Dr. Alexandra Fidyk serves as Professor in the Department of Secondary Education where she teaches courses in teacher education (Social Studies), curriculum theory, research and depth psychology in relationship to education, culture and the Arts. Prior to moving to Edmonton, she was Core Faculty and Research Coordinator in the Department of Depth Psychology at Pacifica Graduate Institute, CA. Here she taught a doctoral research series including research process, scholarly writing and dissertation preparation in addition to courses in Jungian Psychology. Her first professorship, prior to PGI, was an Assistant Professor in Educational Foundations & Inquiry and served as Director of the Curriculum & Social Inquiry Doctoral Program at National Louis University, Chicago, IL. Alexandra continues as Adjunct Faculty with both institutions as well as Associate Faculty at St. Stephen’s College; further, she serves as chair and internal reader on numerous doctoral committees at these and other Canadian higher education institutions.
Alexandra received her PhD at the University of Calgary; her dissertation, Silence & Eros: Beckoning the Background Forward was a hermeneutic exploration into the meaning of silence – as a creative and generative entity/process. After doctoral studies, she completed clinical training with the C. G. Jung Institute of Chicago and Family Constellation Work with the Hellinger Institute of Western Pennsylvania. As a Certified Jungian Psychotherapist in a private practice, she integrates both modalities along with mindfulness practice rooted in Zen Buddhism, which began twenty-five years ago when she taught in Japan. This early practice has been extended by training in Vipassana Meditation by Goenka; Mindfulness-based Stress Reduction (MBSR) with Jon Kabat Zinn; and Transcendental Meditation (TM) with Deepak Chopra. Current interest in trauma, cellular memory, neuroscience and the wisdom of the body – as an epistemology; knowing as a ‘feelingful state’ – has led to certification and registration in Integrated Body Psychotherapy, and Somatic Experiencing (Advanced 1) with Peter Levine.
Insights gleaned from Wisdom Traditions and process philosophy can be seen not only threaded through her scholarship but also as a means to challenge dominant discourse on questions related to identity (trans-subjectivity), citizenship (inter-species), teacher education (individual psychological development), research (ontologically located in an animated world), creativity (unconscious dynamics) and suffering (necessary and meaningful). Her attention to psychodynamic and trans-generational theories offers a valuable and often missed perspective regarding what does and does not happen within classrooms, family life, cultures and community. Such theories compliment her previous studies in curriculum theory, hermeneutics, ecology, globalization, social studies, literature and the arts. Today the influence of each discipline can be seen integrated throughout her research.
Alexandra’s pedagogical practice stems from teaching high school Social Studies (including Economics and Psychology) and English Language Arts (Canadian, American and British Literature, & Creative Writing) in rural Saskatchewan. Curriculum and pedagogical practice were complicated and further developed by teaching and studying in Japan, China, England, Finland, Colombia, South Africa and Egypt as well as working with the Canadian International Development Agency in Kosovo. Curious about life patterns, she continues to be drawn to places that offer immersion in cultural and geographical richness, yet maintains a life on the edge as a unique way of learning and becoming.
Transdisciplinary Studies with connections among such fields as: Curriculum Studies, Philosophy of Education, Buddhist Thought (Wisdom Traditions), Process Philosophy, post-/Jungian Psychology (Depth, Imaginal, and Mythopoetic Studies), Hermeneutics, Phenomenology, Poetic Inquiry and Arts-informed methods, Teacher Education (Social Studies), Ecological and Socially Responsible Pedagogy, Ethics, Transgenerational Work (Trauma and Body Psychodynamics, Systemic Constellation)
EDSE 305 Interdisciplinary Studies -- Social Sciences. This course is intended to help educators learn about themselves as secondary school teachers, plan for teaching in a secondary school, become familiar with the ideas and policies that impact the planning for teaching in a secondary school; and their role in contributing to the teaching profession. A key aspect of these considerations is the centrality of curriculum thinking to the work of educators.
EDSE 373 Curriculum & Teaching for Secondary School Studies Majors is a curriculum and pedagogy course that will introduce you to the theory and practice of social studies education in junior and senior high schools in Alberta. Attention will be given to the program of studies, complementary resources, and a range of topics and issues related to the teaching of social studies in secondary school settings.
