Student+Accomplishments

=A //NEWS// blog about UNB GES member activities.=

Tell us what you are doing: conference, workshop, and panel presentations; publications; performances; exhibitions, scholarships and awards; etcetera. Toot your horn! We want to celebrate your activities and accomplishments! Send us a short write-up & pics/images: gese@unb.ca

October 16, 2014

Mary Caroline Rowan Dissertation Proposal Thinking With Nunangat in Proposing Pedagogies for Inuit Early Childhood Education

4:30 pm, 120 d’Avray Hall

September 29, 2014

Samuel Aboagye Oral Examination for Master of Education Understanding the Mathematical Practices of Kente Weavers in Ghana: A Pedagogic Approach for Improving the Quality of Students’ Educational Experience

A PhD Oral Examination for Samuel Aboagye, candidate in Education, will be held on Monday, Sept 29 @ 1:30 p.m. in Marshall d'Avray Hall, Room 235.

September 22, 2014

Michael Frias Oral Examination for Master of Education A Critical Discourse Analysis of Violence in the Mass Effect Universe

Location: Room 235, d’Avray Hall Time: 2:00 pm

ABSTRACT This thesis offers a critical discourse analysis of violence in the video game Mass Effect. After the Sandy Hook School shooting in December, 2012, Mass Effect was believed to motivate the wrongly accused shooter. Following this accusation, conversations arose defending and blaming the video game for the shooting. Rather than taking a side, I use Fairclough’s textually-oriented critical discourse analysis to explore the constructions of physical and discursive violence, especially discourses of gender, sexuality and race, in Mass Effect. Physical violence is the more overt presentation, making it easy to link the game to the shooting; discursive violence, however, is less obvious. I also explore how players engage with, and potentially resist, physical and discursive violence through online conversations and opportunities to change the game. Finally, I offer implications for video game developers, parents, teachers, players, and the public. A copy of the thesis can be seen in room 226 d’Avray Hall.

The Examining Committee is as follows: Chair: David Wagner Supervisors: Linda Eyre and Ellen Rose Readers: Jane McLean (HRA) Lauren Cruikshank, Culture and Language Studies

September 19, 2014

Matthew Rogers Oral Examination for Doctor of Philosophy Critical Filmmaking Pedagogies: The Complexities of Addressing Social Justice Issues with Youth in New Brunswick Schools


 * Dissertation Proposal **

Faculty and Graduate Students are invited to hear Karma Drukpa present the proposal for his doctoral research. A copy of the proposal is located in room 226. As per GAU regulations, any significant concerns about the proposed research and its assessment by members present should be communicated in writing to the student’s supervisor with a copy to the Associate Dean within one week following the proposal seminar. If no concerns are received the proposal will be deemed approved by the GAU.

Date of Proposal: Wednesday, December 4, 2013 Time: 4:00 pm Room: 329, d’Avray Hall Title: Educating for Gross National Happiness: A New Paradigm for Education in Bhutan * Chair/Supervisor: Ken Brien Committee: Ann Sherman  Kirk Anderson (MUN)


 * NOTICE OF ORAL EXAMINATION**

An oral examination for Sacha De Wolf, candidate for the degree of Master of Education, will be held as follows:

Date: Wednesday, August 29, 2012 Location: Room 312, d’Avray Hall Time: 2:00 pm Title: Schooling behind bars: An analysis of the Therapeutic Community Model and how it shapes education for incarcerated youth.

A copy of the thesis is available in d'Avray Hall, Room 226.

The examining Committee is as follows: Chair: Dr. Alan M. Sears, PhD/Education Supervisor: Dr. Linda Eyre, PhD/Education Readers: Dr. Jane McLean, HRA/UNB Dr. Peter Weeks, Sociology/STU

Abstract This research takes a post structuralist approach to the analysis of The Therapeutic Community Model (TCM), a policy document that guides all procedures at a youth correctional facility in Canada where I was employed as a correctional officer. It shows how power operates at the level of policy. Through a Foucauldian discourse analysis I challenge the notion that policy making is a rational process based on evidence or truth. I show how the language of the TCM constructs youth as deviant, and how this impacts youth subjectivity and youth education in a prison setting. My research is guided by Foucault’s (1975) book //Discipline and Punish: The Birth of the Prison// and his idea of social control in the classification, detection and treatment of citizens in conflict with the law. Foucault’s work has provided me with insight and the ability to uncover the meaning behind words, statements and what gives the TCM its authority. This analysis shows innate implications of the interconnectedness of agencies and organizations of social control in the classification, detection, and treatment of youth in conflict with the law. The contradictions, inconsistencies and false sense of liberty apparent in the language of the TCM show that the model needs to be revisited in order for incarcerated youth to benefit from schooling behind bars.

