Department
of Educational Studies
Department Head: Tara Fenwick
Department Phone: 604-822-5374
Department Fax: 604-822-4244
Web site: http://edst.educ.ubc.ca/
| Adam-Moodley,
Kogila |
Gleason, Mona |
Ruitenberg, Claudia |
| Andres,
Leslie |
Gulson, Kalervo N |
Sork, Thomas |
| Archibald,
Jo-ann |
Kelly, Deirdre |
Stack, Michelle |
| Butterwick, Shauna |
Marker, Michael |
Strong-Boag, Veronica |
| Chan, Jennifer |
Mazawi, Andre |
Tom, Allison |
| Coulter, David |
Metcalfe, Amy |
Ungerleider, Charles |
| Dillabough, Jo-Anne |
Poole, Wendy |
Vokey, Daniel |
| Fenwick, Tara |
Pratt, Daniel |
Walter, Pierre |
| Fisher, Donald |
Roman, Leslie |
Webb, Taylor |
| Gill, Hartej |
Rubenson, Kjell |
Wright, Handel |
| |
|
|
GENERAL
INFORMATION
The Department of Educational Studies (EDST) is a community of learners - scholars and practitioners with diverse interests and backgrounds that are concerned with the study of education. Our internationally renowned faculty publish widely, hold offices in major international organizations, edit top journals in various fields, and conduct extensive research programs. Our students have the opportunity to join us in many of these exciting endeavours. EDST offers the Doctor of Philosophy (Ph.D.) in Educational Studies and a professional Doctor of Education (Ed.D.) in Educational Leadership and Policy. EDST provides Masters programs (M.Ed. and M.A.) in Adult, Administrative and Higher Education as well as in Society, Culture, and Politics in Education (SCPE). The SCPE Program merges the Department's Foundations Programs in History, Philosophy and Sociology/Anthropology and the specialization in Feminism and Social Justice in Education. Recent initiatives include an innovative online, coursework-only, professional Master of Education (M.Ed.)in Adult Learning and Global Change, offered in collaboration with universities in Australia, South Africa and Sweden. Overall our scholarship and teaching are animated by a commitment to challenging the commonplace and generating possibilities for transformation to foster more sustainable, socially just, democratic societies. The department is characterized by theoretical depth, methodological diversity and innovation, and praxis in scholarship, teaching and civic engagement.
Faculty
Kogila Adam-Moodley
(Professor) EDST
Telephone: 604-822-4315
Fax: 604-822-4244
E-mail: kogila.adam-moodley@ubc.ca
Areas of Research:
Multiculturalism and Anti Racism Education
Race and Ethnic Relations
South Africa, Canada
Immigration
International and Comparative Education
Peacemaking in Divided Societies
Current Research Projects:
Politics of Race and Dealing with the Past in Comparative, International Perspective in the Following Contexts: Germany, South Africa, Israel/Palestine, U.S.A., and Canada.
Political Development and Democratic Transformation in South Africa. Ongoing longitudinal research in South Africa focuses on
1) the main political tendencies and their effects on the process of democratic transformation in the post-apartheid order,
2) education for democracy,
3) responses of educational institutions to racial integration within the context of the new post-apartheid South Africa,
4) citizenship education
Canadian Multiculturalism and Immigration. Ongoing research on
1) controversies about multiculturalism,
2) comparative immigration policy,
3) changing educational policies toward the multicultural classroom in light of continuing immigration and demands for innovative policy on equity.
Recently Published Work:
Moodley, K., & Adam, H. (2005). Seeking Mandela, Peacemaking between Israelis and Palestinians. Temple University Press.
Moodley, K. (2004). South Africa . In E. Cashmore (Ed.), Encyclopaedia of race and ethnic studies (pp. 412-414). London: Routledge.
Moodley, K., & Adam, H. (2004). Conditions for peace-making: Negotiating the non-negotiable in Israel/Palestine. In S. Wolff & U. Schneckener (Eds.), Negotiating ethnic conflicts.
Moodley, K., & Adam, H. (2004). Citizenship education in South Africa. In J. Banks (Ed.), Diversity and citizenship education, Global perspectives (pp. 159-183). San Francisco: Jossey-Bass.
Moodley, K. (2003). Decolonizing education: Challenges for post-apartheid South Africa. In J. Banks & C. McGee-Banks (Eds.), Handbook of research on multicultural education (pp. 1027-1040). San Francisco: Jossey-Bass.
Moodley, K., & Adam, H. (2003). Reconciliation without justice. In J. Stone & D. Rutledge (Eds.), Race and ethnicity (pp. 382-287). London: Blackwell Press.
Moodley, K., & Adam, H. (2002). La question controversee des droits des groupes ethno-culturels. In L. K. Sosoe (Ed.), Diversite humaine, democratie, multiculturalisme et citoyennete, l'harmattan (pp. 101-105). L'Universite Laval: Les Presses.
Moodley, K. (2001). Ethnic strife and democracy. In N. Dawson & P. Gifford (Eds.), Democracy and the rule of law (pp. 113-126). Washington: CQ Press.
Moodley, K., & Adam, H. (2000). Race and nation in post-apartheid South Africa. Current Sociology, 48(3), 51-70.
Moodley, K. (2000). Understanding the functions and forms of racism: Toward the development of promising practices. Education Canada, 40(1), 44-47.
Moodley, K. (2000). African Renaissance and language policy. Politikon, 27(1), 103-115.
Moodley, K. (1999). Die Zerbrechlichkeit der Zivilgesellschaft in Suedafrika. In Institut fuer Afrika-Kunde & R. Hofmeier (Eds.), Afrika-Jahrbuch, 1999. Politik, Wirtschaft und Gesellschaft in Afrika Suedlich der Sahara (pp. 30-35). Opladen: Leske and Budrich.
Moodley, K. (1999). Warnsignale fur sudafrikas demokratie. der Uberblick , 35 Jahrgang, Heft 3, 93-97.
Moodley, K., & Adam, H. (1999). Racial interaction: Ten apartheid legacies . Indicator SA, 16(2), 15-19.
Research Keywords: Democracy & Citizenship, Higher Education, International Perspectives, Multiculturalism, Policy Studies, Race Relations, Sociological Issues
Last updated January 2006
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Lesley Andres (Associate Professor) EDST
Telephone: 604-822-8943
Fax: 604-822-4244
E-mail: lesley.andres@ubc.ca
Areas of Research:
Higher Education
Sociological Issues
Policy Studies
Research Design and Method
Life Course Research
Current Research Projects:
Life Courses in Comparative Perspective: A Fifteen Year Portrayal of Canadian and Australian Young Adults. This study extends my current programme of research – the Paths on Life’s Way project – by employing longitudinal data that I have collected over the last 15 years, together with the 14 year longitudinal study of Australian young adults to (1) conduct analyses of Paths on Life’s Way questionnaire and interview data collected between 1989 and 2003; and (2) collaborate with Johanna Wyn from the Youth Research Centre at the University of Melbourne to conduct longitudinal comparative analyses of the Paths on Life’s Way project and the Australian Life Patterns project. Both sets of analyses will have implications for the formulation, enactment and evaluation of policies and practices to provide equitable opportunities for today’s youth and young adults. Findings from this study will help us understand how cross-national, national and provincial/state policies on education, work, families, and children work toward or against the promotion of individual and collective wellbeing. (with J. Wyn. SSHRC 2005-2008)
The University Experiences and Outcomes of International and Domestic Students. The purpose of this study is to assess and compare the goals, experiences, and outcomes of international and domestic undergraduate students. We are following a cohort of international and domestic students over three years of their academic careers at Dalhousie University, McGill University, York University, and the University of British Columbia. Each year, information on student experiences will be collected through focus group meetings with students and through mail-out surveys. These data will be linked to outcome measures. Results of this study will assist educators, administrators, and policy makers in creating and promoting successful learning experiences for international and domestic undergraduate students. (with J.P. Grayson. SSHRC 2003-2006).
Recently Published Work:
Andres, L., & Licker, A. (2005). Beyond brain drain:
The dynamics of geographic mobility and educational attainment
of B.C. young women and men. Canadian Journal of Higher
Education, 35(1), 1-36.
Pidgeon, L., & Andres, L. (2005). Demands, challenges,
rewards: The first year experiences of international and
domestic students at four Canadian universities. Vancouver:
University of British Columbia.
Andres, L., & Finlay, F. (eds.). (2004). Student affairs:
Experiencing higher education. Vancouver: UBC Press. http://www.ubcpress.ubc.ca/search/title_book.asp?BookID=4379
Andres, L., Lukac, B., & Pidgeon, M. (2004). What do
first year international and domestic students have to say
about their experiences at UBC? Vancouver: University of
British Columbia.
Andres, L. (2003). More than sorcery required: The challenge
of matching education and skills for life and work. In H.
Schuetze & R. Sweet (eds.), Integrating school and workplace
learning in Canada: Principles and practice of alternation
education and training (pp. 113-134). Montreal: McGill-Queens
University Press.
Andres, L., & Grayson, J. P. (2003). Parents, educational
attainment, jobs and satisfaction: What's the connection?
A ten year portrait of Canadian young women and men. Journal
of Youth Studies, 6(4), 181-202.
Research Keywords: Higher Education, International Perspectives,
Policy Studies, Research Design and Method, Sociological
Issues, Life Course Research, School to Work Transitions
Last updated January 2009
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Jo-ann Archibald (Associate Professor)
EDST
Associate Dean, Indigenous Education
and Research
Telephone: 604-822-5286
Fax: 604-822-4244
E-mail: jo-ann.archibald@ubc.ca
Areas of Research:
Indigenous Education
Oral Tradition & Storytelling
Indigenous Teacher Education
Indigenous Knowledge & Aboriginal Health
Current Research Projects:
Aboriginal Cultural Knowledge for Aboriginal Health Research.
