6th Biennial PCS Conference

“Provoking Curriculum Studies: As Strong Poets”
Hosted at the University of Ottawa
February 22-23, 2013

Sponsored by

The Canadian Association of Curriculum Studies
Faculty of Education at University of Ottawa
Canadian Society for the Study of Education
Virtual Historian Lab



In my being and becoming the tensions that were there created a dynamic world within which I acted which has, after all is said and done, turned out to be my life as I have experienced it. I reflect upon it as a unique life in many ways, at times distorted, but nevertheless a life which on occasions by my very acting within them, I used to give meaning to my being, doing my damnedest in my own personal becoming.

(Aoki, 1979/2005, p. 348)

Nearing the end of our catastrophic century, we live in the time of testimony.

(Simon, 2000, p. 9)

To see Final draft of conference program click here.

6th Biennale PROVOKING CURRICULUM STUDIES:
B.ED. AND GRAD STUDENT SPECIAL FORUM
February 22, 2013 at 1:00 – 2:15 PM
LMX 122

No Child Left Thinking:

Defending Schools from the War on Teachers and Students

Joel Westheimer
University of Ottawa

In classrooms and schools across North America, teachers are under attack and the public trust that many teachers once enjoyed is threatened by the media, politicians, and school boards.  At the same time a neoliberal obsession with standardization, testing, and accountability measures threatens to destroy meaningful education at every level. This presentation describes how this happened and what we can do about it.

Joel Westheimer is University Research Chair in Democracy and Education at the University of Ottawa, Canada and education columnist for CBC Radio’s Ottawa Morning show. He is co-founder and executive director of Democratic Dialogue, a research collaborative dedicated to the critical exploration of democratic ideals in education and society. He is also author of the critically acclaimed Among Schoolteachers: Community, Autonomy and Ideology in Teachers’ Work. He’s currently working on his third book, Restoring the Public in Public Education. He publishes widely in newspapers, magazines and scholarly journals and addresses radio and television audiences on shows such as Good Morning America, More to Life, The Agenda, NBC TV News, C-Span, NPR, and CBC.

Our Problem is in Our Thinking

William Doll Jr.
University of British Columbia

As teacher-educators we are planners, purposive thinkers. Professors plan, via syllabi for their students; their students plan, via lesson plans for their students, who in turn carry out plans others devise. In this planning activity, is our purposive thinking going too far? Are we as teachers limiting the abilities of our students? Mitigating the spirit of education? Destroying the sacredness of the Nature that gives us nurture? Two philosophers with definite views on this question are Gregory Bateson (1904 -1980) and Michel Serres (1930–). Bateson worries that by thinking in a purposive, “planned way” we have acquired an arrogance, placing our human selves at the center of importance, overlooking Nature and its systemic ways. In fiddling with “Mother Nature” – atmospherically, ecologically, genetically, socially – we have “o’er leapt ourselves,” and in our hubris have sown the seeds for our own destruction. Serres says, with our technological advances, we have become “masters of the earth” and this mastery has led to “a world that is almost universally miserably”: wars, violence, ecological disasters abound. This is “our founding given,” our legacy to the future. Both Bateson and Serres believe that as teachers we need to develop a new ethic, one where we encourage our students to question, one where we approach teaching not with the arrogance of rightness, but with the humility of uncertainty. We need to develop our syllabi and lesson plans with our students not for our students. More, though, we need to restore in our selves relational and ecological thinking.

William Doll, currently a Visiting Professor at UBC, is an Emeritus Professor of Curriculum at Louisiana State University, and Adjunct Professor in the Faculty of Education at the University of Victoria. His books are A Post-Modern Perspective on Curriculum, Curriculum Visions (co-edited with Noel Gough), and Chaos, Complexity, Curriculum and Culture (co-edited with Jayne Fleener, Donna Trueit, and John St.Julien). He currently is Associate editor of Complicity, an online journal publishing articles on the intersection of complexity theory and education.

Agency

KeriLynn Cheechoo
Lakehead University

Agency, the collection of lyric poems chronicling my life as an Indigenous woman, focuses on intersecting themes of silence, speech, motherhood, and racism utilizing an autobiographical framework. I have written academically about feminist perspectives and representations of working class women and mothers, generating discourse about class and gender division. Agency is the title of a poem which chronicles my journey from oppression to emancipation.

