News

Event gallery: Research Symposium explores visual and cultural identity in North American adolescents

Monday, February 11, 2019 | By Tarryn Landman
Members of the Brock community recently gathered to discuss social media, beauty ideals and visual and cultural identities in adolescents during a research symposium organized by Fiona Blaikie, a Professor in the Department of Educational Studies. Blaikie’s recent research has focused on youth visual and cultural identity constructions and the need for these to be explored in art education.

The symposium, “Impression Management: Constructions of Visual and Cultural Identities,” was held in Pond Inlet on Friday, Feb. 1, 2019. The day included two discussion panels, with speakers also giving brief presentations on their work around the theme of youth identity construction. The discussions were moderated by Dolana Mogadime, Associate Professor in the Department of Educational Studies. The welcoming ceremony was officiated by Nicholas Printup, a media and communications student at Brock University and member of the Beaver Clan, Six Nations of the Grand River, and the Kitigan Zibi Anishinabeg First Nation.

. The speakers included:
- Olga Ivashkevich, Associate Professor, School of Art and Design at the University of South Carolina: Beyond “Bad” Bodies: Adjudicated Girls Perform Experimental Digital Narratives to Resist Criminalization
- Dónal O’Donoghue, Professor, Faculty of Education at the University of British Columbia: Becoming Somebody in Boys’ Schools
- Michelle Bae-Dimitriadis, Assistant Professor in the School of Visual Arts, Pennsylvania State University: Decolonial Body Politics: Asian Refugee Girls’ Webtune Anime as Anti-White Privilege
- Jennifer Rowsell, Professor and Canada Research Chair in Multiliteracies in the Faculty of Education at Brock University: Feeling with Materials: Analyzing Young People’s Affect-Driven Maker Practices
- Kevin Gosine, Associate Professor of Sociology at Brock University: Reconciling Divergent Worlds in the Lives of Marginalized Youth
- Shauna Pomerantz, Associate Professor in the Department of Child and Youth Studies at Brock University: ‘It’s my Lifeblood’, or Why Do We Disparage What Girls Value Most in Their Construction of Self?
- Fiona Blaikie, Professor, Art Education, Faculty of Education at Brock University: Embodied, Constructed and Performed Youth Identities in Relation to Global Celebrity Influencers, Popular Culture, Social Media and Intersectionality: Dreaming the Impossible Dream.
Tags: Dolana Mogadime, Fiona Blaikie, Jennifer Rowsell, Research, Youth Identity
Categories: News
Event: Exhibition highlights self-portraits by high school students

Tuesday, January 15, 2019 | By Tarryn Landman

Local high school students will showcase their artistic skills through a new exhibition featured at Rodman Hall Art Centre over the next few weeks.

Face Value: An Exploration of the Self-Portrait through a Multimodal Lens officially opens on Thursday, Jan. 17, with a reception from 4 to 6 p.m. at Rodman Hall. Light refreshments will be served with remarks about the project at 5 p.m. The exhibition runs until Feb. 24.Read more

Tags: DSBN, Jennifer Rowsell, Multiliteracies, Peter Vietgen, SSHRC
Categories: Events, News
Special Issue of Brock Education: A Journal of Educational Research and Practice

Friday, January 11, 2019 | By Tarryn Landman
The latest Special Issue of Brock Education: A Journal of Educational Research and Practice is now available.

The special issue, “Aesthetic Interventions: Implications for Social Justice through Art and Performance,” was co-edited by two guest editors:
- Barbara McNeil, Associate Professor, Language and Literacy Education, University of Regina
- Spy Dénommé-Welch, Associate Professor, Faculty of Education, Brock University
This special issue brings together a collection of diverse voices, critical perspectives, and topics, which examine notions of aesthetics, art interventions, and implications for social justice issues and education. The essays contained in this issue represent a rich interplay of theory, practice, and criticism, creating a form of cross-disciplinary response that invite new approaches to investigate aesthetic education.

The guest editors were supported by Editor-in-Chief, Dolana Mogadime, and the Brock Education Journal’s technical team throughout the process of producing the special issue. The Brock Education Journal’s technical team includes William Ankomah, Tim Ribaric, Peter Vietgen and James Windjack. Dénommé-Welch and McNeil would also like to thank the reviewers for contributing their time and expertise to the special issue.