Jo-ann is a co-principal investigator for a Canadian Institutes
of Health Research - Institute of Aboriginal Peoples Health
funded six- year research grant - Aboriginal Capacity and
Developmental Research Environment (ACADRE). Jo-ann leads
theme research about Aboriginal cultural knowledge for Aboriginal
health research. ACADRE uses a community based approach
for developing respectful, responsible, relevant, and reciprocal
Aboriginal health research in British Columbia.
Other Projects: Jo-ann was a co-investigator in a recently
completed research project that examined the educational
and career paths of Aboriginal teachers in British Columbia.
She is currently working on a cooperative research study
with Indigenous Elders, "New ways of passing on old
ways of knowing." The Elders as co-researchers tell
stories that promote wholistic health and well-being. The
project is for community based health and education.
Recently Published Work:
Menzies, C., Archibald, J., & Smith, G. (eds.). (2004).
Transformative sites of Indigenous education. Canadian Journal
of Native Education, 28(1 & 2), 1-150.
Antone, E., Blair, H., & Archibald, J. (eds.). (2003).
Advancing Aboriginal languages and literacy. Canadian Journal
of Native Education, 27(1), 1-142.
Archibald, J. (ed.). (2002). Exemplary Indigenous education.
Canadian Journal of Native Education, 26(1), 1-66.
Archibald, J. (ed.). (2001). Sharing Aboriginal knowledge
and Aboriginal ways of knowing. Canadian Journal of Native
Education, 25(1), 1-89.
Kirkness, V. J., & Archibald, J. (2001). First Nations
Longhouse: Our home away from home. Vancouver: First Nations
House of Learning.
Kenny, C., & Archibald, J. (eds.). (2000). Q'epethet
ye Mestiyexw: A gathering of the people. Canadian Journal
of Native Education, 24(1), 1-74.
Rains, F., Archibald, J., & Deyhle, D. (eds.). (2000).
Through Indigenous eyes and in our own words. International
Journal of Qualitative Studies In Education, 13(4), 377-428.
Research Keywords: First Nations Education, Higher
Education, Historical Perspectives, Teacher Research
Last updated January 2009
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Shauna Butterwick (Associate Professor)
EDST
Telephone: 604-822-3897
Fax: 604-822-4244
E-mail: shauna.butterwick@ubc.ca
Areas of Research:
Adult Education Issues
Feminist Studies
Policy Studies
Gender
Research Design and Method
Current Research Projects:
Women's Alternative and Informal Learning Pathways to IT
Jobs. The purpose of this four year study (2002-2006) is
to provide a more accurate map of women's contributions
to the IT field and their learning pathways to IT jobs.
For updates and further information about the project go
to my website: www.edst.educ.ubc.ca/faculty/butterwick
Access to BC Colleges for Low Income Students: Effective
Policies and Procedures. The goal of this project is outline
'best policies and practices' for B.C. that enable low income
students to continue onto higher education. This is a joint
project with the BC Office of the Canadian Centre for Policy
Alternatives (CCPA) and the Federation of Post-Secondary
Educators of BC. Release of the report is scheduled for
late January 2006.
Redefining "welfare to work" in British Columbia:
Meaningful training and employment programs for long-term
social assistance recipients. This study will focus on the
implications of the current training and employment requirements
in BC for welfare recipients who have been on social assistance
for at least a year and who are in the "expected to
work" category. This project is one of many case studies
being conducted by CCPA and SFU through a SSHRC CURA project.
Revitalizing Voluntary Adult Education Organizations in
B.C.: Learning from our History. The purpose of this study
is to document the history of key adult education organizations
in B.C. with particular attention given to the leadership
role voluntary adult education organizations in B.C. played
in response to emerging issues and government policy that
affected the provision of and access to adult education.
Recently Published Work:
Butterwick, S., & Dawson, J. (in press, 2006). Adult
education and the arts. In T. Fenwick & T. Nesbit (eds.),
Learning for life (2nd Ed.). Toronto: Thompson Educational
Publishing.
Butterwick, S., & Benjamin, A. (2006). The road to
employability through personal development: A critical analysis
of the silences and ambiguities of the British Columbia
(Canada) Life Skills Curriculum. International Journal for
Lifelong Education, 25(1), 75-86.
Butterwick, S., & Dawson, J. (2005). Simplest things
last: Examining the production of academic labour. Women's
Studies International Forum, 28, 51-65.
Butterwick, S. (2004). What outcomes matter to you? Exploring
welfare policy and programs from the perspective of low
income women. In J. Gaskell & K. Rubenson (eds.), Educational
outcomes for the Canadian workplace: New frameworks for
policy and research (pp. 191-225). Toronto: University of
Toronto Press.
Sparks, B., & Butterwick, S. (2004). Culture, equity
and learning. In G. Foley (ed.), Dimension of adult learning (pp. 276-289). Syndey, Australia: Allen & Unwin.
Butterwick, S., & Dawson, J. (2004 May). Coming to
our senses: Temporal dissonance in academic labour. Proceedings
of the Joint International Conference of the Adult Education
Research Conference & the Canadian Association for the
Study of Adult Education. Faculty of Education, University
of Victoria.
Butterwick, S. (2004). Feminist pedagogy. In L. English
(ed.), Encyclopaedia of adult education. London, UK: Palgrave
Macmillan.
Boggan, A., & Butterwick, S. (2004). Poverty, policy
and research: Towards a dialogic investigation. In E. Meiners
& F. Ibanez (eds.), Public acts: Disrupting readings
on curriculum and research (pp.113-134). New York: Routledge
Falmer.
Butterwick, S., & Selman, J. (2003). Intentions and
context: Popular theatre in a North American context. Convergence,
36(2), 51-66.
Butterwick, S., Fenwick, T., & Mojab, S. (2003). Canadian
adult education research in the 1990s: Tracing liberatory
trends. The Canadian Journal for the Study of Adult Education,
17(2), 1-19.
Butterwick, S., & Selman, J. (2003). Deep listening
in a feminist popular theatre project: Upsetting the position
of audience in participatory education. Adult Education
Quarterly, 53(4), 7-23.
Butterwick, S. (2003). Researching speaking and listening
across difference: Exploring feminist coalition politics
through participatory theatre. International Journal of
Qualitative Studies in Education, 16(3), 443-459.
Butterwick, S., & Liptrot, J. (2003). Missing in action:
Women's alternate and informal IT learning. Proceedings
of the Centre for Research in Lifelong Learning International
Conference, Glasgow Caledonian University.
Butterwick, S., Dawson, J., & Munro, J. (2003). Undone
business: Critically reflective practice in the academy.
Proceedings of the 22nd Annual Conference of the Canadian
Association for the Study of Adult Education (pp. 31-37).
Halifax, Nova Scotia.
Butterwick, S. (2003). Life skills training: 'Open for
discussion'. In M. Griffin Cohen (ed.), Training the excluded
for work: Access and equity for women, immigrant, First
Nations, youth and people with low income (pp. 161-177).
Vancouver, BC: University of British Columbia Press.
Research Keywords: Adult Education Issues, Feminist
Studies, Gender, Higher Education, Policy Studies
Last updated January 2009
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Jennifer Chan (Associate
Professor) EDST
Telephone: 604-822-5353
Fax: 604-822-4244
E-mail: jennifer.chan-tiberghien@ubc.ca
Areas of Research:
Gender and Human Rights
Globalization
Transnational Social Movements
International and Comparative Education
Japanese Civil Society
Higher Education Reforms
Islam in Multicultural Societies
HIV/AIDS
Current Research Projects:
My research interests are around gender, education, citizenship, multiculturalism, human rights, transnational social movements, and globalization. Two current book manuscript projects include:
1) Higher educational reforms in Japan and France (funded by SSHRC); and
2) Islam and multiculturalism in Japan and France (funded by UBC Hampton Fund).
Recently Published Work:
Chan, J. (2008). Another Japan is possible: New social movements and global citizenship education. Palo Alto: Stanford University Press.
Chan, J. (2008). Globalization, social justice and education: Towards a new critical theory? In W. Ayers, T. Quinn, & D. Stovall (Eds.) , The handbook of social justice in education. London and New York: Routledge.
Chan, J. (2007). The antiwar movements in Japan 1990-2005. Critique Internationale, 36.
Chan, J. (2006). Between efficiency, capability and recognition: competing epistemes in global governance. Comparative Education., 43(3), 359-376.
Chan, J. (2006). Cultural diversity as resistance to neoliberal globalization: The emergence of a global movement and convention. International Review of Education, 52(1-2), 93-110.
Research Keywords: Adult Learning/Learning, Asia/Pacific, Community Research, Democracy & Citizenship, International Perspectives, Multiculturalism, Race Relations, Sociological Issues
Last updated January 2009
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David Coulter (Associate
Professor) EDST
Co-Director,
Centre for the Study of Teacher Education
Telephone: 604-822-6196
Fax: 604-822-4244
E-mail: david.coulter@ubc.ca
Areas of Research:
Educational Leadership
Democratic Theory
Teacher Action Research
Philosophical Hermeneutics
Critical Theory
Discourse Ethics
Current Research Projects:
Teacher Research as Communicative Action. This is a cooperative
research project involving teacher researchers from Vancouver
area school districts, the B.C.T.F. and UBC. Two kinds of
research are pursued: (1) conceptual work aimed at constructing
an approach for teacher research that uses Habermas's discourse
ethics and (2) empirical research in which the conceptual
resources are used to address critical questions in teacher
action research, including: how does a community of teacher
and university researchers construct, articulate and critique
claims about "good research" and "good practice"?
and what is the nature of the relationship between research
and practice?
