According to Andy Hargeaves, "SEL helps educators and students cope with the educational challenges they experience, but collective effort must also be directed at changing the system to increase well-being."
Tracy Vaillancourt says she "wants to see government and school officials think more holistically, funding strategies to ensure students catch up academically from pandemic learning loss, but also prioritizing child and youth mental health."
"Two-thirds of Canadian parents say pandemic decision makers aren’t considering the well-being of children when looking at decisions such as when choosing to lift mask mandates in schools, according to a new survey."
Tracy Vaillancourt offers tips for parents having conversations about masks, saying “if we give consistent messages to children and youth, their anxiety tends to be reduced. Predictability is really good for reducing anxiety.”
Sachin Maharaj argues "just as Ontario’s universities have the freedom to decide whether to keep their mask mandates, school boards — in consultation with their local public health units — should be able to do the same."
According to Tracy Vaillancourt and Wendy Craig "now is the time for adults to put aside their differences and create environments in which young people feel safe. If we fail to do this, no child will feel secure. If children do not feel safe and accepted, they will be more likely to have social, emotional, and academic challenges."
Phyllis Dalley emphasizes the importance of continuing face-to-face French language schooling, since "children of exogamous couples who attend school online often cannot access the same language resources as children of endogamous Francophone couples."
Marie-Émilie Masson and Amanda Cloutier are among the co-authors of this article about teaching French as a second language (FSL) from an anti-oppressive and antiracist lens and the broader social conversations in Canada relating to social justice and equity towards Black, Indigenous, and people of color (BIPOC).
In this interview with John Richardson, Anita Tenasco said "First Nations people were not born to fill up Canada’s court rooms, jails, prisons, half-way houses, homeless shelters, child welfare systems or substance abuse treatment centres. First Nations must have our rightful place in this country. Our histories must be acknowledged and taught in this country. Our voices must be heard."
Referring to the people and groups consulted to write the curriculum, Raphaël Gani says, "the government, when it is working on the [curriculum], is doing its job, but when there is partisanship, then there is cause for concern."
On the idea of learning bubbles, uOttawa Faculty of Education professor Amal Boultif says "the concept itself is not very different from private lessons." She worries, however, that they will increase inequalities between students.
Idrine Matenda-Zambi says that Mary Ann Shadd, Walter Perry, Reverend J.T. Wagner and others "are all Black Canadians who have contributed to our history; Black people have been present in the region for a long time."
Listen to Marie-Hélène Brunet and Scott Pollock as they discuss their award-winning article 'When It Became Equal: How Historical Consciousness and Theories of Agency Can Explain Female Students' Conceptions of Feminism.'
In the present climate of protests, Nicholas Ng-A-Fook speaks with Joel Westheimer about the links between education, democracy, and citizenship and how conversations about these current events could be taken up in the classroom.
Béatrice de Montigny says "Sexual abuse is more common than we realize, and as teachers we have an opportunity to help prevent it by paying close attention to children's behaviors. Let's make our classroom climate welcoming and caring so that students feel comfortable confiding in us..."
The Morning News with Vineeta Sawkar - WCCO Radio | February 8, 2022
Joel Westheimer condemns the racist and anti-Semitic symbols present at the Ottawa protests, as well as the racist and homophobic slurs uttered by some participants. However, he says "there is one legitimate thing for us to pay attention to: vaccine mandates, while important, do have this effect of individualizing responsibility for the pandemic," adding "we also need protections in place, such as paid sick leaves. We need people to be able to earn a living and feed their families if they're not going to work because they're sick."
Co-authors Tracy Vaillancourt and Suniya S. Luthar indicate "a common phrase echoed far too often during the pandemic is that 'kids are remarkably resilient.' Repeating this over and over doesn’t make it true. Nor does it shield us from our responsibility to protect children now, when they need us most."
JCACS Curriculum Without Borders | February 3, 2022
In this JCACS Curriculum Without Borders series interview, Christine Suurtamm discusses her team's work on curriculum innovations and new approaches in math education research, saying "I think at least in terms of Ontario, I often see the curriculum development as an evolution, rather than a revolution."
Andy Hargreaves talks about the relationship between SEL (Social and Emotional learning) and well-being. He says that while there might sometimes be friction between the two concepts, they work together and are complementary.
