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Thank You!

Hi everyone!

Thank you for attending our Graduate Symposium in the Department of Education (GSDE2021).

We hope you enjoyed our amazing keynote speakers, panel, workshops, roundtable, multiple paper presentations, posters, and asynchronous paper presentations. 

It was a great opportunity to build community in our department of education and build bridges and collaborate with education students and professors from multiple universities across Canada and worldwide.

We look forward to seeing you again at GSDE 2022!

Have you missed a presentation? Check out our GSDE 2021 youtube playlist here or our asynchronous presentations here​.

GSDE 2021 Schedule is out!

For more information, please visit:

Our GSDE 2021 conference will take place on Saturday March 13th. This year’s theme will be…

Moving Forward: Navigating Education in a Time of Transition

Taking place since 1998, the Graduate Symposium in the Department of Education is an annual event that provides a safe environment for Graduate students from Concordia University and invited universities to showcase their research, to receive feedback from their peers, to attend presentations and panels, to network with professors and speakers! It is a great opportunity to boost your resume and develop important academic skills!

Register to attend :

Asynchronous Presentations

Make sure you check out our amazing asynchronous presentations!

Mavis Odei Boateng 
Meeting diverse student needs through peer mentoring
The Paradox of Education: Replicating Power Systems and Anxiety as Social
Suad Ahmed 
On Blackness and Boyhood: An Exploration of the Educational and Emotional Lives
of Somali Boys
The Impact of Indigenous Storying on Wellness and Research
de la bande dessinée de superhéros dans les Sciences humaines
au collégial
Watch HereWatch HereWatch HereWatch HereWatch Here
Chuan Liu 
Beliefs about Videoconferencing Teaching for Young EFL Learners: A Pilot Study
Fazle Rafi 
Science Teachers’ Readiness of Integrating Interactive Online Learning Tools
In COVID-19.
Noah Khan 
Representation in Education
Victoria Gilmore “Toot,
Toot, Tooty, Toot”: An Investigation of Humor in
Sibling Dyads in Early Childhood
of Fatigue with Deaf and Hard of Hearing Students in Transitioning to Online
Watch HereWatch HereWatch HereWatch HereWatch Here
Chenyu Dai 
Exploring the relationship between connection and writing
performance in continuation task
Shari Mackenzi 
Literacy through Movement
An Intersectional Approach to Exploring Rural Education in a Trinidad and Tobago
Le(s) rôle(s) des PSTP en
milieu scolaire ordinaire : survol d’enjeux issus d’une recension d’écrits
Lee Smith 
intercultural competence isn’t enough: Leading Canadian-accredited schools
Watch HereWatch HereWatch HereWatch HereWatch Here
Rana Sabbah 
Individuality through Archetypal Literature Education: A Pearsonian
Andrea Gicquel 
du rapport aux savoirs disciplinaires
d’enseignants du primaire
en insertion professionnelle
Raziyeh Javanmard 
beyond Developmental Approaches to Sexual Harassment at School: A Foucaulding Study
Safe Spaces: How Administrators Shape the Culture for Gender and Sexual
Minority Students
Shaofeng Ho
in ELA: Moving Towards Criticality
Watch HereWatch HereWatch HereWatch HereWatch Here

Have a good symposium!

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:

Paper Presentation Link:

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.


We would like to thank our amazing sponsors. Thank you very much for believing in our GSDE project. We are grateful for your support towards the graduate student community engagement and resilience during such difficult times!

Paper Presentation

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.


Paper Presentation

Title: The co-production of collaboration: Learning through boundary construction

Monique Walsh is a doctoral candidate with the University of British Columbia Okanagan. As she discovered through her own research journey on how learning is enacted during collaborative processes, the exploration of boundary construction is an appropriate, although arguably questionable place, to begin a study of collaborative practice. By understanding the different actors and their learning experience in collaborations, Walsh’s research hopes to extend knowledge on the co-production of learning and position the practice of collaborative processes as performing boundary construction.
Walsh is the Executive Director of a non-profit organization that supports primary care providers in the Thompson Region of British Columbia with their pursuit of fostering a collaborative medical community. She is a Certified Professional Facilitator and holds a Masters in Adult Education.
This paper presentation is an interdisciplinary literature review on a growing body of work around boundary construction and the co-production of learning.


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.

Paper Presentation

Title: Qualité en maternelles 4 ans et en CPE : Une comparaison.

Holder of a B.A. in elementary and preschool education, as well as an M.A. in language teaching, Maude Roy-Vallières is a student researcher interested in educational quality in Quebec’s preschool services. Her years of study have led her to occupy several positions at the academic and professional level, such as research assistant, project coordinator and teacher. She supports her student colleagues in her position of financial affairs manager at AÉCSÉd-UQAM. She also participates in supporting preschool education teachers by creating teaching materials.
In this talk, Maude covers her doctoral project’s progress, which focuses on comparing educational quality assessment in Quebec’s maternelles 4 ans and CPE. Drawing on an ecosystemic approach of quality in educational contexts, this presentation will expose the need for quality practices and assessment in early childhood education and explain the added value of a comparative approach for improving current preschool services.

Paper Presentation

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.