BEGIN:VCALENDAR VERSION:2.0 PRODID:-//events.la.psu.edu//EN CALSCALE:GREGORIAN BEGIN:VTIMEZONE TZID:America/New_York BEGIN:STANDARD DTSTART:20201101T020000 TZOFFSETFROM:-0400 TZOFFSETTO:-0500 RRULE:FREQ=YEARLY;BYMONTH=11;BYDAY=1SU END:STANDARD BEGIN:DAYLIGHT DTSTART:20200308T020000 TZOFFSETFROM:-0500 TZOFFSETTO:-0400 RRULE:FREQ=YEARLY;BYMONTH=3;BYDAY=2SU END:DAYLIGHT END:VTIMEZONE BEGIN:VEVENT UID:14011-a1c9b4b2ac5f9f7d29c871313e941ab6@events.la.psu.edu DTSTAMP:20260605T141323Z DTSTART;TZID=America/New_York:20250129T123000 DTEND;TZID=America/New_York:20250129T133000 SUMMARY:African Studies Brown Bag Lecture: Phoebe Quaynor DESCRIPTION:\nPhoebe Quaynor completed her doctoral degree in curriculum and instruction at the Penn State in 2024\, focusing on multilingualism and coloniality in a Ghanaian school. Her dissertation explored the com plexities of how teachers and students navigate linguistic identity and agency in the face of lingering colonial pedagogies.\n\nAs a transdiscip linary researcher from the global south\, she is focused on research and practices aimed at promoting self-determination for formerly colonized peoples. For the past decade\, she has pursued pedagogies of conscientiz ation\, after encountering African theological perspectives that advocat e for indigenous spirituality in the service of the African's self-deter mination. Through these perspectives and critical pedagogies\, she began to interrogate inherited notions of cultural inferiority and is pursuin g research and pedagogies aimed at reconciling the fractures caused by c olonialism\, beginning from the classroom. Her recent co-authored public ations include a journal article\, “The scholarship of African Children’ s literature: issues of representation of critical voices in the convers ation” with The International Encyclopedia of Education and book chapter \, “Language-in-education policy in Ghana: decentering colonial epistemo logies and re-envisioning alternative forms of policy” in Severo\, C.G\, Bernando\, E. &\; Nhampoca\, E. (Eds.) Educational Language Policy i n African and Diasporic Contexts.\n\nFor more details: https://events.la .psu.edu/event/afr-phoebe-quaynor/ X-ALT-DESC;FMTTYPE=text/html:

Phoebe Quaynor completed her doctoral degree in curriculum and instruction at the Penn State in 2024, focusing on multilingualism and coloniality in a Ghanaian school. Her dissertation explored the complexities of how teachers and students navigate linguistic identity and agency in the face of lingerin g colonial pedagogies.

As a transdisciplinary researcher from the global south, she is focused on research and practices aimed at promotin g self-determination for formerly colonized peoples. For the past decade , she has pursued pedagogies of conscientization, after encountering Afr ican theological perspectives that advocate for indigenous spirituality in the service of the African's self-determination. Through these perspe ctives and critical pedagogies, she began to interrogate inherited notio ns of cultural inferiority and is pursuing research and pedagogies aimed at reconciling the fractures caused by colonialism, beginning from the classroom. Her recent co-authored publications include a journal article , “The scholarship of African Children’s literature: issues of represent ation of critical voices in the conversation” with The International Enc yclopedia of Education and book chapter, “Language-in-education policy i n Ghana: decentering colonial epistemologies and re-envisioning alternat ive forms of policy” in Severo, C.G, Bernando, E. & Nhampoca, E. (Ed s.) Educational Language Policy in African and Diasporic Contexts.

For more details: https://events.la.psu.edu/event/afr-phoebe-quaynor/

LOCATION:335 Willard Building END:VEVENT END:VCALENDAR