Presentation videos will be posted on our Youtube Channel.

Check this link for the morning keynote address, workshop and roundtable.

Some sessions are being broadcast live, check it out!

Dear attendees,

There will be two links: a Webinar (keynotes, panels, workshops) and a Zoom Link (paper presentations). Please check the session you would like to attend and select the link to get access to the room. Only registered attendees will be admitted in the rooms.

Webinar Link: https://concordia-ca.zoom.us/j/84415622523​

Paper Presentation Link: https://concordia-ca.zoom.us/j/85669740298?pwd=TG53eEljaXpWOC96dWVPK1grZDF3dz09

If you select the Paper Presentation Link, there will be rooms A, B or C for paper presentations or room 1, 2, 3, 4 or 5 for poster presentations (depending on the time you join). You can join each room at any time by hovering over the selected room and by clicking join room. Please check the following document with additional instructions and images.

Make sure your Zoom is up to date!

Desktop client or mobile app: version 5.3.0 or higher.

ChromeOS: version 5.0.0 (4241.1207) or higher 

We also have amazing asynchronous presentations you can watch at any time. Check out our schedule!

It is important that your zoom name be the same name as the one you registered. There will be GSDE volunteers to assist you (name-help) in case you need.

Would you like to register? Please do it here.

Title: Introducing a walking and art-based anti-racist pedagogy

As three language/art educators and researchers committed to anti-racism, we seek to explore how walking and art-making help us reflect, inquire, create, and act upon new understandings of anti-racist education. Living in three different cities (Edmonton, Vancouver, and Palermo), we collaborated on a walking-based art inquiry for ten weeks in the summer of 2020, combining walking, art-making (photography, painting, mixed-media collage, screenprinting, and poetry), reflecting, and discussing. We were curious to investigate, both individually and collaboratively, what an anti-racist curriculum looks and feels like to us, and what walking and art-making might do in the process of learning and teaching. We situated our project in an arts-based research paradigm (Conrad & Beck, 2015), and we were inspired by Feinberg’s (2016) walking-based pedagogy and Judson’s (2018) walking curriculum. This presentation features the artistic experiments we created, as well as curricular insights that emerged from our process, for example, that walking and art may serve as dehabituating forces to help us openly feel, question, protest, and reimagine education from intersecting perspectives of race and language.

Presenters

Title: Where now? Lessons from a Concordia community LGBTQ2S+ & accessibility initiative

Over the past decade Higher Education has seen an increase in awareness concerning the need to address barriers experiences by LGBTQ2S+ and disabled students. In response to equity issues within University such as transphobia, racism, homophobia and ableism community-based organizations have joined academia and equity workers to close the gaps that disproportionately impact marginalized students in higher education. In 2016 the Centre for Gender Advocacy, a Concordia University student fee levy group committed to anti-racist feminist activism and LGBTQ2S+ advocacy started The Mapping Project. Over two years, this ethics approved community-based research program received data from 300 Concordia community members including LGBTQ2S+ and disabled students, professors and staff to build a comprehensive report on LGBTQ2S+ and disabled student participation and barriers at Concordia University. One-part knowledge mobilization, one-part professional training this workshop quickly explores the results of the Mapping Project and lessons learned while deepening our understanding of higher educations’ responsibility to LGBTQ2S+ and disabled students. It uses critical pedagogy to offer manageable tools to professors to create classrooms where gender, sexual diversity and disability are celebrated but also furthers our collective sense of education, and equity work as a messy, asynchronous socially responsible practice.

Shay Hadley

A graduate of Concordia’s Human Relations (major) and First People Studies (minor) BA programs, Shay is currently completing a Master of Education at Queen’s University under the supervision of Dr. Lee Airton. Coming from a background of 6+ years in sexual violence prevention popular education and work in LGBTQ2S+ knowledge mobilization and participatory research, Shay’s work touches upon institutional accountability, accessibility, gender expression, critical and trans pedagogies. From 2018-2020 they were one of two Coordinators of The Centre for Gender Advocacy’s Mapping Project, a community-based initiative that in 2020 released two reports and equity recommendations based upon the experiences of Concordia LGBTQ2S+ students and students with disabilities. Currently, they hold the position of Knowledge Mobilization Manager for Gegi, a gender expression, and gender identity legal advocacy project for students and teachers in Ontario.

Title: Disrupting neoliberal notions of choice: COVID-19 and back to school in Ontario

Sydney Chapados is an SSHRC Doctoral Fellow at Carleton University in Sociology studying child poverty and how it is represented in policy. She graduated from the Master of Arts in Sociology at the University of Windsor in 2020. Sydney is committed to understanding how policy that attempts to address child poverty is inadequate on multiple levels. She has worked in both community front-line work and research, combining lived experience and practical/theoretical knowledge. Sydney’s presentation will address how the Ontario Government’s COVID-19 back to school plan reinforces dominant constructions of childhood. She argues that the neoliberal economic crisis resulting from COVID-19 shutdowns influenced the decision to return to school at a detrimental cost for public health and for children. The presentation concludes by drawing on a post-child ethical framework that recognizes how children can learn from various experiences in various places and with various beings.