BODIES AT PLAY REGISTRATION
To register for the event please fill out the following webform. For more information about the workshops and featured presenters, please read on below!
James Kincaid is Aerol Arnold Professor in the Department of English at the University of Southern California. He received B.S., M.A. and Ph. D. degrees in English from Case Western Reserve University. Before going to USC in 1987, he taught at Ohio State, Berkeley, and Colorado. Kincaid's earlier work in Victorian literature and culture and in literary theory has yielded to publication in cultural studies, most recently in the history and current cultural practices of eroticizing children and instituting elaborate scapegoating rituals to disguise what we are doing. He regularly teaches classes in criminality/lunacy/perversion, in age studies, in censorship, and in other areas of literary, political, and cultural studies. He has won awards, two Guggenheim Fellowships, two Mortar Board Awards, a General Education teaching award, and other teaching and scholarly honors.
He is the author and editor of numerous books including:
Dickens and the Rhetoric of Laughter 1972
Tennyson's Major Poems 1975
Novels of Anthony Trollope 1977
Child-Loving: The Erotic Child and Victorian Culture 1992
Annoying the Victorians 1994
My Secret Life 1996
Erotic Innocence: The culture of child molesting 1998
What Is This Thing Called a Child and Why Do We Want to Teach It? (room: UC161)
WORKSHOPS AND FACILITATORS
Workshop 1: Through the lenses of teaching and research: What do we see and what to we miss? (Gail Bolt, Penn State University)
In this workshop, we will explore the interstices that open up in between teaching or research and children's lives lived as emergent in the classroom. Drawing on examples from new literacies pedagogy and curriculum, we work to avoid either/or tales of sensitive vs. insensitive teachers and instead look at how an awareness of the space between teaching and living might allow productively for both.
Gail Boldt taught 3rd and 4th grade in Honolulu Hawaii for 7 years. She supervised student teachers in pre-k -12th grade special education and k - 6 general education classes in Hawaii and American Samoa. She is currently an associate profession in Language and Literacy Education at Penn State University. Working primarily through post-structural and psychoanalytic theories at the intersections of literacy, childhood studies, and recently, disabilities studies, Boldt uses narrative research to examine how children experience success and failure in American schools.
Workshop 2: Re-Imagining Black Masculinities: On Gender, Race and Sexuality in/out of the Classroom (Lance McCready, Ontario Institute for Studies in Education, University of Toronto)
Urban youth are learning to re-imagine hegemonic notions of gender, but to what extent are they able to act on these understandings across institutional boundaries? What are the possibilities and limitations of these re-imaginings promoting their well-being? This workshop considers urban education in its broadest sense as teaching and learning in formal, non-formal and informal settings. With this definition in mind, workshop participants will explore what and how Black male youth are learning about Black masculinities in schools, community-based programs and services, and electronic media in urban environments.
Lance McCready, Ph.D. is Associate Professor of Urban Education in the department of Curriculum, Teaching and Learning at Ontario Institute for Studies in Education, University of Toronto (OISE/UT). His research program, community work and writing considers the relationships between urban environments, urban education and youth well-being using theories of intersectionality, queer of color analysis, gender relations and social determinants of health.
Workshop 3: On the Embodied Lives of Children and Teachers (Louise Azzarello, Secondary Teacher, Toronto District School Board)
This workshop will consider ways that secondary-classroom teachers can work towards unravelling, unbinding and undoing the embodiment of gender constructions, sex and sexuality in the classroom. Sharing practical curricular concepts, student work and personal experiences Louise will explore how the embodied lives of teachers and students intersect to create dialogue, art and change about ourselves and our bodies.
Louise Azzarello, B.A., B.Ed., M.A. is a media educator working from an interdisciplinary and equity framework. Her M.A. thesis, Spectacle & Discipline: Regulating Female Bodies through Dance explored the notions of body regulation in Western Theatrical Dance from a feminist social and political perspective. She has taught in a number of tdsb schools working with marginalized/racilaized youth and designing curriculum that embeds issues of equity and social justice. Louise was a member of the writing team who produced the new Gender course developed by the Ontario Ministry of Education. She has worked closely with the tdsb Aboriginal Education Office on a number of initiatives and has presented numerous workshops for educators on critical pedagogy, equity, media and interdisciplinary curriculum.
In this exciting writer’s panel, each author will read a short excerpt from fiction or memoir about childhood. As a group, these authors will consider the complex ways that childhood is constructed across different cultures including contemporary Canadian society.
Shyam Selvadurai was born in Colombo, Sri Lanka. Funny Boy, his first novel, won the WH Smith/ Books in Canada First Novel Award and the Lambda Literary Award in the US. He is the author of Cinnamon Gardens and Swimming in the Monsoon Sea, and the editor of an anthology, Story-wallah! A Celebration of South Asian Fiction. His books have been published in the US, the UK and India, and published in translation in France, Germany, Italy, Spain, Sweden, Denmark, Turkey and Israel. His latest novel, The Hungry Ghosts, was published April 2, 2013 in Canada, India and Sri Lanka. http://www.shyamselvadurai.com/index.html.