Trista Hollweck says: "it's a really challenging time right now for schools with COVID, well-being and mental health, and we're really looking forward to understanding the relationship between play, engagement and well-being."
Michelle Schira Hagerman argues that play is complex, and that there are many types of play. The CHENINE research team will study three types of play in school settings: "outdoors...on screens... and mechanical play, which is when children manipulate physical materials to create things."
International Journal of Mentoring and Coaching in Education | January 20, 2022
In a recent study conducted by Trista Hollweck, participants reported that being a mentor coach "led to higher job satisfaction, prompted professional growth, helped build positive and empowering relationships with colleagues, gave experienced teachers such as themselves an opportunity to make a difference in their school outside of their classroom and ultimately improved the teaching quality in the school district."
According to Tracy Vaillancourt "a grade freeze could help students who are feeling overwhelmed and exhausted after two years of the pandemic, but could also set students up for failure as they enter university."
Speaking about the potential risks of over-accommodation, Tracy Vaillancourt said "there's a continuity between high school and university, and if we break that continuity... that may cause harm because those students won't be prepared going into university."
CHENINE member Amal Boultif says the substantial Lego Foundation grant will help the research group explore questions such as: "What are the benefits of game-based learning? What are the risks? How can we integrate this approach to learning in our schools?"
Rebecca Lloyd says "the more we experience the relationship to this animate Earth, the more we’re going to have that experience of possibility…of what it’s like to be awoken, of what it’s like to connect to something beyond ourselves."
"If kids aren't engaged with their learning, it's a sign of one of two things: there is something going on with the student, with their home background, with their relationship with their friends - perhaps they're being bullied; or it could be a window into something wrong with the instruction - perhaps it's not responsive, it's not connected to their lives, the learning has no meaning for them."
According to Tracy Vaillancourt, not graduating on time because of the pandemic may have an impact on students now and also later on in life. A large proportion of those students might decide not to come back to school, which sets them up for lower-paying jobs and poverty, which in turn, will affect future generations.
Tracy Vaillancourt says that "schools are not just about reading, writing and arithmetics, they never have been. They provide other opportunities such as food resources for children and youth who need it, therapy for kids who have disabilities [...] and they also keep kids safe because educators are the primary reporters of child abuse and neglect."
John M. Richardson discusses the intrusive data collection done by some apps, including Spotify and Snapchat, and asks, "What will be the effect of this unprecedented corporate data collection on the future lives of young people? Nobody knows."
Tracy Vaillancourt says that "all this uncertainty about the weeks ahead might have been avoided [...] had governments heeded the loud chorus of education and pediatric experts who urged politicians to take every measure to keep classrooms open, including prioritizing boosters for teachers and setting up rigorous rapid testing for students and staff."
In this podcast, Nicholas Ng-A-Fook and Carl E. James discuss various subjects, including negotiating the 4th wave of the COVID-19 Pandemic, enabling and disabling Black youth within public schooling and higher education, as well as disrupting the web of “at risk” stereotypes.
Listen to this conversation with Nicholas Ng-A-Fook and two principals from the Ottawa Carleton District School Board, about how they led their respective school communities through this time of pandemic.
"When students are asked to create something, whether it be through drawing, painting, writing, building, or anything else, the creative process isn’t just about developing different creative skills. [...] These tasks of creativity are about developing their own visions, trying new forms of expression, and uncovering avenues within themselves in their always-ongoing act of becoming."
Recent polls indicate that 30% of young people in Canada and the US would prefer to live in "a country that is governed by a strong leader who wouldn't have to bother with interference from the Parliament, Congress or the courts". This worries Professor Westheimer, who says that "democracy is not self-winding and needs to be taught again and again to every generation".
Many teachers are finding hybrid learning more challenging than it originally appeared. According to Sachin Maharaj "[with] teachers being given nothing more than a laptop, maybe an additional webcam or a microphone...and then being told to figure it out, the quality of the learning experience for students is severely compromised.”
According to Olga Fellus, "SEL is not a construct that came about because of current events or new student needs [...]. Now, it is finally incorporated into the curriculum to try to address the problem of the increasing number of students who are 'lost' to school mathematics."
