international research institute language,culture and ...4 international research institute:...

international research institute

Language,Culture and CommunityBuilding collaborative research opportunities

Program

July 6 – 9, 2012 Kamloops, British columbia

This second annual July Institute highlights the scholarly activities of the faculty, students, and international partners associated with the Faculty of Human, Social, and Educational Development at Thompson Rivers University in Kamloops, British Columbia.

The Institute focuses on four themes that encompass the work of the Faculty: language, culture, community, and research methodology. These important themes are featured in a wide range of presentations, research reports, performances, and discussion activities.

Colleagues and students from Thompson Rivers University and other Canadian and international universities will participate as presenters and general registrants. Institute participants are invited to the post-Institute activities on July 9th that will include the formation of research and practitioner teams and the design of ongoing collaborative initiatives.

On behalf of the organizing committee and all of us in the Faculty of Human, Social and Educational Development at Thompson Rivers University, welcome to our campus and thank you for this opportunity to engage in dialogue about our collective work.

Charles Webber Ph.D., Dean, Faculty of Human, Social and Educational Development Thompson Rivers University

Contact details:

Language, Culture, and Community Research Institute Thompson Rivers University 900 McGill Road Kamloops, BC V2C 0C8

Further information can be obtained from the Conference Coordinator:

Sofi Almers Faculty of Human, Social, and Educational Development Phone: 250.377.6030 Email: [email protected] www.tru.ca/lcc

Follow us: #trulcc2012

Contents

Program at a glance .............................................................................................................4

Keynotes .............................................................................................................................6

Saturday 10:30 – noon .........................................................................................................8

Track 1 .................................................................................................................................8

Track 2 .................................................................................................................................9

Saturday noon – 1 p.m.: Poster Presentations in the Panorama Room ..................................10

Saturday 2:30 – 4 p.m. ......................................................................................................12

Track 1 ...............................................................................................................................12

Track 2 ...............................................................................................................................14

Saturday 4 – 6 p.m. ...........................................................................................................15

Track 1 ...............................................................................................................................15

Track 2 ...............................................................................................................................17

Sunday 9 – 10 a.m. ............................................................................................................19

Track 1 ...............................................................................................................................19

Track 2 ...............................................................................................................................20

Sunday 10:30 – noon .........................................................................................................21

Track 1 ...............................................................................................................................21

Track 2 ..............................................................................................................................21

International Research Institute: Language, Culture, and Community4

Program at a glanceFriday, July 67 p.m. introduction and session chair: Dr charles Webber

greetings from Dr. terry sullivan, superintendent of the Kamloops school District #73greetings from Doreen Kenoras, eldergreetings from Dr. Will garrett-Petts, aVP research and graduate studies

Opening Keynote address by Professor Kobus Mentz Enhancing Public Accountability in Public Schooling in South Africa (Panorama Room)

8:30 p.m. Wine & cheese reception and book launch (Panorama room)

Saturday, July 78:30 a.m. Breakfast (Panorama room)

9 a.m. Keynote address by Professor Edith Cisneros-Cohernour Challenges and Preparation of Beginning Principals from Southern Mexico (IB 1014)

10:15 a.m. coffee break

10:30 a.m. Track 1 (IB 1010)

Negotiating the Language of Research in Working with Aboriginal Communities. Dr. Barbara Patterson

Elders’ Perspectives on Indigenous Research in the Secwepemc Territory. James shawana

Cultural and Linguistic Transactions in a Virtually-Assisted Literacy Program for Indigenous People. Dr. gloria ramirez

Track 2 (IB 1014)

Fairness and Equity in Student Assessment. Dr. charles Webber

International Journal for Leadership in Learning - Meet the Co-Editors. Dr. Patricia neufeld, Dr. Diane Purvey

The Internal Digital Interface: Consociated contemporaries and multiple identities. Doug Knowles

noon lunch and Poster session (Panorama room)

Poster presentations:

Community level adaption to climate risk. Dr. Julie Drolet, tiffany sampson

Creating Engagement in Reading through Choice. aislinn mulholland

Empowering Education: Collaborative Educational Resources in Mental Health. Diane Purvey

A Collaboration Between TRU Students and Conayt Friendship Society to Enhance Mental Health and Wellness among Aboriginal People. steven ross

1 p.m. Keynote address by Professor Roanne Thomas Creating Communities and Crafting Research via Visual Methods (IB 1014)

2:15 p.m. coffee break

2:30 p.m. Track 1 (IB 1010)

Spanish Language and Culture Immersion in Cuernavaca, Mexico and Its Impact on Students’ Learning. Yasmin ramirez

A Critical Conversation: Ferdinand Tonnies and Ivan Illich on Education and Community. Dr. charles hays

Time Orientation and Its Effects on Present Perfect Tense Usage as a Measure of Language Proficiency. tacey ruffner

Track 2 (IB 1014)

Promoting ‘Community Leadership and Learning’ on Social Challenges in the Small City: An Assessment of Canadian Government Homelessness Initiatives. Dr. terry Kading, Dr. christopher Walmsley

Reflective Practice in Research: Integrating knowledge to the Self, Graduate Experiences in a Capstone Seminar. D-m. mcleod, m. hamelock, c. alger, Dr. P. neufeld

How Do Chopsticks Fit In a Steak House? Training Experienced by Students of East Asian Descent in Counselling Psychology. shirley lo

International Research Institute: Language, Culture, and Community 5

4 p.m. Track 1 (IB 1010)

Connecting Social Capital to Learning, Work, and Community. saskia stinson, lois Peters

A Multicultural Approach to Counselling Families and Individuals Affected by Autism: An Exploration of Professional Issues. theresa Jubenville

Where did you go? Caregiver narratives of self-care and mindful movement in nature. tyla charbonneau

In the (2s) Spirit of the Gay Agenda: A Note on Cultural Relativism and Homonationalism from the Colonial Margins. Jeffrey mcneil

Track 2 (IB 1014)

One Student’s Experience of Silence in the Classroom: A Phenomenological Investigation. merilee hamelock, Dr. norm Friesen

Language and Identity: Perspectives from New Canadians. Yaying Zhang

The Evolution of an English for Specific Purposes (ESP) Program: Meeting the Needs of Chinese Medical Practitioners in Respiratory Care. catherine Wadell

Current Situations, Existing Problems and Approaches for Improvements in China-Canada Higher Education Cooperative Programs. stephanie Xiao liang

6:30 p.m. Dinner (Panorama room). entertainment by The Tara School of Irish Dancing from Kamloops, Bc

Sunday, July 88:30 a.m. Breakfast (Panorama room)

9 a.m. Track 1 (IB 1010)

Predicting Aboriginal Student Retention at University. Dr. Patrick Walton, natalie clark, Karen Blain

What Role does the Education System play in Shaping and/or Protecting Various Aspects of Canadian Culture. mike Koppes

Track 2 (IB 1014)

The Future of the (Text) Book: A Cultural History. Dr. norm Friesen

Mentoring Needs of Novice Early Childhood Educators: A Comparative Look at Three Induction Programs. laura Doan

10 a.m. coffee break

10:30 a.m. Track 1 (IB 1010)

Incorporating Journal Writing in Mathematics 9 as an Assessment Strategy. ashley robertson

The Acquisition of Science Literacy through Online Discourse. Dr. carol rees

Effectiveness of Precision Reading for Children with Reading Disabilites in Elementary and Middle School. mitchell colp

Track 2 (IB 1014)

Basic Operations in Human Communication: An Introduction. Dr. randolph radney

Changes in the School and Post School Experiences of Youth with Disabilites as a Result of Mainstream Education Policies. christina cederlof

noon Keynote address by Prof. Clelia Pineda Baez Programs Crafted to Stimulate Student Engagement: Creating a Notion of Community that Transcends the Classroom (iB 1014)

closing comments by Dr. charles WebberPhoto slide show

1 p.m. lunch and informal small-group research discussions (Panorama room)

Monday, July 99 a.m. – noon Post-conference Day for networking and research collaboration. (trusu Boardroom in the campus activity centre)


Keynotes

Professor Kobus Mentz

Professor Kobus mentz is Director of the school of education at the north-West university, Potchefstroom, south africa. his research interests include the school as an organization, gender in leadership and principal preparation.

KeynoteEnhancing public accountability in public schooling in South Africa

Abstracteducation as a public service, and against the backdrop of poor learning outcomes in south africa, has over the years been subjected to intensive public scrutiny leading to an increased demand for accountability. there is a growing dissatisfaction and lack of confidence in the ability of public schools to meet the educational needs of society. accountability in general and education accountability in particular should be underpinned by by sound principles and values to be effective and developmental. For purposes of this research information was gathered relating to accountability processes and practices in the north-West Province education system in south africa. the sample involved 222 principals from both primary and secondary schools. nine union representatives and 7 district officials also participated in focus group interviews. among the most significant findings were those related to accountability and the role of the principal. Participants agreed that there are various parties involved in the accountability process, but there is confusion about the roles of the different stakeholders.

