March 13, 2009

The ACCELERATE Program is an internship program for grad students, and post-docs.


If you, as a researcher, have a connection with an outside industry, government or not-for-profit organization or would like to make a connection with one, this is a great opportunity both for the faculty advisor and for the student to collaborate on a research project with the outside organization.

·         Applications are accepted all year. 

·         The MITACs team will help with the application and making industry contacts if needed.  

·         Success rate on the applications is very high.


AMOUNT: $15,000 for one four-month term (Graduate student/ Post Doc support)

Supervisor / Faculty Information session:  March 18, 2:30

More information at:


Graduate Students / Post Docs (Social Science & Humanities) Information session: March 23, 12:30

More information at:


Please register for your session at:


If you are interested in the program but can’t attend the session, please contact Karen Kueneman at  If there is enough interest, I will set up a session for the faculty or for individual researchers.

Seminar Series continues…

March 13, 2009

Everyone is invited to the next talk in the Faculty of Education’s Seminar Series:

Dr. Rosamund Stooke, Assistant Professor, Faculty of Education,
Dr. Pamela McKenzie, Assistant Dean of Research, Faculty of Information & Media Studies,
& Dr. Suzanne Smythe, Post-Doctoral Fellow, Faculty of Education

Ready for school:
Using Institutional Ethnography to map the translocal relations organizing
the educational work of families with young children

March 25, 2009
2:00  2:30 – 4:00 p.m. (note time change)

Room 1010, Faculty of Education
Refreshments will be served.
All are welcome!

In recent years, an array of neighbourhood programs has been made available for young Canadian children and the adults who care for them.  Collectively the programs form a constituent thread in what Marjorie DeVault called “a larger story, about the changing character of middle and working-class family life.” Most of the programs are advertized as sources of leisure, recreation or social support for parents, but some programs are explicitly designed to support children’s transitions from home, preschool and child care settings into formal schooling. The two studies presented in this colloquium examine the work carried out by parents, children and program leaders in a variety of program sites in Ontario and British Columbia. Our findings add to a body of Institutional Ethnography research linking the complementary school work of parents and children to translocal relations active in the New Knowledge Economy (Griffith & André-Bechely, 2008; Griffith & Smith, 2005). For example, Griffith & André-Bechely identify ways in which standardized assessments and commercially produced curricula are mediating the work of teachers, students and parents. We too claim that the educational work of parents is being organized to address the needs of the New Knowledge Economy. However, our studies investigate how this organization is being accomplished in the absence of overt regulation.
Griffith, A., & André-Bechely, L. (2008). Institutional Technologies: Coordinating Families and Schools, Bodies and Texts. In M. L. De Vault (Ed.),  People at work : life, power, and social inclusion in the new economy  (pp. 40-56). New York: New York University Press.
Griffith, A. I., & Smith, D. E. (2005). Mothering for schooling. London: Routledge.