Category Archives: Série de conférences étudiantes | Student Speaker Series

Student Speaker Series – April 13, 2017

The Student Speaker Series provides students an opportunity to practice their presentation skills and share their ideas with their peers. Students may practice presenting for an upcoming conference, defense, or share other ideas (e.g., methodology, epistemology, theoretical framework) with their peers.

Students are invited to be part of the audience to learn from their peers and provide constructive feedback to the presenters. Sessions will be advertised via the EGSA-AÉDÉ newsletter, Facebook page and Twitter. We look forward to seeing you all there!

Date: April 13th, 2017 1PM

Location: LMX 477

Presenters:

1:00 PM : Julie Vaudrin-Charette

1:30PM : Hembadoon Oguanobi

2:00 PM : Discussion

(Please note, abstracts are presented in the language in which they are received)

Un avant-goût des rôles identitaires, défis et succès dans la mise en oeuvre des appels à l’action de la CVR par les enseignants. (Julie Vaudrin-Charette, PhD Candidate)

Une analyse de pratiques en cours  dans le programme de formation collégiale au  Québec,  où  les  questions  liées  aux  relations  allochtones-autochtones  restent  abordées  de  façon embryonnaire, et souvent selon le bon vouloir des enseignants, nous semble essentielle. Spécifiquement,  comment  les  éducateurs  se  représentent-ils  ces  collaborations  pédagogiques,  et comment  leurs  actions  s’avèrent-elles évocatrices  du  curriculum  imaginé  de  la  Commission  de vérité  et réconciliation,  de  celui,  prévu  ou  non,  des  instances ministérielles,  et  de leur  expérience  individuelle  et collective de la réconciliation?  

Encountering and exploring the polysemy effect of the tag ‘refugee’. (Hembadoon I. Oguanobi, MA Candidate)

Dillion (1998) writes, “The refugee is a scandal” (p. 30), and I want to know, in what ways. In my presentation, I will be exploring the notion of what it means to be a refugee in the 21st century and how nations exclude this heterogeneous group of persons from the protection of the state. Warner (1999) writes “without citizenship, one is stateless, and hence unprotected. Only Citizens can be protected, mere persons cannot” (p. 257). I draw from Arendt (1978) and Kristeva (1991) in finding ways to protect refugees in our midst, and not treat them as enemies to be excluded as other/them.

Student Speaker Series – March 16, 2017

The Student Speaker Series provides students an opportunity to practice their presentation skills and share their ideas with their peers. Students may practice presenting for an upcoming conference, defense, or share other ideas (e.g., methodology, epistemology, theoretical framework) with their peers.

Students are invited to be part of the audience to learn from their peers and provide constructive feedback to the presenters. Sessions will be advertised via the EGSA-AÉDÉ newsletter, Facebook page and Twitter. We look forward to seeing you all there!

Presenters: Anatole Emate

Date: March 16th, 2017 1PM

Location: LMX 477

(Please note, abstracts are presented in the language in which they are received)

Que dit la littérature scientifique sur l’intégration des technologies de l’information et de la communication (TIC) pour la réussite d’élèves en difficultés d’apprentissage et d’adaptation ? (Anatole Emate, PhD Candidate)

Une tendance mondiale cherche à promouvoir l’accès à l’éducation et la réussite pour tous les élèves (Rose, 2002). Par ailleurs, les recherches sur l’intégration des technologies de l’information et de la communication (TIC) dans les écoles ont été menées en vue de recueillir des données sur divers aspects de l’accès aux TIC dans les écoles, et la mise à jour des programmes dans les écoles canadiennes en attestent la place accordée au TIC. Cependant, cette présence des TIC dans les écoles fait l’objet de polémique. D’un côté, il y a ceux qui sont en faveur des TIC et d’autres, contre l’intégration des TIC dans les écoles. Notre présentation sera bâtie autour de cette argumentation.

To register to be the second presenter, please click here: https://goo.gl/forms/gQKnt2Yy9ouaYEFm2

Student Speaker Series – January 19, 2017

The Student Speaker Series provides students an opportunity to practice their presentation skills and share their ideas with their peers. Students may practice presenting for an upcoming conference, defense, or share other ideas (e.g., methodology, epistemology, theoretical framework) with their peers.

Students are invited to be part of the audience to learn from their peers and provide constructive feedback to the presenters. Sessions will be advertised via the EGSA-AÉDÉ newsletter, Facebook page and Twitter. We look forward to seeing you all there!

Presenters: Jesse Henneberry & Julie Sullivan
Date: January 19th, 2017 1PM
Location: LMX 477

Deconstructing Psychotherapy (Jesse Henneberry, PhD Candidate)

I wish to give a presentation on the practice of deconstructing psychotherapy. I hope to highlight the benefits to both clients and therapists when therapists can hold a space to deconstruct their professional role. This however may prove difficult in practice, as the therapist is required to participate in the act of therapy while simultaneously deconstructing this same act. While challenging, I believe deconstructing our conventional story of what a therapist is, and how this story gets told, highlights an important political element of psychotherapy that is often overlooked.

Using UDL to teach French Immersion in an elementary classroom (Julie Sullivan, MEd Student)

A presentation that offers a way to provide second language instruction to LD learners in a French immersion classroom. The presentation will include some research on the findings for LD inclusion as well as a methodology for incorporating these learners in the classroom. Universal Design for learning is a framework that is designed to accommodate special learners into the design of the lesson plan instead of designing a lesson and then adding the accommodations at the end. It is an exciting approach that could potentially change the way that we look at LD accommodations. The framework could also be used support ELL students in both the English and French streams.