Keynote Speakers

Stryker Calvez

Michif/Metis Educator, Researcher, and Colleague
Sr. Manager, EDI Strategy and Enablement
Nutrien

 

(Re)conciliation: Honouring the land and its peoples through education

Dr. Stryker Calvez has been on a long personal and professional journey to decolonize his life and education. In doing so, he has navigated the uncertainty of his own future and that of his family and community in post-colonial Canada. Struggling to know and understand the future is the biggest challenge. How we chose to embrace this uncertainty is important, not just for ourselves, but for the well-being of our children who will inherit our actions. This is why Dr. Calvez has chosen to follow the teachings of his Elders and listen to his community as he works collaboratively with others to explore the different ways we can all support (re)conciliation in postsecondary education. The journey starts with recognizing that this land that we all share, and call home, is an Indigenous place, filled with diverse stories, wisdoms, and ways of knowing. We need to accept this complex reality in order to learn from the land, to understand it as Turtle Island, so that we can be open to the gift of understanding and lift ourselves and our communities up. The opportunities and paths for (re)conciliation are before us and they are as diverse as the land that is Canada. Dr. Calvez will consider the challenges that many people experience while choosing how they might support building the future we all want for our students and children; a future that is as strong, beautiful, and wise as this land and its many Peoples.

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Ung-Sang Lee

Post-Doctoral Researcher, UC San Diego

Collaborative Design Partnerships as Vehicles for Learning

Far too often, educational designs aimed at equitable outcomes for diverse learners, like newly adopted educational curricula, pedagogical approaches, and new technologies, fall short of their initial promise. We view this primarily as a problem of learning across stakeholders, and co-design is an exciting and evidenced-based approach to facilitate learning that leads to educational change. Co-design is the process of collaboration between education stakeholders with varied expertise to design curriculum, processes, policies, or learning environments. The approach can be found in efforts to center equity and justice in the creation or modification of curriculum materials, interdisciplinary projects, interactive technologies, and policies. In teacher-centered co-design, teachers and researchers work together to prototype, implement evaluate, and refine educational designs. In the process of co-design, teachers and researchers engage in learning.

To support the relevance, and success of the reform, teachers and researchers learn by sharing expertise, probe assumptions, and engage in contextualized trial and error, as they consider the goals, knowledge, and needs in the teaching and learning environments. In this approach to professional learning, teachers’ pedagogical goals, knowledge, and needs – what we describe as their existing professional assets – are made visible. Researchers and teachers as co-design partners, can leverage these assets in support of more equitable educational practices. Drawing on diverse examples from over 20 years of co-design efforts in science, mathematics, English Language Arts, and computer science education, Dr. Lee and Dr. Gomez will illustrate how co-design effectively facilitates an asset-based approach to inservice teacher professional learning. The talk will conclude with an overview of the elements necessary for developing a successful co-design approach to local professional learning with teachers and researchers.

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