If you are Toronto for CSSE, join us tomorrow for the WERA IRN on Ed Advocacy Preconference, Community Advocacy in/for Education, May 27, 2017, 9:00 – 4:30 PM, OISE, Room 5-230
Join us from 9 – 4:30 for a working conference on ed advocacy. Speakers include:
Wake Up York Region!: Profiling the Voices of Youth Pushed Out of the Education System Herleen Singh, Laidlaw Foundation Fellow
Listening to Indigenous Children in Care with Multiple School Changes: Lessons for Educators Landy Ing-Anderson, York University
Measuring What Matters: Broadening How We Define Success for Students in Schools Dave Cameron, People for Education
How Does Context Impact Policy Advocacy in/for Education? Sue Winton, York University
Interrupting Systemic Classism in Education, Yvonne Kelly, Community Resource Facilitator, York Region District School Board
Advocacy from the Inside Out: Employing School Board Data to Advance System Change Gillian Parekh, Toronto District School Board
Advocacy for Social Justice in Schools in Spain, Charles L. Slater, California State University Long Beach
Recognizing Colonial Complicity & Reclaiming the Treaty Partner Identity in Canadian Classrooms, Janet Csontos, York University
School Principal’s Leadership in Francophone Minority and Ethnocultural, Linguistic and Religious Diversity Settings, J.-S. Landry, & A. Gélinas-Proulx, Université du Québec en Outaouais
Welcoming Communities to Support Our Children, Cathy Hands & Karen Julien, Brock University
Teachers’ Perspectives on the Impact of Contemporary Policy on Professional Autonomy, Paul Bocking, York University
Re-forming School Technology: Thinking about Advocacy as Assemblage Work, Terry Wilkinson, York University
Educational Advocacy: Working on School-Community Connections, Patricia Briscoe, Niagara University
Furthering Community-Based, Educational Activism amid U.S. Government Repression, Camille M. Wilson, Naomi Mae, & Carolyn Hetrick, University of Michigan
Responsibility, Fantasy, Conflict: Researching the Emotional Significance of Parents’ Educational Policy Advocacy, Lauren Jervis, York University
Parent Advocacy and Empowerment in a Globalized World, Lauri Johnson, Boston College
For those of you who will be at AERA next week in San Antonio, we are having an informal network meeting on Friday 28 April at 4pm in the Henry B. Gonzalez Convention Center, Room 212B. Please join us to connect and share your latest research on ed advocacy.
Hope to see you there!!
Lauri and Sue
- There will be a WERA focal group meeting at the University of Hong Kong on November 30 – December 2, 2017. If you are interested in presenting a paper, we will be organizing at least one symposium from our WERA research network on educational advocacy, maybe more depending on interest. Contact Lauri Johnson (email@example.com) ASAP if you are interested. Paper summaries are just 150 words. Symposium proposals must be submitted online by March 31, 2017.
- We have extended the deadline until March 1, 2017 for one paragraph proposals about presentations at our Toronto WERA research network preconference in late May as we are still waiting to hear about CSSE (Canadian Society for the Study of Education) paper acceptances. Please contact Sue Winton (SWinton@edu.yorku.ca) with your ideas. For those of you who haven’t been to Toronto (it’s a short trip for many of my US colleagues) I would urge you to join us and experience the most diverse city in North America and a progressive immigration policy #WelcometoCanada
Join us for an international dialogue on Community Advocacy in/for Education!
As a co-director of the WERA International Research Network on Families, Educators and Communities as Educational Advocates, I’m very pleased to invite you to participate in a unique discussion between advocates in/for education and academic researchers who study educational advocacy. The free day-long event will take place on Saturday, May 27, 2017 at the Ontario Institute for Studies in Education (OISE) in Toronto, Ontario, Canada. The Canadian Society for Studies in Education’s (CSSE) annual conference at Ryerson University begins the following day.
We envision a series of roundtable discussions that involve researchers and advocates from across and beyond Canada sharing their current work in educational advocacy, providing constructive feedback to each other, and developing questions for future work. Everyone who attends should come prepared to share their expertise and experiences.
If you would like to contribute to this exciting day, please send me, Sue Winton, a brief paragraph that outlines how your work relates to educational advocacy to by January 31, 2017 (email: firstname.lastname@example.org). Please note that our Network adopts a very broad definition of community, and we welcome people from diverse organizations and sectors. If you know others who might be interested in participating, please let Sue know. A formal acceptance and an agenda for the day will be sent to all participants once contributors are confirmed. We look forward to seeing you in Toronto!
If you would like to present a paper as part of a symposia with other members of our Network at the Canadian Society for Studies in Education (CSSE), please send Sue Winton a 250 word abstract by September 15, 2016 (email@example.com). Sue. Lauri, and Howard will then review the nature and number of submissions and determine if/how to put together one or more symposia around our Network’s theme of educational advocacy. Abstracts should include the paper’s (a) purpose; (b) perspective(s) or theoretical framework; (c) methods and/or techniques; (d) data source(s); (e) results, conclusions and/or interpretations; and (f) educational importance of the study.
We will let you know by September 17, 2016, what we have decided based on the submissions from our network. At that time, we may ask for modifications to your abstract to enable cohesion across multiple papers or ask you to submit an individual paper proposal.
Please contact Sue if you have any questions. We hope to see you in Toronto in May 2017!
