The Sustainable on the Go conference will focus on the theme of “Reimagining Approaches in Higher Education in an Era of Global Uncertainties” and aims to bring together scholars, international mobility professionals and practitioners, policy makers, sustainability experts and other stakeholders to discuss the evolving status of international mobility in higher education in Canada and globally. Participants will critically reflect on where we are now, and to what is required to collectively build a future vision of international mobility that is inclusive, innovative and responsive to the global sustainability challenges of our times.
International mobility in practice: institutional, national, and regional responses
Greening student and scholar exchange: concrete ideas and practices
Leveraging technology and digital learning: can we experience “abroad online”?
Mobility programs beyond academics: global and community engagement
Inclusive student exchanges and experiences
Assessment of intercultural development in mobility programs
Proposals can be submitted as academic papers, practitioners’ reports, think (envision) pieces, poster presentations and creative arts from Oct. 5 to Nov. 15.
The second in a five-part webinar series for the Faculty of Education Summer Institute (FESI 202) will run Oct. 21 and feature a discussion on the journey toward anti-racist, anti-oppressive practices in child welfare agencies.
FESI is a long-running annual conference that brings together stakeholders in education to evaluate educational beliefs, policies and practices will continue this year in a virtual format.
The Faculty of Education Summer Institute, FESI 2020 – Up Close and Personal; Conversations on Anti-Oppression, is presented as a modified version of the traditional conference in a five-part webinar series with an action component. (The first webinar ran Aug. 19 and explored the topic “Designing for/with Criticality and Community.”)
The Oct. 21 event is free and it will run from 7 to 8:30 p.m. on Zoom, participants will explore the question: “How do we walk this path together with our partners in Education?”
The Catholic Children’s Aid Society of Toronto (CCAS) receives almost 5,000 referrals a year about children and youth who may be in need of protection, the majority of which come from schools and the police. These referrals are disproportionately about Black children, and this disproportionality maintains itself throughout the child welfare service continuum, culminating in a significant overrepresentation of Black children/youth in care.
Speakers Carol Wade, Kate Schumaker, Priscilla Manful and Vanessa Cocco will share reflections about what the journey towards anti-racism and anti-oppression practice has looked like both at CCAS and in education, the data and feedback from the Black community that have compelled us to act, and the beginning dialogue about the ways in which child welfare and education can join forces to help families receive the support they need without unnecessary intrusiveness and/or surveillance.
The session will be moderated by Carl James, York University Senior Advisor on Equity and Representation, a professor in the Faculty of Education and the Jean Augustine Chair in Education, Community and Diaspora, and Jack Nigro, superintendent of Elementary Curriculum at the Durham District School Board.
This webinar will appeal to teachers, school social workers, administrators, community partners, policy-makers, and anyone who believes that the welfare of children is everybody’s business.
Register online by Oct. 20 at fesi.blog.yorku.ca. The webinar session URL will be sent once registration has been received.
Three postdoctoral fellows join the Faculty of Education
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The Faculty of Education welcomes three new postdoctoral fellows this fall: Beyhan Farhadi, David Pereira and Farra Yasin.
Beyhan Farhadi
Beyhan Farhadi
Beyhan Farhadi’s research interests focus on the impact of online learning on educational inequality. Farhadi is trained as a critical geographer, which has given her interdisciplinary latitude to research online classrooms as a spatial arrangement and system of order that impacts student and teacher identity. “When I reference the term critical, I mean that my work is attentive to how power at a systems level constricts freedom and agency, and how this dynamic is patterned as oppressive in schooling,” says Farhadi.
During her time at York University, Farhadi will be working with Associate Professor Sue Winton to understand how teachers in Alberta and Ontario understood and enacted online learning policies introduced by governments and school boards as part of remote instruction during COVID-19 school closures.
“I am very pleased to work with Dr. Farhadi in our study of how teachers enacted online learning policies introduced by governments and school boards in response to the COVID-19 pandemic and the implications of online learning for social inequality,” said Winton. “Dr. Farhadi’s frontline experience as a secondary teacher (including emergency remote teaching) and her expertise in e-learning makes her the ideal person to lead this project.”
Farhadi is publishing her doctoral work, which examined the relationship between educational inequality and e-learning at the Toronto District School Board, day school program. She is vice-chair at The Critical Geographies of Education Specialty Group at the American Association of Geographers, and is on the steering committee of Toronto the Better, an active research project run out of the City Institute at York University. The goal of Toronto the Better is to improve local democracy in Toronto and beyond.