Farzana Doctor is a novelist and psychotherapist. Her most recent novel Six Metres of Pavement was named one of Now Magazine’s Top Ten Books of 2011. It also won the Lambda Literary Award and was short-listed for the Toronto Book Award. Farzana was named as one of CBC Books’ “Ten Canadian Women Writers You Need to Read Now”. She is currently working on her third novel and co-curates the Brockton Writers Series. www.farzanadoctor.com
Brian Rigg, author of a false paradise, was born in Jamaica, but has been living in Toronto for over two decades. His writing has appeared in numerous magazines and anthologies. He has worked as a day-camp counselor, queer services coordinator, soccer coach, file clerk and caregiver for adults with special needs. Currently, he's working on Strange Fruit - a queer journal. Need photo. Bio is from publisher’s website.
The Bonham Centre for Sexual Diversity Studies is a leader in education on issues of sexual diversity, and we are now strengthening our commitment to exploring the challenges entailed in making schools inclusive. We know a great deal now about bullying and homophobia in schools, and the dreadful toll this takes on students who do not conform. According to a major study commissioned by Egale Canada,
“Sixty eight percent of trans students, 55% of female sexual minority students, and 42% of male sexual minority students reported being verbally harassed about their perceived gender or sexual orientation. Twenty percent of LGBTQ students and almost 10% of non-LGBTQ students reported being physically harassed or assaulted about their perceived sexual orientation or gender identity.”
We have Faculty members associated with the Centre (including several from the Ontario Institute for Studies in Education) who have published research on schooling diversity. Many of our students have become community advocates for change. Several major events presented by our own Schools Committee have attracted hundreds of teachers, administrators, parents, and students to discussions about how to address these issues.
These patterns of exclusion require innovative teaching and broad approaches to change. While several school boards across the country have taken action against bullying and harassment, these programs often neglect broader agendas of the exclusion of sexually diverse youth, and there remains “a very significant implementation gap between formal policy and uptake by either schools or individual teachers,” (Rayside) Patterns of “delay, caution and resistance” remain the order of the day in schools across the country. Sex education curricula continue to be attacked, stalled, and undermined by determined opposition, and by persistent public anxieties about allowing young people to deviate from traditional notions of gender and sexuality.
We are expanding our curriculum, research, and community outreach on issues of education and sexuality, and becoming a central research and teaching engine behind the growing interest in addressing these issues.
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Jessica Fields, Associate Professor of Sociology, San Francisco State and Fellow, Sexual Diversity Studies
Apart from her teaching and research postings at San Francisco State University, Jessica Fields, has served as Distinguished Fulbright Lecturing Chair in the York University Faculty of Education (Summer 2012). She is the author of Risky Lessons: Sex Education and Social Inequality, a school-based ethnography that received the 2009 Distinguished Contribution to Scholarship Book Award from the American Sociological Association¹s Race, Class, and Gender Section. She is currently writing her second book, Intimate Possibilities: Teaching and Learning about Sexuality with Incarcerated Women of Color, a study of the affective experience of participatory sexuality education and research.
Krista Burgess has been a Primary Junior educator in Inner city Elementary schools with the TDSB for the past 7 years. As an out Queer teacher she has been committed to inclusive education practices. She has worked extensively to write and implement social justice curriculum including Anti-Homophobia, Gender, Race, Anti-Bullying and Identity. She organized a Primary Pride week, and was involved in co- writing a workshop for teachers with ETFO, entitled LGBT Awareness in Primary Classrooms. Krista was a co-planner for an Equity conference for new teachers and a presenter for the TDSB’s Equity in Education Part 1 course on integrating Equity across the Elementary Curriculum.
Rebecca Raby is a sociologist and current Chair of the Child and Youth Studies department at Brock University. Her research draws on post-structural and critical theories to examine shifting constructions of childhood and adolescence, particularly how they are experienced by children and adolescents themselves and how they are intersected by gender, race, class and sexuality. She is co-editor of the textbook Power and Everyday Practices and author of School Rules: Obedience, discipline and elusive democracy (University of Toronto Press, 2012). Her current SSHRC-funded study (with Shauna Pomerantz) is entitled, Smart Girls: Negotiating Academic Success in a "Post-Feminist" Era.
Rai Reece, Gender-Based Violence Prevention, TDSB
Rai has published in the areas of ‘Race’ and Racism, Canadian Black Feminist Criminology, and Social Justice Education. She has coordinated projects initiatives focusing on eradicating Violence against Women and Children. She has a PhD in Women’s Studies from York University and formerly was employed as the Women’s Prison Program Coordinator for the Prisoners’ HIV/AIDS Support Action Network (PASAN) and the Toronto District School Board. She currently is a Professor in the Faculty of Social and Community Services at Humber College.
Armen Shahnazarian, Teacher, Toronto District Secondary School
Armen Shahnazarian completed his Master’s at The University of Toronto in Sociology and Equity Studies in Education and Sexual Diversity Studies in 2011. His thesis looked at the notion of community development within LGBT/Q classroom spaces. Currently, Armen is a Secondary School teacher with the Toronto District School Board. Armen runs the Gay Straight Alliance at his school and is the Chair of the Ontario Secondary School Teachers’ Federation’s GSA Committee.
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