EDSE 473/474 Curriculum & Teaching in Secondary Social Studies. The purpose of the on-campus component of the term is to develop understandings and skills related to social studies teaching. There will be some theoretical examination of the social studies, as well as the development of a working understanding of the Alberta Social Studies Program of Studies. We will explore a variety of approaches to teaching social studies. This on-campus component has a course weight of six credits. Evaluation is on the letter grade system.
EDFX 450 Field Experience. There is a nine-week field experience placement in either a junior or a senior high school. Students will start with planning and teaching individual lessons then move to longer units of work. The evaluator is the mentor teacher who discusses the evaluation with the student-teacher and the assigned university facilitator. Please note the website for the Field Experience Handbook is . The field experience has a course weight of six credits. Evaluation is on a pass/fail basis.
EDSE 451 The focus here is to recognize practical classroom needs by meaningful integration of theoretical understanding with practical experience. This course seeks to foster understanding about one’s growth as a teacher, and the relationships between the curriculum-as-planned and curriculum-as-lived in the classroom. This course has a weight of three credits. Participation will be the major criterion. Evaluation is on a pass/fail basis.
EDSE 405 Introduction to Curriculum and Teaching.
EDSE 501 Curriculum Seminar: The Inner Life & its Significance to Practice, Research & Ethics. This course is framed around the Jungian concept of an inner life and its ethical relationship to living both individually and collectively. In exploring this multi-layered relationship, key Jungian concepts will be addressed in applying an analytic psychological perspective to practice, research (writing) and ethics. For example, we will look at complexes (perfectionist, over-achiever, inferior, etc.) and their influence on research questions and at archetypes (warrior, helper, clown, etc.) and their influence on the way one teaches (counsels, manages, leads). We will consider the ways in which Jungian and post-Jungian perspectives contribute to individual development in the ongoing work of uncovering and attending the unconscious. This process asks that we acknowledge and understand the dynamics between our inner and outer worlds. Regardless of the vocation, this means “the expansion of consciousness and the working toward a meaningful integrated life as evidenced in authentic relationships with self and others” (Boyd & Meyers, 1988, p. 261).
EDSE 501 LX04 Curriculum Seminar: Jungian Psychology & Its Significance to Relationships. This course (pre-study requisite necessary) offers a space to explore, apply and question Jungian concepts and theories wherein they intersect with lived experience, vocation, and research. In exploring this multi-dimensional relationship, emphasis will be given to self-expression, transformation, creativity and the development of consciousness. Further, we will look to the potentials and limitations of Jungian psychology in contemporary contexts. This course includes experiential, somatic and expressive activities within a dynamic learning community.
EDSE 501 Curriculum Seminar: Culture, Memory & Meaning. This course examines cultural dynamics, in particular the concept of cultural complex which applies to religious, ethnic, gender, social even geographical identities. Through the use of psychodynamic concepts and theories we will consider new ways to understand and address not only current conflict, but also historical memory, relations to place and patterns of culture. We will question assumptions about belonging and identity delving into issues related to group memories of specific traumas, historical assumptions that operate with in the individual’s connection to present conditions, shadow processes related to “otherness” and affective responses for comprehending stereotypes, racism and genocide.
EDSE 501 Trauma & the Arts. Traumatic experiences leave traces, whether large scale, on our pasts, ecosystems, societies, and cultures and close to or on our families and communities, with shadow effects imperceptibly passed down through generations. They too leave traces on our minds (memory, thinking, learning, social engagement) and emotions, on our capacity for joy and intimacy, and even on our biology and immune systems. While considering the impact on learning, and the interpersonal relationships central to education, this course integrates current theories of trauma (evolutionary, psychodynamic, neurobiological, Indigenous). In addition, the course incorporates body-centred methods (self-regulation, breathing, and grounding) so to better explore healing trauma through arts-integrated practices: journalling, image-making, story-telling, active imagination, body mapping, poetry, movement, and nature-based expressive arts—ways that can be applied to learning, counselling, and leading contexts.
EDSE 504 Curriculum Inquiry – Contemporary Issues. The overall aim of this course on curriculum inquiry is to provide the means through curriculum scholarship to become more fully involved in discussions and decisions that concern teaching, learning, the social good, and public education. Details to follow.
