Social Development Studies: Public Lectures - April 4th, 5th, 6th at 1:30 pm

[Social Development Studies]

You are invited to three public lectures next week, hosted by the Social Development Studies department. Please see below for more information and the attached for the full poster.

Each presentation will be in the Dunker Family Lounge (REN 1303) at 1:30 p.m. followed by a meet-and-greet with the speaker at 2:30 p.m.  Refreshments will be served.

Politicization in Practice | Joe Curnow, PhD candidate
Tuesday April 4th - 1:30pm

Politicization within the student climate movement is a learning phenomenon. Joe argues that student activists in the fossil fuel divestment campaign became politicized, moving from apolitical or liberal politics toward anti-colonial, feminist, and anti-racist identities and practices. Through a two-year participatory action research project with fossil fuel divestment activists, she analyzed what and how participants learned about racialization, gender, and colonialism, and how their learning shaped their interactions and strategies. She argues that politicization is a collective learning process involving not only the intellectual and cognitive processes of developing a political analysis, but also involving shifts in the practices of a group, their ways of knowing, and their identities.

Public Pedagogy: Linguicide, Settler Responsibility, and Canada's Truth and Reconciliation Commission | Dr. Jane Griffith
Wednesday April 5th - 1:30pm

Released just over 1 year ago, the 7-volume report as well as the Calls to Action of Canada's Truth and Reconciliation Commission in many ways focused on language.  In this talk, Dr. Griffith will share her research on English language instruction in Indian residential schools, revealing attempts at linguicide--what Andrea Bear Nicholas defines as killing a language, not (necessarily) the speaker.  Dr. Griffith will connect this research to Indigenous resistance evidenced in fiction and memoirs by survivors, and offer insights from future work on the promises and pitfalls of public pedagogy for understanding tangible, long-term support for Indigenous language resurgence not as charity but as responsibility.

Peacebuilding, Conflict, & Cultural Inclusion:  Facilitating Classroom Dialogue for Learning | Dr. Christina Parker
Thursday April 6th - 1:30pm

As communities around the world continue to attract international immigrants, schools have become centers for learning how to engage with people's multiple ethnic and cultural origins. Ethnocultural minority immigrant students carry diverse histories and perspectives-which can serve as resources for critical reflection about social conflicts. Drawing on in-depth empirical case studies, this ethnographic study explores the classroom experiences of these children. Varying in social and cultural capital, they contend with social and cultural conflict influenced not only by global politics and familial prejudices, but also by structural exclusion in Western curricula. Explicit attention to conflict provided opportunities to uncover the hidden curriculum and to acknowledge structures of power and domination, creating space for development of critical consciousness. Dialogic pedagogical processes that encouraged cooperation among students strengthened the class community and invited constructive conflict education.

We hope to see you there!

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