Welcome to the Centre for Cross-Faculty Inquiry in Education (CCFI)
The Centre for Cross-Faculty Inquiry in Education (CCFI) draws faculty and students together, in graduate programs, courses, lectures, workshops and other interactive venues, to address Educational issues or topics of common concern from inter- and transdisciplinary perspectives.
CCFI seeks to drive intellectual and social innovation through the nurturance of transdisciplinary scholarship in Education. CCFI thus serves as both an active academic unit that provides graduate programs and courses, and in so doing, contributes to the development of knowledge advances across multiple fields of inquiry in Education, as well as an incubator space for the development of cross-faculty initiatives and collaborative inquiry.
What's Hot
JUL
28
Dr. Paula Salvio speaks about her work related to the surrealist World War II photographer, Lee Miller – "On the Play of Possession and the Making of the Lee Miller Archive ". More info on Dr. Salvio work at the Centre for Cross-Faculty Inquiry
JUN
09
Research Knowledge Mobilization 2.0 Tools – NCIE upcoming hands-on workshops will guide you through topics including how to create knowledge transfer networks, podcasting, creating a digital social presence, collaborating in shared spaces. More info
Latest issue of the Educational Insights — Slow Fuse: Revisiting Arts-based Research, a CCFI interdisciplinary academic journal
Visit Educational Insight website
Restor(y)ing relational identities through
(per)formative reflections on nursing education:
A textual exhibitionist’s tale of living inquiry
Joanna Szabo, CCFI PhD Candidate
In my doctoral work, I offer the process and draftiness of the text, amidst my social situatedness in all its complexity, as a tensile space of possibility. As I consider the discourses, contexts and historicities that inform the text, I simultaneously live the inquiry into organizational structures and human conditions that manifest what actually happens through my reflections on relational capacities. What I offer through my own process work is that by being attuned to these complexities, the seemingly disparate positions and approaches are brought together in paradoxical interplay, playing each other as we as humans simultaneously embody and play with our otherness and shifting worldviews.
By viewing the world through different philosophical/methodological lenses, such as radical hermeneutics, arts-informed inquiry and narrative, reflective and living inquiry, what has emerged is an organic pedagogy that is based on shaky foundations and transitional ways of knowing-being-doing in constant states of flux and flow. Read info
