Poster presenters
Poster presentations will take place from 10:00 – 11:00 am in MAC D287. All posters will be presented concurrently, and attendees are encouraged to visit with all of the presenters to listen, learn, and engage in conversation!
| Iram Zahra | Iram Zahra is a Ph.D. student in Educational Studies at the University of Victoria. Her research critically examines how Pakistan’s education system reinforces colonial hierarchies through language policies, curricula, and privatization. She advocates for decolonization through linguistic inclusivity, curriculum reform, and alternative pedagogies rooted in Islamic and local knowledge systems. | Her presentation critically examines the role of Muslim women in Islamic school leadership, challenging colonial and Western feminist narratives. Using narrative inquiry, she explores faith-driven leadership models and the potential of Islamic epistemologies to inform decolonized educational practices. The session offers a nuanced perspective on identity, power, and leadership within faith-based institutions. |
| Shuhan (Isabella) Guo | Isabella Guo is a first-year Ph.D. student in Curriculum Studies at the University of Victoria. Her research focuses on early childhood education, particularly the intersection of pedagogy, arts-based practices, and post-humanist perspectives. She explores co-existence among children, educators, families, non-human, and more-than-human entities in early learning environments. | Her presentation explores early childhood educators’ perceptions of time in early learning settings through qualitative case studies conducted in Vancouver and London. It examines how cultural and policy influences shape temporal practices in these contexts. The findings advocate for flexible, child-centered temporal frameworks that support both children’s rhythms and educators’ well-being. |
| Ally Poniedzielnik | Ally Poniedzielnik is a first-year M.A. student in Curriculum and Instruction at the University of Victoria. She is also a practicing high school teacher with an interest in gender, curriculum, and online discourse. Her research focuses on the experiences of female educators and how youth are influenced by online radicalization and white supremacist ideologies. | Her presentation explores the use of online message boards, such as Reddit and 4Chan, as primary sources in educational research. She critically assesses the ethics, validity, and usefulness of these platforms for understanding perceptions of female teachers. The session offers insight into how online spaces reflect and shape gendered discourse in education. |
| Jshandeep Jassal | Jshandeep Jassal is a master’s candidate in Child, Youth, Family, and Community Studies at the University of Victoria. She is a community professional, consultant, and non-profit director with expertise in strategic community development, racial equity, intersectional feminism, and anti-capitalist youth programming. Her work centers on challenging dominant narratives and promoting justice in community services. | Her presentation investigates how xenophobic narratives in Surrey, BC, frame South Asian youth as deviant, contributing to over-policing and social division. The research critiques the effectiveness of current government and community efforts aimed at safety. The session will examine how these narratives influence the provision of community services and institutional responses. |
| Lawrence Arma Biney | Lawrence Arma Biney is a researcher and educator with a focus on student engagement and inclusive learning. As a teaching assistant, he supports both in-person and online student learning through discussions, lab facilitation, and academic support. His research explores student belonging and help-seeking behaviors in postsecondary education. | His presentation examines the relationship between students’ sense of belonging and their help-seeking behaviors in online learning environments. Using data from 129 university students, path analysis reveals how belonging predicts different types of help-seeking strategies. The session highlights the importance of fostering belonging to encourage productive academic support-seeking. |
| Mariel Macasaquit | Mariel Macasaquit is a Filipina immigrant and racialized settler living with gratitude on the traditional and unceded territories of the Lekwungen peoples. She is an M.A. student in the Child and Youth Care program at the University of Victoria. Her research focuses on reconceptualizing early childhood education through the lenses of social justice, decolonization, and inclusion. | Her presentation critiques dominant trauma-informed care approaches in early childhood education for their individualistic orientation. She proposes a shift toward trauma- and violence-informed care, which emphasizes structural understandings of trauma. The session advocates for more holistic and socially responsive approaches to supporting young children in educational settings. |
Workshop presenters
Five workshops will be held throughout the day.
