Global IMPACT Alumni Around the World Are Making a Difference

KEEPING ALUMNI CURRENT

SPRING EDITION 2007 VOLUME 8 NUMBER 2

Global IMPACT Alumni around the world are making a difference

London Calling The Roots of International Success The Nepal Connection The Orange is the Faculty of Education’s alumni magazine. Published twice a KEEPING ALUMNI CURRENT year by the Faculty’s Office of External Relations, the Orange is distributed to alumni, friends, faculty, students and staff. Greetings from the Dean of Education Fern Snart Director of External Relations/Editor Dean Michele Shea

Associate Editor Spring is upon us, bringing with it the welcoming warmth of a bright sun and the promise of Gordon McIntosh new growth. Much like the season, the Faculty of Education is growing in many exciting and promising directions. External Relations Team Sean Mowat, Asheley Cowie, Dawn Ford, This issue of the Orange focuses predominantly on our international education initiatives. Within Thea Hawryluk these pages you will read about some of the exciting work of our our faculty, staff, students, and alumni in the international education arena. We are proud of our international efforts Graphic Design because of the considerable mutual benefits, not only in the resultant learning and knowledge Creative Services sharing, but also the heightened cultural understanding that is ultimately created in an atmosphere of education and academic inquiry.

Contributing writers and photographers Several of our graduates go on to teach abroad and many of our faculty members and Asheley Cowie, Dawn Ford, Ted Holdaway, graduate students are providing leadership in countries undergoing educational reform. We Michael Holly, Gordon McIntosh, Scott are proud to have international initiatives and/or student exchange programs in approximately Rollans, Michele Shea, Richard Siemens, 30 countries. Wanda Vivequin The central theme during the University of Alberta’s International Week this past January was Send your comments to: Beyond Terror: the Real Weapons of Mass Destruction. These presentations suggested that issues Office of External Relations of poverty and the lack of human rights are devastating entire populations and are of far more Faculty of Education pressing concern, on a global scale, than the threat of terrorism. The University of Alberta is University of Alberta involved in many research and development initiatives to offer assistance in alleviating these 4-107 Education North serious worldwide problems. Our Faculty is working collaboratively with many countries to Edmonton, AB T6G 2G5 create educational systems that will provide positive change and a better life for their citizens. Most recently, the Faculty was identified by UNESCO to become one of five faculties worldwide Tel: 780.492.7755 to form an educational consortium focusing on rebuilding the educational system in Iraq. Fax: 780.492.0155 E-mail: [email protected] Over the past several months, it has been an honour for me to host several education alumni www.education.ualberta.ca events. It is always a pleasure to meet fellow alumni and hear their stories.

Reunion 2006 was immensely enjoyable and was enhanced by the special pleasure of having many of our Professors Emeriti attend. We expect that Reunion 2007 will be just as memorable. Please keep in mind that Reunion 2008 is the University of Alberta’s 100th birthday and we have many special events already planned. This is a celebration you do not want to miss!

Have a wonderful summer and I hope you enjoy our latest edition of the Orange as much as we enjoyed creating it for you.

I encourage you to stay in touch and to come back and see us when you can.

Fern Snart, ‘79 PhD Dean THE ORANGE I SPRING 2 0 0 7 0 PAGE

KEEPING ALUMNI CURRENT

SPRING EDITION 2007 VOLUME 8 NUMBER 2

ON THE COVER: A classroom in Sundaridanda, Nepal Photo: Barb Gauf

10 The Roots of FEATURES International Success

4 London Calling Dr. Kazim Bacchus recalls the beginnings of international Melissa Pearson, ‘05 BEd, shares her teaching education. experiences in London.

6 Welcome Back, Dip Kapoor!

Dip Kapoor, ’87 BCom, ’89 MBA, ’95 PhD, returns to the Faculty of Education.

8 Standing on U of A Shoulders 12 The Nepal Connection

Shirley Hopkinson, ‘81 BEd, ’82 MEd, ’86 PhD, credits Three Nepalese alumni reminisce the U of A for helping her get through some tough times. about their time at the U of A.

14 Leaders in Australian Education

Starting in the 1960’s Australians came to the U of A in droves to study educational administration.

DEPARTMENTS 16 A New Centre for 18 Upcoming Alumni Events Phenomenological 18 Alumni Scrapbook Pedagogy in China 19 Class Notes U of A researchers play an important role in establishing 22 Education Generations Project a new research centre in China that will nurture “pedagogical tact” in Chinese education. London Calling

By ASHELEY COWIE THE ORANGE I SPRING 2 0 0 7 0 PAGE

(l-r) Michelle Tang and Melissa Melissa’s Classroom

It was June 2005 and Melissa Pearson, ’05 BEd, for my arrival in London. They suggested going The teaching assignment was not intended was faced with the same question as many over in October, so I bought a ticket for an to be long term, but turned out to be four other new graduates - “What do I do now?” October 6th flight to London, organized my months in duration. In that time, Melissa Armed with her elementary education degree things and was on my way.” discovered what it was like to have your own with a minor in science/math, Melissa was at classroom: she was responsible not only for ITN recruiters kept in touch with Melissa until the proverbial fork in the road that all new lesson planning, grading and reporting but her arrival in London, at which point she was grads face. “I was unsure of what I wanted to also for planning a major field trip for the class assigned a London-based ITN agent who do. I knew I wasn’t ready for full time teaching of 30 students. “I was responsible for all sub- provided her with her first supply teaching as- in Canada but I didn’t want to not teach. The jects, all day. It was great. A little intimidating, signments in London. Supply teaching is very idea of travel was certainly appealing, but I but great. I don’t know if it would have been similar to substitute teaching in Canada; the didn’t know where, when or how. It was a different if I knew from the start of the assign- assignments can be one day or up to several bit overwhelming.” ment that it would last four months, but as it weeks long. “The whole experience was a little was, I had such a great learning experience. In the year leading up to convocation, Melissa surreal. I am so thankful that I wasn’t there The staff, especially the teaching assistant, and investigated taking part in the Play Around alone! My good friend and university room- the students are all wonderful people and I the World program, a three-month practicum mate, Michelle Tang, ‘05 BEd, and I decided learned so much from all of them!” experience for University of Alberta students to go together. Coincidently, on one of our who, while learning through service, work to first nights in the hostel, we ran into another Aside from the cultural and teaching experi- build sustainable programs for under-served ‘05 Education grad, Lorena Castro, who was ences Melissa had, there was another amazing populations in Thailand. Though the program also about to begin teaching in London. When benefit of teaching in London. “The opportuni- appealed to Melissa, her parents weren’t quite you’re in a foreign place, you kind of attach ties for travel are simply unbelievable! Not that as sold on the idea. “My parents’ concerns yourself to anything and anyone familiar, so I didn’t enjoy the teaching, but the travelling about my going to Thailand were increased the three of us decided to stick together and I did was absolutely my favourite part of this after the tsunami in December of 2004, so found a flat in the Victoria area which is about entire experience.” In the 14 months Melissa they were definitely trying to guide my travel a 20 minute walk from Buckingham Palace.” was in London, she travelled to: Paris (twice), interests elsewhere!” Luckily for Melissa and Tunisia, Italy, Germany, Portugal, Ireland, Croa- Melissa took teaching jobs as ITN offered them, her parents, Melissa had taken advantage of tia, Hungary, Austria, Switzerland, Scotland and but having moved half way around the world the Education Career Fair at the U of A in Janu- Egypt. in pursuit of employment, money was a little ary 2005. At the career fair, Melissa spoke with tight. “One thing I would tell anyone who is Melissa’s overseas teaching experience came many different agencies offering international going to teach overseas, particularly in London, to an end in December 2006 when she arrived teaching opportunities, and when she spoke is to sign up with more than one agency. You home in Calgary, just in time for Christmas. with recruiters from the International Teachers are not obligated to get supply jobs only from Network (ITN) agency based in London, What does the future hold for her? “I want the agency you came over with, as they may Melissa had no idea what a life-changing to pursue figure skating (something Melissa not have work for you every day. You can sign experience she was about to embark on. has done for over 14 years) and then teach in on to multiple agencies, and that way you can Asia after my time in Calgary.” Apparently, the “I gave them my email address and from Janu- pretty much work every day if you choose to.” travel bug is not easily squished. “I loved every ary until May they kept in touch, updating me Melissa worked at several different schools for minute of my experience…I would absolutely, on the opportunities the agency was offering. I one or two days at a time, accumulating hours positively recommend this option to anyone wasn’t convinced that teaching in London was and experience in different classrooms. In who is unsure of what they want to do after what I wanted to do, but I kept my options March of 2006, she received received an as- graduation. It was fabulous! I can’t wait to see open with them. In May we did an over-the- signment from Tradewind Recruitment to sup- what comes next.” phone interview. A few days later they signed ply teach in a year 2 classroom at Kobi Nazrul me up with their agency and then helped me Asheley Cowie, ’05 BEd, is the Faculty of Primary School, located in an area of London get my work visa. They also helped me open a Education’s Alumni Relations Officer. that is home to many Bengali immigrants. bank account and gave me hostel information Welcome Back, Dip Kapoor! By Gordon McIntosh

