Ed Students in Conversation: Recent Episodes
voicEd Radio
Looking to learn more about the latest trends, questions, and issues in the field of education? Join pre-service teachers from the University of Calgary’s Werklund School of Education as the interview leading figures in the world of education, politics, and literature. Each episode contains powerful insights to help us think about education in qualitatively different ways, translate theory into practice, and foster transformative change in how we do education.
Producers Dr. Astrid Kendrick and Dr. David Scott would like to thank the generous support of the University of Calgary Teaching and Learning Grant program for making this project possible. We are also greatly indebted to founder of VoicEd Radio, Stephen Hurley, for supporting this podcast series.
This podcast is led by Gillian Charmbury and Kiana Giroux who are both pre-service teachers at the University of Calgary. Their conversation focusses on the following question: Given our limited experience with Indigenous ways of knowing, how can we develop our connection with these philosophies that we are expected to teach in our classrooms. Kiana identifies as a nêhiyaw-iskwêw (Cree woman) and Gillian as a non-Indigenous ally.
Kiana Giroux can be reached by email at: kianagiroux16@gmail.com
n this episode Dr. Alan Sears, Professor Emeritus in Education at the University of New Brunswick, joins pre-service teachers Evan Beck, Daniel Lam, and Angela Tran from the University of Calgary. Dr Sears discusses his article Dark Clouds and Silver Linings: The Perils and Possibilities of Digital Media for Citizenship: https://www.edcan.ca/articles/dark-clouds-and-silver-linings/
Given the dangers of misinformation and its prevalence in our social media age, Dr. Sears discusses the need for educators to help students critically assess the validity of information and how to engage with people who have been misinformed. The conversation focused on strategies that educators can adopt to help their students engage in critical media literacy when consuming information about current events and societal issues.
Dr. Alan Sears faculty page: https://www.unb.ca/faculty/emeritus/honorees/fredericton/qtou/sears.html
In this episode, Jeremy Lavoie and Dane Schwandt from the University of Calgary’s Werklund School of Education parler with University of Ottawa Doctoral candidate Raphaël Gani. Their conversation revolves around the article, co-authored with Dr. David Scott, Social Studies Teachers’ Resistance to Teaching Francophone Perspectives in Alberta:https://www.history.org.uk/secondary/resource/9330/social-studies-teachers-resistance-to-teaching-fr
Their discussion explores why both pre-service and practising teachers in Alberta feel like they cannot, or do not want to, include Francophone perspectives in their classrooms, even though the social studies curriculum they follow explicitly calls on educators to do so. Jeremy and Dane explore with Raphaël how they have been socialized to see Francophone people, perspectives, and histories in particular ways, and how educators might create curriculum encounters with students that foster a renewed sense of connection to Francophone people and memory in the places where they collectively live.
Raphaël Gani ACADEMIA: https://uottawa.academia.edu/RaphaëlGani
In this episode, pre-service teachers Rayna Ostapiw and Darby Walters from the University of Calgary’s Werklund School of Education unpack the article Good Neighbours, Good Friends: Promising Practices for Partners in Place with authors Shashi Shergill and Jodi Latremouille: https://her.journals.publicknowledgeproject.org/index.php/her/article/view/1422/1309
Shashi Shergill, Assistant Principal of Connect Charter School, and Dr. Jodi Latremouille of Vancouver Island College share stories about a multi-year collaborative partnership between Connect Charter School in Calgary Alberta and Chilla elementary school of the Tsuut’ina Nation. Together, we discuss how to approach education, both at a personal and at a system level, through the lens of social justice and ethical relationality. As part of this conversation, we explore how to build genuine relationships with Indigenous communities, people, and ways of knowing, as well as how to address resistances that can emerge when we engage deeply in this kind of work.