Keri Cheechoo is currently a candidate in the Master of Arts English with a specialization in Women’s Studies Program at Lakehead University. In 2008, she won The Munro Poetry Prize, an honour that still makes her heart happy. As well, she has published lyrical poetry in The Artery in 2009 and 2012. In August 2011, she received post-graduate certification in Writing from Humber College’s prestigious School for Writers, studying lyrical poetry with renowned author Karen Connelly. In 2012, she was nominated and chosen to be a role model for Lakehead University’s Nanabijou Aboriginal Graduate Enhancement Program. Her function as role model is the provision of information and motivation to students who may wish to pursue advanced degrees at the Master’s and Doctorate level. In May 2012, she was nominated for an award through the Northern Ontario Aboriginal Youth and Recognition Awards and was awarded a certificate for academic excellence within the Education Category.

THE 6th BIENNALE PROVOKING CURRICULUM STUDIES
OPENING KEYNOTES SPEAKERS ADDRESS
February 22, 2013 at 5:30 – 7:15 PM
122 LMX, Faculty of Education, University of Ottawa

From Copies to Creation: The Apprehension of Education

Lisa Farley, Associate Professor
York University

In this paper, I draw from the work of psychoanalysts Donald Meltzer and D.W. Winnicott to offer a theory of education as a problem of apprehension. Where in educational discourse, comprehension is usually framed in relationship to conscious processes, apprehension—which signals both anxiety and criminality—places inside the walls of education a narrative of being caught, hailed or arrested by something that exceeds the orbit of the self. I frame this discussion with a personal memory, which illustrates my own anxious experience of apprehension before knowledge, but also the radically uncertain effects of that encounter. When I was eight years old, I submitted to my teacher a poem that I had copied, word-for-word, both because I had fallen in love with its rhyming beat and my father read it to me every single night before bed. For education, at stake is a problem of “learning under the influence,” particularly if we admit, as Anna Freud did (and Plato well before this), that the seduction of the pedagogue, like the poet, is every bit as powerful as the content of what is spoken. What remains is a challenge for the teacher: to find in acts of imitation nascent forms of desire that, provided they can be contained, set the stage for new and inventive acts of representation.

Lisa Farley is an Associate Professor in the Faculty of Education at York University. Her research considers both the history of psychoanalysis and uses of psychoanalytic theory to conceptualize dilemmas in the representation of childhood history. Recent research examines the life work of D.W. Winnicott to explore this analyst’s contributions to understandings of authority and care for children in times of social and political conflict. Her work appears in a range of journals, including American Imago, Psychoanalysis and History, History and Memory, The Canadian Journal of Education, Curriculum Inquiry and Pedagogy, Culture and Society.

Fringing the Unconscious, Yearning for Meaning: The Work of Reading and Dreaming

David Lewkowich, Doctoral Candidate,
McGill University

As Ted Aoki suggests, “the word curriculum,” often confined by mandated programs and outdated ideologies of study, “is yearning for new meaning.” Leaning on Aoki’s call for the continued proliferation of new meaning in curriculum studies, this paper looks to the ways in which reading experience—often considered a cognitive and measurable enterprise—can be theorized in relation to the psychoanalytic language of dreaming. In reading, we fringe the unconscious, where the fringe is an unpredictable, temporal tarrying, which moves from the past, to the smudge of the present, to the auguries of the future. In this paper, I look to Kristeva’s theory of revolt as a way to interrogate my own rereadings of Genet’s The Thief’s Journal, a work that fantastically displaces the aberrant boundaries of time, identity and story. Genet and Kristeva both offer theories of reading and experience that refuse to anticipate stability, moving instead to a tune of transgression, timelessness, and repetition (all qualities of the dream). Though education often refuses admission to the playful poetics of dreaming, Aoki’s appeal not only accommodates but also insists on such unsure “inspiriting.”

David Lewkowich is a doctoral candidate in the Department of Integrated Studies in Education at McGill University. His research interests include young adult literature, experiences of reading, the affective life of education, psychoanalysis, and representations of teaching and learning in literature and popular culture. David’s doctoral study involves a comparative analysis of preservice teachers’ and adolescents’ reading experiences, focusing on the cultural and psychic dynamics of young adult literature. His articles appear in Curriculum Inquiry, JCACS, the Journal of Curriculum and Pedagogy, and the Journal of Curriculum Theorizing.