The Alberta friends and colleagues of Dip Kapoor, ’87 BCom, ’89 MBA, ’95 PhD, rejoiced when they learned last spring that Dip would be leaving his academic position at McGill University to return to the U of A. He arrived back in the fall to take up an assistant professorship in the Department of Educational Policy Studies. Dip is now well into a second term where his focus is on research supported by a Social Sciences and Humanities Research Council (SSHRC) grant – more about this later.

Asked about his return, Dip said, “I feel as if I have never left this city or this university. This is not surprising to me, given that I have spent more time here than I have in my native country, India. What’s more, my memories are good ones. Arriving here as an international student in 1982 and then returning as a faculty member in 2006 - it feels satisfying; it feels apt!”

Dip did all his early schooling in India. His parents were both professionals – his mother, a primary school teacher, and his father, an engineer. Following his parents’ wishes, he came to Alberta to study business at the U of A. Life in Canada, together with his studies here, particularly his elective work in the social sciences, helped him to re-consider life in India from the standpoint of the mil- lions who “struggle to see another day.” He social activism in partnership with three of ways to make space for ‘critical projects,’ soon became, in his words, “a pathological Orissa’s 62 Adivasi groups. while I negotiated the demands and con- social critic with a keen practical and theoret- straints imposed on such projects by an It is important to Dip that his work has rel- ical interest in projects of political, economic increasingly globally competitive, entrepre- evance for the lives of the people who part- and cultural democratization.” neurial and corporatised University.” ner with him in research projects. The Orissa Dip transferred to the Faculty of Education project, which commenced in 1995, and I asked Dip to explain what he meant by a for his doctoral studies. His dissertation his multi-year SSHRC grant (which supports critical project. His reply: “I do my research project took him back to India where his explorations of learning in Adivasi social in a context of partnership. In this context, research into education and development movements) continue to raise the profile of a critical project seeks to make material and there brought him into partnership relation- Adivasi communities and their struggles for cultural space for social groups, like the Adi- ships with the Adivasis (original dwellers) in existential justice. This winter Dip returned vasis, who face the consequences of the insa- the state of Orissa, which is located along to Orissa for six weeks of field work on his tiable appetite of a process of unconstrained the east coast of India south of Calcutta. The SSHRC project. modernization.” Adivasis live in the forested interior of Orissa in the eastern ghat hill range. Has the McGill experience changed him? He The McGill experience was memorable left the U of A as a self-confirmed social critic. for Dip. He maintains academic and social After completing his PhD, Dip organized a Did McGill soften any of the Alberta-honed relationships with some of his McGill col- voluntary development NGO called HELP (a sharp edges? McGill, after all, is seen by leagues and the students whose research he member of the Alberta Council for Global many to be a bastion of privilege. supervised. Dip and his colleagues were able Cooperation) to continue his work in Orissa. to introduce a very well received course on Dip replied, “McGill challenged me to find HELP supports ongoing development and global education. “This was great from my THE ORANGE I SPRING 2 0 0 7 0 PAGE

standpoint,” Dip said. “It provided the edu- “I hope to expand my contribution to teach- develop society and its institutions.” He says, cational process for getting students, many ing once my background and interests be- “I would like to play my part in this process.” of whom were being sent abroad to newly come more apparent to students and faculty When asked for the advice he would offer independent countries as part of the broader alike,” he added. to the University and the Faculty of Educa- internationalization attempt at McGill, to Dip will focus his research and teaching on tion, he said, “Universities the world over examine fossilized material and cultural education and development in the post-co- are scrambling for the global dollar. … I neocolonial prejudices before undertaking lonial states of South Asia, working especially am hopeful that the Faculty will resist the such journeys.” with peasant and Indigenous groups and temptation to define internationalization as But it was not difficult for him to make the urban slum-dwellers. He is interested in commercialization and, instead, see this as decision to return to the U of A. “This is how social movements and NGOs engage an opportunity to re-affirm our commitment where I gained my academic legs, so to popular education to address the interests as educators and teachers to work for the speak,” Dip says. “I was keen on the clear of these groups. He will continue to be of interests of those who bear the brunt of and conspicuous programmatic focus on service to organizations and campaigns that commercialization or those who care to have international education and the reputable seek to address global inequities. The Global little to do with it.” and useful work being done by colleagues Education Network located in Educational His final word: “I would like to thank the in that area, not to mention a wider group Policy Studies is likely to provide one avenue Department and the Faculty for making me of Educational Policy Studies faculty very for such engagement. feel so welcome. The level of support that productively engaged in critical scholarship Dip is convinced that the U of A has room for I have received from all quarters has been and teaching – one can only welcome such diverse academic and political projects and phenomenal. This is a great place to be and associations. It also helps to know that you commitments. The University’s current vision I look forward to gradually getting to know have friends in a place before you decide to statement is committed to “connecting and more people in the Faculty and beyond.” move there.” drawing strength from diverse communities” Welcome back, Dip! Dip’s teaching assignments this year were (including marginalized communities in local very similar to his teaching at McGill – global and international contexts) and “fostering Gordon McIntosh is a professor emeritus in education and international adult education. social and moral responsibility … to further Educational Policy Studies at the U of A.

Saluting Teaching Excellence

The following Education alumni were recently honoured with the Prime Minister’s Award for Teaching Excellence. The award recognizes those who have developed innovative ways to teach, including groundbreaking uses of information and communication technologies, to enhance their teaching practices.

Certificate of Excellence: Mary-Ellen Pereley-Waugh, ’74 BEd, Robert Dymtruk, ’79 BEd, from Victoria Christopher Heard, ’00 BEd, from Rites of ’85 BA, ’01 MEd, from McNally High School, School of Performing and Visual Arts, Passage, Edmonton, AB Edmonton, AB Edmonton, AB Darwin Roscoe, ’93 BEd, from Hunting Hills Shane Thomas Grundy, ’97 BEd, from High School, Red Deer, AB Certificate of Achievement: Meyokumin School, Edmonton, AB David Case, ’89 BSc, ’92 BEd, ’00 MEd, Joan Simpson, ’98 BEd, from Rites of from McNally High School, Edmonton, AB Margaret Harris, ’77 BEd, ’86 Dip(Ed), Passage, Edmonton, AB ’92 MEd, from Onoway Junior-Senior High Sharon Conrad, ’83 BEd, from Brookswood School, Onoway, AB Linette Smith, ’92 BEd, ’05 MEd, from Secondary School, Langley, BC Eastglen High School, Edmonton, AB Standing on U of A Shoulders By SCOTT ROLLANS

“The purpose of education is to leave people During her eight years at Barnard, backed by teacher who spoke a reasonable level of Eng- and places better than you found them,” says a highly motivated staff, Hopkinson has built a lish, that early childhood centre was a go.” Shirley Hopkinson, ‘81 BEd, ’82 MEd, ’86 PhD. program that not only improves the lives of her When the People’s National Congress took students, but their families and communities It’s a philosophy she puts into practice every over the government, on a platform that as well. And whenever anyone asks her for the day as principal of Barnard Elementary School, leaned heavily on educational reform, source of her inspiration, she points to the in midtown Washington D.C. Hopkinson Hopkinson was eager to hold them to their U of A and the people who touched her life knows that many of her students don’t come promises. She galvanized community support when she studied here. from the easiest environments. and brought the district’s 18 early childhood In the early 1970s, Hopkinson was an early centres up to international standards. Hopkinson’s challenges often begin when a childhood education advisor in Guyana. “Early preschooler walks through her doors for the Before long, Hopkinson found herself hand- childhood education in our country was in an first time. “Some of these children, at three picked by the government for a scholarship to awful state,” she recalls. “Anyone could have years old, aren’t out of their baby-tongue further her studies abroad. In 1976, she reluc- opened an early childhood centre in any place speech yet. But they can tell you, ‘Get out of tantly left her three young children behind and like under a mango tree. As long as they had my face’ followed by a string of expletives.” boarded a plane for Edmonton. children, and places for them to sit, and a THE ORANGE I SPRING 2 0 0 7 0 PAGE

Shirley at school

Meeting President Bill Clinton

From the start, Hopkinson felt she was had emigrated to the United States in ’63,” she another portentous coincidence, the school’s being looked after by a higher power. “My says, “but I was never the type who wanted assistant principal came from Hopkinson’s mother was not very comfortable with me to leave Guyana.” She turned to her parents home village. going to somewhere where she didn’t know for advice. “My father told me, ‘When you After finally landing a job with the D.C. public anyone,” she says. “But, somewhere along just had your first degree, the politicians had schools, Hopkinson quickly made a name for the way, a professor’s name came up. And trouble with you because you would not sell herself. In 1991 she won the D.C. Teacher it was my third-grade teacher in Guyana – out the children. Now that you have a PhD, of the Year Award and placed second in the Dr. Kazim Bacchus.” I’m begging you not to return to Guyana.’” national competition. As her reputation grew, The extraordinary coincidence proved to be Hopkinson faced pressure to move into a Hopkinson’s salvation. During the two years it higher administrative role. “People would con- had taken to process her documents, expenses “The purpose of stantly say to me, ‘Shirley, what are you doing had risen dramatically. “When I got to the sitting in a school?’ But I just can’t put 90 U of A with my bundle of Guyanese money, percent of my energy into working with adults. I was almost one-third short,” Hopkinson re- education is to leave Rather, I made that conscious choice to touch members. The Bacchuses welcomed Hopkinson the lives of children.” into their home, and helped her find ways to people and places Hopkinson still finds herself drawing on knowl- earn extra cash to send home to her children. edge she gained more than two decades ago “God is good,” says Hopkinson, “and better than you in Edmonton. “Right now, D.C. educators are until this day Dr. Bacchus has been my just starting to go through the process of using biggest blessing in my journey. I am so found them.” a standards curriculum and standards assess- proud to have been touched by him. ment, and benchmarks and so on. It’s like déja He was really a wonderful person.” vu for me right now. I am so proud to have attended the U of A, because it was way into Hopkinson also happily rattles off the names It was a crisis of conscience, because govern- the 21st century.” of other professors who took her under their ment monies had been involved in her educa- collective wing, including Myer Horowitz, tion. Hopkinson also knew that the Guyanese At the same time, she continues to feed off of Albert Nedd and Raj Pannu. “I used to earn government would exact a serious financial her emotional bond with the U of A. When she some extra money by babysitting Dr. Raj’s penalty if she failed to return. In the end, received last fall’s issue of the Orange, she burst daughter,” Hopkinson smiles. She also grate- though, she decided to bring her children with into tears at the page of photos from the 2006 fully remembers the emotional support she got her to the U.S. Reunion Weekend. “I was sitting at the confer- from department chair Pat McFetridge: “She ence table at my school. And my psychologist helped me to maintain a daily balance in my “The final words of my father that made me came running in. She said, ‘Doc, are you okay? emotional radar, especially when I was hurting decide to come to the United States were, Is somebody in here with you?’ I said, ‘No, I’m for my children.” ‘Shirley, you can serve children anywhere in just reminiscing.’” the world.’” “The whole U of A experience – the people, “Those are the emotions that my U of A experi- the place, the challenges of the program Hopkinson applied to be a teacher in D.C., ence still evokes in me. If I weren’t on people’s – come together in one life-changing word: where an old friend from Guyana was living shoulders, I couldn’t have made it. I just try to ‘shoulder.’ I’m short – four feet nine – and I will with his family. When the district lost her take that support and pass it on to the people never forget those hands that lifted me up and paperwork, however, she instead wound around me.” placed me on their shoulders.” up working for two years at the Easter Seals school. “I had not a single hour of training to Scott Rollans is an Edmonton-based After completing her program, Hopkinson work with children with disabilities,” recalls freelance writer and editor with a special faced some serious soul-searching. “My parents Hopkinson, “but I really learned fast.” In yet interest in education. The Roots of International Success By SCOTT ROLLANS

Kazim and Shamie Bacchus THE ORANGE I SPRING 2 0 0 7 011 PAGE

This article was written a month before the and we had a project with China, and a project Bacchus claims not to have one particular untimely death of Dr. Kazim Bacchus on with Thailand. But these were CIDA-funded favourite achievement. “I was proud of all of March 22, 2007. We have chosen to leave projects (Canadian International Development the projects, because they all accomplished the article as it was originally written. Agency). We didn’t have a home-based teach- different things,” he says. ing project as such.” The Faculty of Education extends heartfelt In 1993, he left the university to help start yet condolences to Shamie and her family. “While the university was involved in a generic another faculty of education, at a university in sense, as individuals, international education Pakistan. For the next two years, he continued It’s hard to imagine a time when international wasn’t a formal part of the faculty. So when I to draw on his contacts back in Edmonton. education wasn’t an integral part of the came, I decided to see if we could expand this “The dean came down to help. Gordon U of A’s education faculty. The program has had area of activity. Not just participate in the CIDA McIntosh and a few other people also a hand, directly or indirectly, in the careers of outsourced projects, but make it an integral came to give advice and so on.” thousands of educators worldwide. It has built part of the university.” a sterling reputation as a leader in the field. Of course, the program has succeeded through “According to the director of UNICEF, we had the hard work and dedication of countless faculty members and support staff. But ask any of them to trace that success back to its roots, the best program in international education and you’ll be sure to hear the name of Dr. Kazim Bacchus. in Canada...probably one of the best in North “When I first came to Edmonton in 1969, international education at the U of A was in America at the time.” its infancy,” says Bacchus, at his southside Edmonton home. “To make that happen, we had to do several After retiring in 1995, Bacchus returned to his Bacchus, who grew up in Guyana and was things. First, develop courses in international adopted home in Edmonton. Since then he educated in Britain, had been teaching at a education. Second, develop a graduate pro- has continued to publish books and articles. university in Jamaica. Several of his publications gram in international education. Third, He has had to slow his pace recently because caught the eyes of recruiters at the U of A, and generate interest among the whole Faculty of of poor health, but still finds the energy for the Bacchus soon found himself being actively Education in international education.” occasional article, or to put in a good word for courted. “The U of A had a few students from a former student. “It’s amazing how students As the school began to solidify a mass of overseas, and they wrote me to ask if I would remember you. I would say I end up writing programs in international education, the wider join them. I didn’t reply, because I didn’t know one or two recommendations a month for community began to notice. “According to the of Alberta before, except from geography. But people applying for university teaching jobs.” director of UNICEF, we had the best program they sent me another letter, so I wrote back in international education in Canada, and he Bacchus has also found a way to help out fu- and asked them to send me more information said probably one of the best in North America ture students. He and his wife Shamie recently about the job. Then I got a phone call saying at the time.” created the Bacchus Graduate Research Award, that I should come to Edmonton to talk to which grants $1,250 each year to a student them, and that there was a ticket waiting for Bacchus wanted to use the school’s growing specializing in the fields of international me at the Air Canada office.” reputation to benefit a wider range of students. education, Canadian Indigenous education, or “We could get overseas students who were Curiosity got the best of him, and Bacchus multicultural education in Canada. “We hope rich, no problem, but we couldn’t easily get soon found himself stepping off of a plane at to increase the endowment over time so that those who could not afford it,” he recalls. “To the Edmonton International. He didn’t exactly more students will benefit,” he says. reach those students, we needed to get grants. fall instantly in love with the surroundings. We had requests from a number of countries Looking back on his legacy at the U of A, “They drove me around town, and I wasn’t to work with them. As a matter of principle, Bacchus credits the international program’s impressed very much, in the sense that it the advisory committee suggested we take the success to the fact that its primary goals were wasn’t a big city.” Nevertheless, he recognized poorest, and those in need.” not charitable, but academic. “I always believed an opportunity to make a real difference. “I that if we’re doing international work, it must liked the people who met me. They were “So we worked with Tanzania. We had a proj- not be seen only as a service activity. It ought to very keen on my coming. It was a very encour- ect training the staff of the Faculty of Educa- be a vigorous, intellectual academic exercise.” aging place.” tion at the University of Dar es Salaam. In fact, by the time we finished, a large proportion of “Each one of the projects, I made sure that we “The final thing was the students. I met with a their staff were graduates from here.” carried out research on them as far as possible. couple of the students from overseas. I thought I have had over a hundred publications coming they needed some help. So I came.” The U of A followed up Tanzania with similar directly or indirectly from the various projects. projects in Nepal and Namibia, and then in Bacchus immediately looked for ways to The aim was to show that it’s not something Jamaica and the West Indies. By the 1980s, expand the program. At that point, the few you do on the side. If you structure it properly, Bacchus found himself increasingly sought out international projects at the U of A had all orig- it can generate a valuable academic outcome as an expert in the field. If CIDA or the Govern- inated with outside agencies. “We had a few for the department.” ment of Canada needed some advice on inter- students coming from overseas, from Africa, national education, they called the U of A. The Nepal Connection By Wanda Vivequin