Professor Edith J. Cisneros-Cohernour

edith J. cisneros-cohernour is a full time professor at the universidad autonoma de Yucatan, mexico. her research focuses on the areas of administration, higher education and evaluation. she is also interested on the ethical aspects of research and evaluation and effective teaching for multicultural students.

KeynoteChallenges and preparation of beginning principals from Southern Mexico

Abstractthis paper presents the findings of a study examining the preparation needs of novice administrators in southern mexico. the study aimed to find out what aspects of principals’ work they found most problematic and the extent to which they were prepared for their position. Data collection involved case studies and a survey to beginning principals in three states of southern mexico. Findings indicate that principals have to balance system and local needs that are sometimes conflictive; they also felt bureaucratic demands interfere with their instructional role.


Dr. Roanne Thomas

Dr. roanne thomas completed her graduate work in sociology at the university of new Brunswick. currently, she is a canada research chair in Qualitative health research with marginalized Populations and associate Professor in the school of rehabilitation sciences at the university of ottawa. her research focuses on the use of qualitative methods to understand the impact of chronic illness upon peoples’ everyday lives.

KeynoteCreating Communities and Crafting Research via Visual Methods

Abstractresearch often begins with the premise that communities are static and that they are waiting for researchers to begin exploring these landscapes and the relationships within them. however, research may also contribute to the creation of new communities, which can be both challenging and rewarding. this collaborative process of engagement may be facilitated by the use of qualitative, visual methods. in this presentation, i discuss the ways in which marginalized women in two studies used photovoice and mini-installations to visually convey their experiences of illness. in doing so, the women created new communities. these women, and their use of visual methods, are also contributing to the transformation of traditional research cultures and to the conceptualization of research as craft.

Dr. Clelia Pineda Báez

Dr. clelia Pineda Báez currently works in the school of education at universidad de la sabana, chía-Bogotá, colombia. she holds a PhD in education and a m.a. in teFl from southern illinois university at carbondale, illinois, usa. her research has concentrated on higher education; particularly on student dropout and retention programs. her research interest also includes virtual education at the university level and bilingual education.

KeynotePrograms crafted to stimulate student engagement: Creating a notion of community that transcends the classroom

Abstractlike many other countries in latin america, the dropout rate of students at the tertiary level in colombia is very high. the most recent statistics of the ministry of education (2010) show that nearly 47% of the students who entered the education system did not complete their degrees. as a response to this situation, universities have implemented various initiatives aimed at fostering student engagement and increasing graduation rates. one of them is based on the government policy to strengthen the bond between universities and the productive and social services sectors. interviews carried out with coordinators of 19 public and private universities showed that this liaison has produced opportunities crafted to stimulate students’ participation in innovation and community projects. the involvement of students in those initiatives has resulted in higher levels of commitment to their academic endeavors and has created a notion of community that transcends the boundaries of the regular classroom.


Friday 8:30 p.m.

Book launchWe are proud to present recently published books by members of our faculty including:

Vancouver Noir: 1930-1960 by Diane Purvey and John Belshaw 2011 (anvil Press); two edited volumes from norm Friesen, Hermeneutic Phenomenology in Education: Method and Practice - norm Friesen (ed.), carina henriksson (ed.), tone saevi (ed.); (Re)Inventing the Internet: Critical Case Studies - andrew Feenberg (ed.), norm Friesen (ed.) both from sense publishers in 2012; and two volumes from Dean charles Webber, International Studies in Educational Administration, Webber, c.F., & lupart, J. (eds.) published by the commonwealth council of educational administration and management in 2012 and Leading Student Assessment, Webber, c.F., & lupart, J. (eds.). published by springer in 2012.

Saturday 10:30 – noon

Track 1

Dr. Barbara Paterson, Thompson Rivers University Negotiating the Language of Research in Working with Aboriginal Communities

research is a word that has negative implications for many aboriginal people. in the context of a history of marginalization and oppression in which research data was often used to further subjugate aboriginal people, many aboriginal people now regard researchers with suspicion and at times, animosity. the presenter will provide two case studies from community-based research that she conducted with aboriginal communities to illustrate the importance of acknowledging the historical experience of research among aboriginal peoples of canada. she will also highlight some ways to work with aboriginal people to identify the appropriate language and translation practices that enhance the credibility and relevance of the research within particular communities. the two projects, funded by cihr and the Kidney Foundation of canada, focussed on finding culturally-based solutions to two clinical problems (i.e., non-adherence to a plan of care in chronic renal failure and non-attendance in scheduled appointments at a diabetes clinic). the presenter will draw on insights she gained in both projects, as well as actual exemplars from the projects, to illustrate the significance of integrating the local culture and context in the design, conduct and translation of research with aboriginal people.

James Shawana, Thompson Rivers UniversityElders’ Perspectives on Indigenous Research in the Secwepemc Territory

i am a hybrid of French and anishinabeg heritage, but was raised but my anishinabeg mother, so i predominantly draw upon her culture. it is through my completed degree in the Bachelor of social Work program at tru that i have focused on First nations topics that are often overlooked by the dominant settler society. through a directed study course that i completed, i read four books on indigenous research that are: indigenous methodologies by m. Kovach; Decolonizing methodologies: research and indigenous Peoples by t.l. smith; research as resistance: critical, indigenous and anti-oppressive approaches to research by s. strega and l. Brown; and research is ceremony by s. Wilson. to expand upon the indigenous Knowledge from these books, i had conducted a sharing circle with secwepemc elders to learn about their perspectives about indigenous research. the goals of the research were to identify indigenous elders: past experiences with research; how they believe indigenous research should be conducted; how information should be shared; and what areas of research they would like to be researched. i will be sharing on what the elders have taught me about indigenous research in the secwepemc territory.

Dr. Gloria Ramirez, Thompson Rivers UniversityCultural and Linguistic Transactions in a Virtually-Assisted Literacy Program for Indigenous People.

Focusthis presentation will report on research that examined the nature of cultural and linguistic transactions among participants, facilitators, and the coordinator of a virtually-assisted literacy program for the Wayu---and indigenous nation of the northern region of colombia.

Contextin colombia there are currently 84 indigenous nations, 64 indigenous languages, and 292 dialects (men, 2010). in recognition to this cultural and linguistic diversity, the colombian government, under the direction of the colombian ministry of education (men), created the mandate of ethnoeducation. the main purpose of ethnoeducation is to guide and support the development of educational programs that are appropriate to indigenous communities’ needs, interests, language, cultural values, and indigenous ways of living and knowing. the virtually-assisted literacy program that will be examined in this report is one of the initiatives within the program of ethnoeducation.


Conceptual Frameworkeducation endeavors can be dangerous if they do not reinforce indigenous values, actions, customs, culture, and identity (smith, 1999), even when conceived under good intentions. thus, the examination of the cultural and linguistic transactions that occurred as a result of the virtually-assisted literacy program will be examined in this report through the lenses of postcolonial perspectives and theory.

Methodologya case study was conducted to examined the following questions:

1. What linguistic and cultural transactions occurred among the different agents involved?a. What were the nature, direction, and impact of these transactions?

2. how culturally sensitive was the program according to the different agents involved?a. how do the perspectives of the three agents compare?

the participants were 11 indigenous adults, 4 program facilitators, 1 regional coordinator, and the program director. Data was gathered through semi-structured interviews, focus groups, and examination of program materials. although theory-informed categories were created to code data, additional categories were allowed to emerge through the identification of recurrent themes.

Findings, Discussion, and Implicationsinterviews and focus groups that, overall; the Wayu liked and valued the virtually assisted literacy program. they were able to transmit cultural values and traditional knowledge and wisdom to non-aboriginal participating agents. however, most of the transmission was in the other direction. some aspects of the program were found to be culturally sensitive; for example, an effort was made to train members of the indigenous community as program facilitators, the program was brought to the community following a request from the leaders. on the other hand, the materials need to be modified to make them more culturally appropriate, e.g., more inclusion indigenous language and visual representations. statements by indigenous participants indicated a sense of empowerment by being able to read in spanish.

ConclusionsProgress has been certainly made in the approaches to interaction with indigenous people since the first contact with europeans more than 500 years ago. however, although well-intended, the virtually-assisted literacy program for the Wayu people examined in the current report still reveals traces of a colonial mentality. Decolonization involves “changing institutions which deal with indigenous peoples rather than changing indigenous peoples to fit the structures” (smith, 1999). We are still far from that ideal.

Track 2

Dr. Charles Webber, Thompson Rivers University Co-authors: Dr. Shelley Scott, Dr. Judy Lupart, Dr. Nola Aitken, and Dr. Don ScottFairness and Equity in Student Assessment

Objectives this study was commissioned to explore policies and practices in student assessment, to focus professional development for educators, and to inform leadership practices. this paper focuses specifically on promoting fairness and equity in student assessment practices.