Recently Published Work:
Coulter, D. (2002). Creating common and uncommon worlds:
Using discourse ethics to decide public and private in classrooms.
Journal of Curriculum Studies, 34(1), 25-42.
Coulter, D. (2002). What counts as action in educational
action research? Educational Action Research, 10(2), 189-206.
Coulter, D., & Wiens, J. R. (2002). Educational judgment:
Linking the actor and the spectator. Educational Researcher,
31(4), 15-25.
Coulter, D. (2001). Teaching as communicative action: Habermas
and education. In V. Richardson (ed.), Handbook of research
on teaching. (4th ed.). Washington, DC: American Educational
Research Association.
Research Keywords: Teacher Research
Last updated February 2009
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Jo-Anne Dillabough (Associate Professor)
EDST
Telephone: 604-822-4504
Fax: 604-822-4244
E-mail: jo-anne.dillabough@ubc.ca
Areas of Research:
Sociology of Education
Social Exclusion and Education
Youth Culture and Sociology of Youth
Critical Policy Studies
Women's Work and Higher Education
Human Rights and Critical Legal Studies
Recently Published Work:
Books
Lauder, H., Brown, H., Dillabough, J., & Halsey, A.
H. (eds.). (2006, March) Education, globalization and social
change. Oxford, UK: Oxford University Press.
Arnot, J., & Dillabough, J. (eds.). (2000). Challenging
democracy: An international feminist reader. London: Routledge
Falmer.
Journal Articles
Dillabough, J., Kennelly, J., & Wang, G. (2005). "Ginas,"
"Thugs," and "Gangstas": Young
people's struggles to "become somebody" in working-class
urban Canada, Journal of Curriculum Theorizing, 21(3), 83-108.
Dillabough, J. (2005). Gender, symbolic domination and
female work: The case of teacher education. Discourse: The
Cultural Politics of Education, 22, 127-148.
Dillabough, J. (2004). Class, culture and the "predicaments
of masculine domination": Pierre Bourdieu's encounter
with contemporary feminist sociology. British Journal of
Sociology of Education, 25(4), 489-506.
Dillabough, J., & Acker, S. (2003). Gender at work
in teacher education: History, society and global reform.
Journal of Research in Teacher Education, 3, 109-133.
Dillabough, J. (2003). Gender, education, and society:
The limits and possibilities of feminist reproduction theory.
Sociology of Education, 76(4), 376-379.
Dillabough, J., & Acker, S. (2002). Globalization,
women's work and teacher education: A cross-national analysis.
International Studies in the Sociology of Education, 12(3),
227-260.
Dillabough, J. (2002). The hidden injuries of critical
pedagogy. Curriculum Inquiry, 32(2), 203-214.
Dillabough, J., & Arnot, M. (2002). Recasting educational
debates about female citizenship, agency and identity. The
School Field Journal, 8(3/4), 61-89.
Dillabough, J. (1999). Gender politics and conceptions
of the modern teacher: Women, identity and professionalism.
British Journal of Sociology of Education, 20(3), 373-392.
Sample Book Chapters
Dillabough, J. (in press, 2006). 'Education feminism(s)',
gender theory and social thought:
Illuminating moments and critical impasses. In C. Skelton,
B. Francis, & L. Smulyan (eds.), Handbook of Gender
and Education. Sage, London.
Arnot, M., & Dillabough, J. (translation, 2006). Feminist
political frameworks: New
approaches to the study of gender, citizenship and education.
(Japanese translation from Challenging democracy: International
perspectives on gender, education and citizenship. London:
Routledge Falmer).
Dillabough, J. (in press, 2006). Troubling female youth
homelessness and the public record in urban Canada. In J.
McCleod's & A. Allard's (eds.), Learning from the margins:
Inclusion/exclusion and 'at risk' young women. Routledge
Falmer: New York.
Dillabough, J. (in press, 2006). Urban cities and urban
youth: Contributions from visual sociology. In P. Halliday
& S. Dobson's (eds.), Learning the city. Palgrave.
Dillabough, J., & Van Der Meulen, A. (in press). Repositioning
the "hermeneutic imperative" in representational
theory: The case of female youth economic disadvantage and
homelessness in Canada. In A. Datta (ed.), Homelessness.
Dublin: Urban International Press.
Dillabough, J., & Arnot, M. (2005). A 'magnified image'
of female citizenship: Illusions of democracy or challenges
to symbolic domination. In J. Demaine's (ed.), Citizenship
and political education (pp. 158-180). Macmillan-Palgrave,
London: UK.
Dillabough, J., & Arnot, M. (2001). Feminist sociology
of education: Dynamics, debates, directions. In J. Demaine's
(ed.), Sociology of education today. London: MacMillan.
Dillabough, J. (2000). Gender equity in education: Modernist
traditions and emerging contemporary themes. In B. Francis
& C. Skeleton (eds.), New perspectives in gender and
education. Open University Press: Milton Keynes.
Research Keywords: Children and Youth, Cultural
Studies, Feminist Studies, Gender, Higher Education, International
Perspectives, Philosophy, Policy Studies, Race Relations,
Sociological Issues, Subcultures
Last updated January 2009
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Tara Fenwick (Professor) EDST
Department Head - Department of Educational Studies
Telephone: 604-822-5359
Fax: 604-822-4244
E-mail: tara.fenwick@ubc.ca
Areas of Research:
Workplace Learning and Pedagogies
Professional Learning and Professional Education
Adult Education
Recently Published Work:
Fenwick, T. (2008). Responsibility, complexity science and education: Dilemmas and uncertain responses. Studies in Philosophy and Education.
Fenwick, T. (2008). Understanding relations of individual-collective learning in work: A review of research. Management Learning, 39(3), 227-243.
Fenwick, T. (2008). Whither research in enterprise? A response to Salaman and Storey. Organization 15, 325-332.
Fenwick, T. (2008). Pedagogies of song: Music as/in adult education. PAACE Journal of Lifelong Learning, 17, 37-50.
Fenwick, T. (2008). Women’s learning in contract work: Practicing contradictions in boundaryless conditions. Vocations and Learning, 1(1), 11-26.
Fenwick, T., & Bierema, L. (2008). Corporate social responsibility: Issues for human resources development. International Journal of Training and Development, 12(1), 24-35.
Lange, E., & Fenwick, T. (2008). Moral commitments to community: Mapping social responsibility and its ambiguities among small business owners. Social Responsibility Journal, 4(1/2), 41-56.
Fenwick, T. (2008). Women learning in garment work: Solidarity and sociality. Adult Education Quarterly, 58(2), 110-128.
Fenwick, T. (2007). Developing organizational practices of ecological sustainability: A learning perspective. Leadership & Organization Development Journal, 28(7), 632-645.
Fenwick, T. (2007). Knowledge workers in the in-between: Network identities. Journal of Organisational Change Management, 20(4), 509-524.
Fenwick, T. (2007). Learning on the line: Voices of garment workers at GWG. Labour/Le Travail, 59, 215-240.
Fenwick, T. (2007). Tightrope walkers and solidarity sisters: Critical educators in the garment industry. International Journal of Lifelong Education, 26(3), 315-328
Fenwick, T. (2007). Organizational learning in the knots: Discursive capacities emerging in school-university collaboration. Journal of Educational Administration, 45(2), 138-153.
Fenwick, T. (2007). Towards enriched conceptions of work learning: participation, expansion and translation/mobilization with/in activity. Human Resource Development Review, 5(3), 285-302.
Research Keywords: Adult Development/Transitions in Adult Life, Adult Education Issues, Adult Learning/Learning, Career, Embodied Learning, Gender, Lifelong Learning, Professional Education (Health and Social Care Fields), Sociological Issues
Last updated February 2009
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Donald Fisher (Professor) EDST
Telephone: 604-822-5295
Fax: 604-822-4244
E-Mail: donald.fisher@ubc.ca
Areas of Research:
Sociology of Education
Sociology of Higher Education
Historical Sociology
Sociology of Social Sciences
Sociology of Knowledge
Social History of Universities
Ethnography and Education
Privatization & Commodification of Education
Academic & Industry Relations
Social Policy
Philanthropy and Education
Accountability and Higher Education: Performance Indicators
Current Research Projects:
Academic Culture in English Speaking Universities, 1950's-1980's (SSHRC)
Academic/Industry/State Relations in Canada (SSHRC)
The Relation between the Policy Environment and Systems
of Post-Secondary Education in Canada, Mexico and the United
States (Ford Foundation, 2002-2006)
Coastal Communities Project-Social and Economic Development
of BC Coastal Communities (CURA, SSHRCC, 2004-2009)
Comparison between the higher education systems in Canada and Australia
Recently Published Work:
Fisher, D., Rubenson, K., Jones, G., & Shanahan, T. (2008). The political economy of post-secondary education: A comparison of British Columbia, Ontario and Québec. Higher Education.
Chan, A. S., & Fisher, D. (Eds.) (2008). The Exchange University: Corporatization of academic culture. Vancouver: University of British Columbia Press.
Fisher, D., & Edwards, G. (2007). Histoire sociale de la Société canadienne pour l’étude de l’éducation: La reconnaissance du champ l’étude de l’éducation. Ottawa: Société canadienne pour l’étude de l’éducation/Canadian Society for the Study of Education.