Brock Education Journal
Vol 28, No 1 (2018)
Table of Contents:
https://journals.library.brocku.ca/brocked/index.php/home
Tags: Arts, Brock Education Journal, Dolana Mogadime, Peter Vietgen, Social justice, Spy Dénommé-Welch
Categories: News
Symposium to explore youth visual and cultural identity

Thursday, January 10, 2019 | By Tarryn Landman
Whether it’s Instagram, Snapchat or another popular platform, social media has the ability to impact the way teens see themselves and how they form their own identity.

This concept, as well as others surrounding social media, beauty ideals and visual and cultural identities in adolescents, will be discussed at a research symposium taking place at Brock on Friday, Feb. 1.

Impression Management: Constructions of Visual and Cultural Identities in North American Adolescents brings together researchers from several institutions and disciplines. Held from 10 a.m. to 2 p.m. at Pond Inlet, the event is open to all members of the Brock community.

Two discussion panels will be held throughout the day, with speakers also giving brief presentations on their work around the theme of youth identity construction.

“Identity is a key issue across disciplines because it is contested and difficult to navigate. Asserting identity raises issues of class, gender, sexuality, race, ethnicity, religion and politics,” says Faculty of Education Professor and event organizer Fiona Blaikie.

Her recent research has focused on youth visual and cultural identity constructions and the need for these to be explored in art education.

“Identity is a particularly problematic issue in high schools as adolescents begin to establish their sense of self,” says Blaikie. This process shapes youth as individuals and impacts the social ecosystem of schools.

“Studies of high school identities reveal various manifestations of power and agency within subcultures, as well as bullying and exclusion,” explains Blaikie.

The role of technology, celebrity culture and social media on identity construction will also be explored during the symposium.

Many forms of identity construction as well as the impact of celebrity and pop culture influencers are realized via social media, including Instagram, Snapchat and blogs.

Blaikie is currently leading a research project that focuses on visual and cultural identities and beauty ideals in adolescents, encompassing intersectionality and visual art self-creations and constructions through social media and art making.

Symposium speakers include:
- Olga Ivashkevich, Associate Professor, School of Art and Design at the University of South Carolina: Beyond “Bad” Bodies: Adjudicated Girls Perform Experimental Digital Narratives to Resist Criminalization
- Dónal O’Donoghue, Professor, Faculty of Education at the University of British Columbia: Becoming Somebody in Boys’ Schools
- Michelle Bae-Dimitriadis, Assistant Professor in the School of Visual Arts, Pennsylvania State University: Decolonial Body Politics: Asian Refugee Girls’ Webtune Anime as Anti-White Privilege
- Jennifer Rowsell, Professor and Canada Research Chair in Multiliteracies in the Faculty of Education at Brock University: Feeling with Materials: Analyzing Young People’s Affect-Driven Maker Practices
- Kevin Gosine, Associate Professor of Sociology at Brock University: Reconciling Divergent Worlds in the Lives of Marginalized Youth
- Shauna Pomerantz, Associate Professor in the Department of Child and Youth Studies at Brock University: ‘It’s my Lifeblood’, or Why Do We Disparage What Girls Value Most in Their Construction of Self?
- Fiona Blaikie, Professor, Art Education, Faculty of Education at Brock University: Embodied, Constructed and Performed Youth Identities in Relation to Global Celebrity Influencers, Popular Culture, Social Media and Intersectionality: Dreaming the Impossible Dream.
The discussions will be moderated by Dolana Mogadime, Associate Professor in Brock’s Faculty of Education. Mogadime’s scholarship resides in the arenas of ethnographic, auto-ethnographic and narrative inquiry. She focuses on social justice and intersectionality, particularly around issues of race, gender and class.

Refreshments and lunch will be provided at the symposium. Members of local school boards have also been invited.

Capacity for the event is limited and registration is required by Thursday, Jan. 24 for catering purposes. For more details on the day’s speakers and to register for the event, visit the Faculty of Education website.
Tags: Art education, Dolana Mogadime, Fiona Blaikie, Jennifer Rowsell, Youth Identity
Categories: Events, News
Best wishes for 2019

Thursday, January 10, 2019 | By Michael Owen
Beginning a new year gives us an opportunity to look ahead to the future.

