Canada Research Chair | Judy Lupart | Living Poetically Living | Lupart Judy | Chair Research

Reunion Days 2003 | Answering the Call | Cultures of Acceptance of Cultures | Call the Answering | 2003 Days Reunion

Also in this issue: this in Also Saving Aboriginal Languages | Champion Curler Marcel Curler Champion | Languages Aboriginal Saving

www.education.ualberta.ca

Sol Sigurdson in South Africa South in Sigurdson Sol Song

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EL& ENJOY PEEL UNIVERSITY OF | FACULTY OF EDUCATION OF FACULTY | ALBERTA OF UNIVERSITY

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PEEL & ENJOY The Canada-South Africa

E01 Teacher Development Project

BY GORDON MCINTOSH ISSUE

U of A Faculty of Education was then the President of South Africa, and alumni and staff are playing key Prime Minister Jean Chrétien launched the project. Since April 1994, when free g

E06 THE CANADA-SOUTH leadership roles in a six-million elections finally ended the apartheid era, AFRICA TEACHER South Africa has been building a new VOL dollar in-service teacher DEVELOPMENT PROJECT system of public education to replace the PAGE 2 development initiative in South racially divided and unequal provisions for Africa funded by the Canadian education that had been inherited from the past. The Canada-South Africa Teacher THE POWER OF SONG: International Development SOL SIGURDSON IN Development Project was to be a means of SOUTH AFRICA Agency (CIDA) and spear-headed supporting the development of the new PAGE 4 E2003 in Alberta by Alberta Learning. education system.

YEAR Fred Burghardt represents Alberta Learning SAVING ABORIGINAL Sue Lynch, ‘66 BEd, ‘69 MEd, ‘75 PhD, as the Project Manager in Alberta for the LANGUAGES formerly the Assistant Deputy Minister, Basic project. “The primary objective [of Nelson

ORANPAGE E 6 Learning Division of Alberta Learning and Mandela’s new government],” Fred said in now on the staff of the Faculty of a recent conversation, “was to redress the MARCEL ROCQUE: Education, Fred Burghardt, ‘92 MEd, who inequities of the past and to build a truly A CHAMPION ON THE ICE recently retired as the Director of Teacher democratic and equitable education system AND IN THE CLASSROOM Development and Certification for Alberta that would benefit all South African PAGE 8 THE Learning, and Terry Carson, ‘74 MEd, ‘84 students and all of South African society.” PhD, Chair of the Department of Secondary Terry Carson represents the University of REUNION DAYS Education at the Alberta on the project PAGE 10 U of A, were

FALL & WINTER EDITION members of the management team. 1999 inception Under the leadership of ANSWERING THE CALL mission that Sue Lynch, and TO BE A TEACHER – launched the together with the Deans KAREN MARTINOVIC of Education of the PAGE 12 project. Universities of Calgary Discussions and Lethbridge, Terry ANNA KIROVA: between Nelson and Fred worked with CREATING CULTURES Mandela, who South African educators OF ACCEPTANCE IN SCHOOLS PAGE 14

JUDY LUPART: CANADA RESEARCH CHAIR IN SPECIAL EDUCATION PAGE 16 the orange

THE HEART OF PEDAGOGY: RUMINATIONS ON LIVING POETICALLY PAGE 18

CONTACT US INFORMATION PAGE 19 www.education.ualberta.ca KEEPING ALUMNI CURRENT UOA030681 Winter 2003 12/15/03 2:29 PM Page 3

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to create the overall design for the Canada- dialogue and a shared commitment to learn from the Alberta experience with in- South Africa Teacher democratic education.” service teacher development. Could the Development Project provide them with experienced There are four separate components within Project — a educators to lead a teacher development the Canada-South Africa Teacher five-year program in Free State in the subject areas Development Project: project work in each cooperative of three provinces — Free State, Gauteng, of mathematics, physical sciences, and project (2000 and Mpumalanga — and another with the biological sciences? to 2005). For Ministry of Education. the project to Back in Alberta, a call went out for succeed, the The Free State project, involving teachers applications from educators who had the program from Botshabelo, a black settlement with experience and expertise needed for the designers disadvantaged schools not far from teacher development program in Free State. had to find Bloemfontein, is of special interest to us Three were selected: David Geelan, an ways to support the South African because this is the project in which Sol assistant professor in physical sciences vision for public education — to assist in education from the U of A’s Department of redressing the inequities of the past through Secondary Education, and two professors the development of classroom teachers. “ We are learning to emeriti from the same department — Wallie Disadvantaged regions of the country would work as partners with Samiroden, ‘66 BEd, whose field is biological be the major focus in the project work. sciences education, and Sol Sigurdson ongoing dialogue ... ” whose field is mathematics education. Their Educators from two countries with entirely Terry Carson current commitment is for a series of three, different educational cultures and different two-week workshops this year for teachers. histories had to find ways to work together These workshops are likely to be repeated collaboratively. The South Africans had Sigurdson is involved. (See Sol’s article, next year with new groups of teachers. much experience with international aid “The Power of Song.”) It is a cooperative programs that weren’t all that they claimed effort of Alberta educators, with support to be. “They were initially skeptical about from the Free State department of collaboration. They’d heard all this talk education and the University of Free State. before. For us to become good partners, we had to come to an understanding of the The Free State project was designed in depth of their commitment to eliminating South Africa by South African educators inequity,” Terry Carson said. whose priorities are incorporated in the “It took us a long time to learn how one Project’s Annual Work Plan. “We worked actually collaborates,” Terry continued. as a true partnership in developing this “The South Africans are pleased with what plan,” Terry Carson said. we have achieved. They’ve told us that they had rarely experienced this before in Educators in the Free State wanted to working with international aid programs. improve teaching in the areas of science, There’s respect in our relationships. We are mathematics, and technology education – learning to work as partners with ongoing and they decided they had something to UOA030681 Winter 2003 12/15/03 2:29 PM Page 4

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In my retirement from the Faculty of Education, I have been involved in several teacher development projects in black communities in South Africa.