Chan, A. S., Fisher, D., & Rubenson, K. (Eds.) (2007). The evolution of professionalism: Educational policy in the Provinces and Territories of Canada. Vancouver: Centre for Policy Studies in Higher Education and Training.
Fisher, D., Rubenson, K., Bernatchez, J., Clift, R., Jones, G., Lee, J., MacIvor, M., Meredith, J., Shanahan, T., & Trottier, C. (2006). Canadian federal policy and postsecondary education. Vancouver: Centre for Policy Studies in Higher Education and Training.
Fisher, D. (2006). The social sciences at Bishop’s University: The professoriate and changes in academic culture, 1050-1985. In P.J. Stortz and E. Lisa Panayotides, (Eds). Historical identities: The Professoriate in Canada (pp. 158-182). Toronto: University of Toronto Press.
Chan, A.S., & Fisher, D. (2006). “Academic culture in Canadian universities: The contexts of change.” In Y. Gingras & L. Roy, (Eds.), Les Transformations des Universités du X111 au XX1 Siècle (pp. 175-203). Québec: Presses de l’Université du Québec.
Fisher, D. (2006). 75 Years of Congress: Commemorating the learneds/Les 75 ans du Congrès: Pour se rappeler des sociétés savants. Ottawa: Canadian Federation for the Humanities and Social Sciences/Fédération canadienne des sciences humaines.
Fisher, D., House, D., & Rubenson, K. (2003). Les politiques publiques et le développement d’un système d’éducation post secondaire en Colombie Britannique . Revue des sciences de l’éducation, XXIX(2), 297-318.
Fisher, D., & Atkinson-GroS. J.ean, J. (2002). Brokers on the boundary: Academy-industry liaison in Canadian universities. Higher Education, 44, 449-467.
Fisher, D. (2002). Canada. In J. W. Guthrie (Ed.), The encyclopaedia of education (2nd ed.) (pp. 234-239). New York: Macmillan Reference USA.
Fisher, D., Atkinson-GroS. J.ean, J., & House, D. (2001). Changes in academy/industry /state relations in Canada: The creation and development of the networks of centuries of excellence. Minerva, 39, 299-325.
Atkinson-GroS. J.ean, J., House, D., & Fisher, D. (2001). Canadian science policy and public research organizations in the 20th century. Science Studies, 14(1), 3-25.
Research Keywords: Action Research, Community Research, Higher Education, Historical Perspectives, History of Education, Indigenous Research, International Perspectives, Policy Studies, Privatization of Education, Research Design and Method, School to Work Transition, Sociological Issues
Last updated February 2009
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Hartej Gill (Assistant Professor) EDST
Telephone: 604-822-4588
Fax: 604-822-4244
E-mail: hartej.gill@ubc.ca
Areas of Research:
Social Justice/Anti-Oppressive Education and Leadership
Curriculum and Instruction
Critical Cultural and Cross-Cultural Studies
Transculturalisms and Indigeneity
Post-Colonial Theory
Decolonizing Research
Co-created Research for Social Advocacy
Current Research Projects:
Politics, Pedagogies and Poetics of Belonging: Negotiating differences between home, school, communities, and cultures
Exploring "realities" of gang-related involvement among South Asian girls
Recently Published Work:
Gill, H. and Chalmers, G. (2007). Documenting Diversity: An early portrait of a collaborative community-based teacher education initiative. International Journal of Inclusive Education, 11(5&6), 551-570.
Gill, H., Ero, I., & Chalmers, G. (2003). Visible minorities in British Columbia: A directory of ethno-cultural organization in B.C. Vancouver. David Lam Chair in Multicultural Education, University of British Columbia.
Gill, H., & Chalmers, G. (2002). Educating against racism through the arts: Programs of promise. A resource guide for educators and community groups in B.C. Vancouver, BC: Settlement and Multicultural Branch, Ministry of Community, Aboriginal and Women’s Services, Government of British Columbia.
Gill, H. (2001). Finding home. English Quarterly Journal, 33(3&4), 61-63
Gill, H. (1998). Tangled terrains, Enquiry, April.
Research Keywords: Action Research, Asia / Pacific, Children And Youth, Community Research, Cross-Cultural Education, Cultural And Ecological Studies, Cultural Studies, Curriculum Studies, Embodied Learning, English As A Second Language, Indigenous Research, Linguistic Minorities Education, Multiculturalism, Race Relations
Last updated February 2009
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Mona Gleason (Associate Professor) EDST
Co-Deputy Head - Department of Educational Studies
Telephone: 604-822-4762
Fax: 604-822-4244
E-Mail: mona.gleason@ubc.ca
Areas of Research:
History of Education
History of Childhood & Youth
Gender, Sexuality, and the Body
Current Research Projects:
Small Matters: Children in Sickness and Health in Twentieth Century Canada
Recently Published Work:
Gleason, M. (in press). Size matters: Medical experts, educators, and the provision of health services to children in Early to Mid-Twentieth Century English Canada, in C. Comacchio, J. Golden, and G. Weisz, (Eds.) Healing the world’s children: Interdisciplinary perspectives on child health in the Twentieth Century Montreal:McGill-Queen’s University Press
Gleason, M. (2006). Between education and memory: Health and childhood in English Canada, 1900-1950, Scientia Canadensis 29(1) (49-72).
Gleason, M. (2005). From ‘Disgraceful Carelessness’ to ‘Intelligent Precaution’: Accidents and the public child in English-Canada, 1900 to 1950. Journal of Family History 30(1), 230-241.
Gleason, M. (2005). Beyond disciplined questions: Interdisciplinarity and the promise of educational histories. Keynote Address, Canadian History of Education Association Conference, Calgary Alberta, 2004, published in Historical Studies in Education / Revue d'histoire de l'éducation 17(1), 169-178.
Barman, J., & Gleason, M. (Eds.). (2003). Children, teachers and schools in the history of British Columbia (2nd ed.). Calgary: Detselig Enterprises.
Strong-Boag, V., Gleason, M., & Perry, A. (Eds.). (2002). Rethinking Canada: The promise of women’s history (4th ed.). Toronto: Oxford University Press.
Gleason, M. (2002). Race, class, and health: School medical inspection and healthy children in British Columbia, 1890 to 1930. Canadian Bulletin of Medical History, 19(1), 95-112.
Gleason, M. (2001). Disciplining the student body: Schooling and the construction of Canadian children's bodies. History of Education Quarterly, 42(1), 189-215.
Research Keywords: Writing and Reading, Children and Youth, Early Childhood, Gender, Historical Perspectives, Sexuality
Last updated February 2009
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Kalervo N. Gulson (Assistant Professor) EDST
Telephone: 604-822-0641
Fax: 604-822-4244
Email: kalervo.gulson@ubc.ca
Areas of Research:
Education Policy and Sustainable Cities
Critical Education Policy Research in Urban Settings (Addressing the Interplay of Urban Renewal, Globalization, Neoliberalism and Education Policy)
Theories of Space and Place and their Application in Critical Policy Research (Including Space and Subjectivities)
Issues of Social and Educational Inequality (Including the Role of Multiple Identity Categories, such as Social Class and ‘Race’)
The Politics of Education (With a Focus on the Christian Right and Private Schooling)
Current Research Projects:
Education Markets and the Sustainable city
The Sustainable City, Methodology and the Social Sciences: Mapping the Emergence of a New Field
Recently Published Work:
Gulson, K. N. (in press). Relocating struggle: space, cultural politics and education. In Z. Leonardo (Ed.), Handbook of Cultural Politics and Education. Rotterdam: SensePublishers.
Gulson, K. N. (in press). Deferring dystopia: the sustainable city, urban policy and education markets. In B. Lingard, J. Nixon and S. Ranson (Eds.). Transforming Learning in Schools and Communities. London: Continuum.
Gulson, K. N., & Parkes, R. J. (in press). In the shadows of the mission: education policy, urban space and the ‘colonial present’ in Sydney . in Race, Ethnicity and Education.
Gulson, K. N. (2008). Urban accommodations: policy, education and a politics of place. Journal of Education Policy, 23(2), 153-163.
Symes, C., & Gulson, K. N. (2008). Faith in education: the politics of state funding and the new Christian schooling in Australia. Educational Policy, 22(2), 231-249.
Gulson, K. N., & Symes, C. (Eds.) (2007). Spatial theories in education: policy and geography matters. New York: Routledge.
Gulson, K. N. (2007). Mobilizing space discourses: politics and educational policy change. In K. N. Gulson & C. Symes (Eds.), Spatial theories in education: policy and geography matters. New York: Routledge.
Gulson, K. N. (2007). Repositioning schooling in inner Sydney: urban renewal, an education market and the ‘absent presence’ of the ‘middle classes’. Urban Studies, 44(7), 1377 – 1391.
Gulson, K. N. (2007). With permission: education policy, space and everyday globalisation in London’s East End. Globalisation, Societies and Education, 5(2), 219-237.
Gulson, K. N. (2007). ‘Neoliberal spatial technologies’: on the practices of education policy. Critical Studies in Education, 48(2 ), 179-195.
Gulson, K. N., & Symes, C. (2007). Knowing one’s place: space, theory, education. Critical Studies in Education, 48(1), 97-110.
Gulson, K. N. (2006 ). A white veneer: educational policy, space and ‘race’ in the inner city. Discourse: Studies in the Cultural Politics of Education, 27(2), 251-66.
Gulson, K. N. (2005). Renovating educational identities: policy, space and urban renewal. Journal of Education Policy, 20(2), 141-158.
Symes, C., & Gulson, K. N. (2005). Crucifying education: the rise and rise of new Christian schooling in Australia. Social Alternatives, 24(4), 19-24.