The Curriculum of Wonder: Poetry as Play, Prophecy, & Pedagogy

Carl Leggo, Professor
University of British Columbia

Poetry can transform our pedagogic imaginations by creating possibilities for conversations about curriculum in the diverse communities that constitute our human living. In response to Ted Aoki’s call for “a playful singing in the midst of life,” I write poetry as a way to hear my own voices and the voices of others, singing out with playful hearts and hopeful conviction. Above all, I engage in writing in order to gauge how well I am living with wellness. I am always eager to live well, always with hope that the story of a life, a living story, can be filled with joy, even in the midst of each day’s turbulent turmoil. I will present ruminations, poems, stories, questions, and more poems that address experiences and themes of language, poetic living, desire, justice, hope, vocation, and curriculum composed comprehensively in connected circles of living and loving.

Carl Leggo is a poet and professor at the University of British Columbia. His books include: Come-By-Chance; Life writing as Literary Métissage and an Ethos for Our Times (co-authored with Erika Hasebe-Ludt and Cynthia Chambers); Creative Expression, Creative Education (co-edited with Robert Kelly); and Sailing in a Concrete Boat: A Teacher’s Journey.

PROVOKING CURRICULUM STUDIES: KEYNOTE PANEL
February 23, 2013 at 8:30 – 9:45 AM
LMX 122

The First Task of Thought in Our Time: George Grant’s Critique of Technology

William Pinar
University of British Columbia

Referencing key biographical details, Pinar focuses on George Grant’s conception of modernity and technology, associating these (as Grant does) with the political and cultural crises Canada faced in the 1960s. He concludes with a discussion of Grant’s social concerns, in particular technology’s evisceration of humanity’s subjective capacity for moral life.

Born in Huntington, West Virginia in 1947, William Pinar took his B.S. in Education at The Ohio State University, graduating in 1969. He taught English at the Paul D. Schreiber High School in Port Washington, Long Island, New York from 1969-1971, returning to Ohio State to finish his M.A. in 1970 and the Ph.D. in 1972. He taught at the University of Rochester from 1972 until 1985, when he moved to Louisiana State University, where he taught until 2005, when he accepted a Canada Research Chair at the University of British Columbia in Vancouver, Canada. Pinar is the editor of Curriculum Studies in South Africa (Palgrave Macmillan 2010), Curriculum Studies in Brazil and Curriculum Studies in Mexico (both Palgrave Macmillan 2011), the author of The Worldliness of a Cosmopolitan Education: Passionate Lives in Public Service (Routledge 2009), The Character of Curriculum Studies: Bildung, Currere, and the Recurring Question of the Subject (Palgrave Macmillan 2011), and Curriculum Studies in the United States (Palgrave Macmillan 2013).

The Strong Poetry of Won Alexander Cumyow: Recasting Narratives of this Place

Tim Stanley
University of Ottawa

This paper examines the life of Won Alexander Cumyow, the first person of Chinese origins born in what is today Canada.    However, it does not present a conventional biography. Instead if explores readings of key photographs that document his life and explores links between these photographs and the place that I inhabit today. As such the paper displaces the nationalizing narratives that dominate understandings of the past and that render racisms as an epiphenomena, a side effect of other phenomena or a sidebar to the main story of national progress to the worlds most tolerant society.  Instead, it introduces excluded narratives that disrupt nationalist mythologies and make the nation state into something to be explained rather than the thing that does the explaining.   It also emphasizes key issues of historical criticism in the reading of the photographs and by implication other cultural texts.   The historical project of reconstructing the lens through which people read historical records at the time and place at which they were produced is central to the scholarly project of understanding contemporary cultural economies, their exclusions and inclusions.   The antiracist historical project documents how the history of creating a society structured in dominance (Hall 1980) has come be made invisible and in so doing reproduces racist exclusion and dominance.

Timothy J. Stanley is professor of antiracism education and education foundations in the Faculty of Education and Vice-Dean, Faculty of Graduate and Postdoctoral Studies, University of Ottawa.   His book, Contesting White Supremacy: School Segregation, Anti-racism and the Making of Chinese Canadians (Vancouver: UBC Press, 2011), won the Clio Prize of the Canadian Historical Association and the Founder’s Prize of the Canadian History of Education Association.

Performing Spoken Strong Words

Jenna Tenn-Yuk
University of Ottawa

Spoken word poetry is a powerful way for individuals to find and speak their voices, challenge dominant ideology and effect change in their communities. Jenna Tenn-Yuk explores issues of identity, race and the question of place through her poems, Minority and Everyone Loves A Jamasian Girl. Her work also examines how minorities work within and against dominant ideology to create new identities through performance.