A student in rural Nepal asks his teacher whether film from a camera is made from snake (naga) eyes. The teacher looks surprised for a moment, and then makes the connection. In the village children are told if you kill a naga it will take a picture of you with its eyes and this is a bad omen. – Story told by Dr. Hridaya Bajracharya

l-r: Shreeram Lamichhane, Hridaya Bajracharya and Roshan Chitrakar THE ORANGE I SPRING 2 0 0 7 013 PAGE

It is a brilliantly sunny day in mid-November So it was in Edmonton, facing formidable ranked as the poorest in south Asia where the and looking like the three amigos, Shreeram cultural, linguistic, educational, institutional average annual income is less than $365 US. Lamichhane, ’92 PhD, Roshan Chitrakar, and geographical challenges, that Chitrakar, Until 1950 Nepal was “closed” to the rest of ’95 PhD, and Hridaya Bajracharya, ’91 Dip(Ed), Lamichhane and Bajracharya earned their the world and only a handful of foreigners ’95 PhD, strike a pose for the camera. doctorates in vastly different fields. were able to visit. There were barely two dozen The backdrop is a frenetic scene of garishly “I remember arriving and asking where are modern schools in Kathmandu and even fewer decorated Tata trucks and overcrowded buses all the people,” says Lamichhane, who spent in the countryside where the majority of Nepali belching diesel fumes lumbering past on a his first six months as a 40-year old living in lived and worked as subsistence farmers. road reeking of neglect and pockmarked with Hub Mall. Lamichhane eventually moved “Education was introduced with an aspiration potholes. In the distance, through the haze into a spare room at Dr. David Baine’s of achieving modern development; to trans- and beyond the 2000-meter “hills” flanking house where he said he, “integrated fully pose Nepal from a situation of backwardness the city of Kathmandu, the outline of the into Canadian life.” in terms of modern technology and economy Himalayas can just be seen. That included shoveling snow and mowing into a situation of technological progress and Our initial meeting time had been delayed lawns – something he had never had to do economic prosperity,” says Bajracharya. a little – six months to be exact. It had been in Kathmandu. Education was the first sector to receive mas- scheduled for April 2006 but a revolution that For their doctorates, Chitrakar worked under sive injections of overseas development fund- forced the entire country of Nepal to shut Dr. Kenneth Jacknicke, ’64 BEd, ’68 MEd, ing, although a visit to almost any rural school down for 20 days created complications, so to look at teacher training at a distance; in Nepal reveals that quantity took priority with the country on a slightly more even keel Lamichhane under Dr. Erwin Miklos, ’60 MEd, over quality. we were finally able to get together in the fall. ’63 PhD, studying non-formal education for By 1990 there were nearly 25,000 schools, After the photo shoot, we leave behind the adults; Bajracharya under Dr. Wytze Brouwer, the vast majority inadequately resourced both overwhelming sights, smells and sounds of ’62 BSc, ’63 MSc, ‘68 PhD, looking at the chal- in terms of staff and materials, to provide the the Kathmandu Ring Road and wander up an lenges facing science teachers in Nepal. education that many believed would lead to unpaved lane past the sign that announces our economic prosperity. arrival at the Research Centre for Educational In- novation and Development (CERID), a facility that “We will keep the It is against this backdrop and with these recently celebrated its 30th anniversary and is challenges that researchers at CERID work to connected to Kathmandu’s Tribhuvan University. U of A with us for come up with creative and innovative ways to develop educational resource development, The facility, contracted by the Nepal Ministry teacher training and policy advice. of Education to conduct research on educa- the rest of our lives.” tional planning, alternative forms of education, During the last 10 years, these problems have information management, early childhood, been exacerbated further by a complicated They were part of a group of Nepalese who secondary and higher education, is housed in democratic movement that resulted in the traveled halfway around the world to the a collection of modern buildings located in deaths of over 13,000. Thankfully the final University of Alberta during the late 1980s the southern reaches of the chaos that forms push by the people’s movement to restore and 1990s under a Canadian International Kathmandu valley’s urban sprawl. Compared democracy in April 2006 (the same movement Development Agency (CIDA)/International to the rest of the city, CERID’s location and that cancelled my first meeting with the trio) Development Research Centre (IDRC) program grounds feel almost rural. was successful and the large amount of gov- that funded their studies. ernment funding used for security will hope- The talented trio of Chitrakar, Bajracharya and fully be re-directed to the needs of civil society Lamichhane have been based at the facility Instrumental in setting this up was Dr. Mahdev – like education. for most of their professional lives apart from Mainali, who earned his PhD in Educational Administration under Dr. Miklos at the U of A time spent at the University of Alberta’s Faculty Chitrakar, Bajracharya and Lamichhane say in 1985. of Education during the late 1980s and early they all have a soft spot for Edmonton in their 1990s. Bajracharya is the director of CERID and Chitrakar had already visited the U of A once hearts despite all the hard work and difficulties admits that the differences between how things before in 1989 for a summer course, but re- that marked their time in the city. are done in Canada and Nepal provided him turned in the winter of 1994 to begin his Mas- “We will keep the U of A with us for the rest of with a fair share of challenging adjustments. ters before transferring into a PhD program. our lives,” says Lamichhane. “In Nepal we are very casual and while I was “It was a total culture shock and there were “I spent four years of my life in Canada and very shocked at first, I learned a whole new many times I did not think I would make it,” my time there enabled me to achieve so much way of studying,” says Bajracharya. says Chitrakar who credits unconditional sup- more in Nepal,” he adds. The other issue was the weather as Kathmandu port from Wilfred Allan at the U of A Interna- temperatures even in winter, barely dip below zero. tional Centre for getting him through. The trio says they welcome anyone who wishes to visit CERID in Kathmandu. “I mean look outside. It is a beautiful sunny To appreciate the challenges that face educa- day and even though it is winter it is possible tion specialists like Chitrakar, Lamichhane and Wanda Vivequin is an Edmonton-based to go out there and relax for a moment,” says Bajracharya in Nepal, you have to know a little freelance writer. Bajracharya with a smile. bit about the history of education in a country Leaders in Australian Education