Research Keywords: Asia / Pacific, Discourse Analysis, Interdisciplinary Education, International Perspectives, Policy Studies, Privatization Of Education, Race Relations, Sociological Issues,
Last updated March 2009
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Deirdre Kelly (Professor) EDST
Telephone: 604-822-3952
Fax: 604-822-4244
E-mail: deirdre.kelly@ubc.ca
Areas of Research:
Feminist Studies
Cultural Studies
Anti-Oppression Pedagogies
Sociology of Education
Children and Youth
Gender
Teacher Research
Critical Policy Studies
Media
Current Research Projects:
Teaching for Social Justice: Veteran and Beginning Teachers' Perspectives and Pedagogical Possibilities for Public Schools. The aim of this project is to map conceptually what it means to teach for social justice, particularly with respect to the political and moral dimensions of the teacher's role, drawing on qualitative individual and group interviews with 50 teachers practicing in and around Vancouver, British Columbia. The project also aims to document how competing frameworks for teaching for social justice have been put into practice by beginning and veteran teachers in diverse contexts.
Recently Published Work:
Kelly, D. M., & Brooks, M. (in press). How young is too young? Exploring beginning teachers’ assumptions about young children and teaching for social justice. Equity & Excellence in Education, 42(2).
Kelly, D. M., & Brandes, G. M. (2008). Equitable classroom assessment: Promoting self-development and self-determination . Interchange, 39(1), 1-28.
Currie, D. H., & Kelly, D. M. (2008). Meanness. In C. A. Mitchell & J. Reid-Walsh (Eds.). Girl culture: An encyclopedia Vol. 2, (pp. 426-431). Westport, CT: Greenwood Press.
Kelly, D. M. (2007). Young mothers, agency and collective action: Issues and challenges. Journal of the Association for Research on Mothering, 9(1), 9-19.
Currie, D. H., Kelly, D. M., & Pomerantz, S. (2007). Listening to girls: Discursive positioning and the construction of self. International Journal of Qualitative Studies in Education, 20(4), 377-400.
Currie, D. H., Kelly, D. M., & Pomerantz, S. (2007). “The power to squash people”: Understanding girls’ social aggression. British Journal of Sociology of Education, 28(1), 23-37.
Kelly, D. M., Pomerantz, S., & Currie, D. H. (2007). “You can break so many more rules”: The identity, play and work of becoming skater girls. In M. D. Giardina & M. K. Donnelly (Eds.), Youth culture and sport: Identity, power, and politics (pp. 113-125). New York: Routledge.
Kelly, D. M. (2007). Pregnant and parenting teens. In B. J. Bank (Ed.), Gender and education: An encyclopedia. Westport, CT: Praeger.
Currie, D. H., & Kelly, D. M. (2007). Who am I? In G. Pavlich & M. Hird (Eds.), Questioning sociology: Canadian perspectives (pp. 34-55). Don Mills, ON: Oxford University Press.
Kelly, D. M. (2007, Summer). Toward a more nuanced and reflective social justice discourse. Professional Development Perspectives, 6(5), 1, 8-12. Reprinted in Education for social justice (pp. 1-6). Ottawa: Canadian Teachers’ Federation, 2008.
Kelly, D. M., Pomerantz, S., & Currie, D. H. (2006). “No boundaries”? Girls’ interactive, online learning about femininities. Youth & Society, 38(1), 3-28.
Stack, M., & Kelly, D. M. (Eds.). (2006). Introduction. [Special issue]. Canadian Journal of Education, 29(1), 1-4.
Stack, M., & Kelly, D. M. (2006). Popular media, education, and resistance. Canadian Journal of Education, 29(1), 5-26.
Kelly, D. M. (2006). Frame work: Helping youth counter their misrepresentation in media. Canadian Journal of Education, 29(1), 27-48.
Currie, D. H., Kelly, D. M., & Pomerantz, S. (2006). “The geeks shall inherit the earth”: Girls’ agency, subjectivity and empowerment. Journal of Youth Studies, 9(4). 419-437.
Currie, D., & Kelly, D. M. (2006). “I’m going to crush you like a bug”: Understanding girls’ agency and empowerment. In Y. Jiwani, C. Mitchell, & C. Steenbergen (Eds.), Girlhood: Redefining the limits (pp. 155-172). Montréal: Black Rose Books.
Kelly, D. M., Pomerantz, S., & Currie, D. (2005). Skater girlhood and emphasized femininity: “You can’t land an ollie properly in heels.” Gender and Education, 17(3), 129-148.
Pomerantz, S., Currie, D. H., & Kelly, D. M. (2004). Sk8er girls: Skateboarders, girlhood and feminism in motion. Women’s Studies International Forum, 27(5/6), 547-557.
Brandes, G. M., & Kelly, D. M. (Eds.). (2004, March). [ Special issue]: Notes from the field: Teaching for social justice. Educational Insights, 8(3). [Available: http://www.ccfi.educ.ubc.ca/publication/insights] Simultaneously issued as the monograph Teaching for social justice, jointly published by the British Columbia Teachers' Federation and the University of British Columbia Office of External Programs.
Brandes, G. M., & Kelly, D. M. (2004, March). Teaching for social justice: Teachers inquire into their practice. Educational Insights, 8(3). [Available: http://www.ccfi.educ.ubc.ca/publication/insights/v08n03/articles/teaching.html]
Kelly, D. M., Brandes, G. M., & Orlowski, P. (2003-2004). Teaching for social justice: Veteran high school teachers’ perspectives. Scholar-Practitioner Quarterly, 2(2), 39-57.
Kelly, D. M. (2003). Practicing democracy in the margins of school: The teen-age parents program as feminist counterpublic. American Educational Research Journal, 40(1), 123-146.
Kelly, D. M. (2003). Pregnant with meaning: Teen mothers and the politics of inclusive schooling. In J. Barman & M. Gleason (Eds.), Children, teachers and schools in the history of British Columbia (2nd ed.), (pp. 389-409). Calgary: Detselig.
Kelly, D. M., & Brandes, G. M. (2001 [2003]). Shifting out of "neutral": Beginning teachers' struggles with teaching for social justice. Canadian Journal of Education, 26(4), 347-454.
Research Keywords: Assessment, Children and Youth, Cultural Studies, Democracy and Citizenship, Feminist Studies, Gender, Media, Pedagogy, Policy Studies, Social – Emotional Learning, Social Responsibility, Sociological Issues, Teacher Research
Last updated March 2009
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Michael Marker (Associate Professor) EDST
Telephone: 604-822-6627
Fax: 604-822-4244
E-mail: michael.marker@ubc.ca
Areas of Research:
First Nations Education
Ethnohistory of Education
Anthropology of Education
Sociolinguistics and Narrative
Coastal Salish Peoples
Ethnography and Tribal Protocols
Indigenous Methodology
Current Research Projects:
Cross-Border Schooling Narratives. Contrasting First Nations Experiences (UBC-SSHRC-HSS 1997-1999).
Weaving the Indigenous Knowledge Basket: Coast Salish Cultural Responsiveness In and Out of the Classroom (Faculty of Education Teacher Education Research Grant 2006-2008).
Recently Published Work:
Marker, M. (2006). After the Makah whalehunt: Indigenous knowledge and limits to multicultural discourse. Urban Education, 42(2), 1-24.
Marker, M. (2004 ). It was two different times of the day, but in the same place: Coast Salish high school experience in the 1970s. BC Studies, 144, 91-113.
Marker, M. (2004). Theories and disciplines as sites of struggle: The reproduction of colonial dominance through the controlling of knowledge in the academy. Canadian Journal of Native Education, 28(12), 102-110.
Marker, M. (2004). The four r’s revisited: Some reflections on First Nations and higher education. In L. Andres & F. Finlay (Eds.), Student Affairs: Experiencing Higher Education. Vancouver: UBC Press.
Marker, M. (2003). Indigenous voice, community, and epistemic violence: The ethnographer’s ‘interests’ and what ‘interests’ the ethnographer. International Journal of Qualitative Studies in Education, 16(3), 361-375.
Marker, M. (2001, Spring/Summer). Stories of fish and people: Oral tradition and the environmental crisis. BC Studies, 129, 79-85.
Marker, M. (2000). Economics and local self-determination: Describing the clash zone in First Nations education. Canadian Journal of Native Education, 24, 1.
Marker, M. (2000). Lummi identity and white racism: When location is a real place. International Journal of Qualitative Studies in Education, 3, 13.
Marker, M. (1999). That history is more a part of the present than it ever was in the past: Toward an ethnohistory of Native education. History of Education Review, 28(1), 17-29. Reprinted in R. Lowe (Ed.), Major themes in the history of education. Routledge.
Marker, M. (1999, July 24). Yodas of the deep? The Vancouver Sun, pp. F6-7.
Marker, M. (1998). Going Native in the academy: Choosing the exotic over the critical. Anthropology & Education Quarterly, 29(4), 473-480.
Research Keywords: Anthropology / Anthropology of Education, Environmental Education, First Nations Education, History of Education, Indigenous Research, Teacher Research
Last updated March 2009
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André
Elias Mazawi (Associate Professor) EDST
Telephone: 604-827-5537
Fax: 604-822-4244
E-mail: andre.mazawi@ubc.ca
Areas of Research:
Sociology of Education
Comparative and International Education
Educational Policy
Educational Organizations
Higher Education (Governance, Stratification)
Educational Leadership
Knowledge Society
Current Research Projects:
The Geopolitics of Higher Education Governance in the Arab Gulf States
The Knowledge Society in Arab and Islamic states
Educational Leadership
The Schooling of Muslim Youth in France
Recently Published Work:
Mazawi, A. E. (2008). Policy politics of higher education in the gulf cooperation council member states: Intersections of globality, regionalism and locality. In C. Davidson & P. Mackenzie Smith (Eds), Higher education in the Gulf States: Shaping economies, polities and cultures. London: University of London, School of Oriental and African Studies Middle East Series & Al-Saqi Press.