NOTICE OF ORAL EXAMINATION

An oral examination for Katherine Ireland, candidate for the degree of Master of Education, will be held as follows:

Date: Friday, August 17, 2012 Location: Room 312, d’Avray Hall Time: 3:00 pm Title: “The story is our best tool for understanding what it is like to be someone else”: Historical thinking and ethnic identity in Kieran Egan’s imaginative education framework

A copy of the thesis is available in d'Avray Hall, Room 226.

The examining Committee is as follows: Chair: David Wagner Supervisor: Theodore Christou Readers: Alan Sears Amy von Heyking, U. of Lethbridge

ABSTRACT

The thesis explores how doing history with first-grade students with emphasis on oral literacy may be approached using Kieran Egan’s theory of cognition and learning. This research aims to bring together current research in children’s historical thinking with Egan’s vision of teaching history in an imaginative education framework. Case study methodology was used explore doing history orally using Egan’s framework, and examine whether this is an effective approach to foster students’ historical thinking. A class of Grade One students in New Brunswick participated in a three-week unit on Canada’s Immigration Boom, including whole-class instruction, small-group activities, a take-home family history project and one-on-one interviews. Findings indicate that arts-based approaches such as drawing and roleplay are an effective method for creating discussion and learning among orally literate students. Egan’s approach for teaching history to young children appears to offer greater opportunities for examining multiple perspectives in the classroom, and may be a more effective approach to history teaching in the classroom than the current You and Your World K-2 curriculum.

14–20 July 2012 Joe Blades, visual artist, book artist, publisher, educator, and writer–author with seven poetry books, numerous group exhibitions and several solo shows, [|www.joeblades.com], will be sharing the FAA casemate with André Thériault in the Artists in Residence 2012 Summer Series. Soldier’s Barracks, Historic Garrison District, Queen Street, Fredericton. This is a project of the Fredericton Arts Alliance, Fredericton, NB. Blades says, "I will write poetry live with manual typewriter, will exhibit them in the casemate & on my blog [|http://brokenjoe.blogspot.com] and I will make hand-bound books on site and, possibly, commit a poem painting."

7 July 2012 Marshall d’Avray Hall University of New Brunswick, Fredericton
 * Atlantic Education Graduate Student Conference**

//Congratulations to the following University of New Brunswick Graduate Education students for their presentations.//

Soudeh Oladi, Instrumentalism as social reproduction: The influence on contemporary conceptions of education.

Hugh Leonard, Pedagogy of the ruled: toward the dissolution of systemic oppression in New Brunswick public education.

John Attard, In defence of a liberal education: Criticising the critical.

Lawrence David Blake, Avoiding domination in international development: Citizenship education in the global south.

Kate Ireland, Subversive or supportive? Making curriculum adjustments to engage elementary students in doing history.

Erin Schryer, Educational television as an educative literacy tool: clarifying the research literature.

Dale McIssac, Who wants to be the principal? Factors influencing aspirants to the principalship in Prince Edward Island schools.

Samuel Leblanc, Why are you here? On how to justify mandatory class attendance.

Roxanne Reeves, Culture matters in framing a mentoring program.

Renee Bourgoin, Elementary students’ experiences in learning to read in French and English.

Karla Culligan, The relationship between thought and language: Exploring the works of Jean Piaget and Lev Vygotsky.

Josee Le Bouthillier, What do high school French immersion students notice during a modeled writing activity?

Barbara Kerr, An analysis of selected current autism interventions used at home and in schools.

Joan Rostant, Building my personal theory of counselling: An ever evolving task.

