BEd (Hons), MEd, PhD
Micro-Credentials faculty advisor, ECCE Instructor, ECPN PSI Pedagogist
Early Childhood Care & Education
Faculty of Education
Health & Human Development
Cedar Building, room CE342
alejandrasanchezalva@capilanou.ca
Education
PhD, University of British Columbia, 2019.
MEd, Harvard Graduate School of Education, Cambridge, MA, 1994.
BEd (Honours), Universidad of Monterrey, NL, México, 1989.
Standard Teaching Certification K–7, BC College of Teachers, 2009.
ECE Certification (Basic, Special Needs, Infant and Toddlers), BC Ministry of Children and Family Development, 2005.
Technical Training in Total Quality Control, Japan International Cooperation Agency, Kitakyushu, 1991.
"In my teaching, students and I listen and respect our trajectories to broaden our self-understanding and create opportunities to collaborate towards better ways of co-existing."
Bio
Alejandra Sánchez Álvarez (PhD, British Columbia, 2019) is a BC fully licensed early childhood educator (ECE), a K-7 certified teacher (BCCT), and a scholar. She has spent over 30 years working with ECE students, teachers, children and families in examining and transforming their conceptualization of children, their educational practices and learning in the process about themselves. She graduated with a BEd (1989) at Universidad de Monterrey in Mexico, a MEd (1994) at Harvard University, and a PhD (2019) in Educational Studies at the University of British Columbia.
Before she immigrated to Canada in 2004, she co-founded and ran a primary school in Monterrey, Mexico. Also, she taught at the Universidad de Monterrey and the ITESM in Monterrey, Mexico. At Jönköping University in Sweden, she lectured Swedish educators and master's students in the international preschool program. At Douglas College (2005-19), she taught ECE courses and advised practicum in local and international childcare programs.
From 2008 – 2017, she collaborated with the director and staff of the international office at Douglas College and the host institutions to envision, coordinate, and advise ECE students in practicum in Sweden, Spain, and China. In collaboration with the West Vancouver District and Principals (2014–2019), she promoted and coordinated international school exchanges of students from Canada, Mexico, Italy and Spain at secondary schools in B.C. and in Europe.
At UBC (Jun–Aug 2019), she co-designed and taught in the ECE International Summer Institute. Since 2019, she has been teaching various ECE courses and advising basic, infant, toddler, and inclusive practicum in the ECCE Department, School of Education and Childhood Studies. From Jan 2020 – Dec 2021, she worked as pedagogist in the Early Childhood Pedagogy Network (Post-Secondary Institution) in Squamish, B.C., became a member of the Board of Directors in the North Shore Community Resources (Mar 2023 to the present), and has participated in various projects, such as the micro-credentials advisory committee (Jan–Jun 2021).
She is a Canadian citizen born in Mexico. She is fluent in English and Spanish.
I have designed, administrated and taught alternative and skills-based curriculum programs and projects directed to instructors and students involved in all academic levels in Mexico, Canada, and Sweden. I have practiced CCRD with students in post-secondary institutions and educators who participated in B.C. government funded projects such as Investigating Quality (IQ), BC Early Learning Framework (BCELF), and Early Childhood Pedagogy Network (ECPN).
In my doctoral dissertation, I researched and illustrated the use of Gadamerian hermeneutics (circles of understandings) in early childhood education.
Advancement of strategic teaching and learning initiatives while promoting and broadening the qualifications and experiences of faculty and students within the institution. Hermeneutic inquiry or circles of understanding, conceptualization of students' and educators' competencies, pedagogical practices based on the systematic practice of listening, thinking, dialoguing, and creating pedagogical documentation.
My research interests expanded to studying scientific research on COVID19 and genetic vaccines. I joined the support team led by Karina Acevedo Whitehouse.
I have also engaged as an intern in edible garden projects in North Vancouver.
