next step was to gain student support. Temple says, “We also approached our students about the idea before getting far into the planning because without buy-in from them, it would never have been successful.”
The project found great support from administration, students, and community alike. Students engaged enthusiastically with the research, design, and construction of the project. Temple says, “Our students spent time looking into existing Angels Corners as well as issues of violence and abuse against women and MMIW, locally, provincially, and on the national level. Students designed the layout of the space, built the benches and garden boxes, and led the unveiling upon completion of the space.”
Elder Noel Starblanket brought support and assistance. Smith explains, “Once the materials to build the benches arrived at Scott, [Elder Noel] helped smudge them and prayed for us as we took on this important project. He spoke with the students about the traditional roles of women in Aboriginal cultures and of the importance of honouring and respecting women. On the day of the official unveiling of the Scott Angels Corner, Elder Noel also smudged the auditorium and luminaries before the guests arrived and said a prayer to begin the program.”
Because the majority of the students in the class were male, Temple appreciated the emphasis that Elder Noel Starblanket placed on the issue of violence against women. He says, “I believe that one very significant point that came from this project stemmed from what was emphasized for the class by Elder Noel – that violence against women is not a women’s issue. Rather, it is society’s issue; it is everyone’s responsibility to address it and given that the majority of violence against women comes at the hands of men, it is especially the responsibility of the male population to stand against it. I believe that this was a very powerful project for our male students.”
Local businesses also supported the project; Smith says, “We contacted PLS Graphic and Design and asked them to help us make the plaques. Grant Findlay … offered design services for free and paid a large portion of the cost of the plaques.…Our education partner, SaskTel,…generously donated $500. Our school community council funded the remainder of the cost of the plaques. Finally, Winroc Regina donated several gallons of paint for the benches.” Both Temple and Smith feel humbled and thankful for the support that they received.
The official unveiling of the Angels Corner intentionally took place on November 25, 2014 to coincide with the International Day for the Elimination of Violence Against Women and allowing them to participate in the White Ribbon Campaign (http://www.whiteribbon.ca ). Smith particularly appreciated the message that guest speaker, Brenda Dubois brought: She says, “Her message was that it all starts with tending our ‘home fires’ and taking care of our families.” She continues, “We were also thankful for Jason Littletent and the Scott Collegiate drum group for their performance of an honour song to honour the women who have experienced violence and abuse and those who have lost their lives to it.” All the guests were asked to wear a white ribbon to show their support. They also signed an oath to end violence against women.
Smith says many students voiced positive feedback regarding the project: “The students expressed a profound sense of pride in what they were able to accomplish and share with the community. Several students said things like, ‘Look what we can accomplish when we work together!’ Many of them voiced their personal experience and connection with the issues of violence and abuse against women. One young man, who recently lost his mom, said ‘I know my mom would be proud of me’ and that meant the world to him.”
Smith feels confident that the “learning that came from this project is the kind of learning that will stay with students for the rest of their lives.” Temple expressed, “a great sense of pride, witnessing this group of young people become engaged in such an important issue, develop their ideas and share what they had learned and accomplished with the larger community.” Smith was “moved by the pride expressed by students and of their sense of connectedness, as a class and as a part of the larger community. The talking circle was a very emotional experience for all of us; I think both the students and teachers were surprised by how much Angels Corner meant to us.”
Smith and Temple were deeply impacted by the project and felt it was valuable. They were surprised by the engagement of students and community, and hopeful that the project will have a lasting impact. Temple says, “At the beginning of the project, I wouldn’t have guessed that it would have been anywhere near as successful as it was.” Smith says she hopes the experience, “inspired youth—both those who participated directly and those who hear about the project.”
Smith states, “Youth need to know that their voices matter and are valued. And, we hope that the community saw Scott Collegiate’ s dedication to ending violence and abuse against women. Hopefully, when people walk past the Angels Corner, they are reminded that we are all responsible for creating positive change.”
For the future, the teachers plan to continue to maintain the benches and garden boxes. They also plan, as a school, to participate annually in the Day for the Elimination of Violence Against Women. Smith says, “Hopefully we can also continue to use the Angels Corner space to engage the community. It is intended to be a space for reflection on the past and hope for a better future, so hopefully it is utilized for many years to come.”
Smith graduated from the Faculty of Education, University of Regina (U of R) with a B.Ed. in 2007 and an M.Ed. in 2014. She credits the U of R with helping her to develop a critical consciousness and a passion for social justice. Major influences in her life are Florence Stratton, Shauneen Pete, Val Mulholland, Carol Schick, and Jennifer Tupper. Smith says, “They taught me the importance of actively resisting injustice and inequality; they helped me to develop a skill set and vocabulary to take that passion in the classroom.”
Temple began in the Faculty of Arts at the U of R, then transferred to the Faculty of Education, graduating with a B.Ed. in 2012. Temple credits the U of R, both the Arts and Education programs, for where he is today: “I would not be at the point I am today in my career without the support of these amazing people,” he says. Two lessons he took away from his studies at the U of R are “the realization that I always have something more to learn and the importance of critical reflection.”