EDSE 602 Trauma + Education: Intersectionalities. Building upon the evolutionary, psychodynamic, and neuroscientific perspectives studied in TMB, this course goes deeper into the neuroscientific with particular attention given to cases (veterans, car accidents, sexual violence, racism, colonialism) and practice via therapists, scientists, and specific communities. It aims to integrate understanding gleaned from recent advances in brain science, attachment research, and body awarenesss via van der Kolk. Through Trauma & Memory, we explore Levine’s pioneering approach to trauma therapy and the Somatic Experiencing method, gaining richer understanding of implicit and explicit memories. Decolonizing Trauma Work, by Linklater, offers a decolonizing approach with the “soul wound” of colonialism at the centre. Through this text we become (better) acquainted with Indigenous notions of wellness, balance, and holistic health, including critiques of allopathic diagnoses and treatment. By extension, across all three texts, we explore other factors: depression, PTSD, resilience, violence, neglect, addiction, and relationships, all of which partake in the complexity of trauma. Attention will be given to embodied practice including breathing techniques, contemplative practices, arts-informed methods, ritual, ceremony, sharing circles and community.
EDU 596 Teaching and Leading for Psycho-Social-Emotional Health. This course is designed specifically for teachers, leaders, and school staff to build the foundational knowledge and skills required to meet the psycho-social-emotional needs of youth and adults through strategies, methods, and intercultural pathways in school contexts. Theory and practice focus on teacher and leader competencies including Fostering Effective Relationships to support student learning (TQS 1 & LQS 1), Demonstrating a Professional Body of Knowledge in relation to mental health and well-being (TQS 3), Establishing Inclusive Learning Environments focused on student well-being (TQS 4), Embodying Visionary Leadership to implement a shared vision for student success and well-being (LQS 3), and Leading a Learning Community where diversity is embraced (LQS 4). Trauma-sensitive pedagogy and practice, informed by multi-perspectival trauma research, will be woven through the course content and objectives.
This course is intended to help educators learn about themselves as a secondary school teacher, planning for teaching in a secondary school, ideas and policies that impact the planning for teaching in a secondary school; and their role in contributing to the teaching profession. Pre/corequisites: EDU 100 or 300, 210, 211. Note: EDSE 305 is not open to first year students.Winter Term 2021
Prerequisites: consent of Instructor and Department. May include alternate delivery sections; may require payment of additional student instructional support fees. Refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.Winter Term 2021
Selected Research Studies and Publications (since 2005)
Fidyk, A. (accepted, fall 2013). ‘Intruders,’ ‘Animal Roots’ and ‘Mother Earth’: Tracking the Art Complex in the Work of Emily Carr. International Journal of Jungian Studies, 5(3), pp. TBD.
Fidyk, A. (2013). Buddha as a walkaway [invited article]. Spring: A Journal of Archetype and Culture – Buddhism and Depth Psychology: Refining the Encounter, 89, 91-101.
Fidyk, A. (2012). Visitor, host & chrysanthemum: Hosting the unconscious in poetic form. In S. Thomas, A. Cole, G. Knowles (Eds.). The Art of Poetic Inquiry. Halifax: Backalong Books.
Fidyk, A. (2011). On home and identity: Following the way of the Roma. Spring: A Journal of Archetype and Culture, – On Home and the Wanderer, 85, 75-102.
Fidyk, A. (2010). Hermaphrodite as healing image: Connecting a mythic imagination to education. Jungian Journal of Scholarly Studies, 6(2) Retrieved May 26, 2011 from http://www.thejungiansociety.org/Jung%20Society/e-journal/Volume-6/Abstracts-2010.html
Fidyk, A. (2010). “Re-reading Pandora: Opening curriculum to a mythic sensibility.” In J. Maudlin, B. Stodghill, & M. Fang He (Eds.). Engaging the Possibilities and Complexities of Hope: Utterances of Curriculum and Pedagogy’s Past, Present and Future. Troy, NY: Educator’s International Press. (pp. 98-109).
Fidyk, A. (2009). A “rehabilitation of eros”: Cultivating a conscious relation with love. [invited article] Jung Journal: Culture & Psyche, 3(4), 59-68.