For the Faculty of Education, this will be a year of transitions in several key areas.

Renewing and developing programs

The Department of Educational Studies is developing a new Bachelor of Educational Studies program for students interested in learning and teaching in non-school environments such as non-for-profit, for-profit, government and post-secondary organizations.

The Department is also exploring the development of a professional education doctorate (EdD) to respond to domestic and international demands for high quality, professionally-focused programs for educational leaders.

Our existing Bachelor of Education (BEd) programs are undergoing their periodic review by the Ontario College of Teachers. During this process, we have reflected on the ways the Initial Teacher Education Program, mandated by the province and implemented in 2015, continues our tradition of exceptional teacher education and responds to the diverse learning needs of children in our K-12 systems.

Building capacity with new tenure track faculty positions

We will be hiring three new tenure track faculty positions. These will support Faculty renewal and help set the direction of our programs over the next ten to twenty years. The new positions are an opportunity to re-affirm our commitment to faculty equity and diversity while ensuring our programs and research reflect the needs of educators today and tomorrow.

Refocusing internationalization efforts

This process includes multiple connected elements. Some of these elements are already in place and others will be rolled out in the upcoming academic year. These initiatives include:
- Ensuring that the experiences of the Faculty’s international students continue to be positive and result in MPCE and MEd ISP graduates becoming enthusiastic ambassadors for our Faculty in future years
- Encouraging increased engagement between local and international students to the benefit of both and expanding programs that lead to international students engaging in the local community.
- Developing professional development modules for international teachers and educational leaders that can be offered on-campus or abroad.
- Creating options for short-term (one week to a month) and longer-term (a semester or more) study and research abroad opportunities for our students.
- Infusing international content into our course offerings as appropriate.
All the best for the New Year.
Categories: News
Education prof speaks at inaugural UCL research centre conference

Wednesday, December 19, 2018 | By Tarryn Landman

Louis Volante, Professor in the Department of Educational Studies, recently helped to celebrate the first ever annual conference for the Helen Hamlyn Centre for Pedagogy (HHCP), a University College London (UCL) research centre.

Joining several world-class speakers, Volante was invited to give the opening keynote address at the conference.

During his keynote, Volante explored the ways socioeconomic inequality and resiliency can impact the academic achievement of students from low socioeconomic status (SES) family backgrounds. Around the world, policymakers are wrestling with the challenge of closing achievement gaps between these students and their more affluent peers.

“Improving the educational outcomes of all students, and particularly students from low SES backgrounds, can have lifelong impacts on student success and economic mobility from generation to generation,” says Volante.

Volante’s recent research and forthcoming edited volume provides an analysis of ten nations, including England and Canada, designed to address socioeconomic disadvantages. He shared some of these at the conference.

As well as giving the keynote address, Volante participated in a panel discussion with HHCP advisors, policymakers and fellow researchers on re-imagining early years and primary pedagogy.

“It was an honour to be invited to speak at this conference,” said Volante. “UCL is ranked first for Education in the 2018 QS World University Rankings by Subject, so this was a unique opportunity to join leading international thinkers to discuss the ways we can put teachers and children in a position where they can succeed.”

The conference, which was held at the British Library, aimed to bring together those with a shared passion for improving children’s educational experiences, whether at home or in the classroom.

The HHCP was established in 2018 to build on the work of UCL’s Institute of Education (IOE) in the field of primary and early years education. The Centre’s aim is to equip children to reach their full potential by improving teaching and learning for children from birth to age 11, particularly those from disadvantaged backgrounds.

Photo caption: Louis Volante participated in a panel discussion with Hayley Peacock, an advisory board member for the HHCP; Iram Siraj, Oxford University; Rosie Flewitt, Co-Director of HHCP; Thelma Walker, Member of Parliament for Colne Valley in the United Kingdom and an advisory board member for the HHCP; and Sonia Blandford, Visiting Professor of Education and Social Enterprise at UCL Institute of Education. Photo courtesy of Penny Hay.

Tags: Helen Hamlyn Centre for Pedagogy, Louis Volante, University College London
Categories: News
Education grad sets sights on opening school in Namibia

Saturday, October 13, 2018 | By Tarryn Landman

Growing up in Namibia’s rural Ohangwena region, Lydia Lungameni dreamed of becoming a teacher.

But with racial divides preventing all children from having the same education, she also dreamed of change.

Lungameni received her Master of Education during Brock’s Fall Convocation on Friday, Oct. 12. While she was filled with pride as she crossed the stage to mark her achievement, her focus had already shifted to her next goal: helping to decolonize Namibian education.

Read more

Tags: Alumni, Lydia Lungameni, Master of Education, MEd
Categories: News
Fall Convocation 2018

Friday, October 12, 2018 | By Michael Owen
Congratulations to our newest graduates and alumni!

Today the Faculty of Education has 152 new alumni, from our two most recent PhDs to our certificate programs in Adult Education.

We are very proud of each graduate. They, their family and friends have invested significantly in their success. They have worked diligently in their studies, their practicums and their research. Some, such as Spirit of Brock medal winner Nigel Crosscombe, were recognized with awards. Many have overcome significant hurdles – caring for family members, working full and part-time, or being away from family and friends in their home country and community.

Graduating from our programs does not mean our relationship ends. It is only one step in a life-long partnership. We look forward to learning about our graduates successes – as teachers and administrators, as scholars and as community leaders. We look forward to welcoming some back into our masters and doctorate programs. And, we look forward to celebrating your achievements.

To our newest alumni, we wish you all the best as you take your next steps.

Meet some of our new alumni
Tags: Alumni, Convocation, Fall Convocation
Categories: News
Highlighted SSHRC research

Wednesday, October 03, 2018 | By Tarryn Landman
In honour of SSHRC’s 40th anniversary, we wanted to share some of the our faculty research that has been supported by SSHRC, helping us to expand understandings of learning and teaching around the world.

Digital Pedagogy Institute Conference

brocku.ca/dpi2018

SSHRC Connections Grant

The 2015 Digital Pedagogy Institute was support by a SSHRC Connections grant. A partnership between Brock University, the University of Guelph, the University of Toronto Scarborough, and the University of Waterloo, the annual two day conference includes keynote addresses, presentations, workshops, and digital tool training that focus on the innovative use of digital technologies to enhance and transform undergraduate and graduate teaching.

The grant helped grow the Digital Pedagogy Institute conference into an annual event. The 2017 and 2018 Digital Pedagogy Institute conferences were held at Brock University. In 2019, the conference will move to the University of Waterloo, furthering strengthening the Ontario universities partnership.

“Supporting Literacy Coaches as they Facilitate Teachers’ Professional Learning”

Project website

SSHRC Insight Grant
Tiffany Gallagher (Principal Investigator) and Arlene Grierson ( Co-Investigator)
$129,141 | April 2016 – July 2021

This study is beginning year three of five years of data collection. The central research question is: how do coaches support educators in the implementation of responsive literacy programs that foster student learning? This study will extend existing understandings by: (a) investigating conceptualizations, functions, and outcomes of coaching; and (b) documenting the experiences of coaches and the educators they coach, as coaches collaboratively construct understandings of the differentiated processes of teacher change and explore how to use these insights to optimize coaching.

Impact and Publications: Five conference presentations at Council for Exceptional Children (CEC), Canadian Society for the Study of Education (CSSE), and Literacy Research Association (LRA).

Publication: Gallagher, T.L. & Grierson, A. (2018). Research Report for Ontario Ministry of Education, Curriculum & Assessment Policy Branch. Supporting Coaches as they Facilitate Teachers’ Professional Learning. St. Catharines, Ontario: Brock University, Faculty of Education.

“The Development of Inclusive Educational Practices for Beginning Teachers”

Project website

SSHRC Insight Grant
$448,800 | April 2015 – April 2020

Jacqui Specht (Principal Investigator)
Co-Investigators: Sheila Bennett, Tiffany Gallagher, Lynn Aylward, Kimberly Maich, Tim Loreman, Roberta Thomson, Sharon Penney, Tara Flanagan, Nancy Hutchinson, John Freeman, Elizabeth Nowicki, Kim Calder Stegeman, Angela AuCoin, Mireille LeBlanc, Jennifer Katz, Wanda Lyons, Donna McGhie-Richmond, A. Marshall, Steve Sider, Jamie Metsala, Scott Thompson, Jessica Whitley, Gabrielle Young

This study is beginning year four of five years of data collection. The aim of this study is to provide a Canada-wide perspective on the self-efficacy and beliefs about teaching of graduating teachers as they leave their respective faculties of education. Through this study, we hope to gain a better understanding of how student teachers perceive their ability to teach in the inclusive classroom as they finish their preservice teacher education program. As they graduate and move into the world of classroom teaching, we will continue to survey them during their first to third years post-program to ascertain how their knowledge and skills in teaching and self-efficacy are developing.

