The purpose of this award is to recognize an Edited book that makes a major contribution to knowledge in the disciplines that fall under the rubric of the foundations of education, and contribute to educational theory in the social sciences and humanities, published between January 1, 2018 and December, 2020. 

 

This year, The CAFE Publications Award Committee had their work cut out for them. There were a larger than unusual number of submissions, and each submission was quite unique in form and focus. After much deliberation, the committee unanimously recommended Oral History, Education and Justice: Possibilities and Limitations for Redress and Reconciliation edited by Drs. Kristina Llewellyn and Nicholas Ng-A-Fook for this prestigious publication award. In drawing together an impressive array of authors ranging from community members, established scholars and graduate students, to deeply consider the legacies and current realities of harm from settler-colonial violence in Canada, the committee found that this work provides a timely example for redressing ‘truth’ and reconciliation and dealing with the difficult knowledge of Canadian settler colonial violence to Indigenous peoples and communities through education. Through engaging deeply with the work oral history, the book opens possibilities for ontological and epistemic recognition in education. Reviewers noted the fascinating engagement with oral histories, and the depth of critical ethical questions that were raised, which served to create space for engaging deeply with difficult and contested topics, as well as providing mechanisms for ‘unlearning’ and restorying problematic relations in Canada through education.

 

The Committee congratulates Drs. Lewellyn and Ng-A-Fook on their exceptional accomplishment and are pleased to have a part in supporting its wide recognition!

The E. Lisa Panayotidis Dissertation Award is made as a legacy of E. Lisa Panayotidis who did so much to promote the Foundations of Education in Canada, in particular, the study of educational history. This award honours a doctoral graduate whose dissertation improves educational processes in the study of Educational Foundations, or adds to the field’s body of knowledge. This year was particularly challenging for the Awards Committee in a good way as there were a number of outstanding submissions for this award, each of which were highly original and make exceptional contribution to the foundations. We commend all the submissions this year!

 

The recipient of the E. Lisa Panayotidis Dissertation Award for 2021 is Dr. Dale McCartney for his dissertation From ‘friendly relations’ to differential fees: A history of international student policy in Canada since World War II.

 

This dissertation was nominated by his supervisor Dr. Jason Ellis.

 

In the nomination, his supervisor notes that Dr. McCartney’s dissertation is an ambitious study. He not only is researching and writing about international students in Canada, but doing so in a way that enables him to address and critique policy in the present. Dr. Ellis states “it is a rare historian who can successfully juggle pure historical research and relevant contemporary policy critique.” He also notes the thousands of pages of material from institutional archives across the country which Dr. McCartney undertook considerable analysis to draw attention to less-recognized voices that can be engaged with current policy critique. The Committee members concurred noting this is a landmark study of one of the most important and controversial components of the neo-liberal university, and commend the depth of his archival research in critical interpretive examination of documentary evidence of 70+years across 10 institutions. Committee members noted that his work digs deep and ranges wide, and expertly shows the covert racism at work in this policy area over time, and is particularly relevant to informing policy and practice in post-secondary systems in addressing issues of systemic racism.

 

The Committee congratulates Dr. McCartney on his exceptional accomplishment and are pleased to have a part in supporting wider recognition of this work! We are hoping that members had an opportunity to engage with Dr. McCartney’s presentation earlier today.

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The purpose of the CAFE Outstanding Master’s Thesis Recognition Award is to acknowledge outstanding research accomplishments of recent master graduates in the Foundations of Education.

 

The recipient of this year’s Award is Ms. Haruho Kubota who was nominated by her supervisor Dr. Mona Gleason for her thesis titled: The stories of eleven Japanese Canadian teachers: Colouring racial barriers into teacher training, certification, and hiring processes in British Columbia 1916-1942.

 

Dr. Gleason shares significant appreciation for Ms. Kabuto’s contribution to historiography and method.  In particular, Dr. Gleason notes the thesis “demonstrates the power of historical research to reveal how racist attitudes and beliefs develop over time and come to frame and structure educational systems. In this way, her research is a testament to the relevancy and explanatory power of the foundational disciplines in educational research. She shows in her research that it is not simply what was done in the past but rather what was not done, what was not said, and what transpired underneath the surface of events, that can have a major impact on the experiences of those marginalized by racist attitudes and processes.”