Established in 2005, the Centre for Urban Schooling (CUS) connects the Ontario Institute for Studies in Education (OISE) to urban schools and communities. The Centre conducts research on and advocates for critical practice that is focused on how to better serve historically marginalized and racialized children and youth in public schools. Read our Mission Statement.
SAVE THE DATES!
CUS Reserach for Critical Practice in Urban Schools Seminar Series
Gillian Parekh--SSHRC postdoctoral fellow with the Centre for Urban Schooling
October 16, 2015
Title: Exploring the relationship between school structure and student belonging
In school, students are organized across various programs and enrichment opportunities. Research has demonstrated that there is significant correlation between the representation of disability, class, race, and gender identities to the degree of value assigned to programs and academic streams (Sinay, 2010; Clandfield et. al, 2014). These disparities call into question students’ experiences of social citizenship and belonging within institutions that adhere to the organization of students along constructed notions of ability and meritocracy (Parekh, 2014). Drawn largely from the Toronto District School Board’s Parent and Student Census data, this paper explores the relationship between institutional programming and students’ experiences in school.
Gillian Parekh is a SSHRC postdoctoral fellow with the Centre for Urban Schooling in the Department of Curriculum, Teaching, and Learning at OISE. Most recently, Gillian worked as a Research Coordinator for the Toronto District School Board. Her research interests include critical disability studies, institutional organization, and education equity.
November 6, 2015
Lee Airton--Lecturer, Master of Teaching Program and the Current Teacher Ed Program
Title: Feeling and hearing the difference: Toward an affective methodology for studying social in/justice in education
The literature on social justice teacher education (SJTE) is full of specialized language: namely, semantic descriptions of what ‘good’ SJTE looks and sounds like in practice. However, ‘teaching the diversity course’ in pre-service programs is as much an affective proposition – one of intensity, awkwardness, discomfort, welling-up – as a semantic one: what is explicitly stated, whether by teacher candidates or teacher educators. Field leaders (e.g., Zeichner, Ladson-Billings, Cochran-Smith, Grant, Sleeter) have long called for empirical evidence of SJTE’s effectiveness at changing teacher orientations toward social difference in order to benefit their future K-12 pupils. With such evidence in short supply, this study used a post-qualitative methodology and neo-materialist affect- and assemblage-based theoretical framework to explore how SJTE practitioners together produce, in real-time, a sense of ‘good or bad SJTE’ and of themselves as SJTE practitioners. This paper draws on findings from material-discursive fieldwork at education conferences and in SJTE practitioner conversations to argue for a less language-dependent approach to the study of social in/justice in educational contexts.
Dr. Lee Airton is a Lecturer in the Department of Curriculum, Teaching and Learning at OISE, and received their Ph.D. in 2014 from York University’s Graduate Program in Education. Dr. Airton’s publications on gender and sexual diversity issues in education have appeared in Curriculum Inquiry and Sex Education, and they blog about gender-neutral pronoun usage, user support and non-binary gender identification at theyismypronoun.com. Dr. Airton currently serves on the executive committees of the Canadian Association for Teacher Education and the Queer Studies in Education Special Interest Group of AERA.
The website is now live: www.cuscrrpinitiative.ca
Please take a look and share widely!
The website includes a documentary that chronicles a year-long professional learning journey with teams of educators from two schools; a report on the initiative; and professional resources.
Exploring Critical Consciousness In Toronto’s Urban Classrooms: A Critical Practitioner Inquiry Approach To Understanding And Improving Black Student Achievement
Written by: Nicole West-Burns, Ph.D.
FREE YOUR MIND: A HIP HOP Education STEMposium
CUS was a co-sponsor for this event which brings together students, educators,
hip hop academics, and the GTA's finest hip hop education workshop facilitators
Check out the documentation from the STEMposium!
Follow CUS on Social Media!
Issue #6, July 2015
Nicole West-Bruns: Intersecting Professional Learning, Research and Knowledge Mobiliation
By Audrey Hudson
Issue #5, April 2015
By Audrey Hudson
Issue #4, January 2015
By Audrey Hudson
Issue #3, 2014
By Tara Goldstein and Nicole West-Burns
Issue #2, April 2014
By Dr. Lance McCready, Dr. Carl James, Ramon San Vicente
Issue #1, December 2013
The Math for Young Children (M4YC) Project: