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Dr. Sara Davidson on Indigenous Ways of Learning and Developing Ethical and Collaborative Approaches to Research
Dr. Sara Florence Davidson is a Haida/Settler educator and scholar who has a PhD in Literacy Education. One of the main areas of focus in her research is seeking ways to merge the strengths of Indigenous and non-Indigenous perspectives and pedagogical practices in the K-12 system. She is also the project lead on Indigenous Storybooks where she is learning about how traditional Indigenous stories can be used to strengthen text-based and Indigenous literacy practices.
Dr. Cher Hill on New Materiality, Practitioner Inquiry and the Importance of Research to Serve Communities
Dr. Cher Hill’s primary areas of expertise include teacher education, qualitative research methods, and practitioner-inquiry, as well as reflective and diffractive practice. Her current scholarship utilizes new materialist theories and to make visible the complex entanglements between humans and more-than-humans within educational contexts. Her recent work involves collaborating with community partners to educate citizens about the impact of colonialism on the Fraser watershed and mobilizing them to restore local creeks.
Dr. Robyn Ilten-Gee on Critical Journalism and Media Production as a Means for Children’s Moral and Social Development, Understanding Social Issues and Transgressing Boundaries
Dr. Robyn Ilten-Gee’s research is interdisciplinary and focuses on three areas: children’s moral and social development with applications to education, critical pedagogy and social justice education, and digital media production and journalism education. She is interested in taking a critical approach to moral development and moral education, critical digital literacy and ways in which multimedia production and journalism can grow critical consciousness and critical moral reasoning.
Dr. Gillian Judson on Imagination in Learning, Teaching Practices and Leadership
Dr. Gillian Judson’s current research looks at the role of imagination in leadership. Her previous scholarship examines imagination’s role in learning (K-post-secondary), imaginative and ecological teaching practices (PreK through post-secondary), and imaginative assessment in the post-secondary context. She plans to research the nature of the leadership (involving both formal administrators and instructional leaders) in schools implementing Imagination in Ecological Education practices such as the "Walking Curriculum".
Dr. Kristiina Kumpulainen on Children’s Digital Literacies, Agency and Creativity, and Learning Practices for Equitable, Inclusive, and Culturally-responsive Educational Advancement
Dr. Kristiina Kumpulainen’s research focuses on children’s digital literacies, agency and creativity, and learning and teaching practices with evolving technologies in formal education and informal learning environments, including early childhood education centers, schools, homes, museums, science centers, libraries, outdoors, and in digital and immersive worlds. She has researched and developed pedagogies, learning environments and tools for children’s Science, Technology, Engineering, Arts and Mathematics (STEAM) learning, multiliteracies, and for children’s environmental and climate change education.
Dr. Inna Stepaniuk on Inclusive and Equitable Learning to Ensure Social Justice
Anchored in critical disability studies, decolonial theory, and sociocultural, constructivist approaches to learning and teaching, Dr. Stepaniuk’s research and teaching (a) expose the politics of dehumanization embedded in educational systems and (b) support schools and educators to become social justice-oriented educational leaders. Two inquiries that have guided her academic and professional journeys are how to transform schools into inclusive and equitable communities and how to support educators to become social justice-oriented educational leaders.