Call for Papers: Gender Equity and Social Justice in Education,St. Michael’s College, University of Toronto

January 25, 2016

A conference at St. Michael’s College, University of Toronto

March 17-18, 2016

Gender Equity and Social Justice in Education  Call-For-Papers_GenderEquityEducation

The purpose of this conference is to gather scholars interested in the study of women and gender inequities in education throughout the world. We hope to stimulate discussion surrounding the social, political and economic factors that impede the progressive role of women around the world. We intend to gather scholars of gender inequities and human rights in order to provoke discussion and thought surrounding these areas.

Topics of discussion may include, but are not limited to:

  • The eradication of gender-based violence and its effect on social growth
  • The transformative power of education and its effect on women’s social, political and economic opportunities in developing nations
  • Opportunities for those in more gender-equitable societies to influence the circumstances of women on an international scale


Proposals for thirty minute papers should be emailed to by January 30, 2016. The proposal should include the title of the paper, a 200-word abstract, the author’s institutional affiliation and full contact information.

This conference is co-sponsored by the Centre of Inquiry on Liberal Education and Social Justice and Students for Change.

International Week Events: November 16 – 20

November 12, 2015

Join students, faculty, staff and community members in celebrating diversity on campus and exploring international opportunities, programs and themes. An action-packed schedule of more than 50 cultural events, workshops, presentations and special events is planned.

Highlights include:

Nov. 12, 4-7pm – Western Goes Global: Cultural Showcase (pre-event)

Nov. 16, 12-3:30pm – International Week Opening Celebration

Nov. 17, 10am-3pm – Exchange Fair

Nov. 17, 4-7pm – World’s Challenge Challenge

Nov. 18, 10am-3pm – International Opportunities Fair

Nov. 18, 10:30-11:30am – Not Lost in Translation: Intercultural Communication

Nov. 18, 4-7pm – Africa–Western Collaboration Day

Nov. 19, 1-2pm – Author & Critic Panel: International Education in Global Times with Paul Tarc, Faculty of Education

Nov. 19, 3-5pm – Global London Café

Nov. 19, 3:30-6pm – Journeys of Migration: Hosted by the Centre for Research on Migration and Ethnic Relations

Nov. 20, 11:30am-1:30pm – Cultural Community Tour: Downtown London, Then and Now

Nov. 20, 1:30-2:30pm – Songs of Many Lands, Don Wright Faculty of Music

Visit the Western International booth in the UCC Atrium all week and enter our Passport Contest! Or grab lunch at Green Leaf Café Tuesday to Friday for an international feast (featuring Korea, Morocco, Argentina and the UK).

For the full schedule and event details visit or download the Guidebook App on your smart phone and use code “westernstudent2015″

Dr. Paul Tarc speaking as part of Western’s International Week 2015 activities

November 10, 2015

“International Education in Global Times”

Thursday, November 19, 2015
1:00 – 2:00 pm
Council Chambers, Room 315, University Community Centre

A unique Author & Critic Panel to discuss the complexities of engaging in international education across a “changing landscape” and the “educational effects of international encounters, experiences and lessons.” Discussion will be based on Paul Tarc’s 2013 book, International Education in Global Times: Engaging the Pedagogic.

Mark Franke, Director, Centre for Global Studies, Huron University College
Julie McMulin, Vice-Provost (International), Professor, Department of Sociology
Nanda Dimitrov, Associate Director, Teaching Support Centre

Aisha Haque, Language and Communication Instructor, Teaching Support Centre

Presented by Western International.

For more information about International Week:  #globalwesternu

Paul Tarc is Associate Professor in the Critical Policy, Equity and Leadership Studies academic research cluster, Faculty of Education at Western. His main research interests in progressive and critical modes of education are articulated through ‘post’-informed theories of globalization, representation, subjectivity and pedagogy. His first book, Global dreams, enduring tensions: International Baccalaureate (IB) in a changing world (2009), uses the IB as the focal point to historicize the ‘international’ of international education under globalization. In his former profession as a school teacher, Paul taught in South America, South-East Asia and Ontario.



International Service Learning: Engaging Host Communities

October 16, 2015

Please join us for the next Faculty Seminar Series talk:

International Service Learning: Engaging Host Communities

by:  Professor Marianne Larsen, Faculty of Education

Date: Thursday, October 29, 2015

Time:  1:00 – 2:00 pm

Location:  Room 1010, Faculty of Education Building

International service learning (ISL) programs are growing more popular with university students looking to advance their skills and knowledge to become global citizens. While the benefits of these programs among students are well documented, little is known about the implications they have on the host communities themselves. In this presentation, Marianne Larsen will talk about the work in her newly edited book entitled International Service Learning: Engaging Host Communities.  Drawing primarily upon the  introduction and concluding chapters of the book, she will review the main findings from the case studies presented in the volume about the impact of ISL programs on Global South host communities and findings from the second section  of the book about of how we can re-envision relationships between ISL students, faculty/program planners, and host communities to create mutually engaging learning experiences. In particular, she will focus on the paradigm shift that is required to develop a relational approach to ISL partnerships, drawing upon Emmanuel Levinas’ work on human subjectivity, the ethics of the ‘Other’ and notion of responsibility to [and with] the ‘Other’.

All are welcome. Bring your lunch and we will supply coffee and cookies.