Mazawi, A. E. (2008). Naming the imaginary: The knowledge society, the network state, and the contested terrain of educational reforms for development in the Arab region. In O. Abi-Mershed & V. Zyp (Eds.), Trajectories of education in the Arab world: Legacies and challenges. London: Routledge.
Mazawi, A. E. (2008). Schooling and curricular reforms in Arab and Muslim societies (A review article). The Middle East Journal, 62(2), 329-337.
Mazawi, A. E. (2007). 'Knowledge society' or work as 'spectacle'? Education for work and the prospects of social transformation in Arab societies. In L. Farrell & T. Fenwick (Eds), Educating the global workforce: Knowledge, knowledge work and knowledge workers (pp. 251-267). London: Routledge.
Mazawi, A. E. (2007). Globalization, development, and policies of knowledge and learning in the Arab states. In M. Kuhn (Ed.), Concepts of knowledge and learning-The learning society in Europe and beyond (pp. 335-384). New York, NY: Peter Lang.
Mazawi, A. E. (2007). Besieging the king's tower? En/gendering academic opportunities in the Gulf Arab states. In C. Brock & L. Zia Levers (Eds), Aspects of education in the Middle East and North Africa (pp. 77-97). Oxford Studies in Comparative Education. Oxford: Symposium Books.
Mazawi, A. E. (2007). National curricula, gender and the schooling of Palestinians. In S. Joseph (Ed), Encyclopedia of women and Islamic cultures, Vol. VI (pp. 208-211). Leiden, The Netherlands: B.J. Brill.
Metcalfe, A. S.; Mazawi, A. E.; Rubenson, K.; Fisher, D.; MacIvor, M., & Meredith, J. (2007). Campus 2020 and the Future of British Columbia's Post-Secondary Education: Critical Responses and Policy Perspectives. Vancouver, BC: University of British Columbia, Centre for Policy Studies in Higher Education and Training.
Mazawi, A. E. (2006). Power politics, faculty recruitment and the emergence of constituencies in Saudi Arabia. In R. Griffin (Ed.), Education in the Muslim world: different perspectives – An overview, (pp. 55-78). Oxford, UK: Symposium Books.
Stack, M., Coulter, D., Garnet, G., Mazawi, A. E., & Smith, G. (2006). Fostering tomorrow’s educational leaders: A survey of educational administration and leadership programs in British Columbia. British Columbia: The Association of BC Deans of Education and the BC Educational Leadership Council.
Mazawi, A. E. (2005). The academic profession in a rentier state: The case of the Saudi Arabian professoriate. Minerva: A Review of Science, Learning and Policy, 43(3), 221-244.
Mazawi, A. E. (2005). Contrasting perspectives on higher education governance in the Arab states. In J. C. Smart (Ed.), Higher education: Handbook of theory and research, 20, pp. 133-189. Dordrecht, The Netherlands: Springer Science.
Shields, C., Bishop, R., & Mazawi, A. E. (2005). Pathologizing practices: The impact of deficit thinking on education. New York: Peter Lang.
Mazawi, A. E. (2004). Wars, geopolitics and university governance in the Arab states. International Higher Education, 36, 7-9.
Addi-Raccah, A., & Mazawi, A. E. (2004). Dependence on state funding, local educational opportunities, and access to high school credentials in Israel. Educational Studies, 30(2), 145-158.
Mazawi, A. E. (2003). Divisions of academic labor: Nationals and non-nationals in Arab Gulf universities. International Journal of Contemporary Sociology, 40(1), 91-110.
Mazawi, A. E., & Martin, I. (2003). Bajazet en arabe: Entre traduction et acculturation. In I. Martin & R. Elbaz (Eds.), Jean Racine et L'Orient (pp. 53-62). Tübingen, Germany: Gunter Narr Verlag.
Mazawi, A. E. (2003). The academic workplace in Arab Gulf public universities. In P. G. Altbach (Ed.), The decline of the guru: The academic profession in developing and middle-income countries (pp. 231-269). New York: Palgrave Press.
Research Keywords: Adult Education Issues, Cultural Studies, Discourse Analysis, Higher Education, International Perspectives, Lifelong Learning, Media, Semiotics, Text Studies, Multiculturalism, Organization Studies, Policy Studies, Research Design and Method, School to Work Transition, Sociological Issues
Last updated March 2009
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Amy
Metcalfe (Assistant Professor) EDST
Telephone: 604-822-5331
Fax: 604-822-4244
E-mail: amy.metcalfe@ubc.ca
Areas of Research:
Research Policy
University-Industry Relations
Higher Education Policy
Women in Higher Education
North American Higher Education
Information Technology in Higher Education
Current Research Projects:
Gender and Academic Capitalism: Men and Women of the Entrepreneurial Academy (2008-2011)
The Changing Academic Profession in Canada (2006-2009)
Recently Published Work:
Metcalfe, A. S., & Fenwick, T. (in press). Knowledge for whose society? Knowledge production, higher education, and federal policy in Canada. Higher Education. doi: 10.1007/s10734-008-9142-4
Finkelstein, M., Galaz-Fontes, J., & Metcalfe, A. S. (in press). Changing employment relationships in North America: Academic work in the U.S., Canada, and Mexico. In J. Enders, & E. de Weert, (Eds.), Modernization processes and the academic profession. London: Palgrave.
Metcalfe, A. S. (2008). The political economy of knowledge management in higher education. In M. E. Jennex (Ed.), Knowledge management: Concepts, methodologies, tools, and applications, (pp. 2301-2313). Hershey, PA: Information Science Reference.
Metcalfe, A. S. (2008). Theorizing research policy: A framework for higher education. In J. C. Smart (Ed.), Higher education: Handbook of theory and research, (pp. 241-276). Dordrecht, The Netherlands: Springer.
Metcalfe, A. S., & Slaughter, S. (2008). The differential effects of academic capitalism on women in the academy. In Glazer-Raymo (Ed.), Unfinished agendas: New and continuing gender challenges in higher education, (pp. 80-111). Baltimore: Johns Hopkins Press.
Metcalfe, A. S. (2007). Research policy studies: Between science and higher education. Higher Education Perspectives, 3(2), 11-19.
Metcalfe, A. S., & Slaughter, S. (2007). Academic capitalism. In Banks, B. (Ed.), Gender and education: An encyclopedia, (pp. 7-13). New York: Greenwood Press.
Metcalfe, A. S. (Ed.). (2006). Knowledge management and higher education: A critical analysis. Hershey, PA: Idea Group Publishing.
Wagoner, R. L., Metcalfe, A. S., & Olaore, I. (2005). Fiscal reality and academic quality: Part-time faculty and the challenge to organizational culture at community colleges. Community College Journal of Research and Practice, 29(1), 25-44.
Metcalfe, A. S., Diaz, V., & Wagoner, R. L. (2003). Academe, technology, society, and the market: Four frames of reference for copyright and fair use. Portal: Libraries and the Academy, 3(2), 191-206.
Research Keywords: Feminist Studies, Higher Education, Policy Studies, Sociological Issues
Last updated March 2009
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Wendy Poole (Associate Professor) EDST
Telephone: 604-822-5462
Fax: 604-822-4244
E-mail: wendy.poole@ubc.ca
Areas of Research:
Organization Studies
Teacher Unionism
Policy Studies
Sociological Issues
Adult Education Issues
Historical Perspectives
Current Research Projects:
Identity, Organizational Identity and Teacher Unions. The
study examines teachers' and BCTF union leaders' perspectives
about: (1) their identity or identities as an organization;
(2) with what external groups they negotiate organizational
identity; (3) why they perceive those groups to be important
partners for developing their organizational identity; (4)
the process through which identity construction and reconstruction
occurs; and (5) how organizational identity influences organizational
goals and interactions with other key groups in education
such as the Ministry of Education, and organizations of
parents, administrators, school trustees, other unions,
and the media.
Recently Published Work:
Poole. W. (2002). Barriers to 'new unionism' in Canadian teacher unions. Teacher unions as players in education reform. Green College, UBC. Conference Proceedings.
Poole, W. (2001). The teacher union's role in 1990s educational reform: An organizational evolution perspective. Educational Administration Quarterly, 37(2), 173-196.
Poole, W. (2000). The construction of teachers' paradoxical interests by teacher union leaders. American Educational Research Journal, 37(1), 93-119.
Poole, W. (1999). Teacher union involvement in educational policy making: Issues raised by an in-depth case. Educational Policy, 13(5), 698-725.
Poole, W. (1999). Leading for discontinuous learning and change: The new leadership imperative. Planning and Changing, 29(4), 192-213.
Poole, W. (1997). The construction of paradox and the teacher union's role in complex change. The Journal of School Leadership, 7(5), 480-505.
Research Keywords: Adult Education Issues, Historical
Perspectives, Organization Studies, Policy Studies, Sociological Issues, Teacher Unionism
Last updated March 2009
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Dan Pratt (Professor) EDST
Telephone: 604-822-4552
Fax: 604-822-4244
E-mail: dan.pratt@ubc.ca
Areas of Research:
Adult Education
Higher Education
Medical Education
Adult Learning
Evaluation of Teaching
Cross-Cultural Education
Conceptions of Teaching
Current Research Projects:
Projects In Medical Education (2000-2008)
Design and Delivery of a Week-long Program for Surgeon Educators: Researching Educational Practice (w./ American Academy of Orthopedic Surgeons).
