Department of Educational Policy Studies

Past Events

CGCER Annual Speaker Series 2011-12

Xenoracism in Multicultural Societies
Dr. Andy Knight, Professor & Chair
Department of Political Science, University of Alberta

November 30, 2011
12:00 – 1:30
Room: ED N 7-152

Dr. W. Andy Knight is Chair of the Department of Political Science and Professor of International Relations at the University of Alberta. He serves as Advisory Board Member of the World Economic Forum’s Global Agenda Council on the Welfare of Children. Until recently, he was Director of the Peace and Post Conflict Studies Certificate Programme in the Office of Interdisciplinary Studies (OIS). In March 2007, Dr. Knight was appointed by the Canadian Foreign Minister to the Board of Governors of the International Development Research Centre (IDRC) and continues to serve in that position. He co-edited the international journal, Global Governance, from 2000 to 2005, was Vice Chair of the Academic Council on the United Nations System (ACUNS), and is currently a member of the Board of Directors of the John Humphrey Centre for Peace and Human Rights, the Canadian Association for Security and Intelligence Studies (CASIS), the Canadian Consortium for Peace Studies (CCPS), and the Education for Peace Academic and Research Council (EPARC).

Professor Knight has written and edited several books, book chapters and journal articles on various aspects of multilateralism, global governance and peace, and United Nations reform. His recent books are: Global Politics (with Tom Keating); Routledge Handbook of the Responsibility to Protect (with Frazer Egerton); The Ashgate Research Companion to Political Leadership (with Joseph Masciulli & Mikhail A. Molchanov), Adapting the United Nations to a Postmodern Era: Lessons Learned, A Changing United Nations, and Building Sustainable Peace (with Tom Keating). In 2010, he was awarded the National Harry Jerome Trailblazer Award, and in 2011 he was elected as Fellow of the Royal Society of Canada.

For more information contact Melody at

Centre for Global Citizenship Education & Research (CGCER) in partnership with University of Alberta International & the International House Occupy 101???

November 9, 2011
4:00 – 5:30 pm
International House (8801-111 St – across from the Law Building)

A Panel Discussion
What is the “Occupy Movement”? Where did it come from? What does it mean?

Panelists: Chelsea Taylor (Activist), Kathleen Lowrey (Professor in Anthropology) and Mark Anielski (Economist)

CGCER Visiting Artist

Amin Amir

Somali-Canadian Political Artist & Cartoonist
April 5 – 7, 2011

Internationally recognized political artist Amin Amir will be showcasing and exhibiting his artwork in the Faculty of Education as Visiting Artist with the Centre for Global Citizenship Education & Research (CGCER) from April 5 – 7, 2011.

A Somali-Canadian artist, Amir is hailed as an icon of the post-civil war Somali diaspora; he has committed his life to enacting positive social change through his art. As a young adult, Amin was forced to produce political propaganda for the military dictatorship in Somalia. With the onset of the civil war, he fled Somalia with his young family and endured many struggles as they sought a place to settle. The one constant in Amin’s life has been his artwork, serving as both a means to support his family and to give voice to his experiences.

Now a vocal critic and activist, Amin shares his artistic talents with his large local and global following. He also selectively works with Edmonton’s immigrant youth who are facing many challenges, so that they can find their own creative gifts and ways of expression. Amin’s work inspires, and through his art, he has achieved political change, the freeing of prisoners, and has garnered the attention of powerful leaders.

Amin’s time as CGCER Visiting Artist will feature several demonstrations and engagements in the Faculty of Education; all are welcome to attend. This is the schedule for exhibitions and events:

Tuesday, April 5

10:00 – 2:00 Exhibition of works, painting (Education South Tower Foyer)
2:00 – 4:00: Reception (CGCER office, 5-182G Education North)

Wednesday, April 6

10:00 – 2:00: Exhibition of works, painting (Education South Tower Foyer)
2:00 – 4:00: Meeting with students, artists, community (Department of Educational Policy Studies Council Room, 7-152 Education North)

Thursday, April 7

10:00 – 2:00: Exhibition of works, painting (CGCER area, 5-182G Education North)

Speaker Series 2010/11

Mothers in Transition in the Late Twentieth Century?: The Discourse of Motherhood in Brazil and Canada and their Specific Feminist Reactions
Lidia Cunha, University of Alberta

Tuesday, March 22
ED 7-152
11:30 – 1:00

Although feminist theories have blamed motherhood for preventing women from reconciling their roles in public and private domains, many feminists have also recognized the existence of empowering mothers and the value of the experience of motherhood. Feminist responses to motherhood in fact depends on the discourse of motherhood inherited from earlier generations of women in our cultures. This session will compare the discourses and practice of motherhood in Brazilian and Canadian societies in the last century and how they affected feminist reaction to the image of the mother during the 1960s-1990s in these two contexts.