South Africa is a fascinating country – geographically, bordered by the Indian, Antarctic, and Atlantic Oceans; historically, populated by successive migrations of people; politically, governed, until recently, by the great statesman, Nelson Mandela; socially, inhabited by blacks, whites and browns forming a Rainbow Nation; and, educationally, challenged with providing the black majority with opportunities to integrate Western educational practices into their accustomed ways of teaching.

From my casual observation, the national policy of reconciliation (refusing to blame the white minority for past social and governmental practices) is an achievement of The Powerof Song

SolSigurdson in South Africa

enormous proportions, especially because population pressures have brought about rampant unemployment. All of this is framed by a severe HIV/AIDs epidemic. South Africa is an amazing country. As a Canadian mathematics educator, on a two-week assignment (with three such assignments in this phase of the project), I would need to keep a tight focus on the relatively minor goal of improving mathematics teaching in secondary schools.

I am faced with 25 black mathematics teachers from the large black settlement of Botshabelo, poor but progressing. Having UOA030681 Winter 2003 12/15/03 2:29 PM Page 5

seen the face of their community, including I found these “foreign” teachers to be Although I’ve been singing all my life, the dusty roads and the shacks, and having engaging, charming and completely I have never participated in such singing. been informed of the 10% pass rate of their sincere. After one lively and contentious What a memorable way to end the week’s grade 12 mathematics students, plus trying thirty-minute discussion of problem solving, workshop – the power of song. to come to grips with the overwhelming I asked them to take five minutes to I spent the following week visiting the strangeness of their country, my first summarize the discussion in their notes. teachers in schools. I was received reaction was to admit defeat, go through I asked them to entitle their summary, especially warmly, invited to observe classes, and was pleased to see every teacher trying to implement the workshop “ ... having been informed of the 10% pass rate ideas. Judging how much is “learned” in a workshop is difficult but the enthusiasm of their grade 12 mathematics students, plus with which they were trying out the ideas trying to come to grips with the overwhelming leads me to believe that they had learned strangeness of their country, my first reaction more than the workshop content. They were approaching mathematics teaching was to admit defeat ...” Sol Sigurdson with spirit, showing me that they really cared about the process. In two grade nine classes, the students, at the teacher’s request, sang for me with the same “The Teaching of Problem Solving According the motions of the workshop, and then richness of sound that I’d heard from the to Sol.” They heartily appreciated this quietly go back to my familiar Canada. teachers the previous week. I felt that our biblical reference and its implied arrogance. relationship building had had an impact at How, indeed, could sharing my views with I asked them to put at the bottom: I (do/do both a professional and personal level. them on mathematics teaching in affluent not) believe in Sol. We were indeed having Many times that week, I heard, “Professor and progressive Alberta make any difference fun and getting along famously. to their classrooms and their students? Sol, where is your guitar this morning?” One day, the local white, South African My past 35 years of work in teacher On Friday afternoon, arriving at my last visit lecturer working with me asked the teachers development have taught me the on the last day, I found some teachers in to sing a song for me. I was shocked by the importance of building relationships with the dry and dusty schoolyard meeting as a request. She said because I (Sol) was a singer and among teachers. At least I could get to group. School, apparently, was over for the I would particularly enjoy their singing. One know them, let them know that I cared day. I was greeted with a refrain from the teacher began clapping slowly. A voice or about them and their teaching, and provide Jamaica Farewell chorus: “My heart is down, two began singing softly, to be joined soon a workshop environment where they would my head is turning around. I have to leave by the entire class. Their song of peace, feel comfortable analyzing and developing my little friends in Botshabelo town.” This “Soshalosa” in the native Sotho language, their own mathematics teaching. was quite a send off I was receiving. One rose to fill the barren classroom with a teacher drew me aside to say that he was I began by learning all their names and cathedral sound. Completely overwhelmed very sorry that he didn’t have a class for me asking them to call me Sol. I told them the by the beauty of their voices and singing to observe but that he would like to teach a workshop was very similar to a course they and wiping tears from my eyes, I said that if lesson at our next workshop. I was thrilled, could take at the University of Alberta. they agreed to sing for our final large-group especially because of their usual reluctance I treated the content of the workshop as meeting I would also sing a song. simple ideas with which they might well to present lessons in front of their fellow disagree. Disagreements were given full At the final meeting, joined by other teachers. I told him I would really look attention and often labeled with the teachers, their resonant voices rang out forward to that. We said our good-byes teacher’s name such as “Tabu’s view of in song. In turn, I with a guitar in hand and as I walked away, he called to me. applications.” I encouraged them to express treated them to Harry Belafonte’s “Jamaica “Professor Sol, I do believe in Sol.” their ideas. Misinterpretations were treated Farewell.” They joined me in the chorus as new ideas to explore. We found endless which I showed on the overhead projector. possibilities for humour (in mathematics I had modified the last line – “I have to Sol Sigurdson is Professor Emeritus of education). They enjoyed laughing at leave my little friends in Botshabelo town.” Secondary Education at the University of themselves, at each other, at me and at our Everyone from dignitaries to lecturers and Alberta, with a specialization in mathematics emerging ideas on mathematics teaching. teachers enjoyed this enthusiastically. education. UOA030681 Winter 2003 12/15/03 2:29 PM Page 6