Jenna Tenn-Yuk is a former athlete turned spoken word artist and singer-songwriter. As a spoken word poet, she was a member of the 2010 Canadian Festival of Spoken Word Wild Card team, and has performed at Parliament Hill, City Hall, Westfest and many other shows around Ottawa. Jenna runs a monthly poetry series, Words to Live By, and leads spoken word workshops to provide spaces for individuals to express their voices. She also recently gave a TED Talk at Ottawa’s first TEDxSandyHillWomen. Through expressing her own voice in poetry and music, she has seen how the scars of her past have become beautiful ways to connect with people’s hearts and stories. Jenna is currently working on a master’s degree at the University of Ottawa, where she has lectured on spoken word and activism, and is conducting research on the local slam poetry scene.

PROVOKING CURRICULUM STUDIES: CLOSING KEYNOTE
February 23, 2013 at 4:00 – 5:30 PM
LOCATION 122 LMX

To Meditate on Those Who Came Before:
My Father, Teaching and Karate

Doug Aoki
University of Alberta

I recently had to reset an online password. To do so, I had to answer a security question: “Who was your favorite teacher?” For me, it was Mrs. Hemingway, who taught me junior high English. Now, the point is not those things which made her so memorable, like her firm kindness, edgy wit and glorious legs. The point is that I remember her 44 years later. The poet Philip Larkin, upon finally meeting Cyril Connolly, whose writing influenced him tremendously, said, “Sir, you formed me.” You don’t forget the teachers who formed you. You can’t forget because you have the obligation to remember. Deborah Britzman has been much more gracefully intelligent than I could ever be on teaching as a practice, but I will add that the Japanese word for practice is keiko 稽古, which literally means, “to meditate on the old.” In karatedō, each practice, every movement and every stillness, should embody tribute to the teachers who have come before. A thoughtful karateka of my acquaintance once condemned the autobiography of a martial arts movie star. The problem wasn’t the ghostwriting, even though that was execrable. The problem was that the book was nearly 250 pages long, but the actor’s sensei was mentioned in but one paragraph. So many pages with the actor talking about himself; so little acknowledgment of his teacher. Thank you for not forgetting my father. The literal meaning of sensei is, “one who came before.” The practice of teaching should be animated by the spirit of karatedō, which obliges us to remember and pay attention. Karatedō uses shōgō 称号, a system of titles recognizing exceptional sensei. In ascending order, its levels are renshi 錬士, kyōshi 教士 and hanshi 範士. Historically, a renshi was a samurai who led soldiers by virtue of his exceptional mental, physical and technical abilities. Kyōshi moved explicitly from leading to teaching: a kyōshi was responsible for training soldiers. The most venerated level is hanshi, commonly translated as “teacher of teachers.” Dad was a devoted teacher of teachers, a genuine hanshi. But the self-indulgent eagerness for shōgō gets the rank order wrong—hanshi is ostensibly the highest title, but the very modesty of teacher makes it much more significant. My father was a teacher.

Doug Aoki is the son of Ted Aoki. He is on faculty at the University of Alberta. He also teaches karate at the Shinkitai Strathcona Karate Dojo and in the Edmonton public school system. Trained in Lacanian psychoanalytic theory, he is currently writing on traditional karate, teaching and cultural criticism.

Provocations in-between sonare and videre

Diane Watt
University of Ottawa

In the age of sound bites and the ongoing war on terror, complicating identities has become an urgent project for curriculum and pedagogy. In response to simplistic, binary understandings of difference proliferating in the mass media, I work with Aoki’s theorization of tense, in-between spaces as generative. Through the juxtaposition of narrative, image, and theory I draw from the epistemological bazaar to interrogate our entanglement in language related to self and other. Working with auto/ethno/graphy and bricolage, this layered, experimental text is designed to provoke more complex forms of seeing (videre) and hearing (sonare).  As I disrupt the self, I leave spaces for the reader’s own subjectivity to become caught up the text. In the process, could we open up possibilities for re-writing curriculum theory as an act of strong poetry?

Diane Watt completed her doctoral dissertation under the supervision of Dr. Patricia Palulis in the Faculty of Education at the University of Ottawa, with a concentration in Society, Culture, and Literacies. Her work draws from cultural studies, post-reconceptualist curriculum theorizing, and feminist border epistemologies to open up the category “Muslim woman.” In 2012, Diane’s doctoral thesis was recognized with the Canadian Association for Curriculum Studies Doctoral Dissertation Award. She also received an Honorable Mention (Division B, Curriculum Studies) for the American Educational Association Doctoral Dissertation Award, and Outstanding Dissertation Award for Excellence in Scholarship from the Curriculum and Pedagogy Group. Her research interests include Muslim female identities, digital and media literacies, inter/cultural education, m/othering and informal contexts of education, and the possibilities of auth/ethno/graphic bricolage as decolonizing research. Diane teaches graduate and undergraduate courses in the Faculty of Education at U. Ottawa. She lived with her family in Pakistan, Syria, and Iran during the decade of the 1990’s.