Seminar Series 2010/11

Democratic Citizenship in Habermas and Rancière Tolga Karabulut, University of Ankara

Tuesday, February 15
1:00 to 2:00 pm
Ed N 7-152

The tense relation between democracy (the rule of people) and constitutionalism (the rule of law) has been one of the main issues in political theory. These two principles serve as the conditions of legitimacy for liberal democratic states. Constitutionalism requires political actions and practices to follow the general rules and procedures that are constitutionally founded. On the other hand, democracy, while acknowledging the general legal constitutional system, generates the idea that people are not only objects of law but also its agents, implying the people’s right to participate, have a say over and change the same rules and procedures of the lawful/ constitutional order.

This tension raises questions for contemporary liberal democratic states:
How should we understand democracy? Is it a form of rule or a political regime?
Is a constitution that will not limit/constrain democratic politics and the popular energies of the people possible?

These questions are also relevant to what kind of understanding we should have about citizenship:
Should we see citizenship as merely a legal status and the citizen as who acts according to the law?
Or should we see citizens as politically active participants who permanently question and reflect on the political rights and exercise?

Tolga will elaborate on these issues in light of two prominent political theorists’ democracy theories – Habermas and Rancière – which represent different (maybe even opposing) views. Later, he will touch on recent debates about constitutional changes in Turkey to put the theoretical discussion in a contextual perspective.

Tolga Karabulut is a doctoral candidate at the University of Ankara and a visiting graduate student in the Political Science Department at the University of Alberta. His research interests include constitutional patriotism, citizenship and democracy. Tolga is a graduate student fellow with the Centre for Global Citizenship Education & Research.


(un) Doing Education with Actor Network Theory (ANT) Tara Fenwick, University of Stirling (via video conference) Hosted in collaboration with the Work & Learning Network

Date: Tuesday, Feb 8, 2011
Time: 9:00 to 10:30 am
Location: Ed. N. 3-105

PPT Presentation 

Since the 1980s, ANT studies and debates have figured prominently in research published in sociology, technology, feminism, cultural geography, organisation and management, environmental planning, and health care. Within educational research, actor-network theory has been much less visible. However, scattered studies drawing from ANT have examined questions of curriculum, educational policy and change, teaching and learning practices, and educational technology. In this seminar, after a brief discussion of ANT/STS and its debates, Dr. Fenwick will overview these studies to explore the potential contributions offered by ANT sensibilities to educational research and practice. In particular, she will focus on two issues that appear prominent in ANT-ish studies of education: (1) how materialising processes and assemblages help configure educational actors, subjectivities, knowledge and activities; and (2) what constitutes learning and change in practices, people and knowledge. Dr. Fenwick will conclude by showing what she believes to be the particular contributions being made by educational researchers to the development of ANT-related thought more generally.

Tara Fenwick is a Professor at the University of Stirling, where she holds a Chair in Professional Education. Her research has focused on lifelong learning and education in the everyday activity of ‘workplaces’ and organizations, with particular interest in understanding how identities, power relations and knowledge emerge in the rapidly changing conditions of globalised workplace practices.

Her remit at Stirling is broad and interdisciplinary: to promote innovative studies of professional knowledge, practices and learning across domains such as health care, management, social services and education. She has written extensively about theories of learning and gender in relation to work practices and education, most recently focusing on what some call ‘socio-material’ theories, particularly actor-network theory and complexity sciences. Her book Learning Through Experience: Troubling Assumptions and Intersecting Questions (Krieger, 2003) was granted the 2004 Houle Award for Outstanding Contribution to Adult Education Literature. Actor-Network Theory and Education (Routledge 2010) was co-authored by Tara and Richard Edwards. Two forthcoming books are Tracing the Socio-Material: Emerging Approaches in Educational Research (Routledge 2011, Fenwick, Edwards and Sawchuk) and Knowledge Mobilization and Educational Research: Politics, Languages and Responsibilities (Routledge 2011, Fenwick and Farrell).

Click here to view Tara’s article: Fenwick, T. (2010). Re-thinking the “thing”: Sociomaterial approaches to understanding and researching learning in work. Journal of Workplace Learning, 22(1/2), 104-116. Doi: 10.1108/13665621011012898

For more information on Tara’s publications, please visit her website.


Please email to let us know if you are interested to attend and we will send more information to you about the session.

Can Citizen Engagement be Transformative?

Panel: Fiona Cavanagh, David Kahane, Heather McPherson

October 27, 2010
ED 122 South, 1 – 3 pm

Fiona Cavanagh, David Kahane, and Heather McPherson, a panel of scholars and practitioners committed to public and citizen engagement, will address the intersections between public engagement and citizenship education.

