Events

Theorised Identities: Gender in the Field of Education

• February 21, 2025, 6:00pm, Register now
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How does the concept of gender impact our understanding as educators, researchers, and individuals? In what ways does our gender identity shape our educational experiences and the way we are represented? What key theories, literatures, and philosophies have influenced our understanding of gender?

There is an overwhelming amount of literature on race, class, and gender in the field of education. Either focused as separate issues or in their intersection, race, class, and gender exceed their status as categories or paradigms of research.

A critical exploration of these issues, however, calls on us to be informed by theory, but not to become ‘bogged down’ by it, and instead to focus on power and relationality; on how these issues help us to see and resist the hegemonic structures which perpetuate and reinforce injustice. To do so, we must create space for marginalised voices, spaces of resistance.

The series Theorised Identities — Race, Class, and Gender in the Field of Education aims to tackle each category in a dedicated roundtable discussion, prominently highlighting the discussants’ lived experiences. Previous roundtables focused on Race and Class.

The roundtables will feature Keenan Daniel Manning (PhD student, Department of Educational Studies, University of British Columbia), Ian Klaus-Springer (PhD candidate, Educational Studies, Concordia University), and Samira Karim (PhD student, Educational Technology, Concordia University) as participants and will be mediated by Neslihan Sriram-Uzundal (PhD student, Educational Studies, Concordia University).

Unweaving the Research: Integration, international students & newcomers

• February 25, 2025, 5:00pm, Register now

This final session of the short series will explore the themes of integration, international student experiences, and the challenges faced by newcomers in the context of being graduate students. As researchers, our work often intersects with these realities, but as individuals, many of us are also directly impacted by them—navigating new academic, cultural, and social landscapes while contributing to scholarship that seeks to understand and address these issues. This discussion offers a space to reflect on how our research and lived experiences intersect, shaping both our academic journeys and our broader understanding of belonging and adaptation.

Katya Teague is a master's student in the Child Studies program, exploring the topics of outdoor education, nature play and movement in the curriculum. She has a bachelor's degree in Journalism and work experience in sustainability and health equity communications.

Neslihan Sriram-Uzundal is a PhD candidate in Educational Studies at Concordia University. She holds a teaching degree in German/English and an MA in German Literature. Her research explores race theories, epistemic injustice, sensory studies, and cultural studies. Her PhD thesis examines the representation of Turkish minority histories in Germany’s education system and the lived experiences of Turkish minority students. Using ethnographic methods, she interviews researchers and students to assess historical awareness and curriculum integration. Neslihan also teaches German at Écoles Allemandes du Québec and is a teaching assistant at Concordia’s German program.

Rawda Harb is a PhD candidate in social sciences, teacher, researcher and social change maker, who is dedicated to centering racialised people while providing creative as well as concrete solutions on the topics of decolonialism, inclusion, continuing education, and post traumatic growth in various spaces. 

A Proportional Response to Threats of Violence by Elementary and Secondary School Students

• 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.