Impact: Four conference presentations at Council for Exceptional Children (CEC) and Canadian Society for the Study of Education (CSSE).

“Digital Texts to Enhance Science Vocabulary and Comprehension”

SSHRC Insight Development Grant
$59,939 | April 2013 – June 2016

Tiffany Gallagher (Principal Investigator) and Xavier Fazio (Co-Investigator)

The focus of the Insight Development Grant from SSHRC was to utilize design-based research focused on discovering whether a multimodal instructional curriculum that integrated literacy and science positively contributed to enhanced learning outcomes with students in elementary schools. Design-based research is a genre of research involving iterative development of curricular solutions to educational challenges with teachers and researchers working collaboratively. Working with grade five teachers in two school districts, our findings found that teachers varied in their implementation of the instructional unit. This resulted in differential outcomes in students’ literacy and science outcomes. Teacher variation in implementation highlighted the need to differentiate professional learning to effectively address teachers’ pedagogical requirements for improving disciplinary literacy instruction.

Overall, our findings relate to the utility of design-based research and underscore the value in establishing a collaborative foundation for professional dialogue. Based on student learning outcomes, we have evidence of the positive impact of implementing science-based multimodal literacy curriculum in elementary classrooms.

Publications:
- Gallagher, T., & Fazio, X. (2017). Design-based research: Professional learning and curricular integration. Sage Research Methods Cases Education. Sage Publications. Online: http://dx.doi.org/10.4135/9781526419361
- Gallagher, T., & Fazio, X. (2017). All students can read to learn science! Resources, Learning Disabilities Association of Ontario. Online: https://www.ldatschool.ca/literacy/learn-science/
- Fazio, X., & Gallagher, T. (2018). Bridging professional teacher knowledge for science and literary integration via design-based research. Teacher Development, 22(2) 267-280.
“Hunting for Mrs. Fenwick 1766-1840: Her Life and Letters ()”

SSHRC Insight Grant
$103,548 | 2016-2021

Project website
Lissa Paul

Early in 2019 the first part of Lissa Paul’s project will be complete and a biography, Eliza Fenwick: Early Modern Feminist will be published by the University of Delaware Press. A riveting early feminist success story emerged out of her research on Eliza Fenwick (1766-1840): a portrait of literary life in London, a chronicle of slavery and rebellion in Barbados, a tale of immigrant life in Upper Canada, an unexpectedly modern take on family life, all unfolding in counterpoint to her prescient though largely forgotten novels, short stories, children’s books, and pedagogical texts. and as an immigration success story of a single, working mother and later grandmother whose networking, entrepreneurial and adaptation strategies enabled her to contribute to the social fabric of Upper Canada in the 1830s.

By revealing Eliza as a potentially iconic figure, Paul argues that her life-writing deserves recognition in Canadian literary and historical studies achieved by her more famous contemporaries, Susanna Moodie and Anna Jameson. Eliza was a much better author than either of them and her writing feels more modern to twenty-first century readers.

Publications:
- The Children’s Book Business: Lessons from the Long Eighteenth Century (Routledge 2018).
“Maker Literacies”

Project website

SSHRC Insight Grant

SSHRC Insight funded Maker Literacies led by Jennifer Rowsell is a five-year research study in Niagara elementary and secondary schools with the overall aim of expanding notions of literacy for curricular and policy changes in ways of teaching and learning contemporary literacy. Premised on international research on makerspace approaches to learning and multimodal forms of pedagogy, teachers work and plan with professionals in the media, technology, and creative arts sectors to teach students about how to design ‘modern’ texts like documentaries, videogames, and coding. The project has three key objectives. First, to contemporize approaches to literacy, professionals will be invited into K-12 classrooms to collaborate with educators on multimodal projects and adapted forms of assessment to 21st Century learning. Second, to adopt design frameworks and processes, professionals will teach approaches to a mode (e.g., graphic design) and work with educators to create assignments that evaluate student learning. Third, to invite students to see talent in their own community, the project will feature professionals within the immediate Niagara community and connect projects with community hubs such as museums and centres for the arts.