Please RSVP to

Faculty Seminar Series: Dr. Zheng Zhang

September 16, 2015

The Changing Landscape of Literacy Curriculum in a Sino-Canada Transnational Education Program: An Actor-Network Theory Informed Case Study

Dr. Zheng Zhang
Faculty of Education

Thursday, September 17, 2015
12:00—1:00 pm
Room 1010, Faculty of Education

All are welcome. Bring your lunch and we will supply coffee and cookies.

Please RSVP to


This seminar concerns an exploratory and interpretive case study of the literacy curricula in a Canadian transnational education program (pseudonym: SCS) delivered in China where Ontario secondary school curricula were used at the same time as the Chinese national high school curricula. Using ethnographic tools and actor-network theory, the study sought to understand and conceptualize the constituents, movements, and effects of the institutional, programmatic, and classroom literacy curricula in the program. The study found that many actors were responsible for the various and interrelated forms of literacy curricula from institutional to classroom. Actors included neoliberalism, educational entrepreneurs, and a philosophy of connecting the East and the West, which in particular affected the institutional curriculum. Major findings concern the instability of this novel form of transnational curriculum-making when it was translated into programmatic and classroom curricula. Throughout the descriptions of these actors and translations, the seminar highlights how the changing commitments and interests that mobilized SCS’s literacy curricula eventually enabled and constrained certain forms of literacy and identity options for SCS students. The seminar also addresses the possibilities illuminated by the network movements of cross-border curricula.

Shastri Institute

August 11, 2015

The Shastri Indo-Canadian Institute is a binational organization that promotes understanding between India and Canada through academic activities and exchanges.

Shastri Research Grant (SRG)

The objective of SRG is to support collaborative research projects entailing academic mobility as well as capacity building between Indian and Canadian institutions.The research theme will build on issues concerning Social Sciences and Humanities subjects (i.e., anthropology, communications studies, economics, education, human geography, law, linguistics, languages and literature, philosophy, history and religion, political science, public administration, psychology, sociology and cultural studies), STEM subjects (Science, Technology, Engineering, Mathematics) including food security and sustainable development; water resource management; gender and health, bi-lateral trade and investment; energy and environment; securing future of children and youth and higher education mobility.

Value: Up to CAD$ 6,000/per project. (Contributions from the applicants’ institutions are encouraged).

More information…

Shastri Scholar Travel Subsidy Grant (SSTSG) SSTSG assist faculty members and graduate students with travel subsidies to participate in conferences, workshops, seminars and academic meetings within and between India and Canada with a view to establishing institutional and scholarly linkages.

Value: The Shastri Institute will provide up to CAD $1,000 to support the scholar’s international air fare (economy class).  Associated costs related to visas, meals, per diem and accommodation are not eligible under this grant.

More Information…

Deadline (for all above):

Faculty of Education Research Office: 1 week prior to agency deadline (2-3 weeks if you wish feedback on your application – submit to Karen Kueneman)
Research Development & Services: no less than 5 days prior to agency deadline.
Shastri: October 15, 2015.

Full Applications are to be processed through Research Development Services for institutional signatures, and are to be accompanied by a completed ROLA application.

Visiting Speaker – Dr. Icy Lee

May 12, 2015

Feedback in L2 writing: Issues, challenges and future directions

Dr. Icy Lee
The Chinese University of Hong Kong

 Thursday, May 28, 2015
3:00 – 4:30 pm
Faculty of Education, Room 1139 (Community Room)

All are welcome. Refreshments will be served.
Please RSVP to Tina Beynen:

Abstract: In a number of L2 contexts, writing teachers respond to single drafts of student writing, focus inordinately on errors, and dominate the entire feedback process. While such feedback approaches are considered ineffective and outdated, they are still being embraced as rules of thumb particularly in EFL contexts. With recent feedback research in L2 writing that generates useful insights about best feedback principles, and with a paradigm shift in assessment that places a greater emphasis on assessment for and as learning (i.e. using assessment to promote learning and to develop students’ self-monitoring capacity), such conventional feedback approaches are becoming more and more untenable, and change is warranted. Drawing on my own research conducted in Hong Kong secondary classrooms that address a range of issues, including teachers’ beliefs and practices regarding feedback, students’ reactions to teacher feedback, and teachers’ attempts at feedback innovation, I examine the problems and challenges teachers face as they respond to student writing, discuss implications for practice and research, and conclude with future directions for teacher education on feedback in L2 writing.

Bio: Icy Lee is Professor in the Faculty of Education at The Chinese University of Hong Kong (CUHK). Her main research interests include second language writing and second language teacher education. She was formerly President of Hong Kong Association for Applied Linguistics and Chair of the Non-native English Speakers in TESOL (NNEST) Interest Section of TESOL International Association. Her publications have appeared in international journals such as Journal of Second Language Writing, TESOL Quarterly, Language TeachingELT JournalCanadian Modern Language Review and System. She was a recipient of the 2013 TESOL Award for an Outstanding Paper on NNEST Issues, the 2010 TESOL Award for Excellence in Teaching, and the 1999 TESOL Award for Excellence in the Development of Pedagogical Materials. She was also a recipient of the 2008 Journal of Second Language Writing Best Paper Award for her article “Understanding teachers’ written feedback practices in Hong Kong secondary classrooms”.



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