David Pereira
David Pereira
David A. Pereira is the York University Faculty of Education Postdoctoral Fellow in Sexuality, Gender and Education and a Centre Fellow at the Mark S. Bonham Centre for Sexual Diversity Studies at the University of Toronto. He is a graduate of the Department of Social Justice Education at the Ontario Institute for Studies in Education at the University of Toronto.
Working with Associate Professor Jen Gilbert, Pereira will support research activities for the Beyond Bullying Project, a storytelling and research project that explores the circulation of narratives of sexuality and gender in high schools.
Pereira’s research program centers on queering school success using an intersectional and queer theory approach. As a critical ethnographer and qualitative researcher, he foregrounds student and youth voices to critically analyze and expose systemic discrimination and inequities in education. His past research looked at the secondary school experiences of ethnoracialized linguistic minority students in Toronto and how their identities are constructed and disciplined in ways that impact their educational trajectories.
Pereira seeks to better understand how “non-traditional” students access and transition into postsecondary education given that the postsecondary sector by-in-large continues to present obstacles and barriers for “non-traditional,” especially LGBTQ2+ students, and their success. Pereira teaches undergraduate and graduate courses in qualitative methodologies and sexuality and gender studies in Sexual Diversity Studies at the University of Toronto and York University’s Faculty of Education.
For the past two years, he served as director of the Sexual & Gender Diversity Office at the University of Toronto.
Farra Yasin
Farra Yasin
Farra Yasin is a visiting postdoctoral fellow at York University’s Faculty of Education and is working under the supervision of Associate Professor Theresa Shanahan, the principal investigator of Policy Enactment in Ontario Schools: Teacher Professionalism in Practice. This study provides critical policy sociological research on how teachers interpret laws and policies that regulate their profession in relation to the changing policy contexts from 1995 to the present.
Yasin has an extensive background in qualitative research on practice. This York University Faculty of Education graduate completed the dissertation “A view from the classroom: An inquiry into how educators of Ontario’s Literacy Basic Skills program conceptualize adult literacy learning,” and the thesis, “Comic strip writing and the construction of identity: a qualitative study on the writing practices of grade seven and eight students.” Both of these research projects involved completing qualitative institutional research that focused on the investigation of student learning and teacher practice. Both projects received the department awards in 2011 for the thesis and 2018 for the dissertation.
Yasin’s expertise in the workings of the school board governance and teacher professionalism goes beyond the study of legislation and law. As a teacher in Ontario and England, a researcher on the diversity of teacher practice, and a student educated in Ontario, Yasin brings a lived understanding of policy enactment in Ontario and is drawn to policy enactment research because of the emphasis on the human relation to policy.
Virtual colloquium series kicks off with discussion on conceptual multiplicity, Oct. 7
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York University’s Borderless Higher Education for Refugees (BHER) Project, Faculty of Education and Centre for Refugee Studies present a monthly virtual colloquium series on the intersections of refugee education, anti-Black racism and COVID-19 in Canada and East Africa.
Through a series of talks, film, and an open-mic event, experts will consider the unique challenges that the twinned pandemics pose to refugee communities and educators in Canada and/or East Africa; highlight the unique knowledge that refugee communities and the educators who work with them bring to learning in situations of constraint; and offer new lenses to make meaning of our current moment.
This colloquium is the first of its kind to feature experts from York University and from institutions that are comprised of or work with refugees in equal measure. Together, this series aims to deepen connections among refugee communities, educational leaders, and scholars within and across institutions; foster a sense of reciprocity in learning; recognize and validate the unique expertise that refugee communities bring to time- or resource-constrained situations; and educate all attendees on a range of topics relevant to refugee education, COVID-19, and anti-Black racism.
The colloquium series will be held monthly throughout the academic year at 10 a.m. online via Zoom.
This month’s event is “e/Thinking and Acting Holistically in our Times: Discussions on Conceptual Multiplicity” featuring Nombuso Dlamini (York University) on Oct. 7.
Nombuso Dlamini
What lenses do we use to give meaning to a sociopolitical and economic landscape marked by questions and uncertainties? Dlamini offers her thoughts at a time of the intersection of multiple contemporary crisis and challenges including: the global pandemic, COVID-19; the public lynching of black and indigenous people; demonstrations and protests against social injustices; national and domestic border policing; anti-immigrant sentiments; etc.