By Ted Holdaway

I will start by making a claim that readers more permanent. A proposal that the six in Canadian education and the opportunities it may think, at first blush, to be very difficult to Australian states nominate in rotation each provided. Six of the 96 graduates had taught defend. My claim is this: that the U of A Faculty year a recipient of “The Alberta Scholarship,” in Canadian schools prior to undertaking of Education, especially its Department of later the “A.W. Reeves Memorial Fellowship,” U of A ed admin studies. A considerable Educational Administration, through its alumni was approved by the Conference of Directors- amount of individual encouragement and has shaped in very powerful ways the develop- General of Education. Recipients, who were at sponsorship also occurred. ment of education in far-away Australia. the level of school inspector or higher, At the U of A, there was a close linkage obtained a Graduate Assistantship. Some How could this have come about? We start between courses and research in graduate Australian states paid fee support and a travel with a surprising fact: between 1963 and programs. Australian universities offered grant, and recipients usually remained on full 1987, 96 Australians studied for graduate thesis-only graduate programs. The linkage of salary for 12 months. From 1963-64 to 1985- degrees in educational administration at the courses and research was an important factor 86, when the arrangement was discontinued, U of A. What attracted so many educational in reducing time-to-completion and increas- 22 Australians had received a scholarship or fel- leaders from Australia to make the long trek to ing the successful completion percentage. lowship. The decision to discontinue was based Alberta to pursue graduate studies in educa- Students were not left to develop their thesis partly upon the fact that graduate study in tional administration? proposals and to conduct their research educational administration had become widely in isolation as happened all too often in An answer to this question takes us back to available throughout Australia, frequently Australian universities. Australian graduate Canada in the 1950s when the Canadian Edu- offered by staff educated at the University students n Alberta were commonly invited to cation Association had initiated extensive of Alberta! participate in staff research, with their thesis national discussions about research being a component where graduate programs in part of a larger project. educational administration should be based in Canada. Some were also involved in Agreement was reached in department projects as part 1955 that the University of of their coursework require- Alberta should be the initial ments. Such involvement Canadian centre for this activ- was invaluable, especially ity. Arthur Reeves, a highly re- when the projects included garded former superintendent fieldwork with school systems and inspector, became the first or postsecondary institutions, Chairman of the Division (later as it increased students’ Department) of Educational understanding of systems Administration in 1956 and in a country different from quickly developed the division Australia. Projects, courses, and into a world-class centre. thesis research identified issues potentially relevant to the work In Australia, the need to Arthur Reeves Thomas Moore responsibilities of students improve the training of edu- when they returned to cational administrators at all levels had been Even though the formal government sponsor- Australia. Doug Anders, ’65 Dip(Ed), who receiving considerable attention in the 1960s. ship had ceased, educators continued to come held the 1964-1965 Fellowship, told me This led to Reeves being appointed as a Visit- to Alberta, frequently being influenced by some years before his death in 2006 that “It ing Fellow for the Australian Commonwealth Australian graduates who had returned home. was a germinal time for me. I had a fund of Office of Education in 1963. Reeves’s visits to A total of 110 graduate degrees, including new perspectives and ideas that were gradually departments of education and universities and one diploma, was obtained by 96 Australians, inserted into the South Australian schools.” his participation in a conference for school with 14 obtaining both the MEd and PhD. Also, Alan Rice, ’75 MEd, ’78 PhD, Dean of inspectors created a deep and positive impres- The appeal of the Alberta ed admin graduate Education at Macquarie University, stated sion. He invited the State of Victoria to send program was widespread across Australia. that significant outcomes were “capacity for an administrator to study in Alberta for the Without doubt, the widespread publicity clear thinking in evaluation and research” and MEd degree and this invitation was quickly that surrounded the 1963 Reeves visit and “broadening of understanding of educational accepted. Tom Moore, ’66 MEd, a secondary the Alberta Scholarship contributed to the leadership and management.” school inspector, was selected. increased Australian enrolment. Awareness The opportunity to meet and study with While Moore was an MEd student in Alberta of the substantial numbers of Australian students from Canada and other countries in 1963-64, Reeves discussed with him the teachers who obtained employment in Canada had many benefits. Close friendships were feasibility of making this arrangement in the 1960s probably also increased interest THE ORANGE I SPRING 2 0 0 7 015 PAGE

made, some of which persist. Professional networks, involving both staff and students, were developed and these have been extremely valuable in the professional work of Australian and other graduates. Geoff Riordan, ’96 PhD, Associate Dean of Education at University of Technology Sydney, says, “The staff and students were very generous and went out of their way to support international students and their families and the Department provided a positive introduction to academic work.” Neil Johnson, ’88 PhD, some time before his untimely death in 1993 told me that “Most importantly I came to appreciate Cana- dians and their system of education.”

Production of an accurate list of the most senior positions held by the 96 Australian U of A ed admin graduates is difficult because many have changed positions since obtaining their first post-graduation employment. The following list provides my best estimate of the numbers in each category of position in Australia and Papua New Guinea for the 90 for whom information was available; the numbers in parentheses are those who stayed in North America: college/university professor or lecturer 35 (4), Director-General, Assistant 1997 – Macquarie University, Sydney: (l-r) Alan Rice, ’75 MEd, ’78 PhD, currently Dean, Australian Director-General or equivalent 12 (1), other Centre for Educational Studies, Macquarie University; Steve Marshall, ’93 PhD, currently Professor senior administrative positions 19 (2), school and Director, Institute of Higher Education Research and Development, Macquarie University; principal 12 (1), teacher 1 (1), and other 1 (1). Ted Holdaway, ’66 MEd, ’68 PhD; Geoff Riordan, ’96 PhD, currently Associate Dean, University of Some Australian graduates have strongly Technology Sydney; Ian Paterson, ’67 PhD, formerly Headmaster, Knox Grammar School, Sydney, asserted that they obtained important posi- 1969-1998. tions largely as a direct consequence of their Alberta experience. Nearly all were promoted soon after graduation to positions substantially Victoria, taught University of Melbourne ed exerted great influence on Australian edu- senior to those that they held before going to admin courses on a part-time basis with occa- cation and this influence will continue.” Canada. Many have stated that the knowledge, sional assistance from Ray Maddocks, ’70 MEd, The debt of Australian and other ed insights, and skills that they gained during ’72 PhD, Assistant Director-General, until admin graduate students to Arthur Reeves their U of A graduate programs were invalu- Ross Millikan, ’77 MEd, ’79 PhD, was appoint- must be acknowledged. Besides developing able in their career advancement. Les Eastcott, ed as the first full-time University of Melbourne outstanding programs and hiring excellent ’75 PhD, former Vice-Chancellor, University of Educational Administration Lecturer in 1980. staff, Reeves frequently ensured that his Papua New Guinea, says, “I learned to think The work of these three U of A graduates within an international context, to think about graduates were appropriately placed. an organization from a holistic perspective, Some of the Australian graduates played and to approach management from a “I came to appreciate significant roles in the development of systems-wide, chaos theory perspective.” educational administration as a discipline in The Australian Alberta graduates were Canadians and their Australia through their teaching, scholarship, heavily influential in initiating and developing recruitment of graduate students, and inter- educational administration graduate programs actions with key people and organizations. at Australian universities. They endeavoured to system of education.” Others achieved senior positions in educa- incorporate aspects of the Alberta programs tion departments and in schools. In summa- whenever this was allowed by policies of their tion, it can fairly be stated that the Australian Australian universities. Study of educational provides a concrete example of the contribu- involvement in the U of A’s Department of administration in Australian universities was tion of the U of A to developments in Australia. Educational Administration constitutes one partly promoted by relevant in-service educa- Dr. Walter Neal, a U of A professor and of the outstanding international successes in tion. The most notable in-service program was Vice-President before he returned to Australia, Canadian graduate education. that conducted in the State of Victoria by stated that “Anywhere you go in Australia you Ted Holdaway, ’66 MEd, ’68 PhD, is a Tom Moore and Norm Gill, ’67 MEd. Moore, find graduates from the University of Alberta. professor emeritus in Educational Policy who was then Deputy Director-General in They are a special group of people who have Studies at the U of A. A New Centre for Phenomenological Pedagogy in China by Dawn Ford