Jessica Whitley and Andy Hargreaves said: "A passion for inclusive education that can ensure the success of all students in Nova Scotia has emerged in every conversation we’ve had. We look forward to further collaboration with Nova Scotians as we continue to gather evidence to inform the successful realization of inclusive education in the Province..."
Jessica Whitely says “I think in general what we’re seeing is a lot of momentum and enthusiasm and then a sense of how we can best place these practices in order to support the kids who need to be supported.”
According to Carole Fleuret, "we must relegitimize the mother tongue [of allophone students], it makes them feel valued, it avoids tensions between school and home and it is beneficial to their academic success."
In this interview, Joel Westheimer argues that "specific content rarely matters. What matters is that students were able to get re-engaged in the learning process and to be part of a community after this extended period of social isolation."
Tracy Vaillancourt and Anne Farrell said "overall, our findings highlight that we need to promote self-esteem for healthy development, but without inadvertently inflating these perceptions to the point of narcissism."
According to Jason Creaghan and David Paré "Every delay in switching to sustainable energy sources and every expansion of fossil fuel infrastructure will make the inevitable future transition more expensive, inconvenient and politically challenging."
Andy Hargreaves says that "when COVID-19 is mainly behind us, there will be many competing proposals about what to do next....Mental health specialists and health scientists will urge that well-being should be the first priority, partly for its own sake, and also because little lasting learning will occur without it."
Andy Hargreaves says "we mustn’t be blinded by the digital light. But it’s not a moment to switch off all our screens either. Instead, every school and system must focus more sharply and think more precisely about where, when, and how technology-supported learning can and cannot add unique value to students’ experiences and outcomes."
In this podcast, Andy Hargreaves discusses his books Five Paths of Student Engagement and Moving, A Memoir of Education and Social Mobility, and their implications for educational leaders in today’s world.
Sachin Maharaj argues "we need to engage in the painstaking process of building support, both among the public and within our institutions, for initiatives that will make a concrete difference in the lives of currently underserved populations."
In her podcast, Mimi Masson invites listeners to think about the "current challenges teachers face in the profession and how expanding notions of FSL teacher learning might strengthen FSL teacher identity development and well-being."
Mark Currie and Nicholas Ng-A-Fook discuss their recently published article "Is CRRP Enough? Addressing Antiracism(s) in Teacher Education," and review the strengths of CRRP (Culturally Responsive and Relevant Pedagogy) and the gaps in addressing issues of Anti-Racism in schools.
According to Tess Clifford, Martha Fulford, Alanna Golden and Tracy Vaillancourt "Ontario’s children and youth need us to continue to adjust our strategies for mitigating the spread of COVID-19, while also prioritizing their well-being. Both are possible."
Elementary school teacher and University of Ottawa doctoral student Béatrice de Montigny presents a webinar on consent in which she discusses the concept of consent, and provides tips on how to address this topic in the classroom.
For Mario Blouin, "It's been six or seven years since the French-language technology training program has existed. So, there is a great need to get to work and train people in technological education so they can teach in the province's French schools."
"Most people would assume that if you’re perfectionist you have high perfectionistic standards, and that leads you to achieving. However, what we showed was that [...] your achievements lead to wanting to maintain that achievement through perfectionistic standards. That’s really important because perfectionism is a maladaptive personality trait, it’s associated with anxiety and depression, and other things like academic burnout."
"The vice-dean believes that the Indigenous community has endured a long enough history of experimentation from colonial settlers, such as forced sterilization for First Nations women or the removal of children, to have created a legacy of mistrust."
In this podcast, Nicholas Ng-A-Fook and Denise Taliaferro Baszile discuss the ideological failures of Democracy, teaching freedom in the language of oppression and re/curricularizing “the” standard “White American” curriculum.
Education professionals and researchers have repeatedly stated that the focus right now should be on the mental health and well-being of children. Joel Westheimer argues that preparing for the EQAO tests may take months, which teachers could have used to rebuild relationships with their students.
Faculty of Education doctoral candidate Janelle Fournier said “for me, as an educator, it’s hoping to inspire one, even just one person to get into STEM to consider a career that they may not have considered beforehand.”