Theoretical Framework this paper is based upon three key assumptions. First, learning is dependent upon more than cognitive or physical differences; it also depends upon age, gender, language, social class, ethnicity, and disability (lawton, Philpott, & Furey, 2011; mentz & Barnett, 2011). second, effective teaching, learning, and assessment practices are dependent upon the knowledge and value systems of educators (Banks, 2004; tierney, simon, & charland, in press). third, educational systems in the service of a civil society are characterized by respect for difference (macfarlane, 2008) and by attention to their responsibility to be democratizing influences (author & author, in press; lund, 2003).

Methods this research utilized a mixed-methodological approach within the pragmatic paradigm (cresswell, 2008; gay, mills, & airasian, 2008). the researchers used a questionnaire that employed rating-type and open-ended questions. the questionnaire (n = 2,542) was based upon the qualitative data collected via role-alike and cross-role focus groups (n = 78). concurrently, in-depth interviews were conducted (n=692) to explore various stakeholder perceptions (students, parents, and educators) regarding assessment.

Data Sources a total of 3,312 individuals—representing students, educators, parents, department of education personnel, teachers’ association, school council members, school trustees, professional developers, and university faculty—participated in all phases of the data collection. all school types and configurations were represented. a total of 195 educators, including principals, completed survey questionnaires and 22 school leaders participated in in-depth interviews.

Results and Conclusions school assessment policies and practices can have detrimental consequences within the educational system, and although any undue hardship is fully unintended, some students who typically are struggling to fit into existing structures may experience challenges that need to be addressed. the quantitative and qualitative data associated with classroom assessment and children with special needs led to this paper which is presented in two parts: fairness and discrimination, and challenging policy and practice.


Dr. Patricia Neufeld, Dr. Diane Purvey, Thompson Rivers University International Journal for Leadership in Learning - Meet the Co-Editors

the international Journal for leadership in learning is a refereed electronic journal intended for a broad audience of persons interested in leadership in learning. Formerly known as the international electronic Journal for leadership in learning, the journal has recently been reconstituted and the co-editors Drs. Purvey and neufeld are seeking manuscripts for consideration.

the international Journal for leadership in learning (iJll) promotes the study and discussion of substantive leadership issues that are of current interest or concern in educational communities. Preference is given to articles and commentaries that focus upon issues with a significant impact upon life in schools.

our audience includes members of Federal and Provincial governmental education departments, school boards, school councils, faculties of education, parent organizations, and school staff.

Submissions can take various forms:• articles on current quantitative or qualitative research• reports on innovative programs• Position papers• reflective commentaries on published submissions

this informative session will provide an historical overview of the journal, as well as the projected direction for the future. the co-editors envision the iJll as an opportunity to pioneer new forms of academic scholarship and publication and invite manuscripts, performances, visuals or graphics for consideration.

the editorial team invites submissions related to various leadership in learning issues including: school culture, accountability, politics in education, shared leadership, teacher professionalism, parent leadership, school reform, the role of business in education, alternative forms of schooling, teacher development, and educational finance.

Summarythe international Journal for leadership in learning (iJll) promotes the study and discussion of substantive leadership issues that are of current interest or concern in educational communities. During this session, participants will have the opportunity to meet the co-editors of the iJll and explore opportunities to pioneer new forms of academic scholarship and publication.

Doug Knowles, Thompson Rivers UniversityThe internal digital interface: Consociated contemporaries and multiple identities

this paper is an amended version of an assigned exercise in my athabasca university masters of integrated studies program, specifically for Psychology 630: a survey of psychotherapeutic theory and practice. it was originally entitled “therapy and cyberspace: humanistic Psychotherapy encounters the Digital Boundary” and investigates the impact of our burgeoning personal communication technology on invention and expansion of identity and self. although the original paper focused on the disjunctions and possible future conjunctions between the various humanistic psychotherapies and digitally mediated identities, i have expanded beyond that relatively narrow lens to include brief investigation of the postmodern implications of multiplicity and shifting identity (particularly the work of Jean Baudrillard), some critical reflection on that view – both pro and con – as well as broader observations from psychiatric medicine and philosophy.

students and clients who arrive in classrooms and offices today are radically different from their predecessors of forty or fifty years ago. immersion in virtual spaces like social networking sites and heavy dependence upon technologically mediated interpersonal communication initiate and develop what could be construed as digital or virtual human selves, distinct and quite separate from human identities that have historically developed in traditional corporeally copresent interrelations. Drawing on a relatively broad collection of sources, this paper proposes that the human species is undergoing a very real and profound evolutionary punctuation in response to rapidly shifting environmental conditions and that as educators and helping practitioners we need to embrace a concomitant redefinition of what it means to be human in order that we continue to encounter students and clients in effective healing and learning contexts.

Saturday noon – 1 p.m. : Poster Presentations in the Panorama Room

Dr. Julie Drolet, Tiffany Sampson, Thompson Rivers UniversityCommunity level adaption to climate risk

the focus of the poster presentation is the social sciences and humanities research council of canada (sshrc) funded research project on “community level adaption to climate risk” which aims through public outreach activities, to engage with the public on climate change issues of importance to diverse communities. this public outreach project (2011 – 2013) builds on a previous sshrc research Development initiative (rDi) study on the environment that examined climate change, disasters and sustainable development adaptations and responses in Bc’s small cities and rural communities. the purpose of the study was to better understand the reality of climate change by affected communities from their perspective as well as to reduce Bc’s vulnerability to adverse natural anthropogenic hazards and extreme events, including the devastating impacts of climate change. Qualitative research methods were used to explore and document participants’ responses and adaptations to the impacts of climate change and disasters in the following communities: Kamloops,


Quesnel, Prince george, clearwater, 100 mile house, and merritt. Drawing from key informant interviews, focus groups, a survey, and documentation, the research findings included community narratives of climate change; information needs at the community level; impacts of a change climate on natural-resource livelihoods including mountain pine beetle; gendered impacts of climate change on men and women; and the nature of sustainable development plans. Furthermore, new and innovative community-based approaches and actions demonstrate that local, grassroots communities are engaging local decision makers and municipal governments to implement practical ideas and solutions to address the impacts of climate change. the results of the study demonstrate that many individuals and affected communities are actively engaged in adaptations at the community-level, in terms of addressing sustainability, livelihood options, and human security issues. the implication of the study for practitioners, researchers, and community members is that the impacts of climate change are felt and experienced differently in each community; and therefore, adaptation is a multi-stakeholder and place-specific process.

Aislinn Mulholland, Thompson Rivers UniversityCreating Engagement in Reading through Choice

this poster will describe a research proposal that will focus on grade 5 students in the gold trail connected classrooms. the gold trail connected classrooms is a District wide initiative that incorporates online forum discussions using the moodle platform for students. students use the online forum to answer questions and share comments on the novels they are reading during their literature circle units. the purpose of my research is to examine whether giving students choice in the literature that they read, and in how they respond to comprehension questions in the online forum will increase their engagement in reading, in posting on the online forum, and on their reading comprehension. students will complete two phases of literature circles in which they will respond to comprehension questions in different ways on an online forum. the first phase will consist of books chosen by the teachers, and the second phase will allow the students to choose their books. the results of this research project will have several potential benefits. it will provide teachers with information on students’ reading engagement and comprehension that teachers can use in planning their reading programs. it will also provide students the opportunity to take ownership over their learning by allowing them to choose the novels and response type that will best demonstrate their understanding.

Dr. Diane Purvey, Thompson Rivers UniversityEmpowering Education: Collaborative Educational Resources in Mental Health

(research Partners: Dr. megan J. Davies, York university; Dr. sarah de leeuw, university of northern British columbia and university of British columbia; Dr. Kathy teghtsoonian, university of Victoria; Dr. Deborah thien, california state university)

Directly addressing the Research Methodologies institute theme, our poster showcases the process of developing innovative web-based curricula created collaboratively between five academics and fifteen mental health consumer/survivor/users for use in professional programs training mental health practitioners. research has demonstrated that many human services practitioners hold the same stigmatizing beliefs and discriminatory practices toward people with a psychiatric diagnosis that pervade canadian society (e.g. oleniuk et al 2011). this project is an expression of our belief in the power of education to change minds and in the potential of every health graduate to transform the future of diverse organizational settings and practice contexts.

the Translating History/ Shaping Practice curricula draws on on materials gathered over four years by a sixteen scholars researching the history of deinstitutionalization in canada, gathering oral histories, patient/survivor art and writing, historical images, publications and documents to tell the story of this paradigm shift from residential to community mental health. Project “experts with experience” (mental health consumers/survivors/users) identified key themes and contributed stories, artwork, writing and analysis, connecting current perceptions to historical contexts. educators provided input regarding design and delivery. the platform for these new curriculum offerings will be the History of Madness/Histoire de la folie, a well-established research and education portal.