| Serap Asar Brown | Serap Asar Brown is a Ph.D. candidate in Leadership Studies working with Dr. Darlene Clover. Her research inquires about moving away from ‘commodity’ to ‘community’ relations within the context of reconciliation and climate change. Serap is a ‘Water’ lover, poet, filmmaker, and longdistance bicyclist along rivers from source to sea. | Her workshop will introduce Poetic Inquiry as an arts-based research method that gives voice to research experiences. Participants will be invited to explore creativity, imagination, and connection in research through interactive exercises. The session will encourage new ways of thinking about knowledge creation and expression. Time: 11:00 - 11:30 am Room: MAC D282 |
| Nora Loyst | Nora Loyst is a Master of Leadership Studies student specializing in accessible leadership practices. She has built a career as an accessibility consultant, focusing on facilitation and community engagement. Her work is informed by her lived experience as a disabled woman and the diverse perspectives of her community. | Her workshop will outline key principles of accessible document and presentation design to promote inclusive learning environments. Participants will gain practical skills to apply throughout their studies and professional careers. The session will emphasize accessibility as a collective responsibility that benefits everyone. Time: 2:00 - 2:30 pm Room: MAC D288 |
| Federica Liberti | Federica Liberti is a Ph.D. student at the University of Naples Parthenope, researching social representations of care and mutual support. Her work integrates cross-cultural perspectives, feminist imaginaries, arts-based practices, and activism. She examines how vulnerability, identity, and relationships shape experiences of care in contemporary society. | Her workshop will use artistic expression to explore mental health through the lens of the feminist imaginary. Participants will engage in individual and collective creative exercises to express emotions and reflect on personal and shared experiences. The process will foster dialogue, vulnerability, and symbolic exploration of well-being. Time: 2:00 - 2:30 pm Room: MAC D283 |
| Linnea Leist | Linnea Leist is a graduate student in the Faculty of Education, focusing on teacher wellness through poetic representation. She is a teaching assistant for EPHE 142 (Personal Health, Wellness, and Potential) and explores qualitative research methods in wellness education. Her work examines how poetic inquiry can serve as a tool for reflection and meaning-making. | Her workshop will introduce poetic representation and found poetry as qualitative research methods. In a roundtable discussion, participants will consider the prompt, "What is wellness?" and collaboratively create a found poem based on the conversation. The session will offer a creative and participatory approach to exploring wellness in education. Time: 2:30 - 3:00 pm Room: MAC D288 |
| Valeria Cortes | Valeria Cortes is an educator and doctoral student in the Department of Indigenous Education. Originally from Mexico, she brings embodied practices and relational perspectives to her research. Her work focuses on participatory and experiential approaches to learning. | Her workshop will introduce Chikomexochitl as a framework for youth-led participatory action research. Participants will engage in hands-on activities to explore this Indigenous methodology and its applications in community-based research. The session will highlight the power of relational and experiential learning. Time: 2:30 - 3:00 pm Room: MAC D283 |
Roundtable leaders
Three roundtable conversations will be held simultaneously in separate rooms. You are welcome to choose which conversation you’d like to join.
| Kristi Koons & Asma Noureen | Kristi Koons is an educator and activist with over 20 years of experience in teaching and leadership. She holds a Master’s in Educational Leadership and is currently pursuing a PhD focused on Educational Policy and Social Justice. Her work centers on advancing equity through critical pedagogy and systemic change in education. Asma Noureen is an educator and lifelong activist. She holds an MA in Critical Gender Studies and is currently completing her second MA in Leadership Studies at UVic. Her research interests include decolonizing higher education and exploring feminist thought in leadership contexts. | This session invites participants to explore research methodologies, theories, and methods that foster social justice. Through an open discussion, attendees will reflect on how graduate research can be a vehicle for social change. The workshop also offers an opportunity to participate in a Critical Research Methodologies podcast series, contributing to a larger dialogue for these critical times. Room: MAC D287 |
| Joshua Houghton | Joshua Houghton is a member of the Squamish Nation in North Vancouver and identifies as a gay Indigenous/Settler male and single parent. He is part of the LGBTQ2S+ community and brings a deep commitment to sharing lived experiences and fostering belonging. His work explores personal and collective identity within the context of community, kinship, and cultural reclamation. | This autobiographical presentation traces the journey of reconnecting with Indigenous community and identity following the loss of the presenter’s mother. It highlights the vital role of community belonging in affirming identity and self-worth. Through this story, the impact of colonization and the strength of kinship systems are brought to light. Room: MAC D288 |
| Catherine McGregor | Dr. Catherine McGregor is the Associate Dean of Graduate Programs and Research in the Faculty of Education at the University of Victoria. Her academic leadership is grounded in creating inclusive, responsive, and future-focused graduate education. She brings a wealth of experience in educational leadership, research development, and program innovation. | This World Café session invites participants to reimagine graduate education in response to contemporary global challenges—social, environmental, technological, economic, and political. Through collaborative dialogue, attendees will explore alternative models and share ideas for more responsive and impactful graduate programming. The session aims to generate community-informed recommendations for the Faculty of Education’s future planning. Room: MAC D283 |
Paper presenters
Paper presentations are 15-20 minutes each and will take place from 3:00 – 5:00 pm in MAC D287 (in-person only) and MAC A341 (hybrid). Get the Zoom link for hybrid/online sessions.
