Videos and Lesson guides for pre-and in-service teachers in Quebec.
These are tools designed to support teachers in dealing with the diversity in their classrooms.
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About
The purpose of this project is to design Research Based Theatre (RBT) inspired series of professional video prompts and supporting resources to integrate the new Professional Competencies into pre- and in-service teacher education in Quebec.
This project focuses on using RBT to examine, provoke and explore how issues around Equity, Diversity and Inclusion (EDI) can be weaved into the classroom experiences of pre- and in-service teachers in the Quebec context in order to foster inclusive environments.
McGill has been called upon to address historical contemporary forces that result in social inequities on campus. Our various commitments can be seen in a number of strategic plans, including the EDI Strategic Plan , the Action Plan to Address Anti-Black Racism and the Provost’s Task Force on Indigenous Studies/ Education Report. McGill's commitments must also be inspired by the recognition that excellence is fostered by bringing together individuals and groups of diverse experiences, identities, and ideas. Simply put, without inclusion, how can it be called excellence?
(Adapted from McGill Equity Office Resources and Charlene Lewis-Sutherland)
Resources and Project materials
Resources
Racialization:
https://www.aclrc.com/racialization
Critical Whiteness Studies (CWS)
https://ecommons.luc.edu/cgi/viewcontent.cgi?article=1091&context=jcshesa
Oppression and Anti-Oppression
https://theantioppressionnetwork.com/what-is-anti-oppression/
Conferences
Stockholm Sweden, March 2022
Winnipeg Manitoba, October 2022
Chicago USA, Mai 2023
Workshops
Media Examples
Black educators and students in Montreal are calling for an overhaul of school curricula to better incorporate issues pertaining to diverse communities.
Part 1: https://globalnews.ca/news/9449994/quebec-study-teaching-practices-black-youth/
Part 2: https://globalnews.ca/news/9453066/educators-racism-quebec-schools/
Part 3: https://globalnews.ca/news/9454560/montreal-black-students-educators-in-montreal-school-curriculum/
White teachers often talk about Black students in racially coded ways
FAQ
What is the new Reference Framework for professional Competencies?
Recently, the new Reference Framework for Professional Competencies for Teachers(RFPCT) (2ndEd.) (Government of Quebec, Ministry of Education, 2021) was released. This document contributes to the enhancement of quality training in Faculties of Education by overviewing how the development of teacher training programs at the University level can take place, in addition to how to support the continuing professional development of teachers throughout their career(s). The new reference framework has been necessarily updated to broadly reflect the new educational and social challenges Quebec faces (i.e. inclusion, culture and language).
What is Research Based Theatre and why use it in this project?
Research-based theatre aims to present research in a way that is compelling and captivating, connecting with viewers on imaginative and intellectual levels at the same time. Research-Based Theatre brings together scholars and practitioners of research-based theatre to construct a theoretical analysis of the field and offer critical reflections on how the methodology can now be applied.
The Lester B Pearson School Board (LBPSB) led a Task Force on Equity and Inclusivity, submitting their report on findings June 2021. Dr. Myrna Lashley (who is a professor at McGill) chaired the LBPSB task force. Hinkson, a co-applicant on this proposal was a member of that Task Force. As indicated in this LBPSB report, informative videos and training packages are needed to support in-service teachers on topics of EDID so that all teachers and teacher candidates can incorporate EDID into their practices.
What are the benefits to Teacher Education Programs?
The benefit of this proposed project for Teacher Education programs is:-to shift the culture and understandings around issues of EDID, not only in Teacher Education programs broadly, but in the culture of DISE specifically, since many of us are involved in teacher education, and our staff, instructors and students need opportunities to engage productively with both EDID topics and how these actually help meet/connect to/with the PC’s;-to train instructors who are teaching pre-service teacher education courses on the new Professional Competencies and the integration of EDID into this training;-to provide pre-service teachers with have a solid background in how to integrate select new professional competencies across the teacher education curriculum, along with the integration of EDID when they go into the field;-to support a generative DISE-based initiative based on digital media and curriculum production to address EDID.
Building on the remarkable range of expertise in curriculum, narrative and social justice in DISE (faculty and graduate students), this initiative will contribute to strengthening our knowledge mobilization repertoire.
Team Member Bios
We invite you to read our bios. below and to spend some time engaging with the information on our website.