Tracy Vaillancourt says “if people think about injustice from a first-person perspective, they’re more likely to respond aggressively. If they think about injustice from a third-person perspective, they’re less likely to be aggressive.”
"Education is a human right but currently schools across the nation cannot provide equitable, high quality learning opportunities to all students, in part because access to high-speed internet is only afforded to a privileged few."
Éric Dionne describes the conditions necessary for cheating to occur. He mentions that having extrinsic motivation and being in a summative rather than formative assessment context, are factors that tend to encourage cheating.
Lighting a Fire! All things Teaching and Learning with The Teaching Council | October 4, 2021
"In this episode, Andy joins Tomás Ó Ruairc, Director of the Teaching Council, for a conversation about the importance of engagement in the teaching and learning process, the future of education as we emerge from the Covid-19 pandemic, and much more."
The lack of concrete action to preserve the rights of French-speakers at the University of Ottawa is frustrating many members of the Francophone community. Phyllis Dalley says that "We must act urgently".
Tracy Vaillancourt argues that "although achieving good grades seems fine on the surface, its link to increased perfectionism is worrisome because high perfectionism often leads to higher academic burnout, lower school engagement, and lower semester GPA in the long run, as well as increased anxiety and depression."
Tracy Vaillancourt says that "Just as there have been concerns of pandemic-related 'learning loss,' there has been, unequivocally, a 'play loss'," arguing that "children will need an extended amount of school time to focus on reconnection, healing, and play."
Tracy Vaillancourt says “doing well in high school is linked to future academic opportunities like attending university, which increases job prospects and earnings. There is a lot on the line and teens are feeling the pressure. What is not clear, however, is whether there is a dark side to high academic achievement...”
Tracy Vaillancourt explains that "teenagers make upward social comparisons, and that elicits envy, and that envy gets repaired by either debasing the source of jealousy or it gets turned inward and that can result in anxiety, depression and eating disorders".
An ongoing study by Tracy Vaillancourt et al. found that "teens who do well academically find themselves caught in a vicious cycle of achievement and perfectionism." In light of those findings, Dr. Vaillancourt advises parents and educators to "foster environments of self-acceptance, [to] help youth understand that people can be accepted for who they are, even if they are still working toward certain goals."
Nicholas Ng-A-Fook and Lisa Howell argue that "reconciliation in education begins by acknowledging how educational systems — in particular, our universities, teacher education programs and curricula — have reproduced systemic anti-Indigenous racisms across Canada."
In this podcast, Tracy Vaillancourt and Nicholas Ng-A-Fook discuss a variety of topics related to the pandemic, including "gendered differences in relation to social isolation, social media, peer relations, mental health and well-being" and the release of a new RSC policy briefing.
Trista Hollweck and Rachel Lofthouse found that "effective teacher coaching does lead to conditions that underpin school improvement [but] the best evidence appears to support contextual coaching specifically, which means models must be developed in a bespoke fashion for (and with) each setting." (Page 26)
Tracy Vaillancourt argues that this pandemic has affected not only students' mental health, but also their academic achievements, and that kids who were already at risk were disproportionately impacted.
In this podcast, Nicholas Ng-A-Fook and Erin Jessee discuss a variety of topics, including oral history research methods, the limits of oral history, privileged and/or excluded voices, and normalizing systemic violence and harms.
Nicholas Ng-A-Fook and Jessica Whitley discuss the recently published Royal Society of Canada policy briefing 'Children and Schools During COVID-19 and Beyond: Engagement and Connection Through Opportunity.'
Society for Personality and Social Psychology | Aug 16, 2021
Vaillancourt and Farrell indicate "unlike our impressive record at reducing physical aggression use by the end of the first grade, our society seems to have failed at stopping the cruelty of indirect aggression."
Cited Media | August 5, 2021 | Comments start at 54:37
Joel Westheimer believes that the purpose of higher education has shifted from educating citizens to participate in a democracy to mere job-training, and that this is a "limited and myopic" view of education's purpose.
In this podcast, Nicholas Ng-A-Fook and John Weaver discuss a variety of topics, including anti-intellectualism, becoming active in political life, addressing error and the shortcomings of science education.
Agata Soroko argues that "the pandemic has reminded us that we aren’t self-reliant but part of a collective. What we now see is a powerful case for a strong social safety net that includes paid sick leave, affordable housing, unemployment insurance and a strong health-care system."