Sanchez Alvarez, A. (2019). Hermeneutics in Early Childhood Education: Broadening Interpretations of Children's Ideas and Actions and Learning in the Process About Our Conceptions of Children, Our Educational Practices, and Ourselves (Doctoral dissertation, University of British Columbia). http://hdl.handle.net/2429/69391
Pacini-Ketchabaw, V., Nxumalo, F., Kocher, L., Elliot, E., & Sanchez, A. (2015). Journeys: Reconceptualizing early childhood practices through pedagogical narration. Toronto, ON: University of Toronto Press.
Pacini-Ketchabaw, V., Kocher, L., Sanchez, A., & Chan, K. (2009). Rhizomatic stories of immanent becomings and intra-activity: Professional development reconceptualized. In L. Iannacci & P. Whitty (Eds.), Early childhood curricula: Reconceptualist perspectives (pp. 87–119). Calgary, AB: Detselig.
MacDonald, M., & Sanchez, A. (2010). Provoking dialogue: Promoting a deeper understanding of teaching and learning through images and documents. Canadian Children, 32(2), 25–30.
Sánchez Alvarez, A., & Pighini, M. (2022, Jan 18). "The Immigration Transition: Challenges and Changes Experienced by New Canadians, and Their Second-Generation Implications, Series: Intergenerational Effects of Psychological Trauma," (online conference). Green College, UBC, Vancouver, BC. https://www.youtube.com/watch?v=I_-LnYa_I98
Sánchez Alvarez, A. (2013, Feb–May). PhD Comprehensive Examination in the Department of Educational Studies, University of British Columbia. Documents submitted to Dr. Claudia Ruitenberg, Dr. Taylor Webb, and Dr. Anne Phelan: (1) Influential conceptions of the child: Implicit and explicit assumptions about children's "competence"; (2) The conceptualization and practice of "listening" in early childhood education: Promises and problems; (3) Pedagogical documentation and visual methodologies: Definition, purposes, method, interpretation, and challenges; and (4) Ideas in Rancière's work that challenge conceptions of children in early childhood education (ECE).
Sanchez, A. (2017, Aug 31). Gadamerian hermeneutics to interpret documentation of children in early childhood education (ECE). Paper presented at 27th EECERA Annual Conference: Social Justice, Solidarity and Children's Rights. Bologna, Italy.
Sanchez, A. (2017, Apr 29). Gadamerian hermeneutics to interpret documentation of children in early childhood education (ECE). Paper presented at SPARK 2017: The Early Years, University of British Columbia.
Sanchez, A. (2008, September 3–6). Reconceptualizing early childhood education training with pre-service educators. Paper presented at 18th European Early Childhood Education Research Association (EECERA) annual conference "Reconsidering the Basics in Early Childhood Education," Stavanger, Norway.
Sanchez, A. (2009). Reconceptualizing early childhood education practices and training in BC. Journal of Early Childhood Educators of British Columbia, 24(1), 29–30, 32.
Recipient, 2024 Teaching Excellence Award, Capilano University, April 2024.
Professional Development Funding ($2,350 CAD), Faculty PD Committee at Capilano University to attend the Forum of Edible Garden Projects organized by the Red Mexicana de Huertos Educativos in Queretaro, Mexico, August 9-13, 2023.
Educational Leave (4 sections) to complete doctoral dissertation, Douglas College, September 2017-April 2018.
Educational Leave (4 sections) to complete comprehensive examinations, Douglas College, February-May 2013.
Doctoral studies ($15,000 and $7,000 CAD), University of British Columbia, 2011 and 2018.
Full scholarship to complete graduate studies (MEd) at Harvard Graduate School of Education, granted by Consejo Nacional de Ciencia y Tecnología, DF, Mexico, 1993-94.
BEd (distinction), Summa Cum Laude, 1989.
"The Best Mexican Students", Mexican government, 1989.
Full scholarship to complete bachelor studies in education (BEd) at Universidad de Monterrey, granted by Universidad de Monterrey, NL, Mexico, 1985–1989.
High school graduation (distinction), 1985.