![A picture taken outside containing six people smiling and looking down to the ground](https://www.mcgill.ca/artful-inquiry/files/artful-inquiry/styles/wysiwyg_extra_large/public/june15_team_photo4_8.jpg?itok=-D5C9rdY)
Mindy Carter
Principal Investigator
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Associate Professor, DISE, McGill University Mindy R. Carter is an Associate Professor in the Department of Integrated Studies in Education at McGill University, Canada. Her research focuses on teacher identity, and on using the arts to foster culturally responsible pedagogies. Carter’s “CREATE: Creativity Research in Education using Artful inquiry for societal Transformation and intercultural Exchange” research program has received Fonds de recherche du Quebec (2015-2018) and Social Sciences and Humanities Research Council funding (2017-2020). She is currently the Vice-President of the Canadian Society for the Study of Education’s Curriculum Studies special interest group and the Chair of the Artful Inquiry Research Group (AIRG) at McGill (2020).
Emmanuel Tabi
Co-Investigator
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Assistant Professor, McGill University. Dr. Emmanuel Tabi is an assistant professor of Black/African Studies in Education. He received his doctorate from the Ontario Institute for Studies in Education of the University of Toronto. His work examines how race, gender and class dynamics intersect within Toronto’s urban arts centres and how they are performed through various forms of cultural production such as spoken word poetry and rapping.
Claudia Mitchell
Co-Investigator
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Claudia Mitchell is a Distinguished James McGill Professor in the Faculty of Education, McGill University and an Honorary Professor at the University of KwaZulu-Natal, South Africa. At McGill she is the director of the Institute for Human Development and Well-being and the founder and director of the Participatory Cultures Lab. Her research cuts across youth studies, girlhood studies, teacher education, visual methodologies and social change. Much of her current research working with Indigenous youth in Canada and South Africa focuses on participatory youth-led ‘from the ground up’ policy dialogue to address gender inequalities. She is the Editor-in-Chief of Girlhood Studies: An Interdisciplinary Journal.
Dayna McLeod
Co-Investigator
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P. Lantz Artist in Residence in the Faculty of Education, McGill University. Dayna McLeod is the 2021-2022 P. Lantz Artist in Residence in the Faculty of Education at McGill University. She is also a Fonds de recherche du Québec – Société et culture research-creation postdoctoral fellow. Dayna earned a PhD from the Centre for the Interdisciplinary Studies in Society and Culture at Concordia University. She is part-time faculty at the Institute for Gender, Sexuality, and Feminist Studies at McGill University, and at Concordia University in various Humanities and Fine Arts departments. www.daynarama.com
Sabi Hinkson
Co-Investigator
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Sabi Kamilah Hinkson was born, and raised, in Montreal, Canada, to her Trinidadian parents, who migrated to Canada over 45 years ago. Hinkson is currently a middle school Science & Technology teacher at Lower Canada College (LCC) in Montreal. Hinkson holds a Bachelor of Science from Concordia University (double-majored in Biochemistry and Theology with a minor in Multidisciplinary Studies in Science: Scientific Research) and recently completed her Master of Arts in Teaching and Learning Science & Technology at McGill University. Hinkson’s research focuses on the underrepresentation of Blacks in STEM and the foundation of her research is a critical analysis of her very own journey through the STEM pipeline: through this analysis, she began to understand how racism, more specifically different forms of microaggressions, negatively influence Blacks in STEM. For Hinkson, with a greater awareness and understanding of systemic racism within the STEM terrain came the urge to raise awareness of these injustices and challenge these very systems that continuously work against Blacks in STEM.
Jen Hinkkala
Research Assistant
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Jen Hinkkala PhD candidate and sessional lecturer at McGill University. Jen holds a BA, a B.Ed. and a Masters of Music Education from Western University. Jen’s dissertation research focuses on understanding self-employed arts teachers work and well-being. Additional research projects include the role of belonging in educational settings, employment after postsecondary education, and the impact of emotional abuse and familial neglect on thriving an educational attainment. Jen runs an international support group for estranged adults and is engaged in advocacy for victims of family violence and adult estrangement.
Marta Cotrim Gerin de Moraes
Research Assistant
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Marta Cotrim is a Ph.D. student at the DISE – Department of Integrated Studies in Education at McGill University. She holds MA in Dance Anthropology from the University of Surrey and diplomas in Theatre Studies from Paris 8, and Performance from the School of New Dance Development in Amsterdam. Her doctoral research focuses on Critical Posthuman and New Materialism Theory and Drama/Theatre Pedagogies in its application in Teacher Education in relation to Equity Diversity, Inclusion and Belonging (EDIB) ethics. After being trained as a theatre actress and contemporary dancer and having worked internationally for many years, Marta has taught 15 years to Drama/Theatre in primary and secondary schools and has lived in 9 different countries. She has three children and is original from São Paulo, Brazil.
Nina Ahrendt
Project Administrator