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| | VOLUME 31, NUMBER 14 | WEDNESDAY, DECEMBER 13, 2000 | ISSN 1199-5246 | | |
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Theatre@York launched its 2000-2001 season on Nov. 7 with Bankrupt! by 19th century Russian
Theatre@York will be presenting Blood Wedding by Federico Garcia Lorca from Jan. 23-27, 2001,
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By Susan Scott Faculty members at York University were honoured earlier this fall for their achievements during 1999-2000 by the University's Office of the Vice-President Research and Innovation. Here is the complete list of those honoured and their achievements:
FACULTY AWARD HOLDERS:
Masoud Asgharian, Mathematics and Statistics
Ibrahim Badr, French Studies
Nantel Bergeron, Mathematics and Statistics
D.K. Bohme, Chemistry
Rob Bowman, Music
Linda Briskin, Social Science
Ines Buchli, Theatre
James P. Carley, English
Sheila Embleton, DLLL
Stephen Fleming, Psychology
Robert Fothergill, Theatre
John M. Goodings, Chemistry
Christopher D. Green, Psychology
Arthur Haberman, History/Humanities
Craig Heron, History
Lesley Higgins, English
John Lennox, English
Barry Lever, Chemistry
C. Leznoff, Chemistry
Antonin Lhotsky, Film and Video
Nancy Mandell, Sociology/
Bryan H. Massam, Geography/ Social Science
Ian McGregor, Psychology
Dianne Michelangeli, Earth and Atmospheric Science
S. Morin, Chemistry
H.V. Nelles, History
John O'Neill, Sociology
M.G. Organ, Chemistry
David Regan, Psychology
Nick Rogers, History
Judith Rudakoff, Theatre
Honorary Membership in Cuba's Teatro Escambray at Tribute Event, La Macagua, Cuba, 1999
Adrian Shubert, History
Richard Teleky, Humanities
Evan Thompson, Philosophy
K. Andrew White, Biology
Tim Whiten, Visual Arts
STUDENT AWARD HOLDERS:
Rumana Chowdhury, Economics
Megan Crewe, Arts
Joshua Deitz, Arts
Mihnea Dumitru, International Studies (Glendon)
Betsy Gekonge, Chemistry/Biology
Julie Gresley-Jones, French Studies (Glendon)
Guergana Karadjova, Schulich School of Business
Alex Keuroghlian, Biology
Konata Lake, Schulich School of Business
Sandra Minich, Sociology
Stella Palikarova, Cultural Studies
Sopana Premachandran, Schulich School of Business
Daniel Radin, Schulich School of Business
Todd Robinson, Physics and Astronomy
Wendy Wan, Schulich School of Business
Queenie Yee, Arts
AUTHORS
Amitav Acharya, Political Science
Howard Adelman, Philosophy
Robert Albritton, Political Science
Sylvie Arend, Political Science (Glendon)
Ibrahim Badr, French Studies
Deborah Barndt, Environmental Studies
Sterling Beckwith, Music
Frances Beer, English (Atkinson) and Kathryn McPherson, History
Monica Belcourt and Kenneth McBey, Administrative Studies (Atkinson)
Monica Belcourt and Alan M. Saks, Administrative Studies (Atkinson)
Joanna Blake, Psychology
Hédi Bouraoui, French Studies (Glendon)
Linda Briskin, Social Science
James P. Carley, English
Lorraine B. Code, Philosophy
Michael Cummings, English (Glendon)
Arthur Davis, Social Science (Atkinson)
Brent Davis and Dennis J. Sumara, Education
Beverley Diamond, Music
Helmar Drost, Economics (Atkinson)
Kathryn Elder, Sound & Moving Image Library (Scott Library)
Desmond Ellis, Sociology
Sheila Embleton, DLLL
William Found, Environmental Studies
Yves Frénette, Canadian Studies (Glendon)
Rosanna Furgiuele and Rosalind Gill, French Studies (Glendon)
Ian Gentles, History (Glendon)
Barbara Hanson, Sociology (Atkinson)
Conrad E. Heidenreich, Geography
Peter W. Hogg, Osgoode Hall Law School
Michiel Horn, History (Glendon)
Jody Berland, Humanities (Atkinson) and Shelley Hornstein, Fine Arts (Atkinson)
Shin Imai, Osgoode Hall Law School
Christopher Innes, English
Patricia Keeney, Humanities
A.B.P. Lever, Chemistry
Joseph Levy, Nursing (Atkinson)
Brenda Longfellow, Fine Arts (Atkinson) and Janine Marchessault, Film and Video
Heather Lotherington, Education
Edelgard Mahant, Political Science (Glendon)
