17 SEP 2022 · This podcast is led by Gillian Charmbury and Kiana Giroux who are both pre-service teachers at the University of Calgary. Their conversation focusses on the following question: Given our limited experience with Indigenous ways of knowing, how can we develop our connection with these philosophies that we are expected to teach in our classrooms. Kiana identifies as a nêhiyaw-iskwêw (Cree woman) and Gillian as a non-Indigenous ally. Kiana Giroux can be reached by email at: kianagiroux16@gmail.com

3 MAR 2022 · n this episode Dr. Alan Sears, Professor Emeritus in Education at the University of New Brunswick, joins pre-service teachers Evan Beck, Daniel Lam, and Angela Tran from the University of Calgary. Dr Sears discusses his article Dark Clouds and Silver Linings: The Perils and Possibilities of Digital Media for Citizenship: https://www.edcan.ca/articles/dark-clouds-and-silver-linings/ Given the dangers of misinformation and its prevalence in our social media age, Dr. Sears discusses the need for educators to help students critically assess the validity of information and how to engage with people who have been misinformed. The conversation focused on strategies that educators can adopt to help their students engage in critical media literacy when consuming information about current events and societal issues. Dr. Alan Sears faculty page: https://www.unb.ca/faculty/emeritus/honorees/fredericton/qtou/sears.html

25 FEB 2022 · In this episode, Jeremy Lavoie and Dane Schwandt from the University of Calgary’s Werklund School of Education parler with University of Ottawa Doctoral candidate Raphaël Gani. Their conversation revolves around the article, co-authored with Dr. David Scott, Social Studies Teachers’ Resistance to Teaching Francophone Perspectives in Alberta:https://www.history.org.uk/secondary/resource/9330/social-studies-teachers-resistance-to-teaching-fr Their discussion explores why both pre-service and practising teachers in Alberta feel like they cannot, or do not want to, include Francophone perspectives in their classrooms, even though the social studies curriculum they follow explicitly calls on educators to do so. Jeremy and Dane explore with Raphaël how they have been socialized to see Francophone people, perspectives, and histories in particular ways, and how educators might create curriculum encounters with students that foster a renewed sense of connection to Francophone people and memory in the places where they collectively live. Raphaël Gani ACADEMIA: https://uottawa.academia.edu/RaphaëlGani

23 FEB 2022 · In this episode, pre-service teachers Rayna Ostapiw and Darby Walters from the University of Calgary’s Werklund School of Education unpack the article Good Neighbours, Good Friends: Promising Practices for Partners in Place with authors Shashi Shergill and Jodi Latremouille: https://her.journals.publicknowledgeproject.org/index.php/her/article/view/1422/1309 Shashi Shergill, Assistant Principal of Connect Charter School, and Dr. Jodi Latremouille of Vancouver Island College share stories about a multi-year collaborative partnership between Connect Charter School in Calgary Alberta and Chilla elementary school of the Tsuut’ina Nation. Together, we discuss how to approach education, both at a personal and at a system level, through the lens of social justice and ethical relationality. As part of this conversation, we explore how to build genuine relationships with Indigenous communities, people, and ways of knowing, as well as how to address resistances that can emerge when we engage deeply in this kind of work. Shashi Shergill faculty page: https://connectcharter.ca/staff-members/shashi-shergill/ Twitter: https://twitter.com/JustTeaching Dr. Jodi Latremouille ACADEMIA: https://viu.academia.edu/Departments/Faculty_of_Education/Documents Twitter: https://twitter.com/jodilats

23 FEB 2022 · In this episode, Werklund School of Education pre-service teachers Emma Cooke and Gillian Charmbury discuss the ever evolving landscape of the social studies classroom with Dr. Samantha Cutrara, the author of Transforming the Canadian History Classroom: Imagining a New "We": https://www.ubcpress.ca/transforming-the-canadian-history-classroom The resulting conversation breaks down the complex relationships that exist within our schools, and the meaningful learning that results from acknowledging student’s own cultural identity in the lessons we teach them. Dr. Cutrara speaks to some misinformation found in modern discourses around the nature of Critical Race Theory, expands upon the growing role of social media in our classrooms, and shares her hopes for the future of social studies education in Canada. Dr. Samatha Cutrara website: https://www.samanthacutrara.com/