Fidyk, A. (2009). Addressing silence & the sea: Poetic musings with Pablo Neruda. Educational Insights, 13(3). Available from http://www.ccfi.educ.ubc.ca/publication/insights/v13n03/articles/fidyk/index.html
Fidyk, A. (2008). “Gypsy fate”: Carriers of our collective shadow. Jung: the e-Journal, 4(1). Available from http://www.thejungiansociety.org/Jung%20Society/e-journal/Volume-4/Fidyk-2008.pdf
Fidyk, A. (2008). Stillness became me. Language & Literacy, 10(2). Available from http://www.langandlit.ualberta.ca/Fall2008/Fidyk.htm
Fidyk, A. (2008). This small box of “images and things”: Letter of invitation. In Fidyk, A. Wallin, J. & den Heyer, K. Democratizing educational experience: Envisioning, embodying, enacting (pp. 1-3). Troy, NY: Educator’s International Press.
Fidyk, A. (2008). Silencing in education [encyclopedia entry]. In V. N. Parrillo (Ed.). Encyclopedia of Social Problems. Thousand Oaks, CA: Sage.
Fidyk, A. (2008). Writing and speaking silence. In B. Warland (Ed.), Silence in Teaching and Learning. Ottawa: Council of 3M National Teaching Fellows & Society for Teaching and Learning in Higher Education.
Fidyk, A., & Wallin, J. Rebraid: Repeated narrations [invited article]. Educational Insights, 12(1). Retrieved June 24, 2008 from http://www.ccfi.educ.ubc.ca/publication/insights/v12n01/articles/fidykwallin/index.html
den Heyer, K., & Fidyk, A. (2007). Con-figuring historical facts through historical fiction: Agency, Art-in-fact, and imagination as stepping stones between then and now. Educational Theory, 57(2), 141-157.
Lund, D. E., & Fidyk, A. (2006). Desperately seeking anti-racism education resources [feature article]. Directions: Research and Policy on Eliminating Racism, 3(1), 53-64.
Lund, D. E., & Fidyk, A. (2006). Recherchons désespérément des resources pédagogiques sur l’antiracisme [article vedette]. Directions: Recherche et politiques sur l'elimination du racisme, 3(1), 65-76. [French translation]
Fidyk, A., & Wallin, J. (2006). The daimon, the scarebird and haiku: Repeated narration. Journal of Curriculum & Pedagogy, 2(2), 215-243.
Fidyk, A. (2004). In-breathing-out: Cultivating subjectivity and relationships. International Journal of Learning, (11), 1361-1373.
Fidyk, A. (2003). Attunement to landscape: Dis/composure of self. Educational Insights, 8(2). Retrieved June 20, 2004 from www.ccfi.educ.ubc.ca/publication/insights/v08n02/contextualexplorations/curriculum/fidyk.html
Fidyk, A. (2003). Silence: Opening space for learning. International Journal of Learning. (10), 3159-3168.
Fidyk, S. (2000). Precision and craft in Whitehead’s educational philosophy. Interchange, 31(2/3), 301-317.
Exhibition Record (peer-reviewed):
Weave, (2007). Design for Artforum Magazine, Griffen, T. (Ed.) Available from http://artforum.com/inprint/id=15638. Need to register in order to access.2006 Weave and Ribbon, Gallery Aferro, Newark, NJ, Curator: Emma Wilcox, Gallery Founder, Newark, NJ.
2006 Repeated Narrations Textscapes, University of British Columbia, Vancouver, BC, Curator: Barbara Bickel, Ph.D. Candidate, Vancouver, BC.
Fidyk, A. (forthcoming). Silence and eros: Beckoning the background forward. Rotterdam, NE: Sense Publishers.
Fidyk, A. (forthcoming). Experience and learning in the educational thought of Alfred North Whitehead: A teacher’s experience. New York: The Edwin Mellen Press.
Book (peer-reviewed edition):
Fidyk, A. (Ed.). (forthcoming). Jung and the classroom. Hove, UK: Routledge.
Fidyk, A., Wallin, J., & den Heyer, K. (Eds.). (2008). Democratizing educational experience: Envisioning, embodying, enacting. Troy, NY: Educator’s International Press.
Book Chapters (peer-reviewed)
Fidyk, A. (2012). Attuned to silence: A pedagogy of presence. In S. Malhotra & A. Carrillo Rowe (Eds.). Still the Silence: Feminist Reflections on the Edges of Sound (pp. 114-128). New York: Palgrave Macmillan.
Fidyk, A. (2012). Visitor, host & chrysanthemum: Hosting the unconscious in poetic form. In S. Thomas, A. Cole, & C. Manley (Eds.). The Art of Poetic Inquiry (pp. 347-360). Halifax: Backalong Books.