At this seminar, the panellists will initiate discussions related to visions of engaged citizenship, asking participants to consider how citizen engagement can be fostered in various educational contexts.
The seminar will be chaired by Lynette Shultz.


Call for Proposals

Centre for Global Citizenship Education & Research (CGCER)
Graduate Student Conference on Theories and Practices of Citizenship Education
University of Alberta, Edmonton, Canada
November 11 – 13, 2010

The Centre for Global Citizenship Education & Research (CGCER) invites proposals to participate in “CGCER Graduate Student Conference on Theories and Practices of Citizenship Education” to explore different conceptual, theoretical, and methodological understandings and practices of citizenship and citizenship education.

The notion of citizenship occupies contested space. Historical theories of citizenship are often structured as either normative theories, that seek to define the rights and duties citizens should have, or empirical theories, that set out to describe historical perspectives of how citizens have attained the rights and duties they actually possess (Bellamy, 2008). However, such constructs of citizenship are challenged by multiple worldviews supported by theories of indigenous knowledge, postcolonialism, critical race, feminism and other social theories aimed at critique of imperialist and hegemonic notions of citizenship. These theories are constituted by a series of social and global linkages in the form of initiatives, movements and organizations that serve to combat neo-liberal globalization, motivated by with aspirations towards “a better, fairer, and more peaceful world which they deem possible, and to which they believe they are entitled” (Odora Hoppers, 2010, p. 78). Furthermore, scholarship aimed at developing citizenship education and global citizenship education seeks to redefine how citizens embody their rights and duties in local and global communities.

Additionally, a current trend towards global interactions that challenge the nation-state are at tension with simultaneous discussions in dominant political, social and educational domains regarding the re-bordering of state power. There are questions about the economic crises, a wavering faith in global capitalism, and the relevance of education in addressing the condition of the modern citizen. Discourses center on multiculturalism, open boundaries and mobility, and at the same time, racism, exclusion, and security. Social and political critique are critical to engagement in studies that re-imagine and re-articulate citizenship and citizenship education.

A number of theoretical questions are of interest: In what ways do studies of citizenship highlight the possibilities for challenge to globalization? In what ways are enactments of citizenship both defined by and defining the state and its role of power? To what extent are cultural characteristics of citizenship embedded in how people understand their agency as citizens? How are authority and legitimacy defined in the political? What is the role of citizenship education? How do social movements respond to and make sense of these pressures and tensions? How can methodological considerations shift to accommodate the challenging context of the local and global citizen?

CGCER Graduate Student Conference is an interdisciplinary conference on social theory, methods, and empirical research that provides a space and opportunity for graduate students and faculty from a wide range of disciplines to discuss and present their scholarly work and research. The conference sessions will have three formats: 1) paper presentation; 2) poster session; and 3) methodological workshop.

We welcome proposals on these and other related topics:

  • Citizenship studies
  • Studies in democracy and political processes
  • Citizenship education curriculum & pedagogy
  • Citizenship education policy
  • Indigenous education
  • Participatory democratic practices
  • Adult education & citizenship
  • Community education
  • Transnational feminism
  • Theories of racialization
  • Anti-racism education
  • Migration, diaspora, and refugee studies
  • Postcolonial studies
  • Nationalism and theories of the nation-state
  • Social movements/studies of resistance
  • Immigration studies
  • Borders and issues of security studies
  • Trafficking

Additionally, the conference will feature a series of methodological workshops for graduate students to develop their own research. The workshops aim at (1) creating a setting where early career researchers can benefit from focused interaction with experts in their field and (2) generating questions about and exchange experiences with the research methods proposed for their work, such as expert interviewing and discourse analysis. The sessions will be facilitated by fellow early career researchers, and the discussants will be CGCER faculty research fellows from across Canada, who are established and well positioned in the field of citizenship and citizenship education. The sessions are fully incorporated into the regular conference program, and they are open to all conference participants, in order to create a collaborative learning environment.

The format of the 90 minute workshop sessions involves two senior researchers (or “specialists”) who will meet a small number of early career researchers using a particular methodological strategy or technique. The focus will be on questions raised by researchers, and their research will be treated as case studies to generate and engage a set of methodological questions.

Submission information:

  1. Submissions for papers should include:
    - Title and abstract (no more than 200 words)
    - Format of presentation
    - Requests for audiovisual equipment
  2. Submissions for posters should include:
    - Title and abstract (no more than 200 words)
  3. Submissions to participate in the methodological workshops should include:
    - Title and abstract of the research (no more than 200 words)
    - Specific areas of methodological concern to be discussed with research fellows

Please send submissions to by September 5, 2010.

Address questions to the CGCER Conference Co-Organizers:
Melody Viczko and Ranilce Guimaraes-Iosif (
Faculty Advisors: Lynette Shultz and Ali A. Abdi