Aboriginal Saving Languages

“Deadly serious” is how Heather Blair, Associate Professor in Elementary Education, describes the decline of Aboriginal languages in Canada; if something is not done to preserve them, she added, they are at risk of dying out within two generations. A U of A summer program is hoping to change that. UOA030681 Winter 2003 12/15/03 2:30 PM Page 7

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BY PHOEBE DEY AND COLLEEN HAWRELUK

The Canadian Indigenous Languages and never been to a large city before, came to Alliance Pipeline, which began commercial Literacy Development Institute (CILLDI) is the U of A to learn how to preserve and operation in December 2000, is a relatively an intensive summer school whose goal is teach these indigenous languages in their new entrant to the long-distance natural to train Aboriginal speakers and educators home communities. gas pipeline business. During the four years in First Nations languages, linguistics, that preceded start-up, the system was “It’s big,” said Dr. Sally Rice, a linguist from curriculum development, research, and planned and then constructed. It was the U of A Faculty of Arts who was one of second language teaching methodologies. during that time that Alliance worked the organizers along with Donna Paskemin The mandate is to help preserve extensively with Aboriginal groups from from the U of A School of Native Studies. endangered languages by developing “We were all overwhelmed with the research skills interest. Last year I looked at two languages and teaching and this year we studied seven. It was a resources for great group of people who were thirsty for those who this knowledge.” speak the languages. Another highlight of the Institute was a Cree immersion day camp for children, “No one – aged four to 12, during the Institute’s not even three-week run. The children took part in the speakers games, story-telling, music, and art of the projects, as well as an Elders’ program. languages – has paid much Not only did the children benefit from the attention to what has been happening and now we’re in big trouble,” says Heather. “With the exception of far northeastern BC, north central Alberta and northern communities, the south central Saskatchewan. Considerable youngest speakers of any time was spent in environmental indigenous languages in assessments of areas where specific aspects Saskatchewan and Alberta of the system were to be built. A part of are in their 40s – it’s one these assessments included participation of thing to preserve an active various Elders from specific Aboriginal living language and groups to help identify areas of special another thing to have to significance to the Aboriginal community retrieve it.” in the area. These ranged from identifying In some Alberta First sacred places to areas where medicinal Nations communities, only plants are found. 10 per cent of the residents “Our involvement with CILLDI, and – mostly the elders – still specifically the program component speak an indigenous language. English as program, but also it provided researchers involving visiting Elders, is in a small way the primary means of communication has with an opportunity to examine some of our way of saying thanks for their been gaining momentum for generations. the language acquisition questions needed involvement in our project. At Alliance, to learn what methodologies work and fit The Institute, which was modeled after an we have an Aboriginal, cross-cultural best with the learning styles of Cree institute at the University of Arizona, is the orientation program for our employees children. only one of its kind in Canada. It began in where the importance of cultural 2000 at Onion Lake First Nation in A key component of the Institute was the differences is explored. One of the key Saskatchewan, with 15 students in involvement of Elders. Through a $75,000 components in the transmission of cultural attendance. For this year’s session, 142 contribution from Alliance Pipeline the values from one generation to the next is people from the western provinces and the Institute was able to include Elders in many the language that provides the nuances north flocked to the U of A campus, where aspects of their programming on an ongoing and shading of the culture through stories, sessions included an introduction to Dene basis. “The Elders are the libraries, dictionaries legends and tales. We want to contribute to language and culture, web-based resource and grammar texts of these languages. They the maintenance of a strong, diverse society development for indigenous languages and were an enormously valuable resource and in Canada and a key to that strength lies in literacy, and drama in Aboriginal language the support from Alliance made it possible to the preservation and continued use of education. School principals and teachers, bring them to the city to work with CILLDI different Aboriginal languages,” says elders and students, some of whom had students and faculty.” Alliance Pipeline spokesperson Jay Godfrey.

