Workshop sponsored by:
This interactive and engaging session will provide a primer on what student’s are looking for with respect to financial literacy, and provide the strategies to engag youth iin building their knowledge and capacity to use that knowledge as they continue their life journey. Explore a range of strategies and resources designed to assist teachers and parents in helping youth make informed decisions about money matters. Attendees will explore a host of financial challenges that occur as young people experience life events, including making decisions in a post Pandemic world. Participants will receive a toolkit of free resources to assist in their journey.
Kevin has worked with CFEE in various capacities since 1998, primarily as Chief Operating Officer and most recently as primary project facilitator for “Managing Your Money In Canada, a series of financial literacy workshops developed for seniors, newcomers and recent immigrants to Canada. He has been a key member of a number of CFEE project teams responsible the development and execution of CFEE programs. He has primary responsibility for coordinating school board liaison with CFEE and its variety of youth oriented financial literacy programs. Kevin is a Career Coach to newcomers and a public speaker to students in career exploration settings. He is a governor and treasurer of the Canadian Career Development Foundation. Kevin and his partner Jeff enjoy sailing in their spare time from their home base at the Port Credit Yacht Club.
In recent years, access to smartphones has been growing in India (Times of India, 2018). According to an estimate, almost every Indian would own a mobile phone by 2022, and more than half of them would use a smartphone by 2025 (Deshmukh, 2020). The present study investigates the role of smartphones in maintaining heritage language, religious and cultural practices of Muslim migrants residing in an Urban Slum in New Delhi. Data were collected using ethnographic methods (Street, 2017) over 18 months and were later transcribed and grouped using thematic analysis (Bogdan & Biklen, 2007; Merriam, 2009). The results of the data analysis revealed that smartphone use acts as a resource for families to uphold their language and identity. The families employed smartphones to support and foster their children’s mother tongue by accessing video streaming websites such as YouTube to expose children to Bengali films, songs and culture. In the process, the parents acted as brokers of content while the children became ‘experts’ in guiding parents on using smartphones. Interestingly, none of the parents were educated, yet smartphones acted as a bridge to keep their religious and language practices in the city. The study has implications for understanding how technology is shaped by the contexts in which it is placed and how migrant families employ them to keep their culture alive.
I am Simran, a first-generation doctoral student from India enrolled at Brock University. I have undergraduate degrees in Journalism and Education and a Master’s degree in Early Childhood Care and Development. My graduate training enabled me to work as an early childhood educator for two years in Delhi’s private schools. I have also been a part of a three-year-long study documenting a migrant community’s literacies residing in Delhi’s slum. My love for teaching led me to teach undergrad students courses on storytelling, early childhood curriculum and after-school programmes. I have also trained Child Development Officers on the Early Childhood Curriculum in Bihar, supported by UNICEF, India. In my free time, I volunteer to conduct sexual literacy workshops for children in Government schools of Delhi. I wrote a Masters’ thesis titled, “What’s up with WhatsApp: Examining the role of ICT in home literacy practices of young children,” which led me to be a part of several panel presentations on the use of technology in Early Childhood. I also contribute as a content writer for an educational website called bestofschools.com. I can be reached at firstname.lastname@example.org
As educators, we must become intentional on what we are teaching and how we are approaching content with students. This workshop will provide strategies, generate conversation and provide and an opportunity to address how implicit bias might influence the way we teach and how these biases perpetuate systemic racism.
Melissa Allder identifies as a Black Carribean Canadian woman. She was born in England and immigrated to Canada at a young age. Her pronouns are she/her/hers. She has been an educator for 22 years, and has had the privilege of working in 4 district school boards. Melissa is known for both her educational and community leadership. She continues to not only advocate for BIPOC students, but she makes an intentional effort to educate allies in all age groups. One personal element about Ms.Allder is that she is a recent breast cancer conqueror. She openly shared her journey to the world and she is currently an ambassador for Carley’s Angels and advocates for women of colour; Melissa has brought awareness about Black women and breast cancer health disparities with Rethink Breast Cancer org. Melissa is known for keeping it real and she never stops to question the status quo.
It’s so important that we include diverse perspectives in our courses, but want to make sure that we do so in a respectful way. In this workshop, we’ll navigate the border between appreciation and appropriation and learn some tools to make sure that we can teach about cultures that aren’t our own in an authentic and meaningful way. We will focus on Foods courses, but the learning will apply to other course areas as well.
Theresa Aqui is a teacher with the TDSB and member of the OFSHEEA Board of Directors. She recognises the potential of Family Studies to lead our education system in making positive and necessary changes to both content and pedagogy. As a person of mixed cultural heritage, she is invested in ensuring that students feel represented in the classroom in meaningful and respectful ways.