| MAC D282 in-person | |||
| Iram Zahra | Iram Zahra is a Ph.D. student in Educational Studies at the University of Victoria. Her research critically examines how Pakistan’s education system reinforces colonial hierarchies through language policies, curricula, and privatization. She advocates for decolonization through linguistic inclusivity, curriculum reform, and alternative pedagogies rooted in Islamic and local knowledge systems. | Her presentation explores the role of Muslim women in Islamic school leadership, challenging colonial and Western feminist narratives. Using narrative inquiry, she examines faith-driven leadership models and highlights how Islamic epistemologies can inform decolonized educational practices. The session will offer a nuanced perspective on identity, power, and leadership in faith-based institutions. | 3:05 - 3:20 pm |
| Emily Eirikson | Emily Eirikson is a graduate student in the School of Child and Youth Care at the University of Victoria. With a decade of experience working with high school youth, she is currently training to become a Registered Clinical Counsellor. Her research focuses on fostering inclusion and belonging for youth with disabilities. | Her presentation summarizes her thesis research, which applies Critical Disability Studies concepts to challenge dominant discourses of inclusion. Through focus groups with disabled youth, she explores belonging as a more meaningful and nuanced framework for understanding inclusion. The session will highlight key findings and implications for practice. | 3:25 - 3:40 pm |
| Shina Khan | Shina Khan is an experienced educator and M.Ed. student specializing in curriculum studies. With 15 years of teaching experience, she focuses on integrating computational thinking into education. Her work emphasizes fostering critical thinking, creativity, and interdisciplinary learning through innovative teaching practices. | Her presentation highlights computational thinking as a cross-disciplinary approach to enhancing 21st-century learning. Participants will explore practical strategies for integrating computational thinking across subjects to support creativity, problem-solving, and critical thinking. The session will also discuss inclusive learning environments that empower students for future success. | 3:45 - 4:00 pm |
| Stephanie Puddister | Stephanie Puddister is a Ph.D. student in Art Education at the University of Victoria. Her research investigates arts-based pedagogy as a tool for cognitive rehabilitation in traumatic brain injury (TBI) survivors. By integrating art education, neuroscience, and cognitive rehabilitation, she explores how creative practices support recovery and diverse learning approaches. | Her presentation examines the impact of arts-based interventions on brain function, motor skills, and emotional resilience in TBI survivors. Drawing on transdisciplinary research, she highlights how creative practices can contribute to innovative rehabilitation strategies. The session will showcase examples of arts-based learning that foster neural recovery. | 4:05 - 4:20 pm |
| Sema Kaya | Sema Kaya is a graduate student in Educational Psychology and Leadership Studies at the University of Victoria. With over 20 years of experience as an English teacher and former Head of the Language Department, she has worked in diverse educational settings, including the Royal Air Force of Oman. Her research interests focus on equity in education, community-based learning, and fostering inclusive educational practices. | Her presentation explores the role of community-based education (CBE) in strengthening connections between education and youth care. By integrating local resources, partnerships, and culturally responsive practices, CBE enhances student engagement, well-being, and academic success. The session will include practical strategies and case studies demonstrating the benefits of CBE. | 4:25 - 4:40 pm |
| Christina Shock | Christina Shock is a master’s student in Educational Psychology, specializing in Special Education. She is honored to be supervised by Dr. Breanna Lawrence and Dr. Claudia Diaz-Diaz. Her academic journey began with a psychology degree from the University of British Columbia, sparking her interest in applied psychology. | Her presentation explores the intersection of social-emotional learning (SEL) and British Columbia’s inclusive education policy. Through a literature review, she will highlight key themes in SEL and discuss their implications for inclusive education. The session will also feature mind maps that visually connect SEL concepts with policy frameworks. | 4:45 - 5:00 pm |
| Online | |||
| Lucy Nana Konadu Arthur | Lucy Nana Konadu Arthur is a final-year Ph.D. candidate with a background in educational administration, multicultural education, and basic education. Originally from Ghana, she has taught at various levels of the school system in both Ghana and Canada. Outside academia, she enjoys cooking, baking, and supporting community initiatives. | Her presentation examines gender inequities in female education in Ghana, focusing on cultural roles and systemic barriers. Through a qualitative study, she investigates how patriarchal norms, traditional expectations, and community engagement shape educational outcomes for women. The session will explore empowerment strategies and Indigenous knowledge systems that support female education. | 3:30 pm - 3:50 pm |
| Tara Poole | Tara Poole is a doctoral student in Educational Psychology and a third-year researcher specializing in student well-being. She also works as an elementary learning support teacher and a registered clinical counsellor. Her research examines the psychological and social factors that contribute to a sense of belonging in schools. | Her presentation shares key findings from her dissertation literature review and candidacy exam on school belonging. She will discuss predictors of belonging, its impact on students’ social-emotional well-being, and correlations with academic success. The session will also outline strategies for fostering a strong sense of belonging in educational settings. | 4:00 - 4:20 pm |
| Mervit Siffledeen | Mervit Siffledeen is a graduate student in Child and Youth Care at the University of Victoria. As a mother of two and an uninvited settler on Treaty 6 territory, she navigates life as a third-culture individual. Her research explores themes of displacement, interconnection, and community support for marginalized youth. | Her presentation examines the impacts of displacement, war, and genocide on Middle Eastern children, youth, and families. She will share current findings and propose strategies for supporting these populations in community settings such as schools. The session will highlight ways to foster resilience and belonging among displaced youth. | 4:30 - 4:50 pm |