Shashi Shergill faculty page: https://connectcharter.ca/staff-members/shashi-shergill/
Twitter: https://twitter.com/JustTeaching
Dr. Jodi Latremouille ACADEMIA:
https://viu.academia.edu/Departments/Faculty_of_Education/Documents
Twitter: https://twitter.com/jodilats
In this episode, Werklund School of Education pre-service teachers Emma Cooke and Gillian Charmbury discuss the ever evolving landscape of the social studies classroom with Dr. Samantha Cutrara, the author of Transforming the Canadian History Classroom: Imagining a New "We":
https://www.ubcpress.ca/transforming-the-canadian-history-classroom
The resulting conversation breaks down the complex relationships that exist within our schools, and the meaningful learning that results from acknowledging student’s own cultural identity in the lessons we teach them. Dr. Cutrara speaks to some misinformation found in modern discourses around the nature of Critical Race Theory, expands upon the growing role of social media in our classrooms, and shares her hopes for the future of social studies education in Canada.
Dr. Samatha Cutrara website: https://www.samanthacutrara.com/
In this episode, Sarah Hougen, Karen Patterson, and Melissa Letourneau, from the University of Calgary’s Werklund School of Education, are joined by Dr. Dwayne Donald, a Professor in the Faculty of Education at the University of Alberta. The conversation centres on Dr. Donalds article Teachers, Aboriginal Perspectives and the Logic of the Fort: https://bit.ly/3podma8
Over the course of their conversation, Dr. Donald expands on the metaphor of the “Fort” as an operating mythology that continues to frame Indigenous-Canadian relations in problematic ways. They also discuss ways educators can provide opportunities for students to learn from Indigenous stories, philosophies, and ways of knowing, without, in the case of non-Indigenous teachers, co-opting or misrepresenting Indigenous practises and/or cultures. Notions of relational renewal and the importance of kinship relations are also explored.
Dr. Dwayne Donald faculty page: https://apps.ualberta.ca/directory/person/ddonald
In this episode pre-service teachers Courtney Hyndman and Curtis Riep from the University of Calgary’s Werklund School of Education engage in conversation with Dr. Carla Peck, a Professor in the Faculty of Education at the University of Alberta. The discussion centres on Dr. Peck’s 2010 article, It’s not like [I’m] Chinese and Canadian. I am in between”: Ethnicity and Students’ Conceptions of Historical Significance: https://www.tandfonline.com/doi/abs/10.1080/00933104.2010.10473440
We discuss the importance of recognizing student identities when teaching history, and how educators can work to do this in ways that acknowledge the fluid and plural nature of ethnic identities. The conversation then shifts to current curriculum changes taking place in Alberta and how this will affect the calls to action of the Truth and Reconciliation Commission. Dr. Peck provides guidance around the uncertain climate that future teachers may find themselves in and how they can attend to calls for social justice in the context of curricular constraints.
Dr. Carla Peck faculty page: https://apps.ualberta.ca/directory/person/peck1
Twitter: https://twitter.com/cpeck3
How do female high school students in Ontario and Quebec understand feminism and gender equality in a social studies context? Join Werklund School of Education pre-service teachers Danae Nielsen, Kim Cabral, and Katarina Hoven for a conversation with Dr. Marie-Hélène Brunet from the University of Ottawa and Dr. Scott Pollock at St. Mildred's-Lightbourn School. They discuss these scholars’ award winning article When It Became Equal": How Historical Consciousness and Theories of Agency Can Explain Female Students' Conceptions of Feminism: https://files.eric.ed.gov/fulltext/EJ1197975.pdf
Over the course of the conversation, we learn more about their research exploring the ways agency and historical consciousness impact student’s perceptions surrounding the connection between the present state of gender equality and feminist struggles of the past.