Fidyk, A. (2008). Democracy and difference in education: Interconnectedness, identity, and social justice pedagogy. In D. E. Lund & P. R. Carr (Eds.). Doing Democracy: Striving for Political Literacy and Social Justice (pp. 139-158). Peter Lang.
Invited Book Chapters (peer-reviewed):
Fidyk, A. (2013). Scapegoated in schools: Reading a collective Roma Narrative. In M. Miskovic (Ed.). Roma Education in Europe: Practices, Policies and Politics (pp. 42-58). London: Routledge.
Fidyk, A. (2012). “An ethics of humility.” In C. Chambers, E. Hasebe-Ludt, A. Sinner, & C. Leggo (Eds.). A Heart of Wisdom: Life Writing as Empathetic Inquiry (pp. 306-315). New York: Peter Lang.
Fidyk, A. (2011). Suffering within: Seven moments of ignorance. In E. Malewski & N. Jaramillo (Eds.), Epistemologies of Ignorance in Education (pp. 129-165). Charlotte, NC: Information Age Publishing.
Fidyk, A. (2010). ‘Invisible loyalty’: Approaching suicide from a web of relations – A chapter response. In E. Malewski (Ed.), Curriculum Studies – the Next Moment: Exploring Post-reconceptualization (pp. 439-444). New York: Routledge.
Fidyk, A. (2008). Facing the scapegoat: A Jungian read of a Romani narrative. Refereed abstract of select proceedings of the Contemporary Symbols of Personal, Cultural and National Identity: Historical and Psychological Perspectives at A Multidisciplinary Conference between Analytical Psychology and the Academy. Retrieved September 25, 2008 from http://www.jungianstudies.org/conferences/zurich/zurich_abstracts_draft.pdf
Fidyk, A. (2004). Cultivating images: Silence, place and love in the work of Emily Carr. Proceedings of the Second International Imagination and Education Research Group Conference. Retrieved March 6, 2005 from www.ierg.net/conf/2004/index.html
Lund, D. E., & Fidyk, A. (2004). Desperately seeking anti-racism and diversity education resources. Centre for Leadership and Learning and the Graduate Division of Educational Research, Faculty of Education, University of Calgary, Calgary, AB. Retrieved August 20, 2004 from www.ucalgary.ca/~distance
Moore, S., Deegan, K., Fidyk, A., Kitchen, D., McLaughlin, C., & Morin, E. (2004). Speaking of nature: Women and desire. Proceedings of the Second International Imagination and Education Research Group Conference. Retrieved August 20, 2004 from www.ierg.net/conf.2004/index.html
Fidyk, A. (2003). Consciousness and education: An inquiry into interconnectedness. Proceedings of the Seventh International History, Philosophy and Science Teaching Conference. Winnipeg, MB.
Submitted Articles (under review):
Fidyk, A. Conducting research in an animated world: A case for suffering. Manuscript submitted for publication.
Fidyk, A. Cultivating breath, cultivating subjectivity. Manuscript submitted for publication.
Fidyk, A. (2010). Body as Synesthesia Knowing. Manuscript submitted for publication.
Fidyk, A. (2010). Silence & love in the poetic of Emily Carr. Manuscript submitted for publication.
Fidyk, A. (2013, October). Navigating Nigredo: A Journey through Black. Invited presentation and guest teaching at Nuçleo Jung, the Portuguese Center of Jungian Studies (NPEJ). Lisbon, Portugal.
Fidyk, A. (2013, July). A Response to the problem of the scapegoat complex. Invited plenary panel paper (peer-reviewed) presented at “Psyche and Society: The Work of the Unconscious,” the 12th Annual Conference of Research in Jung and Analytical Psychology held by the Jungian Society for Scholarly Studies, Loyola University. Chicago, IL.
Fidyk, A. (2013, May). Tracking ‘Animal Roots’ in the Life and Work of Emily Carr. Invited presentation to the Edmonton Jung Forum Public Program, Edmonton, AB.
Fidyk, A. (2013, February). Scapegoating – The cultural complex of our time. Invited lecture for the “Fred Miles Lecture Series” of the Calgary Jung Society, Calgary, AB.