While a collaborative model for creating mental health teaching materials is common in the united Kingdom (e.g. ion et al 2010) it is not generally used in canada. our poster presents our collaborative model of curriculum development, detailing the consultation and creative processes and providing samplings of project teaching objects.

relevant objectives:

• to encourage educators in all relevant professions to embed collaborative principles in curricula • to understand how a particular model of collaboration can be used by other academics and practitioners to provide accessible

and effective care to individuals with a mental health diagnosis• to urge administrators and funders to develop and sustain collaborative service design to assist consumers to self-manage and ensure

their voices “count” • to recognize the empowerment realized by consumers as a result of collaboration and having their voices heard


Steven Ross, Thompson Rivers UniversityA Collaboration Between TRU Students and Conayt Friendship Society to Enhance Mental Health and Wellness among Aboriginal People

this poster presentation will summarize a community project that focused on the development of a culturally relevant mental health and wellness program within the community of merritt. By showcasing how culture influences mental health and wellness, this poster will aim to highlight and disseminate many of the issues currently affecting aboriginal mental health and wellness.

Context for the Eventinvestigators collaborated with the conayt aboriginal Friendship society in order to build culturally safe relationships with members of the aboriginal community. these relationships provided insights into the strengths and gaps of current mental health resources available in merritt. With seven unique aboriginal bands within the nicola Valley and upwards of 1,100 identified aboriginal people living in merritt, many of whom have mental health issues/concerns, aboriginal peoples’ mental health and wellness is a pertinent issue. recognizing the need for a holistic approach that differs greatly from Western views of mental health, the investigators were able to solidify their suggestions by building relationships within community, participating and learning about aboriginal traditions, and collaborating with current aboriginal mental health services. in addition, the researchers conducted an in-depth literature review to (1) gain a deeper understanding of the historical context of canada’s aboriginal population; (2) increase familiarity with aboriginal approaches to mental health and wellness; and (3) assess the current aboriginal mental health and wellness programs. in interactions with the community a gap in services was identified for individuals who were aging. although merritt offers numerous mental wellness programs that cater to its aboriginal population, many of these programs lack continuity and community awareness.

Impactrecognizing that aboriginal mental health and wellness does not meld well with the current Westernized views, the researchers developed recommendations for culturally sensitive programs with an upstream approach. this community development project allowed the researchers to develop recommendations for a mental wellness program based on the following key ideas: cultural safety, understanding history, holistic approach, incorporating traditions, family focused, youth-focused, and engagement of staff. these recommendations encompass salient areas of care and offer potential solutions to the current obstacles that were identified in the project.

Implications it is hoped that a mental health program that encompasses the aforementioned recommendations will increase mental health resilience and access to mental health care for aboriginal people within the community of merritt. using a culturally safe lens to analyze the social and political issues that affect healthcare, this project aimed to promote policy change rather than simply applying a cultural essence to a mainly westernized system. this project also identified pertinent aspects of the aboriginal culture to be drawn upon by healthcare providers and policy makers to create a more holistic and supportive mental health program for aboriginal people within merritt.

Saturday 2:30 – 4 p.m.

Track 1

Yasmin Ramirez, Thompson Rivers University Co-presenter: Dr. Gloria Ramírez, Thompson Rivers UniversitySpanish Language and Culture Immersion in Cuernavaca, Mexico and Its Impact on Students’ Learning

Focusthe focus of this presentation is an examination of the impact of a short spanish language and culture immersion program in cuernavaca, mexico on the participants. the affectivity, motivation and socio-cultural dimensions of foreign language learning will be considered.

Contextthe spanish language and culture immersion program under examination was offered to second or above undergraduate students at thompson rivers university and it took place over a period of four weeks in the city of cuernavaca, mexico.

Conceptual Frameworkthis teaching and learning experience will be examined through the lenses of sociocultural and motivation theory, the communicative approach, and their role in learning a foreign language. immersion in the target language and culture provide learners with authentic situations, which challenge and provide opportunities to put into practice cultural and linguistic knowledge. in this way, a more able other---the native speaker---supports the foreign language learner to enhance his knowledge and move to his zone of proximal development. this in turn, can motivate learners to acquire further knowledge.

Methodologythis study was conducted to answer the following questions:

1. What was the impact of the immersion experience on the participants’ motivation for learning spanish?

2. What was the impact of the program on students’ communicative and intercultural competence?


the researcher was also co-developer and coordinator of the immersion program. thus, the current study was conducted within the parameters of action research. Pre-departure and one year-follow up questionnaires, focus groups, field observation notes, and students journals were used to gather data. Data were scanned and coded into categories relating to cultural, linguistic, affective, and communicative domains.

Findings and Discussion Findings suggest that giving students an opportunity to explore and express their needs, interests, fears, motivation and expectations before participating in the immersion experience and using this information to place housing placement was key in fostering a positive affective atmosphere for learning. Daily structured-language lessons provided knowledge-base that gave students confidence to communicate effectively in different daily interactions with spanish speakers. thus, the authentic interactions, although challenging, were motivating and advanced their knowledge of spanish language and culture.

results indicate that learners were able to meet their expectations. one key factor was the opportunity for immediate gratification by probing their learning through daily, authentic communicative interactions with locals. the journals provided learners with a venue for reflecting on their daily learning experiences and an outlet to express their feelings and emotions. this facilitated their emotional well-being.

learners experienced a shift in cultural perceptions of mexicans and gained greater insights into their own cultural biases.

Implications and Conclusionsone of the major implications of this study is that an immersion program is fundamental to accelerate foreign language acquisition and increase learners’ motivation. it also facilitates understanding and appreciation of the target culture. For immersion programs to be effective, they need to provide a good balance between extensive formal instruction of the language and extracurricular activities for authentic communicative interactions. Key to the program is also to attend to the learner’s affective needs.

Dr. Charles Hays, Department of Journalism, Thompson Rivers UniversityA Critical Conversation: Ferdinand Tönnies and Ivan Illich on Education and Community

higher education administrators speak of “business models” and “applied research funding,” “students” are reconceptualised as “clients” or “customers,” the educational venue is considered part of the institution’s “brand,” specialised degrees and diplomas verify skill sets, professors are repackaged as “content facilitators,” and curricula are “content delivery plans.” much effort is expended to bring better, faster, newer, and perhaps more intuitive technology into the process of education. to re-purpose a quote from american organic farmer and sustainability guru Joel salatin, “this ain’t right.”

Without descending into luddism, this paper revisits some broad concepts from ivan illich’s De-schooling society and Ferdinand tönnies’ Kritik der Öffentliche meinung (critique of Public opinion) in a rehabilitation of the place, process and value of learning in society.

Contextthe development of higher education in north america follows a path dictated by cultural and economic factors arising from society. as times, economies and social needs change, so too should education. in any system subject to change, those within can either follow change or lead it. this paper attempts to suggest a leading strategy.

Conceptual frameworkcoming from a cultural-critical perspective, this paper suggests that educators, administrators and students have been poorly served by a conceptual shift in education from a learning opportunity to a teaching, economic and branding opportunity.

the indiscriminate incorporation of technology into many parts of the education process creates a widening disparity between the haves and the have-nots. this disparity leads to several varieties of economic, educational and technological colonialism that have far-reaching harmful effects.

Methodology/theoretical statementthis paper facilitates a “virtual conversation” between illich’s radical critical examination of education and tönnies’ critical thinking on community development through the use of communication technology.

Analysis/Implications/Conclusionsthe rehabilitation of learning will not happen through a different brand, a social media campaign, ever more specialised degrees and diplomas, a bigger it department or a shinier business model. illich points out that education becomes a “treatment” administered to “cure” the “disease” of ignorance. he suggests directions for a shift in societal thinking with reference to education, knowledge and value to society. tönnies would add that technological “spaces” cannot be micromanaged in an attempt to control how they are used. in the technological multiverse, alternative uses and radical re-purposing of existing “spaces” is simple. users, not administrators, must determine the development of the communicative community.


Dr. Tacey Ruffner, Thompson Rivers UniversityTime Orientation and Its Effects on Present Perfect Tense Usage as a Measure of Language Proficiency: - Teacher: “I have been a quilter for many years. - Student: “Is that a gang?”

Which two time orientation frameworks of understanding apply here? this presentation contrasts two student groups at opposite ends of the socio-economic continuum, focusing on their interior language landscapes of prior learning about life and literacy in community engagement. how does identity construction in a given social setting, as a high school dropout or career-bound university student, interact with time orientation and verb tense usage? most importantly, how might language instructors help students negotiate pathways of meaning in their educational experiences as their standard english skill sets develop?

the present perfect tense tends to be particularly difficult to learn, with its complex social and psychological functions. two student groups, the have-nots (secondary esl students with gang affiliations) and the haves (academic esal students), often experience frustration while acquiring this verb tense. if the present perfect tense is situated in a long-term experience of time, ranging from the indefinite past to the present, with a trajectory towards the future, then where is this tense located in the brain in terms of focus, attention and emotion? What role does socio-cultural dislocation play in acquiring the present perfect tense?

this presentation will demonstrate criteria for developing short, one-page readings contextualizing the differences among three often-confused tenses: present, present perfect, and past. socio-economic and psychological issues will be explored in terms of time orientation, both present and future, in order to examine the dynamics of linguistic functioning for both student groups while learning to use the present perfect tense. concepts from sociology, psychology, second language/dialect learning and neuro-biology will be overlapped with a focus on power differentials and the linguistically disenfranchised. spiral curriculum, brain plasticity and media intrusion will be addressed. this presentation is based upon the work of Jenny horsman (Too Scared to Learn: Women, Violence and Education); Bruce Perry (Born for Love: Why Empathy is Essential—and Endangered; and sherry turkle (Alone Together).