Photos above: Alliance Pipeline worked with Elders from communities throughout Alberta prior to laying their pipeline. UOA030681 Winter 2003 12/15/03 2:30 PM Page 8

E08 THE ORANGE | FALL & WINTER 2003 PAGE Marcel A Champion on the Ice and in the Classroom

RocqueBY JOHN OSTER

It’s not unusual for a teacher to be a curler. Walchuk and Gord Trenchie who mentored I could always sub on Tuesday, Wednesday, During my first year of teaching in a small them for four or five years until they were and Thursday and curl on Friday, Monday, Saskatchewan town in 1960, on the opening ready to strike out on their own. and the weekend.” Fortunately, that “worst day of the local bonspiel the principal case scenario” never came because after A few years later, while playing lead for a appeared at my classroom door and said, teaching one term in St. Albert, he was team which beat the Ferbey team in a “Your rink curls at eleven this morning. offered a position in 1996 with bonspiel in Leduc, Marcel was invited by Grab your broom and get going. I’ll cover Public. During the job interview he made and to join your classes until you return.” As I raced clear that he was a competitive curler and their team. Marcel’s only condition was that down the icy streets to the rink, would need some Fridays and Mondays off he be allowed to continue to use a I wondered what the superintendent would to travel to major bonspiels. He was told horsehair brush rather than the synthetic say if he showed up at our school and found that he could have time off, but each day type the rest of the team used. It is not that I had gone curling. When I reached the he missed would cost him 1/200th of his surprising that his first thought was about rink I realized I needn’t have worried. salary. While Marcel enjoys teaching he finds sweeping. He and second take The superintendent was out on the ice, that in one respect it is not the ideal great pride in this aspect of the game, and playing third for the principal from the occupation for a curler. “What good are have become recognized as two of the best neighbouring town. They were engaged in holidays in July and August?” he asks with a brushers in the game. They not only have a close game against the science teacher, wry smile. “The Brier’s not in the summer!” uncanny ability to judge the rocks, they a former Brier contender, who was skipping sweep with such energy and enthusiasm Marcel appreciates the support of his a rink of high school students. colleagues and students. He found the big Since then I have met many teachers who homecoming celebration they put on for curl, but none who have achieved the “Dream dreams and him rather touching when he returned from level of excellence of Marcel Rocque, a winning the first Brier. His message to his junior high physical education and French don’t let them die. Set students was “dream dreams and don’t let teacher at Riverbend Junior High in your goals high ...“ them die. Set your goals high and if you Edmonton. Marcel and his teammates work hard enough you’ll achieve them.” Randy Ferbey, David Nedohin, and Scott Marcel Rocque While he is hesitant about calling himself a Pfeifer are two-time world curling role model for his students, his dedication champions. They are also the only rink to and passion for his sport, the high have won the Brier (the Canadian curling that TSN curling commentator Ray Turnbull expectations he has for himself as an athlete championship) three years in succession and has nick-named them “Huff 'n Puff.” Many and a teacher, and his astounding work to have earned over $235,000 in prize of those spectacular double-raise takeouts or ethic provide an ideal role model for young money in a single season. delicate draws through narrow ports which people. Although the team has won three Randy and David seem to make routinely consecutive Briers and back-to-back world Marcel grew up in St. Paul, Alberta. While are made possible by the exceptional championships, they still have one major most of his contemporaries dreamt about sweeping ability of the front-end. goal to achieve. “The fire that’s fueling our becoming hockey stars, Marcel’s goal was efforts for the next two or three years is the to become a curling champion. His mother Marcel’s decision to pursue a curling career Olympics.” Although qualifying for the has kept an essay he wrote in junior high came much earlier than his decision to Olympics is a grueling event with an about winning the Silver Broom, emblematic become a teacher. After two years in a incredibly talented field, don’t bet against a of world curling supremacy. In grade eleven college transfer program he enrolled in a team with the determination, skill, and he begged his parents to let him move to general arts program at the University of energy of Marcel Rocque and his teammates. Sherwood Park to experience the higher Alberta. He realized that education was level of curling competition available in the important, but was faced with uncertainty John Oster, ‘72 PhD, is a Professor Emeritus of Edmonton area. After a successful junior about how he would earn a living after Secondary Education at the University of career, Marcel and his buddy Trevor graduating. He decided to switch into Alberta. His area of specialization is English McGregor hooked up with veterans Don education, because “worst case scenario, Education. He is an avid curler. UOA030681 Winter 2003 12/15/03 2:30 PM Page 9 UOA030681 Winter 2003 12/15/03 2:30 PM Page 10

University of Alberta Reunion Faculty of Education Days October 2-5, 2003 Once again, Faculty of Education alumni attended Reunion Days enjoying fun, food and laughter while re-acquainting themselves with old friends. UOA030681 Winter 2003 12/15/03 2:30 PM Page 11

THE ORANGE | FALL & WINTER 2003 E11 PAGE Faculty of Education 2003Alumni Pride Award Winners

Elizabeth Crown, '78 PhD, is an internationally respected expert in the field of textile science, specializing in thermal protective materials and clothing. Her research has contributed significantly to the development of both national and international performance standards for protective clothing for workers in the oil, gas, forestry and fire fighting sectors. In 2002, her research team was awarded major grants from Canada Foundation for Innovation and Alberta Science and Research Investments Program to further its work on the combined effects of heat and moisture transfer through clothing. Crown has also studied clothing as protection against ultraviolet radiation. She received a YWCA Women of Distinction Award for Science and Technology in 1999 and the 2002 Canadian Home Economics Association Honour Award for her outstanding contributions to the profession of home economics.

Jim Donlevy, '59 BPE, '61 BEd, '75 MA, has been a leader in provincial sports for more than 30 years. A highly respected coach, he received five Coach- of-the-Year awards from his colleagues at both the provincial and national levels and is an inductee to the University's Sports Wall of Fame. His impact in sports continues through his coaching and educational clinics in the Western Hockey League and in his role as commissioner for the Canada West Football League.