Fidyk, A. (2012, October). Response to Keynote Carl Leggo: Desiring poetry: Divergent paths of knowing. Invited discussant at “Arts-Based Research Dissemination: Possibilities and Challenges,” Co-sponsored by the Arts-Based Research Studio, Faculty of Education; the Faculty of Nursing; and the Arts & Humanities in Health & Medicine Program, University of Alberta, Edmonton, AB.
Fidyk, A. (2012, October). Intruders, animal roots & ‘Mother Earth’: Tracking the art complex in the work of Emily Carr. Invited presentation and guest teaching at Nuçleo Jung, the Portuguese Center of Jungian Studies (NPEJ). Lisbon, Portugal.
Fidyk, A. (2012, September). The unconscious and its role in the creative process. Invited presentation at The Arts-Based Research Studio, Department of Secondary Education. University of Alberta, Edmonton, AB.
Fidyk, A (2012, August). ‘The throb of creation itself’: The numinous in the art of Emily Carr. Invited plenary paper (peer-reviewed) presented at “Affect & Action: Psyche in a Time of Crisis,” the 11th Annual Conference of Research in Jung and Analytical Psychology held by the Jungian Society for Scholarly Studies, Bourbon Hotel, New Orleans, LA.
Fidyk, A. (2011, August). The nod of silence: The dialogic relationship of Emily Carr and Nature. Invited plenary paper (peer-reviewed) invited to “Engaging with, Applying, Reflecting on – Symbols of Transformation,” the tenth annual Conference of Research in Jung and Analytical Psychology held by the Jungian Society for Scholarly Studies, Cornell University, Ithaca, NY. (Absent due to illness)
Fidyk, A. (2011, May). Eros: A way between two. Invited presentation to the Edmonton Jung Forum Public Program, Edmonton, AB. (Cancelled due to illness)
Fidyk, A. (2010, April). “Gypsy Fate”: A narrative of the scapegoat complex. Invited presentation to the Edmonton Jung Forum Public Program, Edmonton, AB.
Fidyk, A. (2007, October). Addressing silence & the sea: Poetic musings with Pablo Neruda. Invited presentation at the International Symposium on Poetic Inquiry at the Centre for Cross-Faculty Inquiry, Faculty of Education, University of British Columbia, Vancouver, BC.
Selected Conference Presentations
Fidyk, A. (2013, October). Using “A New Key” to address the problem of scapegoated Romani students in education. Paper accepted at the First International European Conference on Curriculum Studies, “Future Directions: Uncertainty and Possibility.” Braga, PT.
Fidyk, A. (2013, October). The Moon, the Crane and the Great Mother: Revisiting the work of Marija Gimbutas. Paper accepted at “Poetry Inquiry: Resonant Voices,” 4th International Symposium on Poetic Inquiry, McGill University, Montreal, QC.
Fidyk, A. (2013, September). “A mythopoetic rendering of Gimbutas’ ‘Sonatas of Becoming.’” Paper accepted at the Translating Myth conference organized by the Centre for Myth Studies at the University of Essex. Colchester, UK.
Faden, Lisa Y., Fidyk, A., Friedrich, D., & Tupper, J. (2013, May). “Stories and the making of citizens: Four theoretical approaches to historical narratives.” Panel proposal presented at the Teaching History Research Special Interest Group at the American Educational Research Association Conference, San Francisco, CA.
Fidyk, A. (2012, November). “The autonomy of the art complex in the work of Emily Carr.” An open public talk given at the 13th Annual Curriculum & Pedagogy Conference, New Orleans, LA.
Fidyk, A. (2012, July). “A real love story”: The relationship of Emily Carr and Nature. Paper presented at “Jung’s Analytical Psychology in Conversation with a Changing World,” the 4th International Academic Conference of Analytical Psychology & Jungian Studies, The Faculty of Philosophy, Portuguese Catholic University, Braga PT.
Faden, L. Y., Fidyk, A., & Tupper, J. (2012, May). “Engaging with historical narratives: Sociocultural approaches to history education.” Panel presented to the Canadian Association of Curriculum Studies at the 39th Annual Conference of the Canadian Society for the Study of Education, University of Waterloo, Waterloo, ON.
Fidyk, A. (2011, June). The scapegoat as pharmakon: Healing by redressing collective shadows. Paper presented to the Canadian Hermeneutic Institute, University of Calgary, Calgary, AB.