Track 2

Dr. Terry Kading and Dr. Christopher Walmsley, Thompson Rivers UniversityPromoting ‘Community Leadership and Learning’ on Social Challenges in the Small City: An Assessment of Canadian Government Homelessness Initiatives

this paper offers a preliminary assessment of canadian government initiatives to encourage “community leadership and learning” on addressing homelessness and related social challenges at the local level, with reference to the small cities of Kamloops, Kelowna, Prince george and nanaimo. the paper is comprised of an overview of the “partnership model” established by the canadian government in 1999, followed by an examination of the positive and negative outcomes of these ongoing initiatives at the local level. the research is based on local and federal government sources, media reports, “community partner” materials, and interviews with social planners in each of the small cities in our study.

Dawn-Louise McLeod, Merilee Hamelock, Connie Alger and Dr. Patricia Neufeld, Thompson Rivers UniversityReflective Practice in Research: integrating knowledge to the self, graduate experiences in a capstone seminar

Focus of the event:During the winter semester of 2012 the med. Program at thompson rivers university piloted a capstone course in which students applied theories of teaching and learning to their own research experience. this course offered participants an opportunity to deeply reflect on how their learning as a graduate student has impacted their personal and professional growth and development, and also consider the role of emotion in the process of research. the capstone course has been a profound opportunity to explore and integrate the personal value of research beyond the contribution of knowledge.

Context for the event:the process of research can be a highly emotional experience for students. unfortunately, many programs do not include an opportunity for reflection of learning and as a result students struggle with the unanticipated realities of research.

Description of the innovation or change initiative: this session highlights the importance of personal reflection in graduate programs, and three students’ unique journey together. What began as research projects in an m.ed program, has evolved into a personal and professional transformation. the capstone course provided the opportunity for these students to deeply explore how this process had changed them and, how educational philosophy could be applied to a deeply personal experience.

Impact: the capstone is an innovative teaching methodology which profoundly motivated these three students to interrogate the knowledge and experience gained through the course of their graduate studies. this course provided an opportunity for the professor and the students to create a body of knowledge together in an interactive, generative curriculum model. it was a powerful opportunity to integrate learning into the self.


Implications for practitioners, researchers, and community members: a capstone course is a high impact teaching practice which many teachers and students do not have experience with. this session will be an opportunity to hear from three recent graduates about their individual and collective experience in this course. these three participants came from diverse professional backgrounds, had very different research interests and distinct writing styles yet became an effective learning community. this experience gave life to Boyer’s description of integration in scholarship. the session will offer an interactive opportunity for current graduate students to explore the possibility of adding the experience of a capstone course to their own graduate journey.

Shirley L K Lo, University of Calgary Co-authors: Kingsley L Chan, Gloria H Crowe, Helen F MassfellerHow Do Chopsticks Fit In a Steak House?: Training Experienced by Students of East Asian Descent in Counselling Psychology

multicultural training (mct) in counselling psychology is becoming more important as the demand for culturally responsive counselling services for diverse clients continues to grow in canada. however, it has been argued that multicultural training is traditionally eurocentric (Belur, 2010). challenges facing ethnic minority therapists and those in training have not received much attention.

the discrepancy between the cultural values of individualistic Western society and those of the collectivistic and relational preferences of east asians inspired the current investigation. this report focuses on the unique and common experiences of three of us (the authors), who are canadians of east asian descent with different backgrounds undergoing training in counselling psychology at a large urban canadian university in alberta. utilizing auto-ethnography, we reflected on our own personal and professional experiences as psychologists-in-training. using multicultural literature regarding the key issues and controversies that influence culturally sensitive counselling practices as a starting point; we explored how our unique values, norms and backgrounds have shaped the development of our cultural and professional identities.

in this presentation i will begin by reviewing the pertinent multicultural literature regarding the key issues and controversies that influence counselling practices for the asian population, and multicultural counselling training for counselling professionals. second, i will share our views on and my own experience of counselling training and practice in east asia, as a comparison to the training we are receiving in canada. Finally i will discuss the results from our auto-ethnographic study, which focused on our lived experiences being psychologists-in-training in alberta, canada. the results from our analysis revealed that there are some uniquely asian values we hold, such as harmony with others which leads to care, respect, and sacrifice for others. another key theme concerns our experience between two or more cultures in our personal and professional lives, and its impact on our professional developments. sub-themes emerged include authenticity, integration, openness, and flexibility.

i will summarize and conclude the presentation with a discussion that highlights the challenges derived from the cultural dissonance we have encountered during our graduate training in counselling psychology, and our struggles to achieve adequate self-awareness and cultural sensitivity to respond competently and ethically to the needs of diverse populations in canada. suggestive ideas for training programs to help facilitate fruitful experience for students of east asian descent will also be shared and discussed with the audience.

Saturday 4 – 6 p.m.

Track 1

Saskia Stinson and Lois Peters, Thompson Rivers UniversityConnecting Social Capital to Learning, Work, and Community

Focus of the Reportthis presentation will focus on the shift from marginalization to inclusion for persons with a disability in modern society. specifically it will investigate the development of social capital as one of the key factors facilitating this paradigm shift.

Contextthis project is being done to assist us in learning about the relationship between employment and the ability of persons with cognitive disabilities to develop and sustain social capital. the quality of these relationships is being investigated and whether reciprocal relationships are developing.

the development of social capital affects our students in the short-term because of the development of networks within the program and with community employers who participate in the program. long-term results of success allow for students to be employed and create ‘sustainability’ of lifestyle changes.

Conceptual Frameworkthrough a study of relevant research of social capital, to frame how its acquisition influences the individual’s relationship to, and participation in, their community. We will be looking at the research through the lens of Quality of life and inclusion, which are both current themes advocated locally by clBc (community living British columbia) and internationally by the united nations convention on the rights of Persons with Disabilities (ratified 3 may, 2008).

as educators we will be looking at this information through the lens of learning and curriculum development.


Theoretical StatementBased on the theory of Quality of life (robert schalock, 2004) we will review current social capital literature, as related to teaching in the areas of adult literacy and numeracy as well as vocational training and work. through this review of literature we will establish the connection between social capital and employment success.

Findings / ApplicationsDevelop a definition of social capital as separate from self-esteem, self-confidence and human capital.

1. What we currently knowstudents in the estr program have a ceiling of knowledge and skills (human capital), however, some of our graduates are very successful both in employment and in being able to participate fully in community life. other graduates continue to experience challenges achieving their goals and building healthy connections to community.

2. What we are beginning to understandWe are beginning to understand that social capital is related to employment success. the development of social capital augments social cohesion, citizenship and democratic participation. social capital improves the health of individuals and communities (al condeluci).

Discussion and Implications3. What we have yet to fully understandhow do we assist estr students in the development of social capital?

What are the implications of these relations on community groups and businesses?

Theresa Jubenville, University of CalgaryA Multicultural Approach to Counselling Families and Individuals Affected by Autism: An Exploration of Professional Issues.

the canadian landscape is one of diversity flourishing with cultural, ethnic, and linguistic variety. as canadian counsellors we are called upon to sharpen and diversify our skills to remain sensitive to the multicultural perspectives of our clients. this paper seeks to provide an understanding of the multifaceted cultural issues that are interwoven in families impacted by autism, while navigating these intricacies through culturally sensitive practice. multiculturalism, as defined in this paper, is congruent with arthur and collins’ (2010) definition which includes identity factors such as ethnicity, age, physical and mental ability, gender, religion, sexual orientation, and socio-economic status. considering culture in this broad sense allows for the facilitation of cultural exploration into counselling processes with all clients.

an exploration of diversity issues are presented in the areas of: (a) minority cultural group views on health, healing, and worldviews, (b) issues of diversity within the appraisal of disability, and (c) diversity issues related to age and disability. a review of these diversity issues highlights the need for counselling psychologists to become versed in various counselling models to accommodate diverse clients; not simply adapting current Western counselling methods. subsequently, areas of clinical multicultural competence are specified particular to models of multicultural counselling, including social justice initiatives and assessment protocols. the importance of counselling psychologists to adopt a multicultural framework so that they may purposefully and sensitively navigate culturally diverse alliances is presented as an invaluable service to canada’s diversifying residents. a multicultural framework allows counsellors to take into account clients cultural views, beliefs, worldviews, and norms allowing for a deeper understanding of how families are coping with the diagnosis of autism. additionally, multicultural issues transcend into social justice advocacy for clients as well as furthering the academic literature on autism and multiculturalism so that in the future this topic may be better understood by professionals. Finally, conceptualizing assessment from a multicultural perspective allows counselling psychologists to more adequately and accurately assess individuals, coupling both clinical data and cultural information, to provide the most effective means of recommendations for clients.

