Events

Theorised Identities — Class in the Field of Education

• 20 Dec. 2024, 6 PM: Theorised Identities – Class in the Field of Education - Register now!

Come and be part of the second roundtable discussion on Class in the Field of Education

How does the concept of class influence our understanding as educators, researchers, and individuals? In what ways does our class background shape our identity and the way we are represented? What key theories, literatures, and philosophies have shaped our understanding of class?

The roundtable discussants are all actively engaged in the field of education and bring valuable perspectives to the topic. They are eager to hear your insights and learn from your perspectives as well.

Download the official poster for this event series with the complete details.

Winter Solstice Meditation

• December 21, 2024, 9:00am to 10:00am, Register now!

Join the Concordia Chair in Indigenous Healing Knowledges, Catherine kineweskwêw Richardson and Akhryra, for a special event marking the winter solstice.

The purpose: To ground ourselves in this new season, to reflect upon darkness and light, to connect with Earth.

Unveiling Equity: Women as Peace Builders

• January 13, 2025, 10:30pm to 12:00pm, Register now!
• More information about event and speakers

As part of the Unveiling Equity series. This conversation highlights the critical role of women in Lebanon in peacebuilding and preventing violent extremism (PVE). Amid conflict and instability, women have emerged as key actors fostering social cohesion and addressing the root causes of violence. Drawing on their lived experiences and pioneering work, the conversation will explore strategies to promote inclusive peace and navigate challenges like gendered exclusion and structural inequalities.

By amplifying grassroots voices and sharing powerful stories, this session underscores the need for gendered perspectives in PVE and peacebuilding frameworks.

Unveiling Equity: Laughter as Resistance

• January 13, 2025, 1:00pm to 3:00pm, Register now!
• More information about event and speakers

In the Unveiling Equity series, co-hosted by the Centre for the Study of Learning and Performance (CSLP), CPN-PREV, and the Indigenous Healing Concordia Research Chair, "Laughter as Resistance" explores the transformative power of humour as a form of resistance and within decolonized contexts.

Drawing from Indigenous, anti-colonial, and critical frameworks, this conversation reframes laughter as an expression of joy and a subversive tool that challenges dominant narratives and defies oppression. The discussion delves into how silenced communities utilize humour to reaffirm cultural identities, resist colonial impositions, and create spaces for healing. Through laughter, participants disrupt systems of inequity, reclaim agency, and foster dignity, showing how humour can act as a vital form of resistance to violent histories and ongoing silencing. 

How can you participate? Join us in person or online by registering for the Zoom Meeting or watching live on YouTube.

The Moral Case for Shifting to a Context-Centered Approach to Evidence-based Education

• January 16, 2025, 4:00pm to 5:30pm, Register now!

The evidence-based approach to education seeks to improve student outcomes by using scientific research to identify effective programs. Critics of the evidence-based approach critique it on both moral and epistemic grounds. Epistemically, its central research methods fail to provide the information needed to make good decisions about policy and practice. Morally, it neglects important values, implicitly prioritizes some aims of educational justice, and is unfair—perhaps even disrespectful—to educators. In this talk, I offer a context-centered approach to evidence-based education that addresses both epistemic and moral critiques. While much of my previous work concerns epistemic issues, my focus here is on moral issues. I argue that the context-centered approach properly incorporates values and is conducive to various aims of educational justice. Moreover, it is respectful to educators and enables fair accountability practices.

Veronica Mockler: I Won't Do It Alone

• Opening on Nov. 14, 2024, 18:00, running until January 18, 2025
• Dazibao Gallery, 5455, de Gaspé avenue, suite 109 (GF), Montréal (Québec), Canada H2T 3B3

Mockler's innovative approach to dialogue and art continues to redefine participation in the realms of art, citizenship, and knowledge, creating a dynamic space for collective artistic expression and social engagement. For more information, please check out our recent news item, or Dazibao's website.

Systematic sense-making: Understanding the applied value of systematic reviews and meta-analyses

• January 20, 2025, 3:00pm-4:30pm, Register now!
• More information about this event.

Systematic reviews produce high-impact publications that aim to provide the ‘big picture’ on a specific theme and thus guide related policymaking, operational practices, and future research. On January 30, 2025, we will hear from several CSLP members as they outline the basic methodology of systematic reviews and meta-analyses and present findings from recent and ongoing work. Participants will explain how they have used various review types (meta-analysis, systematic review, scoping review) across a variety of subject areas. 

This presentation will be of interest to researchers and students looking to learn more about systematic review methodologies and how they might incorporate them into their own research programs.

Richard Schmid, Robert Bernard and Eugene Borokhovski on the comparative effectiveness of online, blended learning and flipped classroom interventions in post-secondary education. Presenters will use an array of meta-analyses conducted from 2004 to 2023, to summarize major research findings in the field of distance education and blended learning.

Éric Dion on the strengths, limitations and applied potential of the best studies on effective regular classroom math instruction at the elementary level.

Ghayda Hassan, Sebastien Alarie-Brouillette, and Wynnpaul Verala on the effectiveness of de-radicalization programs and policies. The session will provide an overview of the production of guidelines for practice, using a concrete example on prevention practices for PVE to show case the advantages of this multistep mixed process.

Une réponse proportionnelle aux menaces de violence faites par les élèves du primaire et du secondaire

• May 29, 2025, 4:00pm, Register now!
• Public Conference (in English with simultaneous French translation)
• More information

For safety reasons, school authorities often use out-of-school suspension or transfer when students make threats of violence or act in ways that suggest they pose a danger to others. However, educational research has found that school removal is not an effective strategy and can be over-used on students who did not pose a serious threat. Professor Cornell of the University of Virginia will present a protocol widely used by school staff in U.S. and Canadian schools to conduct assessments that distinguish serious threats from threats that are not serious and to respond proportionally based on the circumstances and context of the student’s behavior. Research conducted in more than 4,000 schools has found this protocol to be a safe and effective way to respond to student threats and to focus on providing support services for students rather than removing them from school.