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- Artful Inquiry
- Participatory Cultures Lab
- Institute for Human Development and Well-Being
- Community Garden
The Artful Inquiry Research Group (AIRG) was founded in 2014 at McGill University with the aim of creating an exchange platform for faculty and graduate students who engage in arts based research practices at the Department of Integrated Studies in Education (DISE) AIRG helps connect the entire community of arts based researchers (faculty and graduates) by specifically focusing on how making art and engaging in relational art practices affect ones research. By formalizing the many arts interests across the Faculty of Education, we have created, and anticipate to create more, collaborations and cross-fertilization of knowledge to benefit the Faculty of Education and its community.
In 2017, a film called Sing the Brave Song: This Isn't Over was created from a research grant titled "The Pre-service Teacher Monologues," Principal Investigator Mindy Carter. This film was inspired by the Truth and Reconciliation Commission.
The AIRG holds a symposium every two years. It is an interdisciplinary forum for sharing scholarship, practices, and research on artful inquiry and methods in higher education. The 2018 Symposium was on the theme: Art as an Agent of Social Change.
The 2016 Symposium was on the theme: Artful/curricular conversations and reflections around Indigenous Education at McGill
Participatory Cultures Lab
The Participatory Cultures Lab was established in 2010 by Claudia Mitchell, a James McGill Professor in the Department of Integrated Studies in the Faculty of Education of McGill University, Montreal, Canada.
The Participatory Cultures Lab is organized around the study and use of visual and other participatory approaches to research and social action, and involves the work of collaborators and research students engaged in the study of participatory research. Central to the interests of team, this work includes the study and use of such visual tools as digital storytelling, photovoice, participatory video, participatory archiving, cellphilms, objects and things, collage, and other arts-based approaches in the process of collecting, analyzing, and working with research data. It also links to memory work, self-study and to various autoethnographic approaches to research. The work links to issues of social justice, focusing on such areas as youth sexuality and HIV and AIDS, gender-based violence, food security, and poverty alleviation.
Institute for Human Development and Well-being
The Institute for Human Development and Well-being (IHDW) is a transdisciplinary unit led by McGill's Faculty of Education. The IHDW draws together researchers from McGill's Departments of Family Medicine, Educational and Counselling Psychology, Integrated Studies in Education, Anthropology, Kinesiology and Physical Education, Psychiatry, the School of Urban Planning, the School of Social Work, and the Faculty of Dentistry. The Institute's work addresses the role that leadership and policy-making can play in human development and well-being for individuals who:
- Suffer from physical, psychological and intellectual disabilities.
- Have experienced emotional, physiological and mental health issues.
- Belong to traditionally at-risk populations including those with low socioeconomic status, Indigenous peoples, and minorities.
In the spring of 2015, McGill’s outdoor learning space was created to explore new and different ways of promoting sustainable devolvement and ecological literacy. Eco-literacy can be defined as the understanding of the relationships between natural systems that make human life on our planet possible. This initiative began with the construction of a community garden located between Coach House and Duggan House (and between Peel and McTavish streets). Since inauguration, many faculty members, staff, and students have used the garden/outdoor learning space for teaching, research, and enjoyment purposes.
Our mission is to address sexual violence in all its physical and virtual forms in university contexts.We achieve this through evidence-based research and partnered collaborations to inform policies that protect and support survivors and ensure due process for alleged perpetrators. Our project will facilitate the fostering of inclusive learning environments that are free of intersecting forms of discrimination and violence. Our partners, academics and graduate researchers are committed to creative, innovative and critical academic engagement through legal, arts and media literacy to mobilize sustainable and strategic policy and curriculum models that guide university leaders and their communities, and inspire society at large.