Strong Song: Activism, Inspiration and All My Relations

Julie Comber
University of Ottawa

“The Resistance/ To this Existence/ It’s Beautiful/ It’s Joyful,” is the refrain from Canadian pOILitics, a song I co-wrote. This is a time of upheaval and crisis, as human communities and destinies collide and coalesce. As Educators, Activists, and simply as caring human beings without labels, many of us seek to end suffering and injustice, and to heal our relationships to other humans, to the more-than-human world, and ultimately to ourselves. As the theme of this conference suggests, we need Strong Poets and their creative disruptions now more than ever. Like many others, I have written poems to understand myself, poems to keep myself sane, poems to reach out to others, poems to inspire change. But in 2011, the sacred land on Algonquin territory now called the South March Highlands put music to my words. I became a songwriter. My inspiration tends to come from the more-than-human world, and honours All My Relations. I grew up on the Strong Songs of Phil Ochs, Buffy Saint-Marie, and Stan Rogers, songs that sought to educate and ignite. My own evolving songwriting has moved from shining a light on neglected issues, and striving to motivate people to take action, towards focusing that light on the beautiful future we seek, and inviting listeners to “Be the Love and be the Change”. Inviting them to be their authentic, fully realized, lit up Self. I will follow this songwriting journey/evolution by opening with Hearts in the Snow, then Rupununi Red Road, and close with Light Up Your Life.

Julie Comber seeks to inspire empathy and catalyze action. Her academic, activist, volunteer, travel, and work experience inform her quest for creative and empowering strategies to nurture a warm heart and a sharp mind, in young people and in everyone. She believes human well-being, animal welfare, and environmental integrity are inextricably interconnected. She is a Non-Indigenous Ally in local work for ecojustice and Indigenous rights. Julie is a singer-songwriter, poet, blogger, fire and light spinner (poi), and capoeirista. Her academic background is in Zoology (BSc), Genetics (MSc), Bioethics (MSc), and Animal Welfare (Fellowship). She is currently a PhD Candidate at the University of Ottawa. Her research is on environmental education through Wildlife Clubs in Guyana in collaboration with Makushi Amerindian communities. She studied the North Rupununi Wildlife Clubs (NRWC) program. The goal was to understand the impact that Wildlife Clubs have on Club members and on their wider community. The research will also reflect back to communities their own ideas and aspirations to improve their Clubs through creative dissemination of the research findings via co-created documentaries.

Conference Chairs:

Awad Ibrahim, Ph.D.

Professor, Curriculum Theory

University of Ottawa

Faculty of Education

E-mail: aibrahim@uottawa.ca

Website: www.awadmibrahim.blogspot.ca

Nicholas Ng-A-Fook, Ph.D.

Associate Professor, Curriculum Theory

Co-President of the CACS

University of Ottawa

Faculty of Education

E-mail: nngafook@uottawa.ca

Website: www.curriculumtheoryproect.ca

Conference Coordinator:

Bryan Smith, Doctoral Candidate

E-mail: provoking2013@gmail.com

Conference Committee:

Giuliano Reis (University of Ottawa), Annette Furo (University of Ottawa), Rob Nellis (Red Deer College)

Provoking Curriculum Studies

as an Aesthetics of Vulnerability

Hosted by the Faculty of Education

at the University of Alberta

and sponsored by

the Canadian Association for Curriculum Studies

October 21 & 22, 2011

Registration Information:

For Academics and full-waged: Early Bird (Paid in full before August 31, 2011), $150.00; Regular Fee (After September 1, 2011), $175.00

For Students/Retired/Unwaged: Early Bird (Paid in full before August 31, 2011): $75.00; Regular Fee (After September 1, 2011), $100.00

For information on how to register your payment please click on the following link: payment process information.

You can find information about where to stay and eat here.