Leona J. Makokis, '89 BEd, has been tireless in her efforts to provide cross-cultural education and understanding of indigenous values while working as a Cree language instructor, international presenter, and provincial resource person. As president of the Blue Quills First National College in St. Paul, Alberta, she was instrumental in spearheading a Bachelor of Education completion program with the University of Alberta. She has earned numerous awards and accolades for her visionary work in aboriginal education. UOA030681 Winter 2003 12/15/03 2:30 PM Page 12

Answering the call to be a Teacher Karen Martinovic UOA030681 Winter 2003 12/15/03 2:30 PM Page 13

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It is 8:05 and I am sitting in my van in the parking lot of Mary Hanley Catholic Elementary School. It is September 5th, and I am waiting to go to my first assignment as a replacement teacher, or as I like to put it, my first gig as a sub. I am engulfed with apprehension and anxiety, and ask myself the typical questions. Will the students like me? Will I do a good job? Will the staff talk to me in the staff room during the breaks? Will this be the first and last job I ever have?

I start to reflect on the long journey to this I just wanted to be a teacher. When I think I know that I am accountable for parking lot. How did I get here? of all of the late night study sessions after maximizing each student’s human the children went to bed, the term paper cognitive, affective, psychomotor, and Teaching is my second career. I was a marathons until 2 or 3 in the morning, spiritual potential. How does one even Medical Laboratory Technologist for eight and getting the children up and ready for begin to accomplish that Herculean task? years at the Canadian Blood Services in school before my early morning classes in I feel more confident in maximizing Vancouver, B.C. People usually change the dead of winter – I know that I really students’ cognitive and psychomotor careers because they do not like their job. earned my degree. potentials because these things can be I loved being a lab tech. I never imagined learned and measured. I pray that I learn changing careers until I developed an OK, so I have answered the call to be a to nurture students’ affective and spiritual anaphylactic allergy to the latex gloves. teacher, but I know that I am not there yet. potentials. I feel that those potentials build I knew that fate was telling me to leave I know that obtaining your degree is just from all of the little things such as kind or medicine and find another career. the foundation of your teaching career. encouraging words, and actions such as There will be many late nights preparing What was I going to do now? Teaching was smiles and hugs. I have been told that you lesson plans, finding resources, marking the only other job I thought of doing. should not hug your students for legal and compiling the dreaded report cards, When I was a tech, I had always asked to reasons – but I know that I will. It has also while attending to all of the extracurricular teach the new techs, doctors or support been recommended that you do not ever activities. I still feel the call. staff when I had the opportunity, so it help students alone in the classroom, seemed a logical choice. Unfortunately, I have heard that teaching is a science but I know that I will help a student if he I had to start from scratch, as my previous and an art. University prepares you for the or she asks for it during recess. schooling was not transferable into any ‘science’ aspect of teaching by giving you I know that I will review that concept one Education program. My long journey the knowledge and skills to deliver a last time when I am exhausted. I have to

“... teaching is a vocation – a calling – not just a job or profession ...” Karen Martinovic

honour my calling. I am also cognizant that continued with two years of college in product. How you deliver that product I the fire of my passion for teaching can burn Vancouver, and then the big move to feel is the ‘art’ aspect of teaching. For me, me out quickly in the first few years. I will Edmonton to attend the University of this is where most of my anxiety and definitely need to find a balance. Alberta in 1996. Coincidentally, I found out apprehension comes from. I know that that I was pregnant with my second child teaching is very demanding. Teachers have These thoughts all flood over me as I grab the just as I was moving to Edmonton. to deal with overflowing classrooms, and door handle of the school. I the door I completed two semesters with a full course teaching the curriculum effectively to and walk in with a spring in my step eager to load one week, to the day, before my 9.5 students with varying degrees of ability, start this next chapter of my life. Wish me pound baby boy was born. Now that is while dealing with all of the other luck as I work on my angel wings! tenacity! I continued with school taking administrative duties, and political situations Karen Martinovic earned her BEd in 2003 a few courses per semester while caring for inside and outside of the school. It is a specializing in Elementary Education. my two young sons and husband. I got constant juggling act. I feel that there is the pregnant with baby number three a year even bigger challenge of honouring the and a half later. When my daughter was a spirit of each child that has been entrusted year old, I went back to school and finished to you – now that is pressure! That is why three years later. It took me eight and a half I believe that teaching is a vocation – years to obtain my degree. a calling – not just a job or a profession. UOA030681 Winter 2003 12/15/03 2:31 PM Page 14

Creating Cultures of AnnaKirovaAcceptance in Schools

BY AMY VON HEYKING

One PhD is enough for most people, but Anna Kirova has two, one of the question. Instead, for three years Anna worked as a research from the University of Sofia in her native Bulgaria, and the other associate at an institute that developed educational toys, materials, from the Faculty’s Department of Elementary Education where she and sporting equipment. She worked with engineers and designers is now an Associate Professor in Early Childhood Education. to create toys that were developmentally appropriate for children.

