Graduate Student Symposium, Selected Papers 2017

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This collection includes papers presented at the Rosa Bruno-Jofré Symposium in Education. The Rosa Bruno-Jofré Symposium, formerly named the Graduate Students in Education Symposium (GSES), is an interdisciplinary symposium that provides graduate students with a friendly and affordable opportunity to present and discuss their research or work in-progress with other students, faculty, and practitioners from the field.

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    (2017-03-23) Braund, Heather; Coombs, Andrew; Lester, Britney; MacGregor, Stephen; Soleas, Terry; Cheng, Liying
    The enclosed Selected Papers 2017 represent a quality selection of peer-reviewed papers presented at the 2016 Rosa Bruno-Jofré Symposium in Education (RBJSE) at Queen’s University, Faculty of Education. The RBJSE is a graduate symposium organized by, and for, graduate students with a mandate to provide a supportive context for graduate students to develop their presentation skills, discuss their research with colleagues, faculty, and experts in their fields, and publish their research. In the spirit of the RBJSE, these Selected Papers provide new scholars the opportunities to refine their symposium papers through a peer-review process. Academic writing does not develop in isolation; supportive feedback and practice are crucial to the development of strong academic writing skills. In the words of Dr. Nancy Hutchinson, a former editor of the Selected Papers publication and Professor Emerita at the Faculty of Education, all academic writers should strive to “strengthen the signal, reduce the noise.” As the editorial team of the Selected Papers, we worked closely with the authors to help them find and clarify their voices. We would like to offer special thanks to our reviewers. In light of the wide range of topics covered in the current publication, it may not be a surprise that we recruited reviewers from a variety of fields, and from universities across North America. Cross-departmental and inter-university collaborations to create a publication such as this are only possible when people donate generously of their time and expertise. To our authors, thank you for letting us engage with you in this process. We wish you the best in your future scholarly endeavours. When you look back at the work you produced here, be very proud of what you have accomplished.
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    Engaging adolescents in mental health discussions through young adult literature: A literature review
    (2017-03-23) de Leon, Clarissa
    This literature review explores the potential of using young adult literature (YAL) as a vehicle for engaging adolescents in mental health discussions by viewing it through the lenses of bibliotherapy and counter-storytelling. In bibliotherapy, books are used to promote mental health and emotional well-being. This includes the use of fiction to provide young readers with opportunities to address their personal struggles through fictional characters rather than directly confronting their own experiences. Counter-stories are narratives belonging to groups whose stories are not typically heard in society. These narratives give members of marginalized groups a voice while also allowing members of the majority group to access perspectives outside of their own experiences. This paper concludes with a discussion about gaps in current research on adolescent mental health and YAL and the need to access adolescent perspectives on mental health for mental health support and intervention programs.
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    Schooling experiences of Arab immigrant students in Canadian high schools
    (2017-03-23) Elkord, Nesreen
    This article sheds light on the schooling experiences of Arab immigrant and refugee high school students in the context of Canada’s cultural diversity. Canada’s diversity was described by Justin Trudeau upon his election as the nation’s Prime Minister: “We believe in our hearts that this country’s unique diversity is a blessing bestowed upon us by previous generations of Canadians, Canadians who stared down prejudice and fought discrimination in all its forms”(Justin Trudeau: For the Record, 2015, para. 28). Trudeau’s further claim that Canada’s “enviable, inclusive society didn’t happen by accident and won’t continue without effort” (para. 28) certainly pertains to the country’s educational system, most notably with the ongoing influx of Syrian refugees since 2015. Towards this end, the article reviews and adds to the literature that seeks to bridge cultural/educational values between school communities and new immigrants from the Arab world.
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    A review of teaching by listening
    (2017-03-23) Peres Toledo, Tatiana
    A significant number of studies have been conducted on listening to students’ mathematical reasoning, which is commonly highlighted as one of the main features of progressive mathematics teaching. Researchers have shown that listening to students fosters teacher understanding of mathematical concepts and improves student achievement. Yet, there are still divergent perspectives on how to establish a listening environment in the classroom and a listening attitude in teachers. My review aims to explore how listening to student mathematical reasoning has been portrayed in the literature to understand the different foci related to the topic. The occurrences of listening to student mathematical thinking have been collected from the literature and organized in three sub-headings: (1) definitions and descriptions of a listening attitude for mathematics teaching; (2) obstacles to the development of a listening orientation; and (3) circumstances for the development of a listening attitude. Finally, the conclusion will discuss how these main concerns have shaped the research done on teacher listening, gaps in the literature, and opportunities for future research.
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    Marginal voices: Indigenous and racialized dialogue in education
    (2017-03-23) Abawi, Zuhra
    The positioning of marginal identities (Indigenous and racialized students) in settler-colonial state education is such that solidarity and ‘allyship as resistance’ is silenced. The paper will provide an antiracist framework to address and interrogate the ways that education as part of the ‘racial contract’ (Mills & Pateman, 2015) to assimilate, ‘push out’ and systematically ‘other’ racialized bodies. The dominant settler-colonial narrative of citizenship and belonging, policy as colonization, and the perpetuation of the status quo of white, female teachers in diverse schools perpetuate the marginalization of such identities. This research conceptualized new possibilities and epistemologies through Indigenous and racialized dialogue and solidarity as pedagogy.