C. Etmanski, Teaching CBR 2009-10 Workshop Series Final Report

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Students Commission of Canada, a national youth organization. Nish is interested inmeaningfully engaging young people in research to reveal critical knowledge that isoften silenced, devalued or omitted in typical research processes. His thesis researchexplores the practice(s) of anti-racist, feminist, intergenerational participatory actionresearch based upon a project undertaken in partnership with Antidote: Multiracial andIndigenous Girls and Women’s Network.Liz Merkel is a Masters student in Curriculum and Instruction, a seminar instructor andsupervisor for students in the teacher education program. Her passion for teaching atthe primary school age led her to undertake Masters research wherein she studies howautoethnography in teacher education programs critically impacts pre-service teacherpractice. She also works on a research project with Dr.Kathy Sanford related to learningand video game play, as well as a project with Dr. Catherine McGregor related toalternative practicum experience in teacher education programs.Tieja Thomas is an M.A. student in the department of Educational Psychology &Leadership Studies. Her current research explores the educational beliefs held byleaders working within the domain of non-formal education. Prior to beginning herstudies at UVic, she coordinated non-formal educational programs within various nonprofitorganizations located in Montreal, QC. In addition to her M.A. work, Tieja is aResearch Assistant for the Beyond the Classroom Walls study, a project that examinesthe effects of pre-service teacher educators’ participation in alternative practicumexperiences.Sixth workshop in the seriesAssessing Excellence and Valuing the Diverse Academic Contributions of Indigenous andCommunity-Based Scholars [Teaching Community-Based Research Workshop Series]Thursday, April 1, 2010 [Light lunch provided]12:30 PM ~ 2:00 PM, HHB 128A conversation with Robina Thomas, School of Social Work; Onowa McIvor, IndigenousEducation; Kathy Sanford, Teacher Education; and Teresa Dawson, Department ofGeography and the Learning and Teaching Centre.Indigenous and other Community-Based approaches to research and teaching regularlychallenge dominant protocols and (often gendered) expectations for academicscholarship. Yet, when research outcomes do not take the form of refereed journalarticles, books, or conference presentations, or, similarly, teaching(s) do(es) not takeplace in a lecture-style classroom, they generally do not hold the same weight when itcomes time to evaluate tenure and promotion.C. Etmanski | Teaching CBR Workshop Series 2009-2010 | Final Report 16
This workshop will open a space to continue the conversation on how to respectfullyvalue the work of community-based scholars. The panellists will discuss criteria fordetermining quality in Community-Based Teaching, Learning, and Research, as well ashow the inclusion of diverse ways of knowing has put pressure on everything previouslyassumed to be important and true in Academe. A concrete example will be drawn fromTeacher Education Programs—how Indigenous scholars have challenged not onlystudents in such programs, but also the programs themselves: the modes of delivery,content, language, assumptions, and more.Robina Thomas, Lyackson, Coast Salish Nation, is an Associate Professor in the School ofSocial Work. She holds a BSW, MSW, and is working towards a PhD in IndigenousGovernance. Robina is committed to First Nations education and her research interestsinclude Storytelling, Residential Schools and Uy’skwuluwun: On Being Indigenous. She iscommitted to understanding anti-racism and anti-oppression and how these can belived. She has taught a range of courses related to Indigenous issues, policies and way ofhelping and healing. Her recent publications address anti-oppressive child welfarepractices and strategies for regenerating Indigenous communities. She was also the2004 Recipient of the HSD Award for Teaching Excellence.Onowa McIvor is Swampy Cree from Northern Manitoba and Scottish-Canadian. She is agrateful visitor on Coast and Straits Salish territories. Onowa is a Senior Lecturer andDirector of Indigenous Education in the Faculty of Education at UVIC. Onowa is alsocurrently a doctoral student at the University of British Columbia focusing her researchon issues of Indigenous language revitalization.Kathy Sanford is Associate Dean of Teacher Education and Associate Professor in theFaculty of Education. She is the President of the Canadian Society for the Study ofEducation (CSSE). Her research interests include issues of assessment, gender, andknowledge — how and what we value as knowledge and learning. She draws fromfeminist and post-structural theory, and explores how complexity theory offers newunderstandings for postmodern conditions. Current funded research projects includeGender and Literacy Learning through Videogames, Professional Electronic Portfolios forTeacher Education and Teacher Education beyond the Classroom: Supporting Learningin Community Places and Spaces.Teresa Dawson is the Director of the Learning and Teaching Centre and Senior Instructorin Geography at the University of Victoria. Her areas of interest include effectiveteaching assessment, faculty and graduate student professional development,supporting and enhancing diversity in the academy, and achieving teaching andlearning-related institutional change, particularly regarding curricular reform. Teresa isan award-winning teacher in her own right and was the lead author for Teaching CollegeGeography (Prentice Hall, 2009). In 2007 she co-founded the Vancouver IslandEducational Developers Alliance (VIEDA). Nationally, she is Chair of the EducationalC. Etmanski | Teaching CBR Workshop Series 2009-2010 | Final Report 17
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