In Bulgaria, Anna won a rigorous competition for a three-year In the late 1980s and early 1990s Anna realized how limited and doctoral fellowship. Her topic and research methodology were superficial political reforms in Bulgaria were. After a brief stay in prescribed by the then-communist government: she was directed Paris, she applied to immigrate to Canada. She initially settled in to examine how toys help children develop social relationships and Quebec. Her ability to speak French made this stay enjoyable, but learn about their world. She observed children’s behaviours as they she soon found herself in Edmonton, unable to work or study and interacted with toys and with each other, and concluded that one unable to access ESL instruction promptly. factor that influenced those interactions was the gender role to which they had already been socialized. This was an unpopular The experience of adjusting to a new culture obviously had a observation in a communist regime that insisted that gender profound impact on Anna. For a highly educated and capable difference in social roles had been eliminated. Her refusal to professional, the sense of loss and isolation was devastating. suppress this information meant that an academic future was out Unable to communicate, unable to put any of her education to UOA030681 Winter 2003 12/15/03 2:31 PM Page 15

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use, “I struggled with a complete loss of sense of self,” she now Anna continues to examine the lives of children, particularly says. She had been a successful professional and now found that immigrant children who struggle with many of the same not only was she unable to work in her chosen field, her lack of challenges she faced: mourning the loss of their own identity, English created a barrier to establishing personal support networks learning a new language, adjusting to a new home, striving to essential for new immigrants. She recognized that mastering a new become valuable members of their new community. She recently language would be the only route to personal and professional received a research grant from the University’s Prairie Centre of fulfillment in her adopted country. Excellence for Research on Immigration and Integration. In her study, she will work with Michael Emme, Associate Professor of Within two years she had passed TOEFL and was ready to work Art Education in the Department of Elementary Education, and research in the field she loved. She received Province of to investigate the strategies immigrant children use to interact Alberta and SSHRC fellowships to complete a second PhD in the with their peers. They are particularly interested in the nonverbal Department of Elementary Education at the University of Alberta. strategies children use. Since most of these children struggle This time Anna was free to determine her own research interests with English, Anna and Michael will give the children in their study and explore many different methodological approaches. She also the opportunity to communicate their experience of life in school encountered a professor who would become a true mentor: Max through images, in the form of photo novellas. Again, Anna will van Manen. Max introduced her to phenomenology, a research explore new ways of learning about the lives of children and she methodology with the goal of understanding human experiences. hopes that her research will offer guidance to classroom teachers. Its emphasis on collecting and describing lived experiences helped Schoolteachers and administrators face enormous challenges in her redefine her research interests and regain confidence in her helping children from a wide variety of ethnic, cultural and ability not just to function but to thrive in her new research linguistic backgrounds come together in a school community. community. She hopes that exploring alternative forms of communication will encourage schools to engage children in the dialogue about In her dissertation, Anna examined the essence of the experience creating a culture of acceptance and celebration of diversity. of loneliness in children. In researching this question, she faced an She insists that immigrant children have much to contribute to enormous practical challenge in asking children to communicate this discussion. As she says, “Children’s lives are a lot richer than their experiences. Her innovative solution – an interactive board we make them.” game that established trust and allowed children to express their feelings – is a major contribution to the field. This strategy allowed Anna’s passion for research and for improving the lives of children her to engage in a non-threatening conversational interview while is reflected in her teaching. She is this year’s winner of the collecting data from children. Her conclusions provided practical University of Alberta Graduate Students’ Association Academic Staff advice for classroom teachers. She identified the importance of Award. Graduate students nominate faculty for this award, and she creating a physical environment in classrooms that allows all is particularly touched by the time and effort her graduate students children to be a part of the classroom community and put into her nomination. Her students felt that Anna’s dedication avoids separating or segregating ESL children or and talent deserve wider recognition. They described their children with special needs who may need the experience in Anna’s graduate courses in early childhood education help of a classroom aide. She also emphasized as “life-transforming.” Gloria Hlibka explained that, “From the very the need for teachers to provide learning first class Anna challenged what we thought we knew and opportunities that draw on children’s believed.” They praised her ability to inspire rather than direct nonverbal skills and require social their learning. “She does not present as the all-knowing teacher, interaction. For example, teachers need but rather as ‘co-constructor’ of the meaning that arises among to provide opportunities for children us,” Darcey Dachyshyn says. Her ability to simultaneously to express their learning through art, challenge students and invite them to engage with course material music and movement, all of which and with each other was valued by her students. Loreen Pawlowski require thoughtful yet spontaneous says, “We felt safe to put forth our own emerging ideas to expression and create a sense of contribute to the whole.” belonging. Finally, Anna reminded Having worked in a very different academic world, Anna values our teachers of the power of their freedom to choose our own theoretical paradigm through which own and their students’ we make sense of ourselves and our research. It is not surprising nonverbal communication. that she challenges students with provocative readings, encourages Teachers and students can create them to explore all possible points of view and creates a learning a welcoming environment by community in which all are free to discuss controversial topics becoming more aware of their without being judged. She knows that real academic freedom body language, their gestures cannot be taken for granted. and eye contact. But since this kind of communication is often Amy von Heyking is an assistant professor in the Faculty's Department very culturally bound, it is also of Elementary Education. She joined the Department in July 2002 in vulnerable to miscommunication. the area of Social Studies Education. UOA030681 Winter 2003 12/15/03 2:31 PM Page 16 Judy Canada Research Chair Lupart in Special Education BY INGRID JOHNSTON

Moving to our Faculty of Education as a Canada Research Chair has been a homecoming for Judy Lupart who completed her BEd, MEd and PhD degrees in this Faculty. Judy explains that she was one of the first graduates from the Faculty to receive her BEd with a specialization in Special Education. After completing her PhD, she worked at Mount St.Vincent University for a year and then took up a position at the University of Calgary where she stayed for almost twenty years, developing an enviable reputation as an outstanding researcher and teacher. In January, 2003 she moved to the University of Alberta to take up her current position as Professor and Canada Research Chair in Special Education in the Department of Educational Psychology.