Educational researchers at the U of A are system is detracting from the primary task of need to approach learners with pedagogical teaming up with China’s educators to ex- helping young people grow up into respon- tact. Tactful educators have developed a car- plore more humanistic ways of teaching and sible adults,” he adds. ing attentiveness to the unique: the unique- learning in China. ness of children, the uniqueness of every Phenomenology, a human science that is situation, and the uniqueness of individual An agreement has been signed between rooted in continental existential philosophy, lives,” says van Manen. China’s National Institute of Educational explores ways of doing research that are Research (CNIER) and the University of focused on and sensitive to the concrete Instrumental in the direction of ICRPP is Alberta’s Curriculum and Pedagogy Institute and subjective. It is about studying lived van Manen’s former student and colleague, (CPIn) to establish an International Centre for experience. Dr. Shuying Li, ’05 PhD, who has been ap- the Study of Phenomenology and Pedagogy pointed Executive Vice Director of the new Phenomenological pedagogy involves study- (IRCPP). International Centre. He is presently working ing aspects of learning, such as experiencing as an assistant professor in the Centre for Dr. Max van Manen, ‘70 BEd, ‘71 MEd, difficulties or the feeling of being encouraged Learning Studies and School Partnership of ‘73 PhD, a professor in the Department of or suddenly understanding something new. the Hong Kong Institute of Education. Secondary Education and newly appointed For van Manen, teachers, like parents, carry Honorary Director of IRCPP, has recently “The University of Alberta has long been a certain “pedagogical responsibility” for returned from the International recognized by international scholars as the the child’s cognitive, moral and emotional Conference of Phenomenology and Peda- North American centre of phenomenological development as an individual person. gogy in Beijing, China where he met with pedagogy,” says Li. “In recent years, we have Dr. Zhu Xiaoman, Director of CNIER and “This responsibility contrasts with today’s seen a tremendous upsurge of interest in East an influential educator in China. emphasis on the market place and the trend Asian countries in this work. For example, to perceive education in terms of curriculum Max van Manen’s text, The Tact of Teaching, “Some of the Confucian philosophies that un- delivery and testable learning outcomes,” recently translated into Chinese, has already derpin China’s family and educational traditions says van Manen who talks about “pedagogi- sold 30 000 copies.” share the same humanistic person-centered cal tact” and the classroom as a moving, and ethics-sensitive approaches of phenomeno- Li knows what he’s talking about. His happening place. logical pedagogy,” explains van Manen. dissertation, Pedagogy of Examinations: A “In order to deal with the improvisational Phenomenological Inquiry into the Pedagogical “But educators in China are concerned that dimension of classroom teaching, teachers Significance of Chinese Students’ Lived their increasingly competitive exam-driven

Dr. Max van Manen and Dr. Zhu Xiaoman during signing ceremony. Dr. Shuying Li is at the far left. THE ORANGE I SPRING 2 0 0 7 017 PAGE

Experiences of Examinations, addresses the pressure has already proven too much for ‘goodness’ of such educational practices for issue of exams in China and the effect the one 18-year-old student from the western the present and future lives of our young testing and examination practices have on province of Qinghai, who killed his mother people.” Chinese youth and their families, as well as over the weekend with a stone after they IRCPP directors and members will explore on the shaping of the educational systems. argued over his refusal to take the test.” possible initiatives for the Centre including “There is no doubt that the examination According to Li, who collected hundreds of phenomenological conferences, workshops, system puts tremendous pressures on pieces of student and teacher writings and courses, journal contributions, setting up a many students. It is not uncommon to conducted interviews with grades 7 to 12 special column on teachers’ phenomenologi- read newspaper stories of students who teachers and students, the country’s four-day cal pedagogy writing projects, translations, have committed suicide or engage in other national exam is the key to a competitive international student exchanges and more. desperate acts,” writes Li in his dissertation future. No student can gain access to higher “We want to set up this centre to bring which begins with a vivid illustration of this education without first making the grade. together interested scholars, to sponsor desperation. “By letting children tell through concrete research projects, and to strengthen this “Chinese cities today are diverting traffic, and specific examples of what they experi- educational tradition in China and beyond,” suspending construction and banning street ence when they take tests and examinations, says Li. hawking to reduce the stress on high school we may gain a sense of the phenomenologi- Dawn Ford, ’00 BEd, is Director of students as they begin grueling national cal structures of these experiences and be in Communications for the Faculty of Education. college entrance exams on Tuesday. The a better position to consider the pedagogical Educators from Around the World Return to their Academic Home Place by Dawn Ford

It may be one of the best kept secrets on “The protocols around the table have campus, but the weekly “Tuesday table” developed over 15 years of research issues,” hosted by the Centre for Research for Teach- says Clandinin. “At the table each of us are er Education and Development (CRTED) is sometimes listeners, responders and tellers. one of the reasons scholars from around the This is a place where you can come, share world came to celebrate the Centre’s 15th your ideas, your stories, your uncertainties anniversary last November. and successes.”

Dilma DeMello, from the University of Clandinin credits former U of A President and Uberlândia in Brazil, spent seven months education dean Myer Horowitz, ’54 MEd, ’90 Drs. Myer Horowitz and Jean Clandinin share a visiting the Centre on a scholarship from her LLD (Hon), for bringing forward the idea of moment during CRTED’s 15th year celebration. country. She came to study narrative inquiry the table meetings. Horowitz, who was in- under the Centre’s Director, Jean Clandinin, strumental in the creation of the Centre, says Program area at the University of Houston ’74 MEd. it was Clandinin who really made it happen. says the experience played a pivotal role in her future as an academic. “The impact of the Tuesday table in my life “Although I may have made the suggestion, was something extraordinary and spectacu- Jean deserves the credit for its present shape. “My experience at the Tuesday table was a lar,” says DeMello, who refers to the Tuesday She did a lot of research and is one of the profound part of my academic preparation. table community as her home place. “This is pioneers with regards to this approach. She I learned both to develop my voice and to a place where human beings are respected brought narrative inquiry to the U of A,” says listen to the voices of others,” says Craig. and our stories are worth telling. It is a place Horowitz who traveled from Victoria to at- ”Under the leadership of Jean Clandinin, where we can construct knowledge in a tend the celebration. CRTED has become one of the premier cen- way that is authentic and meaningful to tres for teacher education and development everyone.” According to Horowitz, what makes the in the world.” Tuesday tables unique is their interdisciplin- Tuesday table topics over the years have in- ary aspect. “What makes the Tuesday tables Over 80 scholars from across Canada and cluded pre-service teacher education, teacher particularly valuable is that this is not only a the world returned to the table to tell their development, teachers’ lives, nursing educa- coming together of people interested in edu- stories and listen to those of their colleagues tion, working with children, inclusive educa- cational research, but people from different and friends. The celebration included tion, teacher knowledge, narrative inquiry parts of the university who are doing very an announcement of the Myer Horowitz as methodology, service learning, material different things.” Endowment Fund which will support the culture, principals’ lives, school reform and work of the Centre on an ongoing basis change, different forms of representation and Cheryl Craig, ’92 PhD, Professor and Coordi- and will foster new initiatives in research visual narrative inquiry. nator of the Teaching and Teacher Education in teacher education. Alumni Scrapbook

Vancouver, November 26, 2006

Victoria, November 25, 2006 Over the past number of months we have had the privilege to attend or host alumni events in Montreal, Vancouver, Victoria, Lethbridge and Calgary. We are very excited and proud of the work our branch associations are doing and we encourage you to take part in branch events in your area. Branch and event information can be found at www.ualberta.ca/alumni.