Tracy Vaillancourt says “we found similar patterns of findings that are in the literature which points to the validity of our findings...i.e. girls being bullied more than boys, boys bullying more than girls, younger students being more involved in bullying than older students, and gender diverse and LGTBQ+ students being bullied at very high rates.”
Global News Podcast | July 13, 2021 | Comments start at 10:26
Tracy Vaillancourt comments on the unauthorized release of 911 calls made on the night of the Nova Scotia massacre, saying "I can’t imagine how anybody could think this is ethical or morally appropriate."
Despite reports from teachers that bullying rates have increased since the pandemic began, a new study shows that they have actually decreased. Teachers are simply more aware of the bullying thanks to new pandemic schooling practices.
Bullying rates have declined since the beginning of the pandemic, according to a new study by Tracy Vaillancourt et al. In order to keep these rates low, she says that "more adults should be made available to supervise during breaks, recesses, and when moving between classrooms."
The decrease in bullying rates since the beginning of the pandemic is likely due to increased student supervision. Tracy Vaillancourt suggests several solutions, including having parent volunteers present to maintain a high level of supervision.
A new study by Tracy Vaillancourt et al. shows a significant decrease in bullying rates since the beginning of the pandemic, likely due to the fact that "Ontario students were in smaller cohorts, had fewer interactions and were more supervised."
According to Tracy Vaillancourt et al. “most pandemic studies suggest notable threats to the wellbeing and learning outcomes of children and youth. Our study highlights one potential silver lining—the reduction of bullying."
Aline Germain-Rutherford says online learning has been very popular among professors and students, adding that "the university can never go back to the way it was before. We're completely redefining ourselves."
In their book 'Five Paths of Student Engagement: Blazing the Trail to Learning and Success,' Dennis Shirley and Andrew Hargreaves discuss "the 'myths' surrounding the popular engagement strategies used in schools and reveal(s) the approaches that have proved successful."
Lisa Howell helped develop a virtual tour of Ottawa honouring Indigenous culture, for the project 'Reimagine Canada Day.' This tour offers "a broader perspective of what it means to be Canadian and what it means to live here on this land.
According to Stephanie Chitpin's Objective Knowledge Growth Framework (OKFG) "the OKGF aims at incorporating the element of falsification into decision-making in order to minimize the risk of confirmation bias and the use of ineffective solutions."
Alexander Maisonneuve and André Samson say that “Research published in 2015 indicates that counsellors working in Ontario high schools usually operate without a theoretical framework and a strong clinical background.”
Alexander Maisonneuve is a doctoral candidate at the University of Ottawa.
Nicholas Ng-A-Fook welcomes Cristyne Hebert to discuss current issues, including the roll out of COVID-19 vaccinations in Saskatchewan and Ontario and the possibilities and limitations of online teaching and learning.
According to Michelle Schira Hagerman "teachers and parents play a crucial role in helping young people to develop the foundational digital skills and social practices that enable them to become critical readers, writers and participants in a complex world..."
Raphaël Gani says that francophones could resort to legal action in the new albertan curriculum matter, arguing that a new curriculum could be written, or content from other provinces' curricula could be borrowed.
Joël Thibeault explains the role of bilingual books and adds "the idea is not to do English in the French class, but rather to collaborate with the teacher who teaches the English class to put into practice activities in both classes that revolve around the same book."
Michel Saint-Germain's study "Problématique linguistique en Haïti et réforme éducative : quelques constats", is cited as one of the most important elements of sectoral analysis of the 1979 Bernard reform.
In a heartfelt message about women promoting physical and mental wellness, Keri Cheechoo shares her expertise and adds “my lived experiences as an Iskwew or Cree woman shape who I have become professionally.”
Tracy Vaillancourt says “focusing our attention on reducing the negative impact of COVID-19 on learning and health is not misplaced, but forgetting the important role of movement and sports participation is."
Joël Thibeault discusses the educational value of bilingual children's books in teaching French as a second language, concluding that “ it could be quite useful to get learners to use their full linguistic repertoire when they learn a second language.”
Tasha-Ann Ausman said the hardest lesson she had to learn over the past year as a teacher is ''how students are learning in different ways. Collective experience of being in different social environment.''