Viewing multiculturalism in a broad sense, the diversity in counselling families impacted by autism remain vast and worthy of consideration, however, limited research in this field provides an inability for professionals to work effectively with clients of diverse backgrounds. there is a clear need for research to be conducted across cultures, through the lens of multicultural paradigms and methodologies that are congruent with diverse cultural values, norms, and worldviews. this is of particular importance considering the diversity within the canadian landscape, so as to provide effective strategies for professionals in counselling psychology. it is through consideration of these diversity issues in autism and efforts to promote culturally sound research that provision of culturally responsive services will be provided to all canadians, bridging the divide between majority and minority groups within our nation, and attending to all views of health and healing.

Tyla Charbonneau, University of CalgaryWhere did you go? Caregiver narratives of self-care and mindful movement in nature

the focus of my proposed research for a master’s level thesis in counselling Psychology is community based, specifically looking at how the voices of individuals and groups are facilitated. i am interested in conducting a narrative inquiry into the barriers and emotions surrounding self-care of primary caregivers and family members of individuals with schizophrenia. through an introduction into mindful hiking in a natural environment (rural forested area) i am interested in exploring the different themes in journal entries prior to the exposure and during the exposure. essentially through relative influence questioning in the form of journal entries i am asking caregivers to reflect on three themes (1) current and desired personal self-care practices, (2) the barriers to self-care, and (3) emotions that surround self-care or lack thereof. First they will be asked to write twice a week during regular life routines. second throughout a series of 4-6 hikes in a natural environment the caregivers will be asked to find a peaceful spot in nature, practice mindfulness, and reflect through writing on the previously mentioned questions.


thematic analysis will be conducted to compile the general themes as well as any difference that occur between the two settings. my hope for this research is two fold. Firstly to increase the self-care practices and well-being of this group of caregivers by introducing mindful practice in nature. i feel this project has the potential to empower these individuals to invest in their own health, which may help prevent both mental and physical illness in the caregiver potentially decreasing the impact on our community healthcare services. secondly i would like to generate and present the themes that arise to benefit other caregivers, mental health professionals, researchers and academics. any research that is conducted in the area of schizophrenia has the potential for community awareness of all individuals involved. it is my hope that increased awareness will help decrease stigma, create compassion, and generate community resources and programs.

Jeffrey McNeil, Thompson Rivers University Co-author: Dr. Lisa Cooke, Thompson Rivers UniversityIn the (2s) Spirit of the Gay Agenda: A Note on Cultural Relativism and Homonationalism from the Colonial Margins

efforts to reclaim the “gay agenda” from the rhetorical ways that the political and religious right deploys it as a tool for othering non-hetero peoples needs to be careful not to reconstitute this same politics of othering by way of its own ethnocentric biases. in asserting claims to public spaces, reclaiming the power to name, and mobilizing political and social resistance in public and private spheres, this “new gay agenda” needs also to recognize cultural diversities in expressions and experiences of gender and sexuality. the chapter that i, as a two-spirit secwepemc of cisgender privilege, propose here does not dispute the value of this rhetorical and discursive project but rather adds a caution in solidarity. if reclaiming the gay agenda is about inclusion, we must be careful that it does not promote a homonationalist agenda that attempts to smooth over, and exclude or silence culturally specific notions of gender and sexuality. i am most interested in the ways that colonial power relations are perpetuated not just through heteronormative framing of the colonial present (smith, 2010) but also through a parallel process of homonormativity. a “gay agenda” that attempts to mobilize queer identity politics without acknowledging culturally specific expressions of gender and sexuality that exist outside the glBtQ umbrella works to create cultural ‘others’ and absents them from modern queer politics. the image of a culturally exotic yet primitive ‘other’ is maintained, tokenized at times, perpetuating the exclusion of the imagined primitive (morgensen, 2010). the result is that a homonationalist agenda emerges that serves to reconstitute colonial power relations. i propose that part of the project of reclaiming the gay agenda needs also be one of decolonizing the very heteronormative colonial cultural values out of which it flows. Drawing on ethnographic research with persons who identify as two spirit, this chapter aims to carve a space of inclusion for narratives of being and selfhood that reconfigure imposed settler formations of gender and sexuality upon which contemporary aboriginal personhood is now experienced. if “the gay agenda” is about a politics of inclusion, let’s make it so. the goals are simple. it’s about consensual, subjective, culturally relative ally ship—“the new gay agenda.”

References Cited:morgensen, s.l. (2010). settler homonationalism: theorizing settler colonialism within queer modernities. GLQ: A journal of lesbian and gay studies. 16, 1 (2).

smith, a. (2010). Queer theory and native studies: the heteronomativity of settler colonialism. GLQ: A journal of lesbian and gay studies. 16, 1 (2).

Track 2

Merilee Hamelock and Dr. Norm Friesen, Thompson Rivers UniversityOne Student’s Experience of Silence in the Classroom: A Phenomenological Investigation

in many classrooms, evaluation of learning relies on easily observable, easily measurable student actions and behaviors. open any teaching strategies book today and you will find numerous recommendations for engaging the “active learner.” activities such as “large group discussion,” “small group discussion,” and “think-pair-share” have become commonplace within the classroom. in any classroom there will be students who spend much of their classroom time in silence. For learners who remain silent during such activities, do these methods of evaluation accurately reflect their level of learning or involvement within the classroom? What does silence have to do with learning? how do students experience silence in the classroom? the increasing numbers of non-traditional students in post-secondary institutions underlines the importance of bringing awareness to the multiple experiences of silence within the classroom and to challenge generally accepted assumptions placed on the value of these silences (Bosacki, 2005). this presentation reports on a hermeneutic phenomenological investigation of one student’s experience of silence in the classroom. it reviews research of student silence in the education literature, showing how it has deeply ambivalent meanings. it can be both oppression and resistance, both destructive and protective of identity, and both an expression of student compliance or non-conformity. the study illustrates how silence can correspond to particular experiences of space, time, body and relation, and shows how these are complex and varied, and at times rich with pedagogical resonance. the presentation concludes by showing how the experience of silence can place the student at the threshold between a “no longer” and a “not yet” –a place where other studies of student experience (e.g. mayer-Draw, 2008) have described as the very locus of learning itself.

ReferencesBosacki, s.l. (2005). The Culture of Classroom Silence. new York: Peter lang.

meyer-Drawe, K. (2008). Diskurse des Lernens. Paderborn: Fink.


Dr. Yaying Zhang, Thompson Rivers UniversityLanguage and Identity: Perspectives from New Canadians

in recent years, scholars from a variety of disciplines have contested the official discourse of multiculturalism in canada. instead of accepting at face value the political rhetoric that promises cultural freedom and equality of opportunities for all canadian “cultural groups” (so defined in the multicultural policy, but commonly read “immigrants” or “racial minorities”), they have engaged in a critical discourse of challenge and resistance, in which cultural complexities are recognized and patterns of power, rules of normalcy, and standards of legitimacy are interrogated (Bannerji, 2003; li, 1998; Fleras and Kunz, 2001; shanti Fernando, 2006). these scholars have critiqued the fundamentally racist and assimilationist ideologies in canadian social and cultural institutions which privilege eurocentric values at the expense of racial minorities and immigrants. this project participates in this critical discourse but focuses on the linguistic dimensions of immigrant life. i will examine how immigrants’ linguistic abilities, or rather, perceptions of their linguistic abilities, affect their quality of life in canada and their sense of cultural proximity to the nation, which, in turn, reflects the extent of canadian society’s commitment to the ideal of multiculturalism. Data for this project come from two years of qualitative research with chinese immigrants in Kamloops, British columbia. this project is theoretically informed by recent research in discourse studies that, drawing on antonio gramci’s and louis althusser’s work on ideology, deals explicitly with investigations of language ideologies, with the ways people imagine and define language and with the ways these definitions link language to extra-linguistic phenomena, such as identity, nation, institution, race, and class (Deborah cameron, 1995; tony crowley, 2003; James milroy and leslie milroy, 1999; Bambi B. schiefflin and rachelle charlier Doucet, 1998). i will examine how, in the canadian context, national language policies and public talk about language shape social norms about linguistic behaviours, and how, in the context of a Western canadian city, those social norms impact the material and psychological life of those who are not fluent in the dominant language, affecting access to material benefits such as employment opportunities, as well as shaping perceptions of who belongs in canada.

Bibliography:Bannerji, himani. The Dark Side of the Nation: Essays on Multiculturalism and Gender. toronto: canadian scholar’s Press, 2000.

cameron, Deborah. Verbal Hygiene. new York: routledge, 1995.

crowley, tony. Standard English and the Politics of Language. 2nd ed. new York: Palgrave, 2003.

Fernando, shanti. Race and the City. Vancouver: uBc Press, 2006.