The hoped-for impacts of the Maker Literacies research are to: (i) further research and innovation in the area of K-12 students’ digital literacy and creative design skills in order to contribute to Canada’s future competitiveness and growth; (ii) develop project participants’ skills in research and knowledge creation and thus increase research capacity and enhance career prospects; (iii) develop a network of researchers, creative industry professionals and educators who can collaborate to develop educational materials and tools to foster children’s digital literacy and design skills in Canada; and (iv) offer recommendations for research, policy and practice (in industry and education) about the ways that maker literacies pedagogy can inform teaching and learning. There is a website that features the research: https://www.makerliteracies.com.

Publications:
- Pahl, K. & Rowsell, J. (In Preparation). Living Literacies. Boston, MA: MIT Press.
- Lemieux, A., & Rowsell, J. (Accepted). Taking a Wide-Angled View of Contemporary Digital Literacy. In O. Erstad, R. Flewitt, B. Kümmerling-Meibauer, Í. S. Pires Pereira (Eds.), The Routledge Handbook of Digital Literacies in Early Childhood. New York: Routledge.
- Lemieux, A., & Rowsell, J. (In Press). Digital literacy in Canadian secondary schools. In R. Heydon (Ed.), Bloomsbury Education and Childhood Studies Handbook. London, UK: Bloomsbury.
- Rowsell, J. & Lemieux, A. (submitted). Making stories and cracking codes in a Canadian elementary school.
- Rowsell, J., Lemieux, A., Swartz, L., Turcotte, M., & Burkitt, J. (Accepted). The Stuff That Heroes Are Made Of: Elastic, Sticky, Messy Literacies in Children’s Transmedial Cultures. Language Arts.
- Lemieux, A., Rowsell, J., McLean, C., & Smith, A. (Accepted). Materializing the Plan: Developing Mapping-as-Metaphor and Mapping-as-Practice. Research in the Teaching of English.
“Theory of Mind Development in Emerging Adolescence”

2015-2020

Sandra Bosacki (Principal Investigator) and Victoria Talwar (Co-Principal Investigator)

Emerging adolescence is a key transition period for self-identity, intellect, physical maturation, and social behaviours. Adolescents moving from elementary to secondary school face a number of challenges that include social, psychological, physiological and contextual changes. Early to mid-adolescence is a peak developmental period for boredom where children’s school motivation declines as they navigate their relationships and growing identity.Beyond childhood, little is known about the links between understanding others’ minds and the formation of relationships. Theory of Mind (ToM) is the ability to infer others’ mental states (including emotional, spiritual, and moral states) within the context of social action. Theory of Mind enables the understanding of multiple perspectives that lead to more effective communication with others. Emerging adolescents developing ToM foster their ability to reason about their own and others’ thinking during the school day. As young people experience significant life changes, their developing ToM has implications for learning. Therefore, ToM is important for adolescents negotiating the transition from elementary to secondary school. This 5-year multi-method longitudinal research project investigates adolescents’ social-cognitive ToM abilities to make meaning of human thoughts and feelings in relation to their sense of self and peer relations as they move from elementary to secondary school. Specifically, we will address the question: How do emerging adolescents use their ability to understand the inner lives or worlds (mental, emotional, moral, spiritual) of others to help them develop a sense of self and navigate peer relationships effectively during the transition from elementary to secondary school.

Educational strategies that foster the development of ToM can serve as valuable tools to help youth develop a sensitivity to social information, and to develop control and a sense of responsibility over their social lives. This ability to reason about the connections between mind and behaviour is important given the difficulties that some young people face transitioning from elementary to secondary school. Theoretically, this project will illustrate the bi-directional patterns between intra- and interpersonal features of psychological understanding concurrently and longitudinally, and provide the most comprehensive conceptual and empirical bridge to date between emerging adolescents’ psychological understanding and their social experiences. Practically, the results will provide a base to build positive youth intervention programs and curricula that encourage the use of mental state talk to promote adolescents’ socio-cognitive and emotional competencies and enhance adolescents’ social adjustment over the course of school transitions