Thanks to everyone who presented and attended the WERA pre conference yesterday on Advocacy and the Activist Professional at the Irish National Teachers Organization. It was a great day. If you are attending ECER this week and would like to meet up with network members to talk about upcoming events and possible collaborations, we will be gathering at Mulligan’s, 8 Poolbeg Street, Dublin 2 on Wednesday night, August 24th at 9:30 PM.
Hope to see you there,
Lauri, Sue, and Howard
If you plan to attend ECER in Dublin, we invite you to check out our two WERA symposiums:
1) Advocacy for Educational Policy Change: Strategies, Trajectories, and Lessons from Diverse Actors in Four Countries
Anna Sullivan, Lauri Johnson, Sue Winton, Michelle Milani, Iris Bitton, Dorit Tubin,Terry Wilkinson, Michael Evans, Andrew Saultz
Thursday, August 25th, 3:30 – 5:00 PM Room NM-NT1
2) Emerging Paradigms and Practices in Leadership for Social Justice: Advocacy, Activism, and Indigenous Culturally Responsive Leadership
Allison Milner, Andréanne Gélinas Proulx, Charles Slater, Patricia Silva, Vicky Cerdas, Gema Lopez Gorosave, Reginald D. Wilkerson, Camille M. Wilson, Lauri Johnson, Muhammad Khalifa, Deena Khalil, Tyson Marsh, Clare Halloran
Friday, August 26th, 1:30 – 3:00 PM, Room OB-H1.51
Hope to see you there!
Lauri, Sue, and Howard
Why, if it’s kicking off everywhere, is it not kicking off where I am? Making sense of ‘resistance’ in the neoliberal school system.
Howard Stevenson (University of Nottingham)
Times are tough – but that does not always result in teachers speaking back to reforms in the ways that we might expect, or indeed hope for. In this paper I explore why teachers sometimes resist, and often times don’t, and why they always behave unpredictably. In arguing we have to analyse consent as much as we try to understand resistance I will argue that those involved in activism and organising need to act as ‘organisers of ideas’ if teachers are to develop progressive collective responses to the neoliberal restructuring of public education systems.
Equity Is Not Enough: Seeking Persuasive Arguments for Policy Change
Sue Winton (York University, Canada)
I present findings from research that examined the persuasive arguments mobilized by People for Education (P4E), an educational advocacy group in Ontario, Canada, in three campaigns over the past two decades. The campaigns aimed to change government policies related to school fundraising, school fees, and special education assessments.
The campaigns had different outcomes: the government banned school fees and school practices changed; a fundraising policy was introduced but school practices did not change (indeed fundraising may have intensified to offset funds lost through the change in school fees policy); and special education assessment policy remains unchanged. Examining the campaigns in their socio-historical contexts, Ontarians and its Liberal government appear to support equal opportunity (which explains changes after the new school fees policy) but are not persuaded by arguments to ensure equity. Indeed, the appearance of equal opportunity is necessary to legitimate Ontarian’s belief in meritocracy and the inequities it produces.
I hope these findings inspire a conversation with audience members about persuasive arguments in policy advocacy since the argument for equity does not, on its own, appear to matter enough to change inequitable practices.
Rethinking “advocacy” and “activism” in parent empowerment: What do we mean across national contexts?
Lauri Johnson (Boston College, MA)
This presentation and discussion will explore different ways that researchers have looked at parent involvement/empowerment in different national contexts. It will mostly draw on studies from US, Canada, and UK, but will also include studies from Hong Kong, Maori families in New Zealand, Eastern Europe, & South Africa.
Teacher unionism in Scotland: union renewal as co-construction
Nina Bascia (OISE, Canada)
Education policy in Scotland has developed in ways that are much closer to its Northern European counterparts, than, for example, its immediate UK neighbour, England. Scottish education policy has retained a strong commitment to local government provision and for many years has set itself against curriculum prescription, standardised testing and privatisation. This has often been presented as a direct repudiation of ‘the neoliberal agenda’ (national policy officer and project interviewee).
The focus of this paper is the Educational Institute of Scotland. It will focus on how the union has engaged with government, and through this relationship between labour and the state has co-constructed a consensus that has challenged the trajectory of neoliberal reform. The paper will particularly focus on the ways that the union has sought to fuse professional and industrial issues, and its innovative use of ‘union learning representatives’ to engage members around a wide range of issues (Alexandrou, 2009).
The paper will explore the tensions inherent in such a strategy, and in particular the challenges now presented by a policy agenda that is developing in new and potentially threatening ways (see for example the introduction of standardised testing and possible emergence of league tables).
Getting actively involved in a trade union: the experiences of young teacher activists.
Alison Gilliland (Senior official, INTO)
This presentation will explore the preliminary findings of one particular aspect of my doctoral research into young teacher union activists – the influences, experiences and contexts that led to them becoming actively involved in their union.
Social Justice and Migrant Families in Spain
Dr Patricia Silva (University of Llerida), Dr Serafin Antunez (University of Barcelona) and Dr Charles Slater (California State University Long Beach)
Corresponding author: Charles.firstname.lastname@example.org
Schools today have the challenge and commitment to address the problems arising from the economic crisis and changes in the social structure which are a product of the migration of entire families. Teachers have had to learn quickly on issues related to social justice and management of resources to care for children. This study from Spain provides data on how schools make every effort to implement meritorious professional practices to: (i) assist students in academic and social aspects; (ii) promote and implement the participation and collaboration with families; (iii) review and improve educational processes, organizational processes and performance management; and (iv) improve relations between the school and the community.