Matt Rogers, Participatory video as a counter-hegemonic educational praxis: Conceptualizing critical film making pedagogies.

Beverly Julian, Traditional knowledge and First Nation curriculum.

Joe Blades, Bully in the house: The termination of Understanding Canada.

Andrea Schneider, (Re)Focusing the portrayal of First Nations students in education research: Looking beyond the drop-out issue.

Mary MacKeracher, An inclusive model for understanding professional transitions in identity for adults in mid-life.

Corinne Hersey, The business of plagiarism and post-secondary education.

Karen Ludwig, Caution, shiny objects: An historical view of educational technology.

1 May 2012
 * NOTICE OF ORAL EXAMINATION**

An oral examination for Joseph Blades, candidate for the degree of Master of Education, will be held as follows:

Date: Thursday, May 17, 2012 Location: Room 309, d’Avray Hall Time: 3:00 pm

Title: **Trail of Poems: An Unexpected Journey into Adult Education and Central European Canadian Studies**

A copy of the project report is available in d'Avray Hall, Room 226.

//Abstract// In this project with report I employ a qualitative research methodology, arts-based autoethnographic research to explore, illuminate and answer my central question: How did I, an artist–poet, become a Canadian Studies practitioner in Central Europe, a translated and published author in Central Europe, a graduate student–learner in adult education, and an adult educator in Central Europe and Canada? My choices for data analyzed include prose, poetry, and photographs by me. I reflect on the significance my experiences may have for others. My project entitled Trail of Poems, a public, off-campus, art gallery installation–exhibition and writer-in-residence performance, is arts-based research in action. My findings include critical insights, limitations, and future research considerations for myself and others. I identify outdated binaries and gaps in adult education theories and practices generally and in arts-based adult education particularly, as well as gaps in Canadian Studies literature in Canada and Central Europe.

The Examining Committee is as follows: Chair: David Wagner Supervisor: Jennifer Pazienza Readers: Amanda Benjamin Linda Eyre John J. Guiney Yallop (Acadia University)

19 APRIL 2012

**NOTICE OF ORAL EXAMINATION**
PhD oral for Karen Stote (Interdisciplinary Studies) AN ACT OF GENOCIDE: EUGENICS, INDIAN POLICY, AND THE STERILIZATION OF ABORIGINAL WOMEN IN CANADA

Monday, April 23 at 9 am Harriet Irving Library, Milham Room 100 UNB Fredericton

4 APRIL 2012

**NOTICE OF ORAL EXAMINATION**
An oral examination for Matthew Doige, candidate for the degree of Master of Education, will be held as follows:

Date: Monday, April 23, 2012 Location: Room 126, d’Avray Hall Time: 12:30 pm Title: **A Quantitative Study of the Effectiveness of Asynchronous E-Learning in First Nations Education** A copy of the thesis is available in d'Avray Hall, Room 226.

The examining Committee is as follows: Chair: Paula Kristmanson Supervisor: Ellen Rose Readers: Ken Brien, Kirk Anderson, MUN

ABSTRACT The educational attainment gap between First Nations and non-First Nations people is wide and expanding. Many stakeholders advance that e-learning holds significant potential to assist in reducing the gap. While plausible, there is very little extant research to verify the claim. This study seeks to aid in determining whether or not e-learning is appropriate in First Nations education by assessing the effectiveness of an asynchronous online e-learning module in a First Nations classroom. Using testing results data collected from participants after receiving various forms of instruction (Face-to-face (F2F), F2F and online, and online only), the study suggests that e-learning can be as effective as F2F instruct

4 APRIL 2012

Delegate to PSAC Convention
Joe Blades, President of the Union of Graduate Student Workers–PSAC 60550 at UNB, will be the Directly-Chartered Local's delegate to the Public Service Alliance of Canada's 16th Triennial Convention, 29 April to 4 May, in Ottawa.

4 APRIL 2012

NOTICE OF ORAL EXAMINATION
An oral examination for Julie Webb, candidate for the degree of Master of Education, will be held as follows: Date: Thursday, April 5, 2012 Location: Room 312, d’Avray Hall Time: 9:30 am

Title: **Making French Real: French Second Language Teachers’ Perceptions of and Experiences with French Cultures**

A copy of the thesis is available in d'Avray Hall, Room 226.