On the occasion of the one-year pandemic anniversary, Joel Westheimer affirms "what matters are the connections that teachers make, both to students and their families and between subject matter and the outside world."
Continuing school interruptions affect the long-term trajectories of children with complex needs. Jess Whitley adds "that terrifying sense of regression was something that was quite unique to the families of these kids."
Christian Bergeron warns us of subtractive bilingualism, which means that "knowledge of English improves, but at the expense of French" and asserts that "the safeguarding of French will be achieved through education and dialogue with youth."
According to Rebecca Lloyd, "the more we experience the relationship to this animate earth, the more we’re going to have that experience of possibility, of what’s it’s like to be awoken, what it’s like to connect to something beyond ourselves."
Tracy Vaillancourt, along with several co-authors, highlights that the need for data studies about children’s mental health was urgent before COVID-19. Indeed, "continuity in data collection is also the only way to tell if we are doing the right things and doing them right — for all children."
RADIO CANADA Espaces Autochtones | February 18, 2021
According to Nancy Crépeau "schools must understand that language teaching is not something that takes place behind four walls; Indigenous languages, unlike French, are learned on the land, in their cultural context."
According to André Samson, "the UOF was coming into an environment that was already very well provided for in terms of the supply of post-secondary programs. And given the sociological particularities of the Francophone population in this region, the competition was going to be fierce."
Joel Westheimer asserts: "Francophone school boards are doing what probably makes sense for many people, which is to adapt their expectations to the situation and not put students' futures at risk because they are unlucky enough to be in a particular class at that particular point in history."
Carole Fleuret advocates the importance of "socializing" at school to allow students to develop, but also to contribute to language learning by allophone students, a challenge they face in this period of virtual education.
Joel Westheimer says "a well-functioning democracy needs schools that teach students to recognize ambiguity and conflict in factual content...and to embrace debate and deliberation as a cornerstone of democratic societies".
"When violence erupted in Washington on Jan. 6, I wanted to give my students some means of coming to terms with the distressing images flowing across their screens. Their analysis impressed and moved me."
Éric Dionne shares with us his greatest hope for this year: "I wish us a year 2021 in which pupils and students will not be clients, school principals will not be just managers, universities will not be companies and, above all, education will not be a consumer good."
According to Andy Hargreaves, Visiting Professor in the Faculty of Education "The paradox of a pandemic-proof educational system that can also accommodate all eventualities is that it will have greater use of digital technology and of more learning outdoors."
In this interview, Carole Fleuret, discusses her new co-authored volume 'Didactique du français en contextes minoritaires : entre normes scolaires et plurilinguismes', published by the University of Ottawa Press.
Mark Currie argues "education is one system for which restructuring has long been at least a strongly worded suggestion, if not an outright demand, but systemic change is slow, often placing the onus on individual educators to challenge the system from within."
According to Faculty of Education Professor Tracy Vaillancourt "children and young people’s definitions of bullying...rarely included the three prominent criteria - only 1.7% mentioned intentionality, 6% repetition and 26% power imbalance."
In their research with over 265 Canadian parents, Jess Whitley and other researchers learned that "at-home learning shed a bright light on the strengths, cracks, and tensions that already existed within the education system."
According to Andy Hargreaves, "To be fully equitable and inclusive, our schools must re-engage with working-class identity. They must teach working-class identity as a history and culture of pride involving the dignity of labour, solidarity with one’s fellows, the value of hard work, and the importance of self-improvement. They must resurrect and reinvent vocational education as a high-quality commitment."
According to Professor Joel Westheimer, "standard testing doesn't measure things like critical thinking and creativity, so they effectively narrow our focus on only the things they are good at measuring."
Selon Joël Thibeault, « On veut faire comprendre aux élèves que l’on n’a pas à utiliser une langue au détriment d’une autre, mais que toutes les langues peuvent cohabiter ensemble dans le répertoire d’une même personne. »
Professors Nicholas Ng-A-Fook and Keri Cheechoo discuss the legacies of the Indian Residential Schooling system, Orange Shirt Day, relearning intergenerational relations, land acknowledgments and more.
