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- Imagining a Posthuman Education with Dr. Nathalie Sinclair & Dr. Petra Mikulan
- An Inquiry into Interdisciplinary Collaboration
- A Modestly Immodest Proposal for Teacher Education and/or a Fantastic Proposal for Teacher Education?
- Writing and Research: Let the Research Hub Be Part of Your Graduate Journey
- SFU Educational Review Journal Reaches New Heights: Symposium, Editorial Board and DOAJ
- From the Lab to the Classroom: Team Behind Dialectical Map Encourages Critical Thinking Across Disciplines
- Reflections on an Exploration of Narrative Inquiry in a Public Seminar with Dr. Gary Barkhuizen
- Jacqueline Barreiro on Storytelling, Pedagogy, and Post Humanism
- Exciting Collaboration on Evaluation as a Means of Community-Based Research and Engagement
- From a Grassroots Pilot Project to a Province-Wide Success: The Story behind YMCA’s Y Mind Program
- Digital Story Creation with Scribjab: An Innovative Interactive Display
- SFU Educational Review Journal Features Impressive Line-up of Publications
- Theater & Teaching - Possible's Slow Fuse Dialogue Series #2 with Kevin O’Neill
- Seminar with Dr. Michelle Pidgeon on Indigenous Education at the From the Ground Up Scholarship Series
- A Provocative Inaugural Session for the Possible's Slow Fuse Dialogue Series
- Q&A with Dr. Paula MacDowell on creating augmented reality (AR) experiences with students
- A Scientist and a Dancer Met in a Classroom…
- Learning Environments Research: Context Matters
- Writing New Chapters in Research and Teaching Journeys
- Mental Health Services Research: Working With/In Communities for Reconciliation–A Case of Rwanda
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Episode 9: Dr. Heesoon Bai
On Teacher Education, the Soil of Our Soul and Cultivating a Contemplative Practice
This past Spring, Dr. Heesoon Bai’s delivered a research seminar at UBC on Soil, Soul Society: Regeneration from the Vital Core. Many of the ideas covered in this seminar came out of the collective experience of a group of educators that Dr. Bai formed. The group met continuously to do inner work as educators over 12 years. In this episode, we interview Dr. Bai and discuss some of the concepts covered in her seminar including a proposal that all teachers should take what is akin to a Hippocratic Oath and cultivating a contemplative practice.
Episode 8: Dr. Huamei Han
On the Intersection of Language, Religion Identity and Migration
This episode is about Dr. Huamei Han’s research in 1)language, religion and immigrant settlement, 2) youth & multilingual study and 3) African-China trade migration. Dr. Han also provides an exciting overview of an issue of Language Ideology, Christianity, and Identity: Critical Empirical Examinations of Christian Institutions as Alternative Spaces which features 5 articles by scholars around the world.
Episode 7: Dr. Michelle Pidgeon
On Indigenous Research Ethics and Indigenous Student Success
Dr. Pidgeon introduces herself and her work studying higher education, including her look at research ethics and her work studying Indigenous student experience in higher education. She describes some of her international and inter-university collaborations as well the holistic methodological approach that informs her choices in research. She also speaks to SFU Education's new five year plan and how we might respond to the Faculty's newest calls for Indigenous initiatives in the university.
Episode 6: Dr. Natalia Gajdamaschko
On Vygotsky and His Theories of Learning and Development
Dr. Natalia Gajdamaschko describes the context and history of the school of developmental psychology in which she works, cultural historical activity theory, as well as some roles that she's played in so far in that history. She also describes highlights of her recent work with the new BC curriculum and some of her hopes for the future.
Episode 5: Dr. Sharalyn Jordan
Re-Mapping Identities: Mitigating Harm with Conceptual Interventions
Working at the intersections of mental health and social justice, Sharalyn Jordan is using community-based research to advocate for access to refugee protection and psychosocial supports for people fleeing persecution related to sexual orientation, gender identity or expression (SOGIE). In this podcast, she describes how the narrative accounts of LGBTQ+ refugees in Canada have impacted training in local settlement agencies, Federal Court decisions and new Federal Guidelines on SOGIE refugee decisions.
Episode 4: Dr. Peter Liljedhal
Breaking out of Passivity: The Thinking Classroom
This episodes focuses on 2017 Cmolik Prize Winner Dr. Peter Liljedahl and his research on vertical non-permanent surfaces (VNPS) and visibly random grouping as effective practice for building aspects of a thinking classroom. Building Thinking Classrooms, a mathematics teaching practice framework, was developed with, and for, mathematics teachers in BC.
Episode 3: Dr. Engida Gebre
Critical Data Literacy of Young Adults: Learning and Making Sense of Online Data Sources
How do students learn, critique and understand online data sources? How do they make sense of the knowledge available in online representation. This episode focuses on Dr. Engida Gebre who is the primary investigator of the Learning Design for Developing Young Adults Data Literacy and Representation Competences project. Dr. Gebre explores the questions: how do students learn, critique and understand online data sources? How do they make sense of the knowledge available in online representation?
Episode 2: Dr. Suzanne Smythe
New Cartographies: Troubling Academic Divisions
This episode focuses on Dr. Suzanne Smythe, one of the co-authors of the new collaborative book: Disrupting the Boundaries in Education and Research. The book, composed by an interdisciplinary group of professors at Simon Fraser University, explores the question: “How can we work together in new ways across our scholarly locations of early childhood, education, mathematics, language, adult learning, and teacher education?”
Episode 1: Dr. Charles Bingham
STEPS-FORWARD Project: Providing Inclusive Support for Students with Developmental Disabilities
This episode focuses on Dr. Charles Bingham and his STEPS-FORWARD project, in particular, the project’s support for students with developmental disabilities.