Conference Theme: The 5th Biennial Provoking Curriculum Studies Conference, has invited scholars from across Canada and abroad to provoke an “aesthetics of vulnerability” that relates to how we might learn to live ethically, if there is such a thing, as curriculum scholars in the 21st Century. In turn, at this conference we encourage presenters to provoke us to rethink the various ways in which engaging the aesthetics of vulnerability affords us possibilities for reconstructing the necessary conditions for social justice to take place both inside and outside the institutions of public schooling. Moreover, curriculum scholars, artists, and graduate students have been invited to help provoke how our apprehensions of otherness, of its respective material and semiotic performed aesthetics of vulnerability, might encourage us to rethink our firmly entrenched beliefs about our current curricular theorizing and pedagogical practices. Our hope at this conference, among other things, is that those in attendance will all help us to provoke particular aesthetics of vulnerability that respond to sudden addresses from elsewhere that we, as Butler (2004) suggests, cannot preempt as public educators. At this pedagogical gathering of curricular provocations, we ask will ourselves, among other questions, how might we all learn from one another alternative conceptualizations of what Britzman (1998) aptly calls the arts of getting by?

Keynote Presenters

The Secret Life of Vulnerability

We had taken our places at the table

For some words after the break, following

On various comings and goings.

And when—twice—the professor said, “hope,”

The celestial fireworks following the verb

Had us rocketing skywards too.  I had always suspected

The poet’s powerful leanings, but now I reckoned

How few exchanges we had actually come to know

Between pedagogy, providence, and rain.

(Judith Robertson, 2010)

In this presentation, writer, painter, and retired University of Ottawa Professor Judith P. Robertson calls upon poetry and painting to read curriculum into a geography of vulnerability—both as material/physical spaces and as metaphoric/mythic/psychic spaces. Vulnerability performs here as a regenerative aesthetic and leitmotif characterizing times of learning. Out of vulnerability may spring life’s resistance to force.  If vulnerability is such a potential space in curriculum, then what might it mean to appropriate this brave and fragile space to the pedagogical imagination?  Robertson’s poetic and visual address conjures an aesthetic response to this difficult question.  Her poems pass through psychic and geographic borders in curriculum, invoking the dangers and possibilities of temporality and spatiality in learning, and the always-already precarious designation of limits between self and other.  The poems revisit the chaos that can imprint times of learning, in which time’s singularity, time’s extravagance and miniaturization, and its oversized duration inform and agitate, presenting all learners,both students and teachers, with the tensions and imbalance—that is, the vulnerability—out of which joyful perception and exuberant imagination are made.

Judith Robertson is author of two books, Provocations: Sylvia Ashton-Warner and Excitability in Education and the NCTE best-seller Teaching for a Tolerant World, Essays and Resources (with the NCTE Committee on Teaching About Genocide and Intolerance).  She is the recipient of numerous honours, including the University of Ottawa distinguished Teacher of the Year award. Her work in education draws on psychoanalytic and spatiality theories to examine literary experience.  New publications include “Saltwater Chronicles: Reading Representational Spaces in Selected Book Clubs in St. John’s, Newfoundland”, “Poems in Newfoundland Time”, and The Private Uses of Quiet Grandeur: A Study of the Literary Pilgrim.” An avid painter and poet, Judith now lives in Newfoundland and Longboat Key, Florida.

Provoking A Discipline of Wind and Pedagogies of Vulnerability: An Indigenous Métissage

Through flute playing, lyrical writing, and visual arts, Vicki Kelly creates an indigenous métissage that performs the aesthetics of vulnerability as a way of provoking new understandings of curricula. She asks us to consider how such offerings of vulnerability create within us sensibilities to bear witness to profound encounters with the other. During her performance Vicki will invite us to enter pedagogies of vulnerability, affording us opportunities to learn and transform our experiences of wounding into gifts of grace and capacities for understanding the complexities of the human condition. She gathers threads of lived experience creating braids and/or knotted nexuses of lines of inquiry, as indigenous métissage, to perform the aesthetics of vulnerability that honour our learning spirits.

Vicki Kelly is an Métis scholar of Anishinabe and Scottish heritage. Her current research is situated within the fields of Indigenous Education, Arts Education, and Ecological Education. Her research projects focus on curricular strategies for revitalizing indigenous knowledges, pedagogies, language, and culture. She works primarily with métissage, narrative portraiture and arts-based research methodologies. As an artist she has studied dance, the visual arts, native flute and has worked as an art therapist in various therapeutic initiatives in Europe and North America. As an educator she has worked in K-12 educations as well as adult education with holistic and integrated approaches to life long learning. As a Métis scholar, educator, artist Vicki is committed to weaving various threads of her life into braided patterns of understanding.

To see a draft of final program click here.