Montreal, October 24, 2006

Upcoming Alumni Events For more information about alumni events, contact the Office of Alumni Affairs by phone at 780.492.3224 or (toll-free in North America) 1.800.661.2593 or by email at [email protected].

For Faculty of Education alumni events, contact Asheley Cowie, Alumni Relations Officer by phone at 780.492.9404 or by email at [email protected].

June 6, 7, 13, 14 June 18-22 Everyday Computing Basics Sea kayak/camping trip for students Cameron Library and young alumni 10:00am-3:00pm Cost: $927.50 Cost: $40/person Contact: Chloe Chalmers at 780.492-7726 or Contact: Angela Tom at 780.492.1835 or [email protected] [email protected] THE ORANGE I SPRING 2 0 0 7 019 Class PAGE Notes

Margaret Molloy, ’41 BA, ’45 BEd, writes, Wayne Hong Wai Mar, ’73 BEd, ’75 I have since formally retired, but still respond “I retired from Harry Ainlay High School in 1976 BCom, retired in January after 29 years of to calls for supply ministry. Currently, I am having taught first at Bonnie Doon. I moved to teaching in Edmonton. He will be moving to supervising a candidate in a field placement. Victoria in 1987 and have enjoyed the past 19 Burnaby, BC, and hopes to find a part-time Once a teacher, always a teacher!” years tremendously. I am now in a retirement teaching position with their school district. James McNamara, ’79 BEd, ’86 Dip(Ed), home for well seniors.” Wayne Madden, ’74 BEd, of Fort McMurray, was recently appointed superintendent of Ronald Rhine, ’49 BEd, ’65 MEd, writes, AB, writes, “During the summer of 2006, I took a schools for St. Thomas Aquinas Catholic “In 2005-2006, I organized, with the assistance tour of Europe, primarily London and Scandinavia. Schools, based in Leduc, AB. of others such as Marilyn Resler, an Okanagan This was my second time in Europe. Now I am Josephine (Jo) Milne-Home, ’80 MEd, Branch of the Alberta Retired Teachers’ preparing for retirement in 2007 or 2008.” ’88 PhD, recently received a national award for Association. There are two locals at present: excellence in tertiary teaching from the Carrick one in Kelowna which includes Westbank and Dana Hamilton (Martinson, Tolchard), Institute for Learning and Teaching in Higher Peachland, and one in Oliver, which includes ’76 BEd, is retiring in June 2007 after teaching Education. She was recognized for her work on others from Okanagan Falls, Penticton or else- for 32 years – 26 years in Olds and six years strategies to enhance student engagement at where. Any Alberta retired teacher may apply in Edmonton. She says, “Life is busy with five the University of Western Sydney in Australia. to join. Email me for information, if desired, at grown children and eight grandchildren so far.” She plans on doing a lot of traveling with her [email protected].” Philip Lagrandeur, ’82 BA, ’84 BEd, husband, Vern. authored the book We Flew, We Fell, We Lived: Charles Goulet, ’54 Dip(Ed), ’59 BEd, Second World War Stories from RCAF Prisoners ’65 BA, has been retired since 1985 and now Christine L Kulyk, ’76 BEd, ’77 BA, of War and Evaders. Forty Canadian officers writes historical novels based on Canadian his- writes, “After residing in Ontario for 20 years, and men from Bomber Command offer their tory. To date, seven have been published: The I am now back in the West, enjoying life in the personal accounts of the German treatment of Isle of Demons; The Godmother; Little Snowbird; beautiful prairie city of Saskatoon, where I’m allied air force personnel and the organization Alberta: The First Man; The Venturers; The continuing my career as a freelance writer and of PoW camps. The notorious Great Escape is Traders; and The Raiders. The last three are editor. My latest endeavour has been co-author- covered in detail, based on the testimony of part of a series, The Marin Family Chronicles, ing and editing an educational resource titled several of the Canadians involved. that tell the story of the Marin family who first Saskatoon’s Stone: A Guided Tour of the Geology and History of Stone Architecture in Saskatoon, in came to Canada, then New France, in 1670. Gail Sidonie Sobat, ’83 BEd, ’91 MA, honour of this city’s centennial year.” Charles now lives in Evansburg, AB, where authored the final installment of her Ingamald he continues to write and enjoy the wildlife Eugene J Miller, ’76 MEd, recently retired fantasy trilogy A Glass Darkly. Ingamald and her of the area. after serving various communities as a superin- young charge, Yda, step through the mirror and search the land of Gyldden for a solution to the M Grace Mersereau, ’54 BEd, ’63 MEd, is tendent of schools for over 26 years. His retire- problem of their own frozen land. now residing in Victoria, BC, and is a member of ment plans include piano lessons, volunteer service, and some contract work with schools the International Professionals of “Who’s Who” Dan Cavanagh, ’87 BEd, received the and government agencies. for her contribution to education in Alberta. Her 2006 Alberta Excellence in Teaching Award, special interests include travel, duplicate bridge Kathryn Campbell, ’77 BEd, ’84 MEd, was named principal of the year by the and playwriting. ’94 PhD, writes, “I was an Assistant Professor Greater Edmonton Regional Council of School Administrators, and the school where he is Longtime U of A Golden Bears coach Clare in upstate New York (State University of principal – Anne Fitzgerald Elementary Catholic Drake, ’58 BEd, ’95 LLD(Hon), Professor New York) and a distance educator in School – was named one of Canada’s Top Emeritus of Physical Education and Sports northern Manitoba before joining the 40 schools by Today’s Parent magazine in Studies, recently received the prestigious Geoff Faculty of Extension at the University of Alberta September 2005. Gowan Award from the Coaching Association in 1996 where I am currently the Associate Dean.” of Canada. William Tagis, ’90 MEd, writes from Papua New Guinea: “I am a 1990 MEd graduate Children’s author Glen Huser, ’70 BEd, Reverend Philip J Creed, ’78 PhD, from the university, went to the University of ’89 MA, a former instructor of library and writes from Australia, “May I thank you Minnesota to pursue a doctoral degree in high- information studies and a former creative writ- for the fall edition of The Orange. Your reunion er education policy and administration, gradu- ing instructor in elementary education at the U photos showed me several familiar faces and ated in 2002 and now I am the Director General of A, has been short-listed for his latest book, I caught up with news of a colleague now for the Office of Higher Education, which is the Skinnybones and the Wrinkle Queen, for the 2006 retiring in Sydney. I also found the account of state department responsible for higher educa- Governor General’s Literary Awards. Huser won teaching in northern Alberta very interesting. tion, research, science and technology in Papua the 2003 Governor General’s Award for his I took early retirement as Director, Policy and New Guinea. I had a wonderful time at U of A, young adult novel, Stitches. Planning, in the State Education Department of Victoria in 1989 and became an ordained resided at Pembina Hall, holidayed in the Rocky Minister in the Uniting Church in Australia. Mountains and visited Regina and Saskatoon.” Mark Gierl, ’91 BA, ’93 MEd, of Edmonton, received the U of A Martha Education Alumni in Peru Cook Piper Research Prize in recognition of his outstanding promise as a researcher so early in his career. Mark is a Canada Research Chair in Educational Measurement and the Director of the Centre for Research in Applied Measurement and Evaluation at the University.

Jacqueline Leighton, ’93 BA, ’95 MEd, ’99 PhD, an associate professor with the Department of Educational Psychology is the Canadian Centre for Research on Literacy Research Fellow for 2007-2008. Dr. Leighton’s plan is to survey the assessment literacy (beliefs, knowledge and practices) among secondary teachers using a research questionnaire. This research will contribute significantly to the work of CCRL and to our understanding of assessment. This past January a number of Education alumni traveled to Peru as part of the U of A Alumni Association’s Learning on Location Travel Program. Highlights included tours Brent Allen, ’94 BEd, writes “Moving on of Lima, Cuzco, the Sacred Valley and Machu Picchu. from a distinguished career in HIV/AIDS education and health promotion I am finishing my Pictured in the photo taken at Machu Picchu: Masters in Social Health at the University of Back row, l-r: Madeline Davidson, ’73 BEd; Don Massey, ’65 BEd; Kathryn Buchanan, ’52 BA, ’60 BEd, Melbourne investigating the social determinants ’81 MEd, ’92 Dip(Ed); Hugh Phillips, ’66 BA, ’70 BEd; Lorna Kramer (University Facilitator at Ross Sheppard High School); Dale Albrecht, ’76 BEd. of successful ageing strategies for people living Front row, l-r: Faye Douglas Phillips, ’70 BSc(HomeEc), ’74 Dip(Ed), ’74 BEd; Jackie Symbaluk, ’90 BEd; with a chronic illness. I am Vice-President of the Doreen Pritchett, ’72 Dip(Ed); Judy Lupart, ’72 BEd, ’78 MEd, ’81 PhD. National Association of People Living with HIV/ AIDS (Australia) and working as the Manager of Community Services for a local government Rebecca Fluet, ’98 BEd, is currently living Kevin Delorey, ’02 BEd, writes, “In May, area in county Victoria. I am now a dual citizen in Barrhead, AB, where she teaches at the I completed a Master of Arts - Integrated (Canadian/Australian) and an outspoken ad- Barrhead Outreach Centre. She is enjoying the Studies specializing in community studies from vocate for an arts education as foundational in challenges and rewards alternative education Athabasca University. I was a Canadian Institute the development of those who can successfully brings. She has taken an active role in making of Distance Education Research Graduate deploy creative problem solving skills across the Outreach Education Council the latest of Student Fellow – Centre for Distance Education multiple disciplines from science/technology, the ATA Specialist Councils and is currently serv- at Athabasca University. Recently, I became the medicine, education and the arts - it’s what you ing as the Vice President. “I have two children, Director of Community Learning Centres for do with what you learn that makes a difference. my daughter Alyssandra is 7 and my son Jayden Northern Lakes College in Peace River, AB.” Be brave, confront challenge and do not stand is 3. So life is busy.” for the status quo. Valerie Brandham, ’03 BEd, a teacher with After teaching in Edmonton for a year and a Wetaskiwin Regional Public Schools, recently Elizabeth (Liza) Sunley, ’96 BEd, has half, Monica Chahal, ’99 BSc Env/Cons spent a week volunteering in Austin, Minnesota, been volunteering over the past few years to Sci, ’01 BEd, moved to London, England. to help new immigrants improve their English promote education and to raise funds for ovar- She has been teaching science in an inner language and study skills. Val worked primarily ian cancer treatment. As a volunteer with the city boys’ school for the past four years. “I am with three- to seven-year-olds. The volunteer National Ovarian Cancer Association, Liza has currently working to get my British teaching program was coordinated by Global Volunteers shared her experiences as a survivor of ovarian qualifications and I am studying at the Institute based in St. Paul, Minnesota. cancer. “It is now my personal mission to use of Education trying to complete a Masters in my skills to make others aware of ovarian cancer Education Policy.” Roberta Waldner, ’07 MEd, writes, “I am since it has extremely vague symptoms and is currently working in Udhailiyah, Saudi Arabia. relatively rare compared to diseases that receive Diane Conrad, ’01 MEd, ’04 PhD, It is one of four schools owned and operated more profile.” Liza chaired the organizing a drama professor in the Department Of by Saudi Aramco Oil. I’m teaching Middle committee for the inaugural Wake Up Canada! Secondary Education, won the Social Sciences School Language Arts and Social Studies. This ovarian cancer awareness breakfast benefiting and Humanities Research Council (SSHRC) 2006 is the first year in Saudi Arabia for me and my Ovarian Cancer Canada in 2005 and again in Aurora Prize for her vision in the transformative family. Previously, we lived in Antofagasta, Chile 2006. “I am very proud that Edmonton is one potential of drama in the education of incarcer- for six years and I taught at the Antofagasta of only three cities in Canada to host ated youth. Awarded to Canada’s most promis- International School there. I earned my BEd the breakfast.” ing up-and-coming research stars, the prize is and BA at the University of Saskatchewan in given to scholars who are building a reputation 1990 and 1991 respectively, and in December for exciting and original work in the social sci- of 2006, I completed my MEd in Teacher ences and humanities. Librarianship at the U of A.” THE ORANGE I SPRING 2 0 0 7 021 Reunion PAGE Weekend 2007 SEPTEMBER 27-30 MARK YOUR CALENDARS! Thursday, September 27 Reunion Dinner Alumni Recognition Awards Cocktails at 6:00pm; Dinner at 7:00pm 5:30 pm Shaw Conference Centre, Hall D The Winspear Centre Dress: Semi-formal Cost: Free Cost: To be confirmed

Saturday, September 29 Sunday, September 30 Faculty of Education: Celebrating 65 Years President’s Breakfast 10:00am-1:00pm Breakfast (Exclusive to alumni who graduated in ’57 or earlier) 4th Floor Lounge, Education North Building 9:00am-noon Cost: Free Shaw Conference Centre, Hall D 10:00am: Welcome from the Dean, Dr. Fern Snart Cost: Free 11:30am: Lunch For Faculty event details, please contact Campus Tour Asheley Cowie, Alumni Relations Officer 12:30pm-1:30pm Phone: 780.492.9404 Join the campus walking or bus tour to see how E-mail: [email protected] campus has changed since you graduated. For University event details, please contact Empey Lecture Colleen Elliott, Coordinator Alumni Special Events 1:30pm-3:30pm Phone: 780.492.0866 or toll free 1.800.661.2593 TELUS Centre E-mail: [email protected] Cost: Free Where are you now? What’s new? Class What are you doing? Notes Share your news with us, and we will include your update in the class notes section of the next Orange!

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E-mail, fax or post this information to The personal information requested on this form is collected under the authority of Section 33 (c) of the Alberta “Freedom of Infor- [email protected] mation and Protection of Privacy Act” for the purposes of updating and maintaining donor/alumni records. Questions concerning the collection, use or disposal of this information should be directed to: Manager, Prospect Research, Advancement Services, 6-41 GSB, Fax: 780.492.0155 University of Alberta, Canada T6G 2H1 4-107 Education North Edmonton, AB T6G 2G5 Announcing the Education Generations Project

The Faculty of Education at the University of Alberta has built a national and international reputation for excellence and our graduates exemplify creativity, innovation and teaching distinction. We are very proud of this incredible legacy of excellence built by many generations of Education alumni.

The Faculty’s heritage includes many families with multiple Education graduates, ranging from grandparents, parents, spouses, siblings or children. We are excited to announce our Education Generations Wall to recognize these families, and we invite all Education families to participate, at no cost.

Families will be represented on the Generations Wall which will be unveiled on Friday, September 19, 2008 as a part of the University of Alberta’s Centenary Homecoming Weekend.

If two or more members or generations of your family are Education graduates and you would like to have your family recognized on the Education Generations Wall, please fill out the form on the following page or email your family information to: [email protected]. Please include John Smith Rebecca Smith all of the information indicated on the form. 2000 BEd 2005 MEd Firstname Lastname Firstname Lastname Firstname Lastname Firstname Lastname

Jane Smith 1950 MEd, 1955 PhD Firstname Lastname Firstname Lastname