Olivier Arvisais

Olivier Arvisais

Photo de Olivier Arvisais
Téléphone : (514) 987-3000 poste 3217
Local : N-4540
Langues : Français, Anglais
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Liens d'intérêt
Informations générales

Cheminement académique

Ph. D. Éducation, Université du Québec à Montréal, Université du Québec à Montréal, 2020
M. Sc. Science Politique (relations internationales), Université du Québec à Montréal, 2013
D.E.S.S. Enseignement postsecondaire, Université de Montréal, 2011
B. Sc. Science Politique et Études Arabes, Université de Montréal, 2007

Unités de recherche

Projets de recherche en cours

  • Student psychological well-being and the impact on cognitive development and scholar achievement in the Gaza Strip.

    The overall purpose of this research is to examine Palestinian students' well-being in Gaza Strip within the scope of education in an emergency setting. The primary objective is to better understand the effects of stress and well-being levels on students' cognitive functions and school results in order to reduce or mitigate those effects by developing targeted interventions in schools.

  • Portraits of Education Change: Redefining Pedagogy & Technology in Refugee Camps

    In the current global refugee crisis, significant funding is going into educational technology to support refugee education in refugee camps (see Menashy and Zakharia, 2017). In these settings, there is limited empirical and qualitative research available about the social and cultural conditions of how technology - ranging from radio to social media as examples - is being used to mediate, facilitate, or support teaching and learning. In a landscape where top-down, quantifiable measures and scale are the prevailing method of interest for large humanitarian aid and development funders, there is a need for nuanced, participatory, and qualitative research to understand the human experience of education and technology in refugee camps, and distinctly for and among women. Our previous work has shown that for refugees in camps, there is a complex configuration of factors that make a particular technology valuable and useful, and that teaching and learning happen in varied, social, peer to peer ways that are sometimes difficult to quantify. This precedent work shows how unexpected and existing technologies connect refugees across camps and across the world in ways that are meaningful and that facilitate community outreach and education around gender equity in schools (Dahya, Dryden-Peterson, Douhaibi & Arvisais, 2019), and across groups of women and men locally and in diaspora to support the pursuit of higher education from within camps (Dahya & Dryden-Peterson, 2017; Dryden-Peterson, Dahya & Adelman, 2017). This current project seeks to build on these findings and identify where else technology has a role to play in meaningful teaching learning, with a focus on informal and emergent pedagogies that make the adoption of these tools both possible and sustainable.

Partenaires (organismes, entreprises)

  • Haut-Commissariat des Nations Unies pour les réfugiés (HCR)
  • Entraide universitaire mondiale du Canada (EUMC)

Affiliations externes principales

Participation à l’édition d’une revue
Services à la collectivité

Membre du conseil d'administration, Depuis avril 2017
Microfiches (OBNL)

Conseillé dramaturgique, 2016
Pour l'écriture de la pièce de théâtre « Antioche » de Sarah Berthiaume

Facilitateur adjoint de la communauté de langue française, 2014
Réseau international pour l'éducation en situations d'urgence (INEE)

Membre du comité de la recherche, 2013 à 2017
Faculté des sciences de l'éducation de l'Université du Québec à Montréal (UQAM)

Coorganisateur du Concours de Vulgarisation Scientifique, 2013 à 2017
Faculté des sciences de l'éducation de l'Université du Québec à Montréal (UQAM)