In the face of these challenges and crises is a need for the spirit of hope, healing and opportunity. The international responses to these public lynchings bring hope to a possibility of re-imagining a future that, through dialogical conversations like this one, we can start and continue to re-envision, rebuild and heal. As we move forward towards a different normality, we must acknowledge and address the wounds created and those spirits murdered.
This talk offers layers of concepts for engagement towards this new era. It is an invitation to ponder about meaning making resources and their impact and effects on the “self” as a collective – an invitation to examine interconnections between the intellect and the soul in teaching and learning. Embracing this interconnection requires that we engage thinking with tools that go beyond the familiar so as to meaningfully participate in the production of an innovative politics of existence.
Hosted by Rebecca Pillai Riddell, a professor in York University’s Faculty of Health and academic chair of The York Circle, this virtual lecture series will showcase York’s leading faculty members, from policy makers to molecular scientists, to engage in lively panel discussions and Q-and-A sessions on key themes related to the COVID-19 pandemic. The series will be held over four sessions throughout the year via Zoom.
During these unprecedented times, politicians, parents, health professionals and educators are struggling to determine what is best for students heading back to school this fall, whether that’s virtually or in person.
In a Sept. 26 panel session, titled “At home and in school: Supporting children, youth and the adults who care for them during a pandemic,” York University experts will discuss the economic, social and practical impacts of the pandemic on children, parents and educators in relation to inequities in the current education system.
The presentation will take place from 10 to 11:30 a.m. and will feature three panelists from York’s Faculty of Education.
Assistant Professor Gillian Parekh will explore tensions around education and care for students with disabilities, Assistant Professor Vidya Shah will offer ideas for providing learning engagements focused on relationality, as well as community and critical consciousness, and Professor Stephen Gaetz will speak to the problem of supporting youth experiencing homelessness or who are precariously housed during the pandemic.
The first 200 people to register for three or more York Circle @ Home virtual sessions will receive a complimentary York University coffee mug, become a member of The York Circle, and be entered for a chance to win one of four $25 gift cards per session, made possible by MBNA Rewards Platinum Plus Mastercard.
Future events in the series, with panelists and event descriptions to be announced soon, include:
Scholars’ Hub @ Home series explores back to school strategies for math and literacy
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Do you enjoy hearing about the latest thought-provoking research? The Scholars’ Hub @ Home speaker series features discussions on a broad range of topics, with engaging lectures from some of York’s best minds.
The Scholars’ Hub events are done in partnership with Vaughan Public Libraries, Markham Public Library and Aurora Public Library, and presented by York Alumni Engagement. Students, alumni and all members of the community are welcome to attend.
Tina Rapke
Sept. 23 will feature a talk, titled “Back to School Prep: Strategies to Help Your Kids Succeed in Math and Promote Family Literacy,” presented by Associate Professor Tina Rapke and Professor Karen Krasny of York’s Faculty of Education. The event will be hosted via Zoom and begin at 12 p.m.
Viewers will be introduced to effective strategies for promoting family literacy to support children in their learning as well as preparing them to succeed in math during unprecedented times. They will learn about early predictors of literacy achievement and approaches to literacy and math instruction and gain a greater understanding about how to engage children of all ages in meaningful opportunities for listening, speaking, reading, writing, viewing and representing through daily routines and activities. Krasny will discuss traditional print and digital resources including children’s and young adult literature. Rapke will speak about the importance of learners’ attitudes towards math and what can be done in the home to support mathematics success.
Karen Krasny
Rapke is a parent of two elementary school children and teaches teachers how to teach math. She spends much of her time in math classrooms researching and writing about best practices.
Krasny is a past president of the Canadian Association for Curriculum Studies and served on the Board of the Canadian Society for Studies in Education. A longstanding educator, Krasny is a former K to 4 Early Years English Language Arts Provincial Specialist for Manitoba and worked as a K to 12 English and French Language Arts Coordinator for the St. James-Assiniboia School Division and as a teacher for The Winnipeg No. 1 School Division.
York University President and Vice-Chancellor Rhonda L. Lenton issues the following announcement:
I am pleased to inform members of the Faculty of Education and the York community that the search for dean of the Faculty of Education has reached a successful conclusion.
