Pathways to Resilience III: Beyond Nature vs. Nurture

Building Resilience in Education:

Abstract # 102
Bridging Worlds-Building Community: Fostering Inclusive, Equity-Based Education
Presenter: Chris Brown Co-Presenter: Sarah Gazan
Abstract:
Through practical conversations based on experience, the presenters will discuss three conversations that need to take place to foster an equity- based, Culturally Proficient education. All of these conversations work to foster resiliency for youth by changing conversations about resiliency from a focus on the individual to a focus on creating a more enabling social environment. Conversation One This conversation is about knowledge, and how we make sense of the world based on our internalized, socialized experiences. Equity education is not about acquiring more external knowledge, but about challenging our internalized norms, values, beliefs and knowledge that shape our actions and maintain inequity. Conversation Two Conversation two is about the role of conversation and dialogue to critique inequity, and create a better understanding of our resistance to learning about oppression. This conversation creates the impetus for personal reflection that may lead to perspective transformation. Conversation Three This conversation is about creating inclusive education environments that benefit minoritized and marginalized students. The focus of this conversation is on understanding the social construction of difference, and advocating for places and spaces of safety for those whose identities reside outside of the mythical norm.  

Abstract # 113 
Building the Connected Classroom
Presenter: Elizabeth Woodford-Collins Co-Presenter: John Cochrane, Peter Smith, Jackie Leonard
Abstract:
Many teachers question their students’ lack of resilience as they display distress over seemingly insignificant stimulus. There are many contributing factors for this lack of resilience. Many of our student's stories follow similar patterns: lack of sleep, high expectations from self/peer/parent, work pressures, social media interactions, learning challenges, socioeconomic stress, bubble-wrapped kids and personal stories resulting in a traumatized youth. With this emotional overload, our youth's ability to deal with life's issues is compromised and many are left feeling powerless.We propose to help restore equilibrium as we provide for alternate conversations, rebuild confidence and improve resilience. How?The biggest question for many NS high school students is, “What is next?”The traditional classroom combined with the connected classroom results in purposeful and self-directed study, cross-curricular connections and a career plan that builds confidence and resilience.What does the connected classroom look like?1. Compulsory career course (gr 11)2. COOP 3. Service Learning 4. Experiential learning/inquiry based learning (career focus)5. Portfolio 6. Fundamental questions are answered: Who Am I/Where do I want to go in life/ What are my skills/interests? 7. Learning Plan: Educational/Career pathways 8. Relationships/FacilitationThis is about making connections for all youth.

Abstract # 178   
The Role of Relational Resilience in Building Academic Pathways For Students: Interdisciplinary Case Studies From Melbourne, Australia.
Presenter: Gwen Gilmore Co-Presenter: Marcelle Cacciattolo, Dan Loton
This paper examines relational resilience after Jordan (2012) who argues for a move beyond individual responsibility for ‘resilience’ to examine the relational dynamic processes and interconnections of individuals with their community. We explore here the experience of prospective students who fail to meet university entrance scores and enrol in an alternative diploma program at an Australian university. Student communities include families, the staff and innovative groups based experiences of curriculum and pedagogy. These students’ cases reveal capacities to make strategic choices that support agency for academic success as well as the multi-dimensional and contextual processes that are negotiated in context. The case studies draw attention to higher education factors that can either inhibit or encourage students’ capacity to deal with day to day opportunities and challenges that university life brings. Findings highlight how university systems and teaching can fuel resilience for learners who come from a range of diverse backgrounds.