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- Immersive Scientific Storytelling Through Virtual Reality
- Framing Friends of Simon: Building Community Partnership through a Film Project
- Researching with and not on Participants, Emergence and a Great Start to a Possible’s Slow Fuse 2020 Series
- 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
- Fanfare Review of Dr. Yaroslav Senyshyn's concerto CD with the Czech National Symphony Orchestra
- 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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Workshops and Events at Research Hub
Becoming Defractive as Practitioners
Dr. Cher Hill
Place: EDB 8515, Research Hub, SFU Burnaby Campus
Since Donald Schön’s seminal address to the American Educational Research Association in 1987, reflective practice has become a cornerstone in teacher education. Indeed, reflective practice, and other forms of practitioner inquiry, can be transformative and emancipatory, empowering teachers as producers of local knowledge and agents of change within schools. Karen Barad however, invites us to displace reflection as the dominant model of inquiry, and consider diffraction as a guiding metaphor. Whereas reflective practice is based on the assumption that teachers are stable agential subjects who have the capacity to generate and act on representations of pre-existing realities, diffractive methods are situated within a relational ontology, in which reality and subjectivities are viewed as continuously re/constituted through material entanglements. During this gathering we will explore how we might be/come diffractive practitioners.
Reimagining Research as Performance
Presenters: Dr. Lynn Fels & Saliha Bava
Time: February 6, 2020 | 1:30-3:00 p.m.
Place: Room 5080, SFU Surrey Campus
Dr. Fels is a Profession in Arts Education in the Faculty of Education, SFU. Her research focuses on performative inquiry, arts for social change, arts as learning, performative writing, and arts-based research.
Saliha Bava, Ph.D. is an Associate Professor at Mercy College, New York, USA. Dr. Bava is a researcher of play and relational processes. She researches how individuals improvise with each other within educational, training, or work contexts.
They are currently co-investigators in a research project that explores how community is created through shared experiences of creative play, improvisation, and collaboration.
The Vital Role of Indigenous Imagination in Transformative Reconciliation
Presenters: Dr. Vicki Kelly
Time & Date: March 4, 2020 | 1:30-3:00 p.m.
Place: EDB 7610, Education Building, SFU Burnaby Campus
Central to transformative reconciliation and Indigenous resurgence is a revaluation of Indigenous knowledge traditions in Canadian society, and especially in our education systems. This impels us to ask: How do Indigenous knowledge holders hold knowledge? And how is that process embodied and enacted within Indigenous education? Images play a key role in the participatory pedagogies through which Indigenous knowledge systems grow and flourish, especially as they inform and guide the work of making or poesis. Artists are a vital part of those systems, because the images with which they work, and which they give concrete form, are packed with knowledge. Reconciliation and resurgence can thus be seen as profoundly imaginative and artistic educational processes whose reach extends to our most everyday interactions and material realities.
“Imagination has a place because imagination IS a place, and because everything is connected to everything else, the encounter with imagination is a living communication within a sentient landscape." (Dan Longboat & Joe Sheridan)
“Images are compressed complexities” (David Hunt).
"All the objects used in everyday life, including the simplest and most ordinary ones, are, so to speak, crystallized imagination.” (Lev Vygotsky)
Reading/Thinking/Doing (RTD) Club
The Reading/Thinking/Doing (RTD) club is about discussion, dialogue and exchange of ideas on explorations in Education with posthumanist/new materialist scholarships. We are three PhD students, (Magali, Jacky and Poh) who are interested in tackling this idea with others.
Topics: Subjectivity/identity and posthumanism
Date: Wednesday, June 17th 10:30 am-12:30 pm
Here are the two readings we would like to suggest in order to start thinking about all this:
- Chapter 6–Endlessly creating our Indigenous selves of Betasamosake Simpson's 2017 book As we have always done. Indigenous freedom through radical resistance.
- Chapter 2–Posthuman Subjects of Braidotti's 2019 book Posthuman knowledge.
Please subscribe to the RTD mail list to receive the video conference link for this online discussion.
Writing a paper for class? Writing a journal article for publication or have you begun your thesis writing journey? Join Research Hub's Writing Retreat Wednesdays every last Wednesday of the month. At each retreat, you'll learn a variety of writing strategies, acquire a clear understanding of academic writing conventions and expectations, and an opportunity to practice key writing and learning elements on your own work.
Place: Research Hub, Education Building 8515, SFU Burnaby Campus
Date: Every last Wednesday of the month
Time: 10:00 a.m. - 4:30 p.m.
- Workshop: 10:15 a.m. - 12:30 p.m.
- Lunch: 12:30 - 1:30 p.m.
- Facilitated Writing Support: 1:30 - 4:00 p.m.
September 25, 2019
Enhancing Your Academic Writing in Graduate Studies
Academic writing in graduate studies requires students to level-up their skills and focus to engage fully in scholarly discourse. General tips like “write every day” and “demonstrate critical thinking” can fall flat without more knowledge of specific approaches for writing and revising. Join today’s workshop to learn more about academic writing style, analysis, argumentation, and using sources in ways that will empower you to excel in your graduate writing projects.
October 30, 2019
Developing a Conceptual Framework for your Research
- Define Theoretical and Conceptual Frameworks
- Demonstrate how reading and thinking critically can help to understand others’ Conceptual Frameworks
- Discuss and exemplify building a Conceptual Framework for a research project
November 27, 2019
What is Your Research Questions?
One or several research questions (RQs) should be the backbone of your research process from start to finish. Your RQs guide your research, ground your analyses, and focus your writing. A project’s RQs may require slight adjustments here and there but should never be lost entirely. Come to this discussion to re-ground your research or writing process in this foundational element, and possibly even practice developing and clearly stating (or re-stating) your research questions.
January 29, 2020
Writing Fuel: Creating a plan to get your writing projects done
Jackie Amsden (MA, Education) is a communicator with SFU's Centre for Educational Excellence. An avid writer, her work has appeared in University Affairs, ICEF International, Our Schools Our Selves, and SFU News. In 2016, she self-published a young-adult fiction novel, The Tokyo Covergirls and is now working on a new, much better novel based on her own addiction to thrifting.
February 26, 2020
Developing a Conceptual Framework
- Define Theoretical and Conceptual Frameworks
- Understanding Others’ Conceptual Frameworks (Critical Thinking/Reading)
- Building a Conceptual Framework
- Positioning Yourself