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Manitoba Teacher Research Collective

c/o 1G03B Graham Hall

Faculty of Education

University of Winnipeg

515 Portage Avenue

Winnipeg, MB    

R3B 2E9 

info@mbtrc.org

204.891.8100

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Global Teacher Inquiry Project

 

The Global Teachers Inquiry Project (GTIP) brings together Social Studies teachers from the field and faculties to reflect on their critical questions of practice. It provides opportunities to think and rethink about how to strengthen teaching to support student learning. Since 2013, GTIP has engaged teachers across the province to participate in collaborative inquiry for professional growth and, more broadly, to contribute to education as a field of knowledge in the context of Manitoba’s schools.  The annual process involves a group of teachers getting together at the beginning of the school year to identify areas for individual and collaborative reflective practice.  This group meets several times throughout the year to discuss and write about their teaching lives. Toward the end of the school year, these collaborative findings are shared at a spring forum that is open to everyone to attend.    Teacher  inquiry reports based on these presentations are posted on this site.  The “lessons learned” from GTIP serve to inspire and help teachers across the province to navigate transecting spaces of student inquiry, teacher practice, autonomy and responsibility.

 

Please check out the Teacher Research Reports page for the most recent work.  Other GTIP articles may be found on the Past Publications page.  Here are some examples ...

 

The Canadian Dream - Celebrating Canada 150 

"After many years of discussing the possibility of working together on a project that would bring their two, very different, classrooms together, Kevin Lopuck and Pamela Schoen were able to use the 150th anniversary of Canadian Confederation as a catalyst to do just that. In undertaking their Canadian Dream project, Kevin and Pam wanted to see what happened when they put two diverse groups of students together and asked them to describe their dream for Canada. Over aperiod of a month, Kevin and Pam’s students came together three times and would eventually build their own map of Canada filled with their own dreams for Canada’s future. The opportunityended up being a learning experience, not only for the students, but for Kevin and Pamela as well."

 by Kevin Lopuck, Lord Selkirk School Division and Pamela Schoen, Louis Riel School Divisio

 

Enlarging Understandings of Self, Other, and the World Through Inquiry in Social Studies and Music

"Many Province of Manitoba school curricula state that students are to examine and explore their lived experiences through inquiry. In so doing, students and teachers are called upon to place their previous understandings of self, other, and the world at risk as an opportunity to understand in new ways. Inquiry offers a space for students and teachers to garner more fulsome understandings, and to acknowledge and appreciate that their understandings of curricular outcomes remain unfinished. Thus, students and teachers remain open to future possibilities not yet known."

by Tim Skuce, Brandon University and Sheelagh Chadwick, Brandon University 

 

 Spaces of Issue and Issues of Space: A Discussion of Catalysts, Constrictions and Consciousness

"This paper is a result of the dialogic interactions between the authors and their action within the community. The article is an artifact that represents a series of ongoing interactions on topics of education and social action that have taken place over several years. The writing is in reference to many shared experiences, observations, and thoughts on societal spaces that Bhabha (1994)described as “third spaces” (p. 2) where individuals re-envision, re-imagine, or hybridize elements of culture and identities of self and others. The authors employ the concept of a catalyst (Edwards, 2008) to explore the manner by which third space environments may be opened to permit transformative opportunities to those who would re-envison, re-imagine, and hybridize societal contexts.

The authors present concern over the cleaving, constriction, and closure of third spaces by antithetical forces aimed against the prosocial and post-colonial work done within settings of education and activism. The article provides specific examples of inhibitors that challenge the opening and sustainability of Bhabhan spaces, and work in opposition to the catalysts that give rise to third spaces environments. Finally, the article discusses the need for awareness and support of educative and activist efforts in support of human rights, social action, and the greater good."

by Timothy Beyak, Louis Riel School Division and Justin Larrivee, University of Winnipeg

 

Global Issues Research Team Year Three: How Can the Core Concepts of the 14 Global Issues Course (Inquiry and Action) Be Effectively Implemented in Other High School Social Sciences Courses? Reflections on Teacher Action Research Findings

"The Grade 12 Global Issues: Citizenship and Sustainability course is designed to encourage students to become informed citizens who are engaged in taking action to facilitate social change. During Year One of the Global Issues Research Team (GTIP), we engaged in actionresearch in our Semester 1 Global Issues classes in order to gauge the course’s effectivenessin meeting this goal. We discovered that the course was, in fact, quite effective in encouraging active citizenship. However, we also discovered several unanswered questions regarding the transformative nature of the course. We therefore made further modifications to our practice so that a larger percentage of our Global Issues students would be transformed by the experience in Year Two of the action research project. In Year Three, we wanted to carry the core concepts of the Global Issues Course (Inquiry and Action) into other social studies courses in order to prepare our future Global Issues students for the course, and to emphasize these two components that should be core in any social studies class."

by John Thompson, Kildonan East Collegiate and Kara Wickstrom-Street, Miles Macdonell Collegiate