Redefining Student Engagement was a two-day symposium that brought together local and international academics, educators, practitioners, policy makers - as well as youth, themselves - to discuss critical questions concerning student engagement. A major goal of the symposium was to gain a better understanding of the conditions experienced by students who face the greatest challenges in completing their schooling. This involved, in the first place, hearing from young people about the conditions that actively helped them in their learning.
Secondly, it entailed examining the ways in which families, communities and schools could generate feasible ways of reconfiguring and reinterpreting themselves in order to understand the issues young people encounter and, therefore, to better support them. Proceedings of the symposium are now being compiled, will be and widely disseminated through the symposium's participants, district Boards of Education and the Centre for Urban Schooling's website.
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The symposium was made possible through a generous donation by William and Phyllis Waters. For more information about the speakers, program, and contact information, please click on the links below. Urvashi Sahni, November 9th, Urvashi Sahni has been an educator for the last twenty-two years.
She completed her Ph. As an educator, Dr. Sahni has founded a high school, and worked extensively in teacher training, curriculum development and school reform in India. For instance, she started an innovative inservice program for UNICEF in Lucknow, India, which has involved 30, kindergarten and first-grade teachers in twenty-eight districts of the country. In addition, Dr.
Sahni initiated and managed a school reform project in a rural section of Uttar Pradesh in north India that involved sixty-two schools, 16, children, and teachers. Through such experiences, she pioneered the use of technology in education in rural schools in the state of Uttar Pradesh. In addition, she has directed the production and development of education software by teachers and programmers in the local language, and continues to experiment with and research the use of technology in education in very underserved areas of the country. In , she received the Haas International Award from UC Berkeley in recognition of her "major contributions to the betterment of the world community".
In the last five years, Dr. Sahni has done considerable work in Drama in Education and the use of technology in Education. She is the Co-Founder of a project called Digital Studyhall , which involves the use of technology to reach underserved populations in India. From - , Dr. Sahni was also a visiting professor at the Graduate School of Education at Berkeley. Since earning his B. His research interests include: remix culture, turntablism, Afrodiasporic youth cultures, subjugated knowledges, AfroModernism s , temporality and Canadian state-sponsored 'multiculturalism'.
Kempf, Eds. Back to panelists Cara Eastcott is a filmmaker, theatre performer and writer. The first documentary she co-directed was called Hear the Story , which has been screened at conferences, high schools, and community centres across the city. It was also screened at the Reel World Film Festival. This group has also self-published the play, along with individual poems, monologues and stories, in a book that includes a study guide on the issues and themes presented in Jinch Malrex.
Cara currently works at Goldelox Productions Inc. Back to panelists Dr. Ferguson taught psychology at Carleton University, and then moved into the health care system at the Royal Ottawa Hospital, and the Clarke Institute of Psychiatry. In , Dr. The purpose of the CHSRG is to create and implement systemic models for children's success by transferring knowledge to all who can influence healthy outcomes for children. Its goals are to: improve services for children and youth at the community level; build community commitment to children and youth; and advocate for strong policies at all levels of government that support children, youth and their families.
Ferguson led a team that carried out the early School Leavers study for the Ontario Ministry of Education.
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Since then he and his team have worked with the Ministry on the Learning to 18 and Student Success programs. Currently, his team is beginning a study on the transition from Grade 8 through to Grades 9 and The book highlights the contemporary social, political, and artistic meanings of drama in urban schools. It also comments upon the discourses of risk and the state of heightened security and surveillance in many urban schools and the impact of these policy changes on the subjective experiences of youth.
It examines these systemic changes through an innovative, performative methodology of co-research with youth. Her edited collection with Dr. Gallagher has published many articles on urban youth, pedagogy, gender, and the arts and travels widely giving international addresses and workshops for practitioners. Her research continues to focus on questions of inclusion, engagement, and artistic practice in urban contexts, as well as the pedagogical possibilities of learning through the arts.
He is recognized internationally as a leading writer in the field, and was recently honoured for his work in 'promoting multicultural education' by the American Educational Research Association AERA special interest group on the Critical Examination of Race, Ethnicity, Class and Gender in Education.
- Class Reunion: The Remaking of the American White Working Class;
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David's writing spans both quantitative and qualitative research, and he is currently working closely with colleagues in the US in the field of 'critical race theory' CRT. His new book, "Conspiracy? Easter , is the first major application of CRT to the English school system.
