Congratulations to CFI PhD candidates, Alnoor Gova and Jocelyne Robinson for each successfully defending their thesis!
Congratulations to Jocelyne Robinson, PhD candidate in the Cross-Faculty Inquiry PhD Program who successfully defended her dissertation, ““Algonquin Ekwânamo Matrix Project: A Place to Interface For Elders, Indigenous Scientists/Non-Indigenous Scientists, Indigenous Knowledge Systems and Western Science” on November 23, 2015.
Abstract: This research is consistent with literature that states there are inequities relating to the under-representation of Aboriginal students in the subjects of math, science and technology in education as compared to Non-Indigenous people in Canada. The analysis of nine in-depth interviews and the process of documentary explores two questions that this thesis aims to address: From the perspectives and dialogues of three Elders, three Indigenous scientists, and three Non-Indigenous scientists who have contemplated the ways to address the tensions between Indigenous Knowledge Systems and Western Science Systems: What are the educational possibilities, challenges, and benefits of having these systems interface? How can art, technology and dialogue be mediums for exploring the interface between these systems so that Indigenous learners may be motivated to participate in both knowledge systems? An interplay between three theoretical, methodological frameworks of Indigenous Storywork (Archibald, 2008a, 2008b), Irwin in A/r/tography (Irwin & Springgay, 2008), Implicate Order (Bohm, 2007) and through the development of a fourth theoretical, methodological framework the Algonquin Ekwânamo Matrix Project shape this research. Four themes emerged from this analysis: [1] Language and Story as Tools for Critical Thinking [2] Culture and Ecological Mindfulness in Kinships with Nature and All Living Entities [3] Identity and Relevance in Education As Seeing Ourselves in Academia [4] Presence and Wholistic Learning From the Heart. Four A’s Strategies emerged from the in-depth interviews in relation to the four themes that may incite new ways for building complementary relationships in science education: The first is Activating Indigenous and Non-Indigenous Knowledge Encounters Through Dialogue; second is Aligning Indigenous Knowledge Interfaces Through Dialogical Strategies; third is Applying Indigenous Knowledge and Western Science Interfacing Through Co-created Strategies in Bohmian Dialogue and First Nations Circles and fourth is Anticipating Innovative Knowledge Enhancements through decentralized think tank groups that align with Indigenous culturally competent ways for accessing well being. This research study helped develop the Algonquin Ekwânamo Matrix Project’s theoretical and methodological framework that foreground the need to address the global ecological crisis through meaningful dialogue, respectful relationships and a new science paradigm that reflects wholistically art, science, diverse philosophies and perspectives.
Supervisor: Dr. Jo-ann Archibald (Educational Studies)
Committee members: Dr. Rita Irwin (Curriculum and Pedagogy) & Dr. F. David Peat (World Academy of Art and Science)
University examiners: Dr. Michael Marker (Educational Studies) & Dr. Cynthia Nicol (Curriculum & Pedagogy)
External examiner: Dr. Ray Barnhardt (University of Alaska, Fairbanks)
Abstract: Against the backdrop of rising levels of anti-“Muslim” racism (aka Islamophobia) in Canada, coupled with the nation-states targeting and surveillance of these communities, my dissertation sets out to interpret the responses to this racism by the affected communities themselves. In this study I employ a qualitative methodology with a critical race theoretical framework. After inviting participation from self-identified Muslim and Arab community organizations, whether outwardly responding to racism or not, over a one year period (2011-2012) I interviewed eleven diverse organizations, all of whom are working in various capabilities and focus on community capacity building – including in the sectors of professional mentorship and networking, activities such as multi/inter-faith programming, social services, and advocacy for their communities. I asked participants to share their narratives and views on a wide array of questions focused on three areas: the assessment of the situation of their communities and constituencies in Canada, their experiences with “community government,” their assessment of the “good Muslim/bad Muslim” nexus, and the impact of this figure upon their communities. I classify data from these three areas into a heuristic of three types of responses: direct, status and native informant, and argue that although most of the responses fall into the range of status, it is direct responses, ones that commences and attends to racial injustice that have the most positive impact in terms of overall responses to anti-Muslim racism. My study reveals that in targeted communities, self-reflection and responses to racism can serve to either further victimize the community as in the case of native informant and status responses or empower them as with direct responses.
Supervisors: Dr. Jennifer Chan (Educational Studies) & Dr. Sunera Thobani (Gender, Race, Sexuality and Social Justice)
Committee member: Dr. Dory Nason (English)
University examiners: Dr. Carl Leggo (Language and Literacy Education) & Dr. Pilar Riano-Alcala (Social Work)
External examiner: Dr. Habiba Zaman (Simon Fraser University)