In 2019, I established a search committee, comprised of members of the Faculty of Education (faculty, staff and students), one member appointed by me, and chaired by Provost Lisa Philipps. The committee undertook an extensive national and international search which attracted outstanding candidates.
Dr. Robert Savage
On Sept. 9, the Executive Committee of the Board of Governors concurred with my recommendation, based on the recommendation of the search committee, that Dr. Robert Savage be appointed to the position of dean. I am delighted to announce that Dr. Savage has accepted our invitation to take up a five-year term appointment, commencing July 1, 2021.
Dr. Savage brings significant leadership and international experience to the deanship. He will join York University from University College London, a leading U.K. research and teaching university, whose Institute of Education has ranked first in Education for the past seven years in the QS World University subject rankings.
He is a full professor at UCL and has served as head of the Department of Psychology and Human Development in its Institute of Education since 2017. As head, he has been responsible for all aspects of departmental leadership and administration, including budget and human resources management and oversight, strategic plan development and implementation, and space and technology planning. He has led a renewal of the department’s pedagogical vision and reputation, a doubling of successful research grant applications, and revitalization of its collegial governance structures and partnerships with communities. Throughout his career, he has demonstrated a deep commitment to equity and inclusivity. Before his appointment at UCL, Dr. Savage held an appointment at McGill University from 2003 to 2017, undertaking several administrative roles including program director inclusive education and program director human development.
Dr. Savage holds a PhD in developmental experimental psychology, as well as an MSc in professional educational psychology, from the University of London; he also has a post-graduate certificate in education from Cambridge University. He brings to the position of dean an excellent teaching record, having taught a range of undergraduate and graduate courses on language and literacy development, inclusive education and exceptionalities; and an outstanding international reputation for collaborative, multi-disciplinary and policy-relevant scholarship in areas such as cognitive processes in reading and spelling, reading interventions, learning disabilities, inclusive education, the impact of French immersion and information technologies for literacy. He is the author or co-author of over 100 highly cited peer-reviewed journal and web articles, chapters and reviews, and frequently presents his research to international conferences. He is currently serving as president of the Society for Scientific Study of Reading.
It is an important time in the development of the Faculty of Education, as it builds on its teaching and research successes and its outstanding reputation to provide leadership concerning pressing social issues like anti-Black racism, Indigenous education and educational innovation in the current challenging context.
I look forward to welcoming Dr. Savage and working closely with him in the coming years. I invite all members of the Faculty and the University to join me in congratulating him and wishing him well as he undertakes this important leadership role.
Sharon Murphy will continue in the role of interim dean of the Faculty of Education until Dr. Savage takes office. I want to express my profound appreciation to Professor Murphy for her outstanding service to the Faculty and the University in this role.
Finally, I would like to thank the members of the search committee for their contributions to this crucial process.
York teacher candidates earn Don Galbraith Award of Excellence
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The Faculty of Education has announced the recipients of this year’s Don Galbraith Pre-Service Teacher Award of Excellence presented by the Science Teacher Association of Ontario (STAO). Teacher candidates were nominated by their course directors based on criteria of exceptional creativity, commitment to teaching, willingness to engage in new methodologies, skills at research and production of curriculum materials, and interpersonal skills for effective teaching.
While only one winner was selected for each division, all nominees produced work of incredible value and quality that is reflective of the commitment to excellence, critical pedagogy and creativity that is emphasized throughout the Faculty of Education at York University.
“Our sincere congratulations to all nominees and recipients on their achievement and our thanks for their contributions to the profession and development of rich learning opportunities for students,” said course director Jocelyn Shi. “Through their work they have highlighted the many ways that science education can be made more fulsome as they emphasize a critical integration of culture, sustainability and creativity in the pursuit of meaningful learning and student engagement.”
Intermediate/Senior Award recipient: Saya Szparlo
Entry: Exploring Sustainability through School Gardens in Ontario (Grade 9 unit plan)
“I am an enthusiastic and curious educator whose goal is to continue to strive for positive social and environmental change,” said Szparlo. “I plan to do this by furthering my education at York University in the master of education program combined with an environmental sustainability education diploma beginning fall 2020. Upon graduation, it is my hope to establish a strong community in a school that values my passion for social and environmental change through local hands-on projects. I plan to continue my learning, welcome opportunities to grow and to start an exciting career.”