Judy is delighted to be working with a to study and promote inclusive educational academic life and feels it is well supported by number of colleagues she remembers as practices and to research gifted learning. the Faculty of Education at the University of professors from her graduate student days in Judy explains that most of her research is Alberta. Judy’s dream for the future is to see the Department as well as many new collaborative; she values and enjoys working increased recognition of the valuable colleagues. She considers herself fortunate to with colleagues locally and across the country contributions of Canadian researchers in the be working in the exciting and expanding on a variety of research projects. In one Special Education area. To that end, she has area of Special Education in the Faculty. She study, for example, Judy and a colleague, been actively involved with the Canadian is pleased to note that the same nurturing, Vianne Timmons, who lives in Prince Edward Association of Educational Psychology, collaborative culture she remembers from her Island, are researching “Inclusion across the working on the executive to network with early days in the Faculty is still in evidence. Lifespan,” interviewing participants who are Canadian colleagues and to promote their Asked about the changes she sees in the developmentally disabled across all age expertise and accomplishments, both Faculty over the past decades, Judy levels, and considering the variety and types nationally and internationally. During her comments on a number of positive of support services and legislation available to six-year appointment as the Founding developments, including the increased them. This research will provide an exciting Director of the Centre for Gifted Education recognition of the importance of research to snapshot of what it means to be a person at the University of Calgary, Judy launched educational practice. She also comments on with disabilities living in Alberta and Prince the journal Exceptionality Education Canada, the high quality and research achievements Edward Island at the start of the 21st century. to provide a forum for scholarly exchange of the new faculty members in her Judy is also supportive of cross-disciplinary among Canadian professionals in education Department and admires their expertise and research and has particularly appreciated and related disciplines who are working with familiarity with new technologies, which she working on a project with a University of students across the spectrum of sees as being well supported by the Faculty Calgary colleague in Geomatics Engineering, exceptionality. Judy’s own outstanding grants of Education. Elizabeth Cannon, researching gender and publications record attests to her differences in adolescents’ achievements dedication to research in learning disabilities, Judy’s own research interests are wide- in science. giftedness and in promoting female ranging, focusing on inclusive education, achievement in the sciences and to her ability giftedness and at-risk learners, and gender Asked what she considers to be her priorities to make a difference in people’s lives. issues. In particular, she is well known for her as a Canada Research Chair, Judy highlights work on women’s achievements in science her passion for mentoring graduate students Ingrid Johnston, '92 MEd, '96 PhD, recently and in researching how and why many gifted into academic life. She works collaboratively was appointed Associate Dean (Research girls and women fail to achieve their with them on research projects, offers them and Graduate Studies) for the Faculty of potential in the field of science. She has support at all levels, and invites them to co- Education. She is also an Associate Professor received numerous research grants from the present at conferences and to co-author in the Department of Secondary Education Social Sciences and Humanities Research articles for publication. She sees this with specializations in English education Council of Canada and from other agencies nurturing to be a valuable component of her and curriculum. UOA030681 Winter 2003 12/15/03 2:31 PM Page 17

THE ORANGE | FALL & WINTER 2003 E17 PAGE

“Judy’s dream for the future is to see increased recognition of the valuable contributions of Canadian researchers ...” Ingrid Johnston

UOA030681 Winter 2003 12/15/03 4:14 PM Page 18 E18 THE ORANGE | FALL & WINTER 2003 e PAGE

The Heart of Pedagogy:

Ruminations on Living Poetically

BY CARL LEGGO

A while ago a former Bachelor of lectures at Oxford University. These lectures 2. To live poetically is to play with ludic Education student visited me. were published in a book titled Concerning abandon. the Inner Life. Underhill insightfully claims Above all, I write and teach and live in order that a life of outward “action, effort and Mike was one of the most prolific to have fun. I love to play with words, to feel tension” must “hang on and be nurtured by and enthusiastic writers I have ever words rolling on my tongue, to write lists of an inward abidingness in simplicity, stillness words that rhyme, to read dictionaries. I like worked with. He explained that and peace” (p. 73). As teachers we need to to sit in public places and eavesdrop and attend to our spirits, our hearts, our inner since completing the writing course write whatever comes into my head. I like to life, our imaginations, our emotions, our make up words, and shape words on the with me, he had not written any bodies, our minds. Teachers live such page, and write sentences that go on and more poetry. I felt disappointed. demanding and challenging lives that it is on and on. I claim that writers are the very difficult to maintain the time and Then he added, “But though happiest people in the world. When I was a location for nurturing the inner life, but we kid I played with wooden blocks engraved I haven’t written any poetry need a healthy inner life if we are going to with the twenty-six letters of the alphabet. help others develop healthy inner lives. for months, I am living poetically.” I am still playing with the alphabet, and like And with Mike’s gift of words What do educators need in order to a kid I remain open to the wonder around maintain a healthy inner life? Poetry can I began asking, What does it mean me. Henri Lefebvre reminds us that “human help us sustain a vibrant inner life. Underhill beings are engaged in a perpetual adventure to live poetically? And, so, I offer a asks: “Is your sense of wonder and mystery with its attendant risks. More deeply, few ruminations on living poetically: keen and deep?” (p. 20). A healthy inner life however, they place themselves not only “means giving time, patience, effort to such into question but also in play” (p. 87). a special discipline and cultivation of your 1. To live poetically is to be still. attention as artists must give, if they are to Of course, one of the problems with being Poetry invites me to be still, to remember to enter deeply into the reality and joy of playful is that nobody takes you seriously. breathe, to hear and see and know with the natural loveliness and impart it in their That is a paradox, especially because every heart. And as a teacher, I need to be still, work” (p. 20). Moreover, “the important child knows that play is very serious I need to remember to breathe, I need to thing is to discover what nourishes you, best business. In my classes I am committed to hear and see and know with the heart. In expands and harmonizes your spirit, now, at celebrating interrogation, play, imaginative 1926, Evelyn Underhill presented three the present stage of your growth” (p. 60). meaning-making. Young children know the