Janine Marchessault, Film and Video
Dianne Martin, Osgoode Hall Law School
Guy P.R. Métraux, Visual Arts
Ramesh Mishra, School of Social Work (Atkinson)
Sharon Murphy, Education
H. Vivian Nelles, History
Robynne Neugebauer, Sociology
Liisa North and Alan Simmons, Political Science
Carol Ohlers, Bibliography Services, Library
Andrea O'Reilly, School of Social Work (Atkinson)
Michael Ornstein and H. Michael Stevenson, Political Science
Linda Peake, Social Science
Roberto Perin, History (Atkinson)
David Regan, Psychology
James B. Rives, Humanities
Gordon Roberts, Schulich School of Business
Eugene Roventa, Computer Science (Glendon)
Don Rubin, Theatre
Judith Rudakoff, Theatre
Anne E. Russon, Psychology (Glendon)
L. Anders Sandberg, Environmental Studies
David Shugarman, Political Science
Marie-France Silver, French Studies (Glendon)
Paul Simpson-Housley, Geography
Lorne Sossin, Political Science
Marc Stein, History
Karen Swift, School of Social Work (Atkinson)
Richard Teleky, Humanities
Nell Tenhaaf, Visual Arts
Choice, a three-person show at Stockholm Electronic Arts. Sweden, 1999.
Malcolm Thurlby, Visual Arts
Penny Van Esterik, Anthropology
Penny Van Esterik, Anthropology and John Van Esterik, Social Science
Sergio Villani, French Studies
Mary-Jane Warner, Dance
Garry Watson, Allan Hutchinson and Janet Walker, Osgoode Hall Law School
Garry Watson, Osgoode Hall Law School
Sharon Williams and J.G. Castel, Osgoode Hall Law School
H.T. Wilson, Schulich School of Business
J. David Wood, Geography (Atkinson)
Patricia K. Wood, Geography and Engin Isin, Social Science
Lélia Young, Glendon
Joyce Zemans, Visual Arts
OTHER EXTERNAL GRANTS:
Howard Adelman, Philosophy
Susan Bryson, Psychology
Wayne Cannon, Physics and Astronomy
J. Connolly, Psychology
Desmond Ellis, Sociology
Yves Frénette, Canadian Studies (Glendon)
Michiel Horn, History (Glendon)
Jane Irvine, Psychology
Lucia Lo, Geography
Diane Michelangeli, Earth and Atmospheric Science
Sylvie Morin, Chemistry
Debra J. Pepler, Psychology
Terry Piper, Education
Terry Piper and Ron Owston, Education
Bob Prince, dean, Faculty of Pure and Applied Science
Holly Small, Dance
Richard Teleky, Humanities
John Tsotsos, Computer Science
John Tsotsos and J. Elder, Computer Science
John Tsotsos and M. Jenkin, Computer Science
Christine Wekerle, Psychology
Agnes Whitfield, School of Translation (Glendon)
Laurie Wilcox, Psychology
Daphne Winland, Anthropology
Bernard M. Wolf, Schulich School of Business Industry Canada
MRC GRANT HOLDERS:Jane Irvine, Psychology Michael Siu, Chemistry
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New Master of Calumet College: Call for Nominations Applications and/or nominations for the position of Master of Calumet College are now being accepted for a five-year term beginning July l, 200l. The search committee welcomes both formal applications and nominations or suggestions of suitable candidates. The successful candidate will be a tenured member of York's full-time faculty who is capable of providing to the college community both academic leadership and highly competent administrative management; who has a vision and skills for the furtherance and advocacy of Calumet College's mandate, its "Technology and the Arts" identity and its connections with the Faculty of Arts and the Schulich School of Business; who enjoys working with and for students; and who will effectively promote the college both within York and beyond. Applications (with covering letter, current c.v. and names of three referees) or nominations, suggestions and comments may be sent no later than Feb. 9, 2001, in confidence to the Search Committee for a New Master, Calumet College, addressed to its Chair, Professor Seth Feldman, c/o the Secretary Ms Judy Libman, at 216 Bethune College. For further information, please feel free to contact us at: sfeldman@yorku.ca and/or jlibman@yorku.ca.