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He was a member of the 'London Board' of the Commission for Racial Equality from until its abolition in Back to panelists Adonis Huggins is the Program Director of Regent Park Focus, and has a keen interest in the use of community based media as a tool of engagement and social change. Over the past fourteen years, he has been working with youth in Regent Park, Canada's largest public housing community, to develop programs and activities that offer young people opportunities to explore radio and print journalism, and audio, video, photography arts.
Adonis has been recognized widely for his work. The project involved the use of video and radio arts to promote health, and was modeled upon Adonis' experiences in Regent Park. In March , Adonis Huggins was announced as the first recipient of the Face the Arts campaign, a month campaign sponsored by the City of Toronto and Toronto Life magazine profiling Toronto's cultural mavericks. Adonis continues to be committed to the use of interactive youth engagement media strategies to engage young people.
Back to panelists Chris Kang has over thirteen years of experience as a community builder. In , he co-founded the charity Schools Without Borders , and has served as its Executive Director since that time. Chris, who recently received the Toronto Community Foundation's Vital People award, brings to SWB his innovative and collaborative spirit, and believes strongly that Canada needs an innovative organization to provide the support and training for youth that will enable them to fulfill their potential to make a real difference in the world.
Chris has extensive experience designing and leading both local and international projects, with a focus in Rio de Janeiro, Brazil and Nairobi, Kenya. Back to panelists Annie Kidder is the mother of two children. A former theatre director, she initially became involved in education through the Home and School Association at her children's school.
In February , she helped found People for Education , an independent parents' organization dedicated to the ideal of a publicly funded education system that guarantees every child access to the education that meets his or her needs. The group works with parents to support public education in Ontario's English, French and Catholic schools. People for Education promotes greater civic engagement in the public education system; conducts ongoing research into the effects of policy and funding changes on schools; and coordinates a comprehensive communications strategy focused on education issues.
People for Education publishes a bi-monthly newsletter, maintains an informative website, holds an annual conference for parents from across the province, and publishes multi-lingual information bulletins for parents. She studies the relationship between culture, identity, and schooling, focusing on how students' perspectives about self worth, value, knowledge, and success are shaped.
Her current project, Children Framing Childhood, Class and Culture , uses visual methodologies to examine the meanings that low-income, mostly immigrant children attach to childhood, the relationship between their family and school lives, and valued aspects of identity. Returns must be postmarked within 4 business days of authorisation and must be in resellable condition. Returns are shipped at the customer's risk.
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We cannot take responsibility for items which are lost or damaged in transit. For purchases where a shipping charge was paid, there will be no refund of the original shipping charge. Publisher Description. Toggle navigation Additional Book Information. Description Author s Bio Reviews. In that book we met the students and teachers of Freeway's high school to understand how these working-class folks made sense of their lives. Now, fifteen years later, Weis has gone back to Freeway for Class Reunion.
This time her focus is on the now grown-up students who are, for the most part, still working class and now struggling to survive the challenges of the global economy. Class Reunion is a rare and valuable longitudinal ethnographic study that provides powerful, provocative insight into how the lives of these men and women have changed over the last two decades--and what their prospects might be for the future. Reviews "Lois Weis captures the complexities and contradictions of life in white working-class families at the turn of the 21st century.
In a richly theorized but highly readable text, she illuminates how raced, classed, and gendered identities are shaped by changes in the U. Racial categories were socially constructed; there is no such thing as racial purity; laws and behavior based on the assumption that there is have presented huge problems for people including people primarily of European descent.
Women have used creative strategies to navigate sexism and patriarchy. White women often work to keep racial privileges even while challenging sexism. Family history and genealogical research has been practiced in the U. Gardner describes three waves of family history that constitute different models of cultural production.
Theorizing Class Through Ethnography
The first wave, characteristic of much such research during the 19th and early 20th century, had the purpose of establishing elite pedigrees. These family histories tend to characterize ancestors more complexly than the first wave since their purpose is not to cement an elite social standing. Further, rather than serving private interests only, they are often used to prompt a public examination history. However, Jacobson argues that the post-civil rights European ethnic revival movement that began with white people searching for diverse ethnic roots ended up as a homogenizing narrative of heroic and downtrodden European immigrants who triumphed through hard work.
That narrative dismisses racialized privilege, as well as drowning out the civil rights narrative that challenged racism.