Fidyk, A. (2010, August). Tearing at the flesh of encasement: Living within the workings of Family Constellations, Archetypes, and Imaginal fields. Proposal accepted to “On the Edge: Psyche in Ethics, the Arts and Nature,” A Conference of Research in Jung and Analytical Psychology jointly held by The Jungian Society for Scholarly Studies and the International Association for Jungian Studies, Cornell University, Ithaca, NY.
Fidyk, A. (2010, May). Limen, eros, and pneuma: Towards a post-human existence. Paper presented at The Human Condition Series: 3rd Biennial International, Multidisciplinary Conference – Eros 2010. Nipissing University, Muskoka Campus, Bracebridge, ON.
Fidyk, A. (2009, October). Visitor, host & chrysanthemum: Following the way of haiku in daily life. Paper presented at “Poetry as a Way of Knowing,” 2nd International Symposium on Poetic Inquiry, University of Prince Edward Island, Charlottetown, PEI.
Fidyk, A., Aoki, D., Carson, T., den Heyer, K., Taubman, P., & Wallin, J. J. (2009, October). At the edges of curriculum: Where borders, images, and language blur. Panel paper presented to “Engaging the possibilities and complexities of hope: Utterances of curriculum and pedagogy’s past, present and future” at the 10th Annual Curriculum & Pedagogy Conference, Decatur, GA.
Fidyk, A. (2009, August). Hermaphroditus as image-maker: Connecting a hermetic imagination to healing in education. Proposal accepted to “Healing and Transformation for the Collective,” The Jungian Society for Scholarly Studies, 8th Annual Conference, Cornell University, Ithaca, NY.
Clarkson, A., Congram, S., Dobson, D., & Fidyk, A. (2009, July). Pedagogies of transformation. Panel proposal accepted to “Psyche, Power, and Society,” the 2nd International Conference of International Association of Jungian Studies, Cardiff University, Cardiff, Wales.
Fidyk, A. (2009, April). “The commons” as knowing field: Bringing a systemic approach to curriculum.
Proposal accepted to the American Association of the Advancement of Curriculum Studies at the 8th Annual Meeting, San Diego, CA.
Butler-Kisler, L., Cahnmann-Taylor, M., Dark, K., Fels, L., Fidyk, A., MacKenzie, S. K., Moran, K. J., Shira, A., Swanson, D., Thomas, S., Guiney Yallop, J. J. (2009, April). Poetic inquiry: Vibrant voices in the social sciences. Panel Facilitators: M. Prendergast, C. Leggo, & P. Sameshima Proposal accepted to the Arts-based Educational Research Special Interest Group at the American Educational Research Association Conference, San Diego, CA.
Fidyk, A., & Wallin, J. (2008, October). Pre/p/ositioning the body: The challenge of perspective in education. Paper presented to “Complicated conversations and confirmed commitments: Revitalizing education for democracy” at the 9th Annual Curriculum & Pedagogy Conference, Decatur, GA.
Fidyk, A. (2008, August). “Gypsy fate”: Carriers of the collective shadow. Paper presented to “Making the Darkness Conscious: A Jungian Exploration of Psyche, Soma and the Natural World in an Age of Crisis” at the 7th Annual Conference of The Jungian Society for Scholarly Studies, Champlain College, Burlington, VT.
Fidyk, A. (2008, July). Scapegoat identity: A Jungian read of a Romani narrative. Paper presented at “Building Bridges: Political Psychology and Other Disciplines, Political Psychology and the World” at the International Society of Political Psychology 31st Annual Meeting in Paris, France.
Fidyk, A. (2008, July). Returning Hermes to our practice: An invitation for tension & transformation. Paper presented to “Contemporary Symbols of Personal, Cultural, and National Identity: Historical & Psychological Perspectives” at the Third Multidisciplinary Academic Conference of the International Association for Analytical Psychology and the Second Joint Conference with the International Association for Jungian Studies, Zurich, Switzerland.
Fidyk, A. (2008, May). Silence & love in the visual poetic of Emily Carr. Paper presented to the Arts Researchers and Teachers Society (SIG) of the Canadian Association of Curriculum Studies at the 36th Annual Conference of the Canadian Society for the Study of Education Conference, University of British Columbia, Vancouver, BC.