Junior/ Intermediate Award recipient: Caleb Wesley
Entry: The thirteen moons: The lunar cycle significance for Indigenous nations (Grade 6 lesson plan)
“My immediate future plans include returning to York part-time to continue my studies in the Faculty of Science. I also intend on applying for the TDSB to become an occasional teacher for September,” said Wesley. “Aside from working as an occasional teacher in the classroom and being a student at York, I’ll be dividing my time between biostatistical research with Well Living House at St. Michael’s Hospital and volunteer work in 2SLGBTQ+ community organizations. Long-term, my goals are to work with Indigenous students in the TDSB and continuing my work in bridging Indigenous ways of being in nature with the science curriculum. I would also to one day teach in the Waaban Indigenous Teacher Education Program, helping other Indigenous educators bring engaging science content to their classrooms. Hopefully, I can be part of the change that supports Indigenous students in pursuing careers in STEM.”
Primary/ Junior Award recipient: Dorothea Bailey-Leung
Entry: Sustainable Energy and STEAM design thinking (Grade 6 culminating task)
“When I was growing up, there weren’t a lot of discussions about how science impacts communities and why we should care. Since becoming a teacher candidate at York, I have discovered that this disconnectedness is what drives progress without meaning, without compassion, without end,” said Bailey-Leung. “We have a unique opportunity to connect science education to other subjects and bring to focus the big picture. Doing so would help young students connect with “the point of it all,’ to continually ask ‘why,’ and most importantly, to learn, grow,and change in order to become the best custodians of our planet. In the future, I hope to become a teacher who continues to be mindful of our planet, who never stops asking why, and who will teach my students to do the same.
“My entry, a comprehensive lesson sequence on sustainable electricity generation, taught me to be mindful of how we make, use (and waste) electricity, and how we can pursue green energy solutions with our students in a fun, accessible and meaningful way.”
The following teacher candidates were also recognized as nominees:
Yasmine Abdelaal – Entry: Integrating Multicultural Content in Science: Meet the Elements (Grade 9) and Molecular Genetics (Grade 12 biology)
Rawan Ibrahem – Entry: Investigating the impact of electricity production on Indigenous communities and the environment (Grade 6)
Welcome to YFile’s New Faces Feature Issue, part one
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Welcome to YFile’s New Faces Feature Issue 2020, part one. In this special issue, YFile introduces new faculty members joining the York University community and highlights those with new appointments.
The New Faces Feature Issue 2020 will run in two parts: part one on Friday, Sept. 11 and part two on Friday, Sept. 25.
In this issue, YFile welcomes new faculty members in the School of the Arts, Media, Performance & Design; the Faculty of Education; Glendon Campus; and the Faculty of Health.
The Sept. 25 issue will include the Lassonde School of Engineering; the Faculty of Liberal Arts & Professional Studies; Osgoode Hall Law School; the Schulich School of Business; and the Faculty of Science.
Note: There are no updates in the Faculty of Environmental and Urban Change.
New Faces was conceived and edited by Ashley Goodfellow Craig, YFile deputy editor, Jenny Pitt-Clark, YFile editor and Aaron Manton, communications officer
Three professors join the Faculty of Education
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This story is published in YFile’s New Faces Feature Issue 2020, part one. Every September, YFile introduces and welcomes those joining the York University community, and those with new appointments. Watch for part two on Sept. 25.
The Faculty of Education welcomes three new faculty members this fall: Natalia Balyasnikova, Gabrielle Moser and Oyemolade (Molade) Osibodu.
Interim Dean Sharon Murphy said the Faculty of Education is delighted to welcome new colleagues this fall.
“Faculties are enlivened by the perspectives and energy new colleagues bring,” said Murphy. “We look forward to engaging in conversations with them as we move forward on faculty priorities and interests such as responding to anti-Black racism and the Truth and Reconciliation Commission, as well as engaging in education in a time of pandemic and climate change.”
Natalia Balyasnikova
Natalia Balyasnikova
Natalia Balyasnikova is from Saint Petersburg, Russia and came to Canada in 2013. She completed a PhD in language and literacy education at the University of British Columbia in July 2019. In her award-winning doctoral dissertation, she explored older immigrants’ educational engagement in community-based settings. This narrative ethnography merged traditional ethnographic data generation methods with facilitation of oral, written and multimodal storytelling activities. Balyasnikova conceptualized learning in later life as a multifaceted process that demands new forms of pedagogies which embrace the affective and the creative sides of human expression.