Dr. Marie-Helene Brunet faculty page: https://education.uottawa.ca/en/people/brunet-marie-helene
Dr. Scott Pollock faculty page: https://www.smls.on.ca/senior-school-faculty
Twitter: https://twitter.com/scottpollock5
In this episode Ana Mejicano Greenberg and Anna Ronak, two pre-service teachers in the University of Calgary’s Werklund School of Education, are joined by Dr. Cathryn van Kessel, an Associate Professor at the University of Alberta in Secondary Social Studies Education. They engage in a discussion around Dr. van Kessel’s 2020 article Teaching the Climate Crisis: Existential Considerations: https://curriculumstudies.org/index.php/CS/article/view/27/20
Together, we explore methodologies for teaching the climate crisis, navigating difficult conversations in Social Studies, and additionally discuss the complexities of citizenship education, as well as touch upon the roles privilege and power play in our teaching practice.
Dr. Cathryn van Kessel faculty page: https://apps.ualberta.ca/directory/person/vankesse
Twitter: https://twitter.com/DrEvilAcademic
TikTok: drevilacademic
In this episode we are joined by Dr. David Scott, an Associate Professor in the Werklund School of Education at the University of Calgary. Pre-service teachers Kristian Belliveau and Sandy Pann from the Werklund School of Education discuss Dr. Scott’s 2012 article, written with Dr. Laurence Abott, Trying to Make the Mission Statements of Social Studies Curriculum Inhabit My Social Studies Pedagogy and Vice Versa: http://bit.ly/2gWKgvt
The conversation focuses on the disconnect many teachers experience between the mission statements of social studies curriculum documents seeking to promote active and potentially transformative forms of citizenship and teachers’ actual classroom practises. Dr. Scott discusses his attempt to bridge this gap through a Grade 8 inquiry project that asked students to consider whether conditions and developments that occurred in Northern Italy during the Renaissance were present in the city in which the students resided. The possibilities and affordances of different forms of inquiry frameworks are discussed including throughline questioning strategies and authentic tasks.
Dr. David Scott faculty page: https://profiles.ucalgary.ca/user/5885
Twitter: https://twitter.com/dmscott73
In this episode, pre-service teachers Nicholas Eng and Jennifer Butler from the University of Calgary’s Werklund School of Education, are joined by Dr. Lindsay Gibson, an Assistant Professor at the University of British Columbia. The discussion centres on Dr. Gibson’s 2019 article, Ethical Judgments About the Difficult Past: Observations from the Classroom: https://www.taylorfrancis.com/chapters/edit/10.4324/9781315110646-6/ethical-judgments-difficult-past-lindsay-gibson
Together, the three of us explore the importance of ethical judgements in the classroom, whether focused on the internment of Japanese-Canadians during the Second World War or other difficult histories. In the polarized world that exists today, we discuss how to balance out the limitless perspectives that can show up in a classroom and how teachers can engage in rich discussions whilst maintaining an open classroom environment. The discussion then shifts to effective methods for teaching history with an emphasis on the ways historical thinking can help students engage in the kinds of questions, processes, and procedures historians take up in their work.
Dr. Lindsay Gibson’s faculty page:
https://edcp.educ.ubc.ca/faculty-staff/lindsay-gibson/
Twitter: https://twitter.com/ls_gibson
University of Calgary students, Carolyn and Melanie, interview the brilliant Wab Kinew in this podcast and discuss his new book, Go Show the World. Wab Kinew is a member of the Midewin and an Honorary Witness for the Truth and Reconciliation Commission of Canada. Wab is a former journalist, hip-hop artist, and television host, who is now the leader of the provincial NDP in Manitoba. He lives in Winnipeg with his family. This fall, he will publish his first Young Adult novel, Walking in Two Worlds
Field Experience II student teachers, from the Werklund School of Education at the University of Calgary, share their insights, “Aha” moments, key takeaways, and strategies for success just after completing their practicums during a particularly “interesting” time in our world and in education. Field Experience Instructor Tiana Fech asked Matthew, May, Larissa, Darcie, Kyle, Austin, Gabriel, Tatiana, Jeanne, Sergio, Patricia, Paula, Fabian, Lauren, Eirini, Connor, Presley, Brandon, Matthew, Justine, Levi, and Alex to share their responses to the topic: “If I knew then, what I know now…”.
