This is a sandbox for ideas, subject to revision, and in perpetual beta.
e-TUG 2018 at Emily Carr University of Art and Design
Conference Proposal—30% The format for this assignment is roughly similar to the Conference Abstract assignment, except that it offers you more space and hence the opportunity to provide a degree of greater detail regarding what you imagine you might present. Length: 3 pages double-spaced (maximum), excluding works cited
Conference Abstract—20% Write a 200 word (maximum) double-spaced description of an imagined presentation you wish to make that identifies a philosophical or theoretical problem, articulates a purpose or thesis statement, and from that point describes how you will respond to the problem.
Erickson, F. (1987). Conceptions of School Culture: An Overview. Educational Administration Quarterly, 23(4), 11–24. https://doi.org/10.1177/0013161X87023004003
As I get into this course and seek strategies for writing while I read, I'm finding that this blog is a decent spot for doing that. It is one thing to doze your way through readings and presume that you have caught enough of the argument to have an intelligent conversation in class, but it is another to actively consider prompts and questions (conveniently provided by our prof) and write responses that can be exposed to a wider community who might actually respond!
Here is the first prompt for this article:
Why/how is knowledge about (un)familiar school cultures important?
Ling, M. 1999. The Anthropology of Everyday Life: Teaching about Culture in Schools. In R. Case & P. Clark (Eds.), The Canadian Anthology of Social Studies: Issues and Strategies for Teachers, pp. 51-58. Vancouver, BC: Pacific Educational Press.
This is the version of my concept analysis which I submitted for assessment.
McGranahan, C. (2015). What is Ethnography? Teaching ethnographic sensibilities without fieldwork. Teaching Anthropology; Vol 4 (2014): Learning by Example. https://doi.org/10.22582/ta.v4i1.421
The primary focus of this paper is a discussion of what seems to be a controversy about how and when to teach ethnography to under-graduates. As such, it's a little peripheral to my needs right now, but there are some very interesting examples of ways to get students thinking ethnographically that I found compelling.
Well, 'meeting' #1 of my PhD journey is done! As this is a seminar course focussed more on empowerment and conversation, our prof likes to call our weekly get-togethers 'meetings'. Ok.
As is standard in the first introduction to a course, there was the typical conversation about the course outline and where we would be headed and such things....
McGlashan, Haley, & Fitzpatrick, K. (2017). LGBTQ youth activism and school: challenging sexuality and gender norms. Health Education, 117(5), 485–497. Retrieved from https://doi.org/10.1108/ HE-10-2016-0053
Inclusion and cultural acceptance of LGBTQ students and staff is still a problem and this article highlights some of the challenges faced by members of the LGBTQ community infinding support, promoting acceptance in public, and avoiding 'outing' those who need confidential support but who may be harmed if the broader community is aware of their identity.
Updated: June 22/19 (scroll down)
Tonight marks the fourth meeting of our class exploring discourses in education at UVic. We are a fairly small class or 14 new PhD and 3 MEd students who meet for 3 hours per week. We are a diverse group with people from Tanzania, Nigeria, Brazil, Mexico, Australia, Barbados, Canada, and other countries I can't recall. Many of the group have moved themselves and their families from far-off places to study in Victoria, and at least one is still unsure about being able to secure a study visa. It's an expensive prospect.