With her focus on community-based research and public scholarship, she works with attention to the needs of her research partners and facilitates their vision for positive change. By analyzing learning that occurs at the intersection of ageing and immigration, her work suggests new pathways of community-based curriculum and educational policy in the context of changing demographics in Canada. Balyasnikova is currently exploring how playfulness and creativity sustain learning across the lifespan, the role of digital technologies in this process, as well as older immigrants’ well-being and it’s connection to lifelong learning.
Gabrielle Moser
Gabrielle Moser (image: Laura Findlay)
Gabrielle Moser an art historian, art critic and curator based in Toronto. Her research and teaching address the intersections of photography, race and citizenship, with an emphasis on feminist and psychoanalytic approaches to analyzing visual culture. Moser’s first book, Projecting Citizenship: Photography and Belonging in the British Empire (Penn State University Press, 2019), is the first book-length study of the Colonial Office Visual Instruction Committee’s lantern slide lectures (1907-45) – an imperial education project that attempted to teach school children around the world what it meant to look and to feel like imperial citizens through affective engagements photographs. She is currently working on the manuscript for her second book, Citizen Subjects: Photography and Sovereignty in Post-War Canada, which uses the photographic archive to investigate how racialized citizens made claims for belonging in Canada around 1947, the year Canada’s first citizenship law was passed, and argues that Canadian citizenship became visually legible as part of an international flow of images that shaped decolonization movements, Civil Rights activism and modern liberalism.
Moser contributes regularly to Canadian Art and Artforum magazines and has published her work in the Journal of Visual Culture, Journal of Curatorial Studies, Photography & Culture, and Prefix Photo, among others. She has curated exhibitions for Access Gallery, Gallery 44, Gallery TPW, the Morris and Helen Belkin Art Gallery, Oakville Galleries and Vtape, and is a founding member of the feminist working group, EMILIA-AMALIA (emilia-amalia.com), which explores intergenerational feminist knowledge transmission through workshops, film screenings and public events. She is the principal investigator of a Social Sciences and Humanities Research Council (SSHRC) Connection Grant (with co-applicant Carol Payne, Carleton University), “Reparative Frames: Visual Culture after Reconciliation,” and a SSHRC Partnership Engage Grant (with co-applicant Annie MacDonell, Ryerson University), “Failure is an Option: Assessing Challenges and Identifying Resources for Feminist Artist-Run Culture” with the Canadian Filmmakers’ Distribution Centre (CFMDC).
Oyemolade (Molade) Osibodu
Oyemolade (Molade) Osibodu
Molade Osibodu joins the Faculty of Education as an assistant professor in mathematics education. Her work, situated within the sub-field of critical mathematics education, asks two important questions: 1) How can mathematics education be humanizing for Sub-Saharan African youth? and 2) How can mathematics education be harnessed to redress social injustices related to race (particularly anti-Blackness), identity and power?
Osibodu completed her PhD in mathematics education at Michigan State University in May 2020. Her doctoral research explored how Sub-Saharan African youth made sense of social issues in their communities and its connection to mathematics. Osibodu engaged the youth as co-researchers and found that they were largely concerned with foregrounding the mathematics practices embedded in pre-colonial African society. Thus, Osibodu argues that social justice discourses in mathematics education must expand to include cognitive justice that redresses the loss of African Indigenous knowledges.
Osibodu draws on [African] decolonial theories to situate her research while also using decolonizing, participatory and critical methodologies in framing her research. Osibodu is known to elevate non-traditional voices such as Fela Anikulapo-Kuti and Chimamanda Ngozi Adichie into her mathematics education research. Her approach is rooted in the belief that there is much to learn from voices, theories and disciplines outside the boundaries of mathematics education. At York, Osibodu plans to continue her research within the sociocultural and sociopolitical aspects of mathematics education by expanding her work to understand the mathematics experiences of Sub-Saharan African immigrants and refugees in receiving countries.
The Sustainable on the Go conference will focus on the theme of “Reimagining Approaches in Higher Education in an Era of Global Uncertainties” and aims to bring together scholars, international mobility professionals and practitioners, policy makers, sustainability experts and other stakeholders to discuss the evolving status of international mobility in higher education in Canada and globally. Participants will critically reflect on where we are now, and to what is required to collectively build a future vision of international mobility that is inclusive, innovative and responsive to the global sustainability challenges of our times.