The examining committee is as follows: Chair: Ellen Rose Supervisor: Paula Kristmanson Readers: Joseph Dicks Elizabeth Sloat Barbara Leblanc (Université Ste Anne)

ABSTRACT The primary goal of this phenomenological study was to describe the phenomena of French Second Language (FSL) teachers’ perceptions of and experiences with French culture. Data were collected by conducting long semi-structured interviews based on the three research questions: 1) What are FSL teachers’ perceptions of French culture? What does it mean to them? 2) What are FSL teachers’ experiences teaching French culture(s)? 3) What are FSL teachers’ experiences with French culture(s) outside the classroom?

Interviews were conducted with nine teachers in three school districts in New Brunswick, Canada. Grade level teaching experience ranged from primary to secondary. The interpretation of the data revealed emergent themes that provide insight into how teachers’ perception of and experiences with culture informed their instructional practice. Data suggest that teachers’ personal and professional experiences with French culture both in and outside the classroom were varied and, in some cases, limited. The thesis sets out a series of recommendations for FSL programs and for instructional practice including potential directions for Professional Learning Communities (PLC), suggestions for professional development sessions, and implications for the use of the Canadian Teacher Language Portfolio.

3 APRIL 2012

Articles & Interview in //Canadian Review of Literature in Performance//
Two articles by Joe Blades are published in the new, issue 4, of the //Canadian Review of Literature in Performance// out of Montreal.

Fredericton scene report: @http://www.litlive.ca/story/417

An article on Poesiefestival Berlin 2011: http://www.litlive.ca/story/418 + One that Joe Blades is one of many Canadian volunteer radio programmers interviewed for, “Volunteer Radio Showcases Spoken Word: ‘because freedom of speech is way too dangerous’”: http://www.litlive.ca/story/423.

DEC 2011

Interviewed in //Central European Journal of Canadian Studies//
In April 2011, Jason Blake, of the English Department at the University of Ljubljana, Slovenia, and the new Editor-in-Chief of the //Central European Journal of Canadian Studies// (Central European Association for Canadian Studies, [|www.cecanstud.cz], based at Masaryk University, Brno, Czech Republic), interviewed UNB MEd student Joe Blades for issue 7, for release late in 2011.



**Better developed critical Canadian Studies? An Interview with Poet and Publisher Joe Blades** "Franz Kafka wrote that Mother Prague has claws and won’t let you go. Perhaps the image can be adapted, made more optimistic, and extended from the capital of the Czech Republic to include all of the lands covered by the Central European Association for Canadian Studies. Many Canadian academics and artists have forged strong and happy ties with the broader CEACS region, and their interest, attachment and observations are ever-illuminating. For them, Central European claws have become arms, the firm hold, a warm embrace.

"This interview–between poet and publisher Joe Blades and me (Jason Blake, your new Editor-in-Chief)–is the first of what should become a regular feature in //The Central European Journal// //of Canadian Studies//. Joe, who has spent time in Bosnia and Herzegovina, Bulgaria, Croatia, Hungary, Romania and Serbia, and who makes his home in Fredericton, New Brunswick, is in a key position to tell us something about Canadian studies in our part of the world and to inform us about an often-neglected part of Canada.

[...]

"Joe Blades lives in Fredericton, New Brunswick, where he is an artist, author, editor, educator, publisher, and a graduate student in Education at the University of New Brunswick. He is the editor of ten collections, and the author seven poetry books including //River Suite// (Toronto: Insomniac Press), //Casemate// //Poems (Collected)// (Ottawa: Chaudiere Books), and //Prison Songs and Storefront Poetry// (Victoria, BC: Ekstasis Editions) with several book translations published in Serbian editions. He has a new book translation forthcoming in Bosnia and several book translations into Spanish in the works. Blades, who was until recently President of the League of Canadian Poets, is President of the Union of Graduate Student Workers–PSAC 60550 as well as President–Publisher of his Broken Jaw Press Inc. established in 1984. [|www.brokenjaw.com] / [|www.joeblades.com] / [|http://brokenjoe.blogspot.com]"