Reconsideration and design of continuing medical education for orthopaedic surgeons (w/American Academy of Orthopedic Surgeons).
Development of a ‘Teaching Scholars’ Program for Medicine at the University of California, Davis.
Medical Education: Development of an ‘R-3’ Program for Family Practice Physicians (w/Schools of Veterinary and Human Medicine, UC Davis).
Investigation of Relationship between Referrals Related to Glaucoma and Sufficiency of Relevant Content in the UBC Medical Curriculum (w/Rob Schertzer, Department of Ophthalmology, UBC).
An Investigation of Peer Evaluation of Teaching and Implications for Medical Education (w/Carol-Ann Courneya & John Collins, UBC).
An Exploration and Articulation of the Formal, Informal and Hidden Curricula within Medical Education (w/Ursula Lee, Oncologist in Fraser Valley).
An Investigation of the Theoretical and Philosophical Underpinnings of Masters-Level Training in Medical Education Available in English (w/Richard Cohen, Gordon Page, & John Collins, UBC).
Design and Delivery of a Certificate in Practice-based (Clinical) Education for Personnel in the Health and Social Services (w/John Gilbert et al, UBC).
The Teaching Perspectives Inventory (Tpi). An on-going line of inquiry and professional development, separate from medical education, involves the use of the Teaching Perspectives Inventory (TPI) to explore teacher development (K-12), faculty & staff development (university), and the evaluation of teaching in universities and polytechnics. Central to each of the projects or studies is the notion of reflective practice, that is getting teachers to reflect critically on the underlying assumptions and values that give direction and justification to their work. For many teachers this is not an easy task. What is it that one should reflect upon? How are the underlying values and assumptions to be identified? In other words, the objects of critical reflection are not self-evident. Indeed, it is an uncommon and difficult task to look at the very lenses (perspectives) through which one views the world. This is the premise and orientation of most projects now using the Teaching Perspectives Inventory.
The Teaching Perspectives Inventory gives direction to the process of critical reflection by articulating teachers' beliefs about learning, knowledge, and the social role of "teacher." As of July 2008 more than 85,000 people, from more than 120 countries, have taken the TPI. Many of those are part of local projects intended to help teachers (and those in training) look more deeply at the underlying values and assumptions related to teaching and learning. The TPI also provides a well-articulated basis from which to justify and defend approaches to teaching when under review or evaluation.
Recently Published Work:
Pratt, D. D. (2008). Making learning happen: A guide for post-compulsory education (review) Studies in Adult Education.
Pratt, D. D., Harris, P., Collins, J. B. (2008) . The power of one: Looking beyond the instructor in clinical teaching. The Medical Teacher.
Pratt, D. D., Boll, S. L., Collins, J. B. (2007). Towards a plurality of perspectives for nurse educators. Nursing Philosophy, 8, pp. 49-59.
Dharamsi, S., Pratt, D. D., MacEntee, M. I. (2007). How dentists account for social responsibility: Economic imperatives and professional obligations. Journal of Dental Educ, 71(12), pp. 1583-1592.
Schertzer R. M., Orton T., Pratt, D. D. (2007). Practice patterns of canadian glaucoma specialists: Planning for the next generation. Canadian Journal of Ophthalmology, 42, 580-584, August.
Courneya, C. A., Pratt, D. D., Collins, J. B. (2007). Through what perspective do we judge the teaching of peers? Journal of Teaching and Teacher Education.
Srinivasan M., Pratt D. D., Collins J. B., Bowe C. M., Stevenson F. T., Pinney S. J., Wilkes M. (2007). Developing the master educator: Cross-disciplinary teaching scholars program for human and veterinary medical faculty. Academic Psychiatry.
Mehta, S., Pratt, D. D., Campion, E., Sarwark, J., Pinney, S. (2007). Orthopaedic surgeons as educators. Journal of Bone and Joint Surgery.
Jarvis-Seliner, S., Collins, J. B., and Pratt, D. D. (2007). Do academic origins influence perspectives on teaching? Teacher Education Quarterly, 34(3), pp. 67-81.
Hubball, H. T., Pratt, D. D., Collins, J. B. (2006). Enhancing reflective teaching practices: implications for faculty development. The Canadian Journal of Higher Education, 35(3), pp. 57-81.
Pratt, D. D. and Guo, S. (2006). Good teaching: One size fits all? (Chinese translation), China Adult Education (12pp).
Lehman, A.J., Pratt, D. D., DeLongis, A., Collins, J., Shojania, K., Koehler, B., Offer, R., Esdaile, J. M. (2006). Do spouses know how much fatigue and pain their partners with rheumatoid arthritis experience? Implications for social support. Arthritis and Rheumatism.
Lacaille, D., White, M., Rogers, P., Gignac, M., Backman, G., Pratt, D. D., Esdaile, J. (2006). Employment and arthritis: Making it work! Results of pilot testing. Journal of Rheumatology, 33:400.
Pratt, D. D. (2005). Teaching philosophies: A false promise? Academe. American Association of University Professors, Washington DC, January-February, pp. 32-36.
Khatami, S., Mac Entee, M., Pratt, D. (2005). Model of clinical reasoning in dentistry. International Association for Dental Research, Abstract 1482. Baltimore, USA, March.
Cohen, R., Murnaghan, L., Collins, J., Pratt, D. (2005). An update on master’s degrees in medical education. The Medical Teacher, 27(8), pp. 686-693.
Pratt, D. D. (2005). Teaching. In L. M. English (Ed.), International encyclopedia of adult education (pp. 610-615). New York: Palgrave Macmillan Publishers.
Pratt, D. D., & Paterson, B. (2005). Perspectives on teaching: Discovering BIASes. In L. E. Young & B. Paterson (Eds.), Teaching nursing: Developing a student-centred learning environment (pp. 55-76). Philadelphia: Lippincott Williams & Wilkins.
Paterson, B., & Pratt, D. D. (2005). Learning styles: Maps, myths, or masks? In L. E. Young & B. Paterson (Eds.), Teaching nursing: Developing a student-centred learning environment. Philadelphia: Lippincott Williams & Wilkins.
Pratt, D. D. (2005). Introduction to the art of teaching. In P. Renner (Ed.), The art of teaching adults.
Pratt, D. D. (2003). Ethical reasoning in teaching. In M. Galbraith (Ed.) (2nd ed.), Adult education methods. Malabar, FL: Krieger.
Pratt, D. D. (2002). Good teaching: One size fits all? In J. Ross-Gordon (Ed.), An up-date on teaching theory, new directions in adult and continuing education. San Francisco: Jossey-Bass Publishers.
Pratt, D. D., Arseneau, R., & Collins, J. B. (2002). Theoretical foundations: Reconsidering 'good teaching' across the continuum of medical education. The Journal of Continuing Education in the Health Professions, 21(2).
Pratt, D. D., Collins, J. B., & Jarvis Selinger, S. (2001, May). Development and use of the Teaching Perspectives Inventory: From individual to institutional change. Presented at the annual meetings of the American Educational Research Association. Seattle, WA.
Dharamsi, S., Clark, D. C., Boyd, M. A., Pratt, D. D., & Craig, B. (2000). Social constructs of curricular change. Journal of Dental Education, 64(8), 603-609.
Pratt, D. D., & Nesbit, T. (2000). Discourses and cultures of teaching. Handbook of adult and continuing education. San Francisco: Jossey-Bass.
Pratt, D. D., & Collins, J. B. (2000, November). Evaluating perspectives on teaching: How should we judge 'good teaching'? Presented at the annual meetings of the American Evaluation Association. Honolulu, HI.
Pratt, D. D., & Collins, J. B. (2000, May). The teaching perspectives inventory. Presented at the Congress of Humanities and Social Science. Edmonton, AB.
Pratt, D. D., Kelly, M., & Wong, W. S. S. (1999). Chinese conceptions of 'effective teaching' in Hong Kong: Towards culturally sensitive evaluation of teaching. International Journal of Lifelong Education, 18(4).
Pratt, D. D., & Associates (1998). Five perspectives on teaching in adult and higher education. Malabar, FL: Krieger.
Research Keywords: Adult Learning / Learning, Higher Education, International Perspectives, Professional Education, Teacher Development, Teacher Education, Ways of Knowing
Last updated March 2009
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Leslie Roman (Associate Professor) EDST
Telephone: 604-822-9186
Fax: 604-822-4244
E-mail: leslie.roman@ubc.ca
Areas of Research:
Feminist Theory and Pedagogy
Anti-Racism and Post-Colonial Pedagogies
Critical Feminist Ethnography
Sociology of Education
Young Women's Experiences of Subcultures in and outside
of School
Women's Education
Current Research Projects:
Researching Teachers' Perceptions of and Coping Strategies
to Deal with the Backlash Against Different Anti-Oppression
Pedagogies
Recently Published Work:
Roman, L. G., & Eyre, L. (eds.). (in press). Dangerous
territories: Struggles for difference and equality. New
York: Routledge.
Roman, L. G. (2002). A tenuous sisterhood: Women in an
American punk subculture. New York: Routledge.
Roman, L. G. (2001). Transgressive knowledge: Comparative
studies in feminist theory and pedagogy. New York: Routledge.
Roman, L. G., & Pratt, G. (2000, Summer). The University
as/in contested space. Anglistica, 4(1).
