Graduate Student Symposium, Selected Papers 2019

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    Front Matter
    (2019-03-11) Deluca, Dr. Christopher Managing Editor; de Leon, Clarissa Co-Editor; McConnel, Jen Co-Editor
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    Complicating the Narrative: Representation, Marjane Satrapi’s Persepolis, and Witnessing
    (2019-03-11) Alyea, Brooke
    Refugee and forced migrant issues have emerged as part of the nation’s consciousness with the rising number of asylum seekers arriving in European countries, the uncertainty over the position of undocumented migrants in the United States, and the increase in asylum seekers crossing the United States-Canada border. The limited space and opportunity refugees and forced migrants have to represent themselves can lead to generalizations and over-simplified narratives about their lived experiences (O'Neill, 2008). Focusing on Persepolis by Marjane Satrapi (2003), this paper examines how graphic narratives written by forced migrants can complicate generalizations and act as a witness to their experiences. Simon’s (2005, 2014) writing frames my thinking on witnessing and Hall’s (1997a, 1997b; Jhally, 2014) ideas of representation, meaning, and power frame how I think about the representation of forced migrants. I explore the following questions in this paper: How does Persepolis bear witness to the complexity of Satrapi’s experiences of forced migration? What might a possible response to this work of witness look like?
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    Research Impact Responsibilities: Policy Alternatives for Canada
    (2019-03-11) MacGregor, Stephen
    How research evidence comes to have impacts in academic and nonacademic arenas is increasingly becoming a focal point in scholarly discourse across scholarly disciplines and jurisdictional boundaries. However, despite the growing recognition that research impact is a product of collaboration among a variety of research stakeholders, researchers remain saddled with the majority of impact responsibilities. The purpose of this policy analysis is to utilize the empirical research and contemporary politics concerning research impact to outline policy alternatives for how impact responsibilities can be reconceptualized in Canada. I begin the analysis with an overview of influential and thought-provoking research impact milestones related to legislation, research funding, and media coverage. I then outline several publication and evaluation milestones related to research impact, current system characteristics and impact constraints for social science research in Canada, and salient political viewpoints related to research impact for the relevant stakeholder groups. Four policy alternatives are presented: (1) to let present trends continue undisturbed (i.e., the status quo), (2) to provide inducements for the Social Science and Humanities Research Council of Canada to establish a knowledge mobilization and research impact department, (3) to undertake regulatory action on all Canadian universities who receive the Research Support Fund, and (4) to establish multifaceted interventions for enhancing research impact. Each alternative is evaluated across five criteria: efficiency, political viability, operational feasibility, robustness and improvability, and equitable distribution of responsibilities. Based on this outcome analysis, I make a recommendation regarding the optimal policy alternative.
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    The Historical and Philosophical Foundations of Duncan McArthur Hall: 50 Years of Scholarship at Queen’s University Faculty of Education
    (2019-03-11) Pind, Jackson
    In 1968, the Queen’s University Faculty of Education at Duncan McArthur Hall began to educate professional teachers in an effort to solve the crisis caused by the dramatic increase in Canada’s population during the baby boom era (Gidney, 1999). Built at the same time as the influential Hall-Dennis Report, and named after one of Ontario’s most progressive Ministers of Education, the Faculty adopted new methods of teaching and learning to help inspire the next generation of teachers who were now required to complete a specialized one-year program to earn the professional ranking of Bachelor of Education (B. Ed.) (Gidney, 1999). To mark the 50th anniversary of the Faculty, this paper is a reflection on the origins of the program and how it may have changed over time. Relying on the Queen’s University archives, a vivid understanding of the education program’s inception and growth can be explored. By using a historical analysis of this era along with my own personal perspective of education at Duncan McArthur today, I uncover the intentions, growth, and criticisms of the Queen’s teacher education program in Ontario’s historical context. In this paper I will explain the progressive foundation of the B. Ed. program and how the early courses and ethical concerns were mediated. Once the historical foundation of the school is outlined, I make suggestions for where the B. Ed. program should head for the next fifty years.
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    Hot Passion Versus Cold Reason: An Expectancy-Value-Cost Conceptualization of What Motivates Partisanship Versus Rationality
    (2019-03-11) Soleas, Eleftherios
    It is about as fashionable as it has ever been to disagree with objective fact. Being right is to some a matter of opinion rather than a position within reality. Volume seems to drown out reason. This paper is not an indictment of left, centre, or right, but rather a conceptual explanation for what motivates the choice, implicit or explicit, to ignore factual arguments and instead stand on emotional or irrational responses– what has come to be called post–Truth. Expectancy–Value–Cost theory (EVC) offers a unique insight into the latent processes that influence and convolute this otherwise straight–forward processing of presented facts into schemata and opinion. The driving forces behind tasks can be coalesced into three constructs: expectancies, subjective task values, and perceived costs. Motivation, in this way, can be thought of as the function of the expectancies and subjective task values balanced against the costs of the task. Using examples as guided theoretical case studies, this study illustrates how these motivational dynamics interact in real situations. Using the learning from the cases as well as leveraging approaches from other studies, potential solutions and guidance for teachers and the wider education community are offered with the goal of instilling an affinity and proclivity for reason and rationalism in an increasingly partisan world.