This poem received an honorable mention in the Compassion Fatigue Art Contest which ran from December 2020-January 2021. In the poet's words, "The first words of this poem are from an email I received advertising a webinar to help teachers combat the fatigue of 2020 through planning to achieve work-life balance. Just reading the email made me feel fatigued! The main body of my poem speaks to my evolving understanding of, and experience with, compassion fatigue. I decided to record it on a Friday night after a long week of teaching, wearing a sweatshirt, in my bedroom, to mirror the environment to which I’ve often retreated over the last 9 months when feeling empty and fatigued. The poem ends with the breath. Mindfulness, deep self-care, and attending to the healing nature of the breath are what I see as some of the keys to combatting compassion fatigue."
The poet, Juleta, is a Werklund School of Education alumna, a full-time teacher at the Calgary Arts Academy, and has a published anthology of poems called Incarnate (2013).
Teaching is hard, but imagine learning how to teach during one of the most difficult periods in recent memory. Partner Teacher Paul, a 30-year teaching veteran, discusses some of the successes and challenges faced by three diverse Werklund School of Education student teachers, Alec, Cecilia, and Sabrina.
In this podcast, Alex, Jordynn, Mary Jane and Melanie, summarize the poignant but hopeful novel, Hana’s Suitcase and provide strategies for creating meaningful novel study lessons for a grade 4-8 class.
In this episode of Time out with Matt and Melissa, meet Dr. Sarah Eaton, renowned expert on academic integrity. Find out more about ways to promote academic integrity in both in-person and online classes and help your students find the magic of learning about where their information comes from!
This podcast series is a conversation between Jessica Gobran, a pre-service teacher from the University of Calgary’s Werklund School of Education and nine leading education scholars on the role of social studies and history educators in current debates regarding commemorations emerging across the world. This second and final episode of this series discusses practical strategies and advice for educators hoping to apply the insights learned in episode one into how they think about these debates and take them up with their students. Ideas such as historical consciousness and engaged citizenship are explored as rationales for taking up these controversial topics with students. The myth of neutrality in our education system is also questioned in response to the emotional nature of these debates. The episode concludes with practical strategies educators can use in their practice. .
Scholars featured in this episode include: PhD candidate Adriana Boffa, Dr. Samantha Cutrara, Dr. Kent den Heyer, Dr. Dwayne Donald, PhD candidate Raphaël Gani, Dr. Lindsay Gibson, Dr. Bryan Smith, and Dr. Cathryn van Kessel.
Thank you to the University of Calgary’s Program for Undergraduate Work Experience (PURE) for funding the initial stages of this study, and for Dr. David Scott’s supervision and support of this initiative.
This podcast series is a conversation between Jessica Gobran, a pre-service teacher from the University of Calgary’s Werklund School of Education and nine leading education scholars on the role of social studies and history educators in current debates regarding commemorations emerging across the world. This first episode dives into the ideas and themes surrounding these debates including the current political climate and nature of these debates, the role of stories, myth and truth, and Indigenous wisdom as a way forward to guide educators in their work. Throughout the podcast, Jessica discusses the relationship between these ideas and her own Coptic Egyptian and Canadian identities.
Scholars featured in this episode include: Dr. Ehaab Abdou, Dr. Samantha Cutrara, Dr. Kent den Heyer, Dr. Dwayne Donald, PhD candidate Raphaël Gani, Dr. Lindsay Gibson, Dr. Bryan Smith, and Dr. Cathryn van Kessel
Thank you to the University of Calgary’s Program for Undergraduate Work Experience (PURE) for funding the initial stages of this study, and for Dr. David Scott’s supervision and support of this initiative.
Matt and Melissa's second podcast is with award-winning Canadian author, Shauna Singh Baldwin, who will discuss her unique approach to writing.
Join Matt and Melissa, two first year Education students, as they learn about children's meaning-making from Werklund Research Chair Dr. Maren Aukerman. Her research focuses on the relationship between talk, child agency, and literacy learning, and she is especially interested in learning the unique understanding children have when reading written text.