Roman, L. G., & Eyre, L. (1997). The usual suspects?:
Struggles for equality and difference. In L. G. Roman &
L. Eyre (eds.), Dangerous territories: Struggles for difference
and equality (pp. 1-20). New York/London: Routledge.
Roman, L. G., & Stanley, T. (1997). Empires, emigrés
and aliens. In L. G. Roman & L. Eyre (eds.), Dangerous
territories: Struggles for difference and equality (pp.
205-231). New York/London: Routledge.
Roman, L. G. (1997). Denying (white) racial privilege:
Redemption discourses and the uses of fantasy. In M. Fine,
L. Weis, M. Won, et al. (eds.), Off white: Readings on race,
power and society (pp. 270-282). New York: Routledge.
Roman, L. G. (1996). Spectacle in the dark: Youth as transgression,
display, and repression. Educational Theory, 46(1), 1-22.
Research Keywords: Feminist Studies, Pedagogy, Race
Relations, Subcultures
Last updated March 2009
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Kjell Rubenson (Professor) EDST
Director, Centre for Policy Studies in Higher Education and Training
Telephone: 604-822-4406
Fax: 604-822-4244
E-mail: kjell.rubenson@ubc.ca
Areas of Research:
Education, Learning and Work
Policy Studies
Adult and Higher Education
Current Research Projects:
Adult Learning in Canada: Formation, Capacity and Outcomes
of Public Policies (SSHRC 2005-2008). This study explores
what understandings of the economy, knowledge society, social
cohesion and appropriate role of the public sector in adult
learning are driving the public strategies on adult learning
as well as the outcomes of the adult learning strategies
in terms of (a) the supply of adult learning opportunities,
(b) patterns of participation and non-participation in the
population across regions, gender, ethnic and socio-economic
groups, generations, the differentially-abled and (c) differential
economic and social benefits of formal, non-formal and informal
adult learning?
Higher Education Policy Studies (Ford Foundation 2003-2007).
This study that focuses on Canadian higher education is
part of a larger research project funded by the Ford Foundation
known as the Alliance for International Higher Education
Policy Studies (AIHEPS). The purpose of the larger study
is to provide evidence about the relationship between policy
environments, the process of decision-making ("rules
of the game"), and performance of higher education
in selected jurisdictions in the United States, Mexico and
Canada.
Recently Published Work:
Alheit, P., Becker-Schmidt, R., Gitz-Johansen, T., Ploug,
L., Olsen, H., & Rubenson, K. (2004).
Shaping an emerging reality: Researching lifelong learning.
Denmark: Roskilde University Press.
Stenoien, J. M., Laginder, A. M., Morkved, T., Rubenson,
K., & Tosse, S. (eds.). (2004). Challenges for adult
learning: A Nordic perspective. NVI: Trondheim.
Rubenson, K., & Gaskell, J. (eds.). (2004). Educational
outcomes for the Canadian workplace. Toronto: University
of Toronto Press.
Rubenson, K., Tuijnrnan, A. C., & Wahlgren, B. (2000).
Fran Kunskapslyftet till en strategifOr livshlngt larande:
Ett perspektiv pa svensk vuxenutibidningspolitik. Rapport
till Kunskapslyfts
Kommitten. Statens Offent1iga Utredningar, SOU 200. Stockholm:
Norstedts.
Rubenson, K., & Schuetze, H. (2000). (eds.). Transition
to the knowledge society. Policies and strategies for individual
participation and learning. Vancouver: UBC Institute for
European Studies Series.
Research Keywords: Adult Education Issues, Higher Education,
Literacy, Policy Studies
Last updated March 2009
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Claudia
Ruitenberg (Assistant Professor) EDST
Telephone: 604-822-2411
Fax: 604-822-4244
E-mail: claudia.ruitenberg@ubc.ca
Areas of Research:
Philosophy
Democracy & Citizenship
Media, Semiotics, Text Studies
Sexuality
Gender
Current Research Projects:
Disagreement, democracy, and political education. I am studying agonistic (disagreement-oriented) conceptions of democracy in the work of theorists such as Chantal Mouffe, Ernesto Laclau and Jacques Rancière, and examining what the implications of such conceptions would be for political education and for political work (e.g., of queer activists) in education.
Philosophical research methods in education. I am examining the ways in which the work of philosophers of education can be described methodologically without succumbing to the paradigms and expectations of the social sciences (e.g., the emphasis on “data,” technique, and the tripartite breakdown of methods into data gathering, analysis, and write-up). The project includes a special issue of the Journal of Philosophy of Education and is aimed at enhancing the work of philosophers of education and students in this field, as well as collaborations between philosophers of education and other scholars.
Recently Published Work:
Ruitenberg, C. W. (2008). Discourse, theatrical performance, agency: The analytic force of “performativity” in education. In B. Stengel (Ed.), Philosophy of Education 2007 (pp. 260-268). Urbana, IL: Philosophy of Education Society.
Ruitenberg, C. W. (2008). B is for burqa, C is for censorship: The miseducative effects of censoring Muslim girls and women’s sartorial discourse. Educational Studies, 43(1), 17-28.
Shaker, P., & Ruitenberg, C. W. (2007). Scientifically-based research: The art of politics and the distortion of science. International Journal of Research & Method in Education, 30(2), 207-219.
Ruitenberg, C. W. (2007). Here be dragons: Exploring cartography in educational theory and research. Complicity: An international journal of complexity and education, 4(1), 7-24.
Ruitenberg, C. W. (2007). “That’s just your opinion!” “American Idol” and the confusion between pluralism and relativism. Paideusis, 16(1), 55-59.
Ruitenberg, C. W. (2007). How to do things with headscarves: A discursive and meta-discursive analysis (Response to S. Todd). In D. Vokey (Ed.), Philosophy of Education 2006 (pp. 292-294). Urbana, IL: Philosophy of Education Society.
Ruitenberg, C. W. (2005). Deconstructing the experience of the local: Towards a radical pedagogy of place. In K. Howe (Ed.), Philosophy of education 2005 (pp. 212-220). Urbana, IL: Philosophy of Education Society.
Ruitenberg, C. W. (2005). Check your language! Political correctness, censorship, and performativity in education. In C. Higgins (Ed.), Philosophy of education 2004 (pp. 37-45). Urbana, IL: Philosophy of Education Society.
Ruitenberg, C. W. (2005). Essay review of Fit to teach: Same-sex desire, gender, and school work in the twentieth century (J. M. Blount). Education Review.
Pushor, D., Ruitenberg, C. W., & co-researchers at Princess Alexandra Community School. (2005). Parent engagement and leadership. Saskatoon, SK: Dr. Stirling McDowell Foundation for Research into Teaching.
Ruitenberg, C. W., & Pushor, D. (2005). “It’s not about colour-coordinating the napkins with the table cloth”: Hospitality and invitation in parent engagement. Principals Online, 1(1), 32-35.
Pushor, D., & Ruitenberg, C. W. (2005). “Maybe it's time I changed?”: Challenging assumptions: A starting place for engaging parents. Principals Online, 1(1), 42-46.
Ruitenberg, C. W. (2004). Don't fence me in: The liberation of undomesticated critique. Journal of Philosophy of Education, 38(3), 341-350.
Ruitenberg, C. W. (2004). How Ravitch restricts what readers learn about censorship. Essay review of The language police: How pressure groups restrict what students learn (D. Ravitch). Journal of Philosophy of Education, 38(4), 663-668.
Ruitenberg, C. W. (2004). From designer identities to identity by design: Educating for identity de/construction. In K. Alston (Ed.), Philosophy of Education 2003 (pp. 121-128). Urbana, IL: Philosophy of Education Society
Research Keywords: Democracy & Citizenship, Gender, Media, Semiotics, Text Studies, Philosophy, Sexuality
Last updated March 2009
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Thomas Sork (Professor) EDST
Associate Dean, External Programs & Learning Technologies
Telephone: 604-822-5702
Fax: 604-822-4244
E-mail: tom.sork@ubc.ca
Areas of Research:
Adult Education
Higher Education
Educational Planning
Educational Evaluation
Continuing Professional Education
Professional Ethics
Current Research Projects:
Power, Ethics and Responsibility in Graduate Student Supervision.
Using personal narrative and critical analysis to better
understand the process of graduate student supervision from
both student and faculty perspectives.
Ethics in the Curriculum. A study of the moral imperatives
and ethical frameworks embedded in the curricula of selected
adult education graduate programs in English-speaking universities
in the US, UK, Southern Africa, Australia, New Zealand and
Canada.
Human Dynamics of Planning in Adult Education. Studies
of the social/political dynamics involved in planning educational
programs for adults in formal and nonformal settings.
Mandatory Continuing Professional Education in Canada.
Status study of mandatory continuing professional education
requirements throughout Canada and a comparative analysis
with parallel professions in the US.
Recently Published Work:
Sork, T. J., & Newman, M. (in press). Program development
and evaluation. In G. Foley (ed.), Understanding adult education
and training (3rd Ed.). Sydney: Allen & Unwin.
Chapman, V. L., & Sork, T. J. (2003). Talking intelligibly
about planning/theories, not? Proceedings of the 2003 SCUTREA
Conference. Bangor, Wales.
Sork, T. J. (2002). Place, time and doing the right thing:
The moral geographies of adult education. Proceedings of
the 43rd Annual Adult Education Research Conference (pp.
357-361). Raleigh: North Carolina State University.
Larson, S., Abrandt-Dahlgren, M., Walters, S., Boud, D.,
& Sork, T. J. (2002). Confronting globalization: The
challenges of creating space for global learning. Proceedings
of the 43rd Annual Adult Education Research Conference (pp.
201