Emeritus Professor in the Faculty of Education at uOttawa Timothy Stanley "noted that other members of the Parliament of Canada, who were in office at the same time, strongly opposed MacDonald’s discriminatory policies."
"Although she believes that some delays may be occurring among Francophones, University of Ottawa Faculty of Education professor Carole Fleuret believes that it is still too early to draw conclusions or to compare Francophones to Anglophones."
« C’est un fantasme de penser que cela va se passer sans problème », a déclaré Joel Westheimer, professeur d’éducation à l’Université d’Ottawa. «Dans l’ensemble, je pense qu’il y a des raisons impérieuses pour les enfants de revenir. Mais cela doit être fait de la bonne manière. »
"In the era of inclusive education, children with special needs are an integral part of our classrooms. A wide variety of learner profiles means differentiated approaches and assistive technology. For some students, this assistance is a service animal."
Virginie Abat-Roy is a doctoral student in the Faculty of Education.
Faculty of Education Professor Michelle Schira-Hagerman says "I'm confident the online instructional modality will feel a little bit more predictable, a little bit more measured. There are systems now in place that weren't necessarily in place at scale when we had to pivot in March."
According to Joel Westheimer, professor at the University of Ottawa's Faculty of Education "But what the administration at Laurentian University should be doing, rather than bending over and suspending admissions to certain programs to save money, is to stand up and say, 'See, this is what happens when there is not enough public funding. "
"Michelle Schira Hagerman, an assistant professor in the Faculty of Education at the the University of Ottawa, said it’s been an 'emotional rollercoaster' for her daughters, aged 9 and 14, since schools closed due to the pandemic last March."
Parents now have to decide on whether to send their kids back to school in september, or opt for remote learning. Professor Michelle Schira Hagerman takes part in a panel discussion with other experts.
According to Andrew Hargreaves "Learning in the here and now in school will need more human and less hybrid learning. It will need less technology, or more judicious use of it, than most kids have experienced during covid-19."
According to Agata Soroko, Part-Time Professor in the Faculty of Education "What is particularly troubling about these pandemic pods is what it means for public education more broadly. It’s a shift away from the public to the private.”
Joel Westheimer discusses the OCDSB's plan for returning to schools in September 2020 and his take on results from a survey with over 28,000 responses. Listen to his conversation with Robyn Bresnahan on Ottawa Morning.
Before the pandemic, "the integration of technologies was very different from classroom to classroom and from teacher to teacher," observes Megan Cotnam-Kappel.
"Suddenly, new tools were needed to facilitate distance learning," she says, using the example of video conferencing via Google Classroom, which virtually recreates the classroom and fosters collaboration.
Since the pandemic, time spent waiting in lines has gotten longer and longer. Agata Soroko argues that it is a social justice issue, saying "time is money in a lot of ways. That means, a lot of low-income workers are disadvantaged in this case.”
"For Timothy J. Stanley, Professor Emeritus in the Faculty of Education at the University of Ottawa and a specialist in anti-racism issues, sharing the testimonies of those who live or have lived through racism is one of the solutions to overcome it."
According to Timothy Stanley, "At the core, racism(s) are always types of exclusions." Stanley is an Emeritus Professor in the Faculty of Education and the Institute of Indigenous Research and Studies.
In this twelfth episode, Nicholas Ng-A-Fook interviews Dr. William F. Pinar, Tetsuo. He shares his perspectives as a curriculum theorist and lived experiences in relation to the 2020 Pandemic and Anti-Black Racism Protests in the United States.
According to Éric Dionne, “The solution may not come from technology, instead, educators need to develop other ways to measure performance such as getting the students to produce original work through a project.”
According to Nathalie Bélanger, “Teachers will need to be more creative in trying to ensure differences in student achievement during the pandemic, do not have too many repercussions when they return to school.”
In this ninth episode, Dr. Nicholas Ng-A-Fookinterviews Dr. Thimothy J. Stanley, former Interim Dean of the Faculty of Graduate and Postdoctoral Studies. During their conversation, Dr. Stanley shares his perspectives as a historian about the invisibility of everyday racisms in Canada.
Andrew Hargreaves “Educators are doing extraordinary things in the face of the coronavirus crisis. They are our invisible heroes, supporting health services and reinventing the way they provide education.”