Front Matter Graduate Student Symposium, Selected Papers V.4

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Date
2017-04-27
Authors
Luce-Kapler, Rebecca
Catlin, Susan
Keyword
front matter
Abstract
"Towards a Global Community: Theoretical and Practical Perspectives on Education" was a timely and provocative theme that inspired many at the 2008 Queen's University Graduate Studies in Education Symposium. The interdisciplinary symposium, organized annually by Queen's graduate students, provides students with the opportunity to present their research findings or works-in-progress to their peers. This collection of papers from the 2008 Symposium is indicative of the high calibre of work presented at the conference and illustrative of the academic dedication of the student co-chairs of the event, Jasmattie Yamraj and Hana Saab. The papers in this collection were reviewed by academic scholars from across the country. While the reviewers were informed that the papers were written by graduate students, they were aware that the intent was to publish papers of quality for this peer-reviewed journal. Many students were asked to make revisions based upon the reviewers' recommendations, and some were notified that their papers could not be accepted. The papers published in this journal are the ones recommended for publication through this blind preview process. While not all of the papers presented here deal overtly with the symposium theme, to varying degrees all consider the deep roots of theory that guide the practices of education. The study, by Christelle Agboka explores the themes of life history, the centrality of motherhood, and spiritual grounding that emerged from analyses in research data collected through interviews with four Christian established career women. Focusing upon the development of a respectful research methodology for non-Aboriginal researchers in Aboriginal contexts, Marian Archibald highlights various Indigenous methodologies, specifically two models which mediate western research paradigms in light of Indigenous needs, values and issues. Ted Christou's essay justifies the use of Kliebard's historical framework for an examination of public discourses on "progressive" education in Ontario between the two world wars.
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