Fidyk, A. (2008, May). Welcoming the shadow: An ethical response to Other. Paper presented to the Canadian Philosophy of Education Society (SIG) of the Canadian Association of Foundations of Education at the 36th Annual Conference of the Canadian Society for the Study of Education Conference, University of British Columbia, Vancouver, BC.
Fidyk, A. (2008, March). Living an examined life: Moving from biographical to archetypal teacher reflectivity. Proposal accepted at the American Association of the Advancement of Curriculum Studies at the Seventh Annual Meeting, Columbia Teachers College, New York, NY.
DuBois, F., Duffy, J., Fidyk, A., Roberts, P., & Steiner, D. (2007, November). Resistance: Critical perspectives on teacher education. Symposium presented at the Midwestern Philosophy Conference, Chicago, IL.
Fidyk, A. (2007, October). Addressing silence & the sea: Poetic musings with Pablo Neruda. Invited presentation at the International Symposium on Poetic Inquiry at the Centre for Cross-Faculty Inquiry, Faculty of Education, University of British Columbia, Vancouver, BC.
Aoki, D., Fidyk, A., Gorman, G., & Wallin, J. (2007, October). The psychoanalytic question of Other & the democratic challenge. Paper (panel) presented at the Eighth Annual Curriculum & Pedagogy Conference, Marble Falls, TX.
Fidyk, A., & Miskovic, M. (2007, May). Strangers & scapegoats: Addressing difference through a Roma narrative. Paper presented at The Third International Congress of Qualitative Research at the University of Illinois at Urbana-Champaign, IL.
Fidyk, A., & Leggo, C. (2007, April). An erotologue on silence and love: Letters between-two. Paper presented at the American Association of the Advancement of Curriculum Studies at the Sixth Annual Meeting, Chicago, IL.
Fidyk, A. (2007, April). Welcoming eros to pedagogy. Paper presented at the Philosophical Studies in Education Special Interest Group at the American Educational Research Association Conference, Chicago, IL.
Cameron, M., Fidyk, A., & Mathison, B. (2007, February). Treading rough ground: Keeping the conversation going. Paper presented at the Third Biennial Provoking Curriculum Conference, Faculty of Education at the University of Calgary and the Canadian Association for Curriculum Studies, Banff, AB.
Fidyk, A. (2006, October). The luminous gap of the third space. Paper presented at the Seventh Annual Curriculum & Pedagogy Conference, Marble Falls, TX.
Fidyk, A., & Wallin, J. (2006, October). Rebraid: Repeated narrations. Paper presented at the Seventh Annual Curriculum & Pedagogy Conference, Marble Falls, TX.
Fidyk, A., & Wallin, J. (2006, June). Repeated narrations: A textscape. Art exhibit presented at the Un/settling Conversations: An Arts and Education Practice Based Research Collaborative Inquiry Conference, University of British Columbia, Vancouver, BC.
Fidyk, A., & Wallin, J. (2006, June). Rebraid: Repeated narrations. Paper presented at the Un/settling Conversations: An Arts and Education Practice Based Research Collaborative Inquiry Conference, University of British Columbia, Vancouver, BC.
den Heyer, K., & Fidyk, A. (2006, April). Configuring the historical facts of “they/then” & “we/now” through historical fiction. Paper accepted at the Teaching History Special Interest Group at the American Educational Research Association Conference, San Francisco, CA.
Fidyk, A. (2005, April). In conversation with trees: Learning love and ethical responsibility from a prairie childhood. Paper presented at the American Association of the Advancement of Curriculum Studies at the Fourth Annual Meeting, Montreal, QB.
den Heyer, K., Dunlop, R., Fidyk, A., Higgins, C., Kransy, K., & Slattery, P. (2005, April). The poetics of life writing: Historical and ethical agency in (auto)biography. Paper presented at the Narrative and Research Special Interest Group at American Educational Research Association Conference, Montreal, QB.
Lund, D. E., & Fidyk, A. (2005, April). Desperately seeking diversity education resources. Paper presented at the Critical Educators for Social Justice Special Interest Group at the American Educational Research Association Conference, Montreal, QB.
Blomgren, C., Bowers, L., Cameron, M., & Fidyk, A. (2005, February). Hearing/voicing the pedagogic poetic. Paper presented at the Provoking Curriculum Symposium, Canadian Association for Curriculum Studies and the Faculty of Education, University of Victoria, Victoria, BC.