Fleras, augie, and Jean lock Kunz. Media and Minorities: Representing Diversity in a Multicultural Canada. toronto: thompson education, 2001.

li, Peter. The Chinese in Canada. 2nd ed. toronto: oxford uP, 1998.

milroy, James, and leslie milroy. Authority in Language: Investigating Standard English. 3rd ed. london: routledge, 1999.

schiefflin, Bambi B., and rachelle charlier Doucet. “the ‘real’ haitian creole: ideology, metalinguistics, and orthographic choice.” Language Ideologies: Practice and Theory. eds. Bambi B. schiefflin, Kathryn a. Woolard, and Paul V. Kroskrity. oxford: oxford uP, 1998.

Catherine Wadell, Thompson Rivers UniversityThe Evolution of an English for Specific Purposes (ESP) Program: Meeting the Needs of Chinese Medical Practitioners in Respiratory Care

Presenting the english for specific Purposes (esP) curriculum that was developed for and delivered to three successive groups of chinese medical practitioners in respiratory care at tru over a period of four years provides an excellent opportunity to examine the interplay of language, culture, and community in the context of esP instruction in general and this program in particular. special emphasis will be placed on how on-going needs analysis informed and shaped the content of the program and had a marked effect on optimizing linguistic proficiency, promoting cultural literacy (in both personal and professional contexts), and helping each of the learners to develop at least some sense of community for the remainder of their time in canada. in a part-lecture/part hands-on format, participants of this seminar will develop and expand their understanding of how the co-construction of curriculum can lead to serendipitous and pedagogically-sound learning opportunities for everyone involved. the presentation of this body of work in a public venue will fulfill the final requirement of a project-based med degree.

Dr. Stephanie Xiao Liang, Hunan Business College, P.R. China Current Situations, Existing Problems and Approaches for Improvements in China-Canada Higher Education Cooperative Programs: Hunan Case Study

With the apparent tendency of globalization, china and canada have been setting up a series of international educational cooperative programs, including university exchanges, joint talent cultivation, individual overseas studies and so on. When the two countries are trying to maximize the values of their programs, unavoidably there occur various issues, sometimes even problems.

While problems exist, there have been few scholars neither in canada nor in china who worked and studied from theoretical basis to explore the manifestation of problems and methods to make improvements. according to a preliminary literature search, there hasn’t been any systematic research or academic paper specifically aiming at solving the disadvantageous sides in china-canada higher education cooperative programs.


china is a country with a large population and long history of traditional culture, the development of society requires more students, scholars and business people to acquire advanced academic subjects while at the same time polish their english language. canada is a friendly country with a relatively brief history which welcomes international personnel to study and make exchanges. Based on the needs of the two countries, higher education cooperation has been a prominent aspect for them to facilitate international contacts. the truth is that both countries have benefited from this wonderful joint venture.

While we celebrate the harmonious cooperation, we have to also realize that it could have been better. Why? During the process of international education communication, obviously there are problems such as language issue, cultural misunderstanding, gaps between identical majors in different countries, adaptation to the target education, re-adaptation to the source country, etc.

this presentation, citing hunan Province of china as a typical case, reviews the policy and reports on china-canada higher education cooperative programs in recent years, observes current situations, finds out the inevitable problems happening in the process of enhancing international education cooperation. it focuses on selected aspects of cooperative programs and discusses questions, problems, in order to outline potential solutions. the purpose of this presentation is to research on both the advantageous and disadvantageous points, advocate the positive actions and improve the negative ones, on the basis of literature review, personal interview as well as questionnaire surveys.

Sunday 9 – 10 a.m.

Track 1

Dr. Patrick Walton, Natalie Clark and Karen Blain, Thompson Rivers UniversityPredicting Aboriginal Student Retention at University

the 2006 census in canada revealed that only 5.8% of aboriginal people had completed a university degree, compared to 18.6% for the general population. this study investigated the roles of academic performance, gender, age, home location (rural or urban) and parent education level on aboriginal retention at university. academic performance and student engagement made independent contributions to retention at university but gender, age, and home location did not. relationships with faculty and students, support for non-academic issues (e.g., finances, family matters), and the social environment at the university were the key student engagement factors. the education level of the father or mother was not related to the university retention of their children.

Keywords: aboriginal, retention, university

Mike Koppes, Sahali Secondary School, Kamloops BCWhat role does the education system play in shaping and/or protecting various aspects of Canadian culture?

the discussion of a hidden curriculum (eisner, 1985; Jackson, 1968; mclaren, 2003), where students do not have the opportunity to learn what the direct or written curriculum intentionally leaves out, is appropriate in the context of the experience of aboriginal populations in canada. Bowles and gintis (1976) suggest that schools maintain the dominant capitalist system of mainstream society due to particular social relations taking place in school communities. Peter mclaren (2003) suggests that this hidden curriculum is the “unintended outcomes of the schooling process” (p. 75). he further suggests that it deals with the way knowledge and behaviour are constructed and how students are “induced to comply with…dominant ideologies and social practices” (p. 75). the social studies 11 course, as published by the British columbia ministry of education, encompasses aboriginal content areas - but does not include sufficient aboriginal perspective to correct historical and social biases. it is a powerfully eurocentric hidden curriculum.

Focus: a shift in delivery of content and perspective around local First nations topics

Context: social studies education as perpetuating rather than correcting bias.

Description of innovation: a unit for social studies 10 or 11, but mostly a different way to educate and approach subject-matter and perspectives

Impact: the slow but certain evolution of a more informed populous as products of an improved educational experience

Implications: perhaps the call to evolve education, and the raising of further questions about the perpetuation of bias and stereotypes as related to other ‘minority’ populations in our country.

Feedback and dialogue: any via discussion and commentary. Questions will be asked and experiences shared amongst those taking part.


Track 2

Dr. Norm Friesen, Thompson Rivers UniversityThe Future of the (Text)Book: A Cultural History

many signs indicate that the e-book and the e-textbook have finally arrived: Versions of the amazon Kindle and the apple iPad have been runaway successes. students purchased ten times as many e-textbooks this year as in the previous two years – and the price of print textbooks has doubled in the last 10 years. e-books have just become the largest-selling “format in the us for the first time ever” (Flood 2011). Will the i-Pad, Kindle or some other new gadget replace the textbooks in our classrooms and the books on our walls? the answer is fairly certainly “yes,” but this response only raises further questions such as “when?,” “to what degree?” “in what cultural form?” and “what will this mean for learning and teaching?” this presentation provides an overview of these questions, not just from the standpoint of the changes of the present, but from the perspective of the past and changes that have already occurred in the long and varied history and culture of the book. this presentation makes use of a genealogical conceptual framework to provide a compressed overview of this history, making specific use of what is known as a “media archaeology” method. a short cultural history of the book and the textbook shows these forms to be constantly changing, and suggests further gradual evolution along multiple, possible paths in the future, including open textbook publications, a variety of technologies for rendering the page on the screen, and the increasing importance of issues of access, copyright and licensing.

Laura Doan, Thompson Rivers UniversityMentoring Needs of Novice Early Childhood Educators: A Comparative Look at Three Induction Programs.

the focus of this presentation will be on the mentoring needs of early childhood educators within the context of British columbia, where graduates do not receive formal mentoring. after describing the problem, a comparison of three mentoring programs in new Zealand, Kentucky, and england will be shared using criteria found in the literature on successful mentoring. leadership implications will be discussed with an emphasis on the leadership opportunities for faculty in post-secondary settings. Feedback and dialogue is most welcome during this presentation and participants will have the opportunity to respond with comments and/or questions during the remaining ten to fifteen minutes of the presentation.

although Diploma programs that prepare early childhood educators for their profession can provide an excellent introduction to theory and practice, graduates often explain that they need support during their first year of work (rodd, 2006). like first year elementary and secondary school teachers (Brindley, Fleege & graves, 2000), early childhood educators report that a mentoring model where they connect with an experienced teacher would be most effective (Whitebrook & sakai, 1995).

While teacher-mentoring has for decades been a common feature of early childhood educator and B.ed. teacher education programs, the idea of induction programs that involve teacher mentoring is relatively new (little, 2001). little research has been conducted on the exact requirements of novice early childhood educators or how best to prepare mentors for their role. the central problem is that early childhood educators in British columbia are not currently involved in a formal mentoring program, and are thus left on their own during a critical time in their career when mentoring would be beneficial. it is the author’s view that faculty in post-secondary institutions have a leadership role to play in addressing this problem.

the purpose of this presentation is to share an understanding of the issues for novice early childhood educators, and to compare and contrast three induction programs, with an emphasis on the advantages and disadvantages and potential impact. this fits well within the conference theme of community as early childhood educators are involved in communities of practice. additionally, through mentoring, educators learn together and this can result in learning occurring with staff in the workplace. For example, in describing the mentoring program in Worchester, murray (2006) described a learning community, with opportunities for learning within the wider organization, some of which takes place through a mentoring group.