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Speaking of Teaching
These articles are part of a series of writings on teaching that appear in York University: Forty Years of Teaching (1959-1999), and are written by York faculty, teaching assistants and librarians to commemorate the University's 40th aniversary. Over the course of the year, we will introduce you to some of the ways in which members of our academic community think about teaching. These articles, taken together with the rest of the collection, reflect the rich diversity and depth of perspectives on teaching that invigorate the learning environment for students at York.
Embracing Contradictions: Creative Tensions in the Classroom
By Deborah Barndt, Faculty of Environmental Studies
What happens on the first day of class certainly sets the tone for the rest of the term; I aim to make it embody my own pedagogical approach as well. For the past couple of years, I have started my graduate course Critical Education for Social Change with an introductory activity that I call "On the Line". I suggest that there are contradictions or tensions that we usually experience in the learning process which are often not names; some reflect what I call "dualisms" in dominant western culture, or dichotomies, which I then try to reframe as "creative tensions".
I tape sheets of paper, a pair at a time, titled with key dichotomies on opposite walls of the room and ask students to place themselves "on the line", an imaginary continuum between them. In very quick response, then, they must take a position, a spot on the continuum that represents their own strong tendencies in the learning process. For example, on one side of the room is theory and on the other side is practice: I ask them "Which is your most preferred way of learning?" Or for critical and creative: "At which end do you feel most comfortable?" There is plenty of shuffling and debating while students move from one side to another, or attempt to huddle somewhere in the middle - putting themselves on the line, between local and global perspectives, between theoretical discourse and plain language, between individual and collective approaches to learning, between ways of knowing that engage the body and/or the mind.
Many, of course, resist taking one side or another, arguing that these dynamics should not be dichotomized, or that they are best integrated. This resistance, too, then is a basis for critical discussion. Where did these dichotomies originate? How are they perpetuated or challenged in different educational contexts? Are there situations where one side of a tension is more privileged or legitimized over another? Why and how?
This lively exercise serves several purposes: it gets people up and moving physically, so that energy flows throughout the room; it challenges students to think about their own preferred and/or ingrained learning approaches; it begins to unpack the different meanings we have for words and concepts like "theory'" and "creative", for example; it initiates an ongoing discussion about the nature of knowledge and learning. It helps students to get to know each other and offers an X-ray of tendencies within the particular class cohort. Finally, it allows me to name what I feel can be "creative tensions" in a teaching/ learning situation, if they are acknowledged and engaged consciously. It allows us to affirm our differences and to consider how we can embrace them and use them in future classes.
Pedagogically, this approach reflects what, in the tradition of "popular education", is known as "dialectical methodology". It frames educational practice as an ongoing process, in which teacher and students together build a more inclusive and dynamic learning environment: one that moves between theory and practice, integrates critical thinking and creative action, explores the dynamic interrelation of local and global perspectives, draws upon flesh knowing (body) as well as abstract conceptualizing (mind), and honours individual and collective learning. Unabashedly, we embrace the contradictions!
The Learning Journey
By Trevor Holmes, Graduate Program in English
I wish I could list every single student who has ever sat in my classroom or at my advising desk, so that all of them would know how much I value them as human beings first. Many students have affected me on a life-affirming level, and for that I am thankful. What I give in return is a part of myself every week, fascination for a particular subject not least. My approach to students is informed not only by my history within the educational system, but also outside it. Mine is one of the first generations of university instructors to include people who were part of the punk rock counterculture, and as one of these people, I am very much attuned to the disjunctions within my classroom as well as to the cohesions. I like to plan lessons very carefully and then watch them fall apart into instructive moments that could never have been predicted, but which nonetheless serve students and instructor well on a learning journey through the course material.
A limited number of copies of York University: Forty Years of Teaching (1959-1999) is available at the Centre for the Support of Teaching (CST), 111 Central Square (416) 736-5754.
photo credit: Mala Thakoor, (CST)
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