The Heart of Pedagogy (continued on page 19)

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In the Spring/Summer 2003 issue 2003 Spring/Summer the In Note: Editors

Contributors

Gordon McIntosh Gordon

a catastrophic war: “Perhaps in the old the in “Perhaps war: catastrophic a Anansi Press. Anansi

Contributing Editor Contributing

Toronto, House of House Toronto, Human. Becoming (1998). J. VANIER,

generation of people long ago destroyed in destroyed ago long people of generation

Oneworld Publications. Oneworld

heartful wisdom, John wonders about the about wonders John wisdom, heartful

Oxford, Life. Inner the Concerning (1999). E. UNDERHILL,

Colleen Hawreluk Hawreluk Colleen

were killed in a terrible explosion. And with And explosion. terrible a in killed were

Illinois Press. Illinois

He learns that the city and all its people its all and city the that learns He

Publisher & Managing Editor Managing & Publisher Urbana, University of University Urbana, Culture. of Interpretation the and

Marxism (Eds.). L. GROSSBERG, & C. NELSON, in: death,

once a city called New York. New called city a once politics: Remarks occasioned by the centenary of Marx's of centenary the by occasioned Remarks politics:

Toward a leftist cultural leftist a Toward (1988). H. LEFEBVRE, References:

Larry Beauchamp Beauchamp Larry lived. He learns that the forbidden land was land forbidden the that learns He lived.

in the forbidden land people like him once him like people land forbidden the in

Dean of Education of Dean

British Columbia. British

dangerous spirits dwell. But John learns that learns John But dwell. spirits dangerous

Education, Faculty of Education, University of University Education, of Faculty Education,

Dead Places where it is believed only believed is it where Places Dead

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University of Alberta of University KEEPING ALUMNICURRENT

river into the forbidden land called the called land forbidden the into river

Carl Leggo, '89 PhD, is an associate professor associate an is PhD, '89 Leggo, Carl

community, and ventures alone across the across alone ventures and community, by the Faculty of Education, of Faculty the by

to trust our intuition, our hearts” (p. 25). (p. hearts” our intuition, our trust to John disobeys the warnings of his of warnings the disobeys John

Published twice yearly yearly twice Published

through our own experiences; we begin we experiences; own our through distant from contemporary life on earth. on life contemporary from distant

to our bodies, we begin to listen to reality to listen to begin we bodies, our to wilderness, a time and place that seem far seem that place and time a wilderness, THE

from the body. When we begin to listen to begin we When body. the from who struggles to survive in a desolate a in survive to struggles who

comes not only from the intellect but also but intellect the from only not comes experiences of a young man named John named man young a of experiences

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writes: “understanding, as well as truth, as well as “understanding, writes:

Waters of Babylon.” The story narrates the narrates story The Babylon.” of Waters ORAN E

Now?” and award winners at: winners award and Now?”

the mind and the heart. As Jean Vanier Jean As heart. the and mind the Stephen Vincent Benet, titled “By the “By titled Benet, Vincent Stephen

featuring “Where Are They Are “Where featuring

poetically is to nurture a balance between balance a nurture to is poetically Many years ago, I read a short story by story short a read I ago, years Many

Visit our online version online our Visit outpacing our exercise of wisdom. To live To wisdom. of exercise our outpacing

between the mind and the heart. the and mind the between

concerned that our desire for knowledge is knowledge for desire our that concerned

To live poetically is to nurture a balance a nurture to is poetically live To 3.

and information technology, but I am I but technology, information and insatiable seeking after wonder. after seeking insatiable a great deal about the information highway information the about deal great a

g sensual encounters with their environments, their with encounters sensual knowledge too fast.” These days, we hear we days, These fast.” too knowledge

risk-taking exploration, tireless questioning, tireless exploration, risk-taking “Perhaps in the old days, they ate they days, old the in “Perhaps

They spend years enjoying themselves in themselves enjoying years spend They been thinking about that phrase a lot lately: lot a phrase that about thinking been

inextricable link between fun and learning. and fun between link inextricable days, they ate knowledge too fast.” I have I fast.” too knowledge ate they days, The Heart of Pedagogy (continued from page 18) page from (continued Pedagogy of Heart The

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