22 FEB 2022 · In this episode, Sarah Hougen, Karen Patterson, and Melissa Letourneau, from the University of Calgary’s Werklund School of Education, are joined by Dr. Dwayne Donald, a Professor in the Faculty of Education at the University of Alberta. The conversation centres on Dr. Donalds article Teachers, Aboriginal Perspectives and the Logic of the Fort: https://bit.ly/3podma8 Over the course of their conversation, Dr. Donald expands on the metaphor of the “Fort” as an operating mythology that continues to frame Indigenous-Canadian relations in problematic ways. They also discuss ways educators can provide opportunities for students to learn from Indigenous stories, philosophies, and ways of knowing, without, in the case of non-Indigenous teachers, co-opting or misrepresenting Indigenous practises and/or cultures. Notions of relational renewal and the importance of kinship relations are also explored. Dr. Dwayne Donald faculty page: https://apps.ualberta.ca/directory/person/ddonald

22 FEB 2022 · In this episode pre-service teachers Courtney Hyndman and Curtis Riep from the University of Calgary’s Werklund School of Education engage in conversation with Dr. Carla Peck, a Professor in the Faculty of Education at the University of Alberta. The discussion centres on Dr. Peck’s 2010 article, It’s not like [I’m] Chinese and Canadian. I am in between”: Ethnicity and Students’ Conceptions of Historical Significance: https://www.tandfonline.com/doi/abs/10.1080/00933104.2010.10473440 We discuss the importance of recognizing student identities when teaching history, and how educators can work to do this in ways that acknowledge the fluid and plural nature of ethnic identities. The conversation then shifts to current curriculum changes taking place in Alberta and how this will affect the calls to action of the Truth and Reconciliation Commission. Dr. Peck provides guidance around the uncertain climate that future teachers may find themselves in and how they can attend to calls for social justice in the context of curricular constraints. Dr. Carla Peck faculty page: https://apps.ualberta.ca/directory/person/peck1 Twitter: https://twitter.com/cpeck3

22 FEB 2022 · In this episode we are joined by Dr. David Scott, an Associate Professor in the Werklund School of Education at the University of Calgary. Pre-service teachers Kristian Belliveau and Sandy Pann from the Werklund School of Education discuss Dr. Scott’s 2012 article, written with Dr. Laurence Abott, Trying to Make the Mission Statements of Social Studies Curriculum Inhabit My Social Studies Pedagogy and Vice Versa: http://bit.ly/2gWKgvt The conversation focuses on the disconnect many teachers experience between the mission statements of social studies curriculum documents seeking to promote active and potentially transformative forms of citizenship and teachers’ actual classroom practises. Dr. Scott discusses his attempt to bridge this gap through a Grade 8 inquiry project that asked students to consider whether conditions and developments that occurred in Northern Italy during the Renaissance were present in the city in which the students resided. The possibilities and affordances of different forms of inquiry frameworks are discussed including throughline questioning strategies and authentic tasks. Dr. David Scott faculty page: https://profiles.ucalgary.ca/user/5885 Twitter: https://twitter.com/dmscott73

22 FEB 2022 · In this episode, pre-service teachers Nicholas Eng and Jennifer Butler from the University of Calgary’s Werklund School of Education, are joined by Dr. Lindsay Gibson, an Assistant Professor at the University of British Columbia. The discussion centres on Dr. Gibson’s 2019 article, Ethical Judgments About the Difficult Past: Observations from the Classroom: https://www.taylorfrancis.com/chapters/edit/10.4324/9781315110646-6/ethical-judgments-difficult-past-lindsay-gibson Together, the three of us explore the importance of ethical judgements in the classroom, whether focused on the internment of Japanese-Canadians during the Second World War or other difficult histories. In the polarized world that exists today, we discuss how to balance out the limitless perspectives that can show up in a classroom and how teachers can engage in rich discussions whilst maintaining an open classroom environment. The discussion then shifts to effective methods for teaching history with an emphasis on the ways historical thinking can help students engage in the kinds of questions, processes, and procedures historians take up in their work. Dr. Lindsay Gibson’s faculty page: https://edcp.educ.ubc.ca/faculty-staff/lindsay-gibson/ Twitter: https://twitter.com/ls_gibson

16 JUL 2021 · University of Calgary students, Carolyn and Melanie, interview the brilliant Wab Kinew in this podcast and discuss his new book, Go Show the World. Wab Kinew is a member of the Midewin and an Honorary Witness for the Truth and Reconciliation Commission of Canada. Wab is a former journalist, hip-hop artist, and television host, who is now the leader of the provincial NDP in Manitoba. He lives in Winnipeg with his family. This fall, he will publish his first Young Adult novel, Walking in Two Worlds