ReferencesBrindley, r., Fleege, P. & graves, s. (2000). A friend in need: Mentorship and community. childhood education 76(5), 312–316.

little, J.W. (2001). locating learning in teachers’ communities of practice: opening up problems of analysis in records of everyday work. Teaching and Teacher Education 18 (2001), 917–946.

murray, J. (2006). Designing and implementing a mentoring scheme: university of Worcester surestart-recognized sector-endorsed foundation degree in early years. in a. robins (ed), Mentoring in the early years (pp.63–78). london: Paul chapman Publishing.

rodd, J. (2006). Leadership in Early Childhood (third edition). new York: open university Press.

Whitebook, m. & sakai, l. (1995). The Potential of Mentoring: An Assessment of the California Early Childhood Mentor Teacher Program. Washington, Dc: national center for the early childhood Work Force.


Sunday 10:30 – noon

Track 1

Ashley Robertson, Sahali Secondary School, Kamloops BCIncorporating Journal Writing in Mathematics 9 as an Assessment Strategy

assessing student understanding of mathematical concepts is an important task for classroom teachers. a variety of strategies is needed to provide students with the opportunity to demonstrate their comprehension. research shows that student learning benefits when students receive specific, on-going, constructive feedback by the teachers, and further recommends journal writing as a valuable tool for student learning and assessment. as an experienced secondary mathematic teacher, i was interested in expanding my instructional strategies, and was intrigued by the educational opportunities of using journal writing. Writing allows students to construct meaning in their own words, and to reflect upon their processes and beliefs about mathematics. reading student journals gives teachers more insight about their student’s thinking and allow for more individualized instruction.

incorporating Journal Writing in mathematics 9 as an assessment strategy was a thirteen-week study completed as part of my the tru masters of education program. this study examined how implementing journal writing into a secondary mathematics class affected students in terms of their skills, understanding of mathematics and attitudes towards mathematics. the study had two design components: a questionnaire and student journals. the questionnaire was administered at the start and upon completion of the study, and focused on measuring student attitudes towards mathematics and on mathematical self-efficacy. the student journals were used as part of the classroom learning activities. students responded to given prompts in their journals by recording and reflecting upon their skills, understanding and attitudes. the teacher (researcher) examined the journal responses to assess student learning and attitudes while providing constructive feedback.

in this 25 minute presentation, i will discuss the results of using journals in a mathematics class, summarize the data from the questionnaire, and will discuss how this experience has implications on my teaching practices. Following the presentation, i will address any questions about the study.

Dr. Carol Rees, Thompson Rivers UniversityThe Acquisition of Science Literacy through Online Discourse

this paper presents preliminary findings from a study of online conversations between a middle school science teacher and her grade 7/8 students when engaged in a teacher-created project to develop their scientific literacy. science literacy is a term used to describe the public understanding of science, and developing students’ scientific literacy is the generally accepted goal of science education in schools. here scientific literacy is defined according to hodson (2) as the capacity to assess and discuss the significance and validity of science knowledge claims presented to the general public by professionals. this includes understanding how science professionals work within fields of science to construct science knowledge. the teacher-created project involves students taking on scientist roles and talk to “virtual experts” via e-mail and blog.

Research QuestionWhat does discourse analysis of online conversations reveal about the opportunities afforded for student acquisition of scientific literacy during participation in a teacher-created project?

the design of the project draws upon the theoretical perspective that the process of acquiring a literacy in a specialized field—such as a science discipline— is a social one, occurring through the social interactions that an individual has within the world where that literacy is practiced. this study uses discourse analysis, following the ideas of gee to investigate the acquisition of students’ science literacy. gee describes discourse as meaning more than talk and text and uses the term Discourse (with a capital D) to refer to features such as values, thinking, and actions (as well as language and text) that individuals take on within Discourse communities (such as communities engaged in a particular field of science).

evidence to be presented shows that students had opportunities to develop their knowledge of the science “situated meanings” of words and phrases as well as understanding of science concepts. they also had opportunities to increase their awareness of the manner in which science findings are organized, peer reviewed and disseminated in the science world. in addition the student had opportunities to develop her understanding of the connection between science, technology and the environment.

this study also helped the teacher learn about the effectiveness of her project. these findings will be discussed further in the presentation.

Mitchell Colp, University of CalgaryEffectiveness of Precision Reading for Children with Reading Disabilites in Elementary and Middle School

it has been well-documented that combined phonological awareness and word-identification training provides the most effective way of strengthening reading ability in children with reading Disabilities (rDs). With that said, these findings are based on the assumption that all children with rDs represent a homogenous population and react similarly to specific intervention approaches. recognizing


the heterogeneity within the rD population, preliminary research has surfaced which challenges the combined approach in favor of techniques which address the relative deficit in either phonological or word-discrimination (orthographic) processes. continuing in this line of research, a study was conducted to examine the effectiveness of a fluency-based intervention design to improve reading ability for children with orthographic skill deficits. the study took place at a private, not-for-profit, school designed for children with a variety of learning Disabilities. through utilizing a single-case multiple-baseline research design, 15 children with rDs in grades 3 through 6 (3 students per/grade) were matched on reading ability and intelligence prior to beginning the intervention. the results of this study will be discussed in relation to the importance of assessing and intervening for specific reading difficulties (i.e. phonological or word-discrimination processes) within rD populations.

Track 2

Dr. Randolph Radney, Thompson Rivers UniversityBasic Operations in Human Communication: An Introduction

language is often conceived as a tool for communication; current communication theory has exploded this notion as untenable. What tool is only present during its use? Development of a proper theory of communication that accounts for the phenomenon within social lived experience is vital for our understanding of human behaviour and identity, as well as the understanding of communication itself. such a theory crucially depends upon notions of community, communication, and communion as co-emergent properties in societies as they form and function. the primary functions that establish these in a group are hospitality, charity, and compassion. this presentation will concern itself with these three operations as they solidify a people, their behaviour, and their common experience as a group.

the notions of hospitality, charity, and compassion are themselves quite simple, but they function powerfully to establish common identity, practice, and belonging within a group of people. in our explorations, we begin with hospitality.

although the necessity of hospitality is useful when a community accepts adult newcomers into their midst, its simplest expression is when new members are born within communities. the ‘place’ that is made for each new member affords that new member with the opportunity to begin to interact and to belong to the community.

as the new member begins to interact with the community, the behaviour practiced is inevitably inept; pronunciations are vague at best, and actions uncoordinated, when compared with more established veterans in the community. thus, the community as a whole must practice charity towards new members (their actions taken in the best possible light), if they are to be accepted in the community and to grow in their abilities.

communication operates quite poorly as a means whereby experience is transmitted to a group. there is an inevitable gap between expression and experience that is felt by every communicator, no matter what the situation. compassion is the operation between individuals that permits a sense of commonality that overcomes this radical segregation and isolation of people.

hospitality, charity, and compassion, then, are crucial operations within healthy societies, serving to establish the community, its communication, and its communion, by which it, and each individual within, derive identity, values, and a sense of belonging.

Christina Cederlof, Thompson Rivers UniversityChanges in the School and Post School Experiences of Youth with Disabilites as a Result of Mainstream Education Policies.

this session will focus on the changes in the school and post school experiences of youth with disabilities as a result of mainstream education policies. the presentation will examine two longitudinal studies (seven and ten years respectively) done nationwide in the united states. With the study cohort profile being high school students with disabilities as they transition into adulthood, the presentation will cover changes in the high school course offerings and outcomes, postsecondary school experiences and outcomes, employment experiences and outcomes and the social and community involvement and household circumstances of this population. the studies were conducted by sri international (formally stanford research institute) which is an independent, nonprofit organization based out of california. the lead researchers of the studies, mary m. Wagner, PhD and lynn a. newman, edD, have granted permission and worked closely with christina cederlof in order for her to give this presentation. Following the longitudinal studies presentation christina will facilitate a discussion to examine the similarities and differences between the canadian and u.s. school system with the intent to mine the implications of the studies for post-secondary education in canada. the facilitated discussion will include a learning circle methodology that promotes respectful reflection and discovery. in accordance with Boyer’s (1990) definitions of scholarly research the longitudinal study portion of this presentation follows a discovery model using quantitative research methodology. the facilitated component of this session fits with an applied and qualitative approach to research. the intent of the session as a whole is to find out how we can better prepare and support youth with learning differences and prepare them for a prosperous adulthood. the session will be of interest to faculty in education and social work, post-secondary administrators, service providers, graduate and post graduate students, self-advocates and parents. together, we will explore how we can better affect positive change and improve the quality of programs and services to post-secondary students with disabilities.

Boyer, e.l. (1990) scholarship reconsidered: Priorities of the Professoriate, san Francisco, calif.: Jossey-Bass.


The Tara School of Irish Dancing led by Jackie mullen has been in the Kamloops community for 15 years and has the motto “dance for the joy of dancing!”.

they offer classes to children, from age 6+ – adult.

For contact information, see www.irishdancingcanada.com/bc.htm

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