Publications:
- Bosacki, S., Sitnik, V., Dutcher, K., & Talwar, V. (2018). Gratefulness, compassion, and ToM in adolescence. Journal of Genetic Psychology. DOI: 10.1080/00221325.2018.1499607
- Smith, S., Dutcher, K., Aksar, M., Talwar, V. & Bosacki, S., (2018). Emotional competencies in emerging adolescence: Relations between teacher ratings and student self-reports. International Journal of Adolescence and Youth, DOI: 10.1080/02673843.2018.1455059.
Impacts of ISL initiatives on host communities and organizations in the Global South

2014-2017 | $232,230

There is a growing interesting in study abroad including short term international service learning programs (ISP) and International Experiential Education programs (IEE). Researchers from Brock University (Michael O’Sullivan), University of Saskatchewan and York University who had engaged over the years as scholars and as ISL/IEE practitioners (e.g., leading groups on such trips) realized that there was a gap in the literature on the impact of global northern visitors on the global southern host communities that they visited. The researchers felt that if these visits were to occur within the framework of equal partnerships and not business arrangements where the northern were, in effect, ‘renting a village’ we needed in depth input from host villages in two countries we were particularly familiar with: Nicaragua and Guatemala.

SSHRC funding supported a project to conduct almost two years of face to face interview with some 200 indiviudals in 8 villages, four in Nicaragua and four in Guatemala. Interviews were conducted by local anthropologists. A culminating workship involving four delegations from each of the 8 communities was held in August, 2017 in Managua, Nicaragua. This constituted a form of triangulation.

With the exception of one village that ceased to offer such programming after visitors resisted their locally defined expectations, the reports from the other villages were positively disposed to continuing such visits but had some serous concerns and resulting recommendations to improve the experience from their perspectives.

In general, the visitors felt that the visitors, mostly senior high school students and undergraduate university students, had not been adequately prepared to take full advantage of the program and did not fully comprehend the expectations of the community when they arrived. These expectations ranged from not being willing to engage in all aspects of the program to not knowing how to treat elders and traditional authorities respectfully. They also felt that teachers and university instructors (and other community leaders and religious leaders who brought down groups) had their own program in mind and were not willing to negotiate input by the local community leaders. These leaders argue that they have a story to tell and no visit to their community should not have the telling of that story fully integrated into the program followed by their visitors.
Tags: SSHRC
Categories: News
Volunteer with the Brock Learning Lab

Thursday, September 06, 2018 | By Tarryn Landman

Are you interested in tutoring and gaining experience working with children?

The Brock Learning Lab is looking for volunteers to participate as a tutor in its Reading Support Program and Math Support Program as well as its School Support Reading Program.

Tutoring and internship opportunities are available for the Reading Support Program and Math Support Program at the Brock Learning Lab, located at the Brock Research & Innovation Centre (130 Lockhart Drive, St. Catharines). These programs use games, activities and technology to reinforce skills for students in an engaging and enjoyable way.

The Brock Learning Lab has also partnered with the Niagara Catholic District School Board to provide Reading and Literacy support in the classroom at local elementary and secondary schools. These sessions are offered on-site at these schools.

Volunteers plan and facilitate one-hour weekly sessions with support from the Brock Learning Lab. Times vary (mornings, early afternoons, and evenings). Tutors work with the same client for a total of nine weeks during the fall or winter semester or for five weeks during the spring.

View the Brock Learning Lab Volunteer & Internship Tutor Information page to learn more and volunteer for the fall session (September 24, 2018 – November 30, 2018). Clients and their families may contact the Learning Lab directly (905 688 5550 x3548) to begin the registration process for the literacy and/or numeracy tutoring program or literacy assessment.

As a tutor, you will be able to gain and enhance your teaching skills in the following ways:

Reading Support Program

• Implement programming based on formal diagnostic assessments
• Create personalized, skill-based literacy tutoring programming
• Use evidence-based and instructional methods
• Enhance your expertise and knowledge in literacy
• Conference with educational specialists

Math Support Program

• Implement programming based on curriculum-based assessment
• Create personalized, skills-based math tutoring programming
• Enhance your expertise and knowledge of math education
• Conference with educational specialists

Please contact the Brock Learning Lab for more information:
(905) 688-5550 Ext. 3548
bllab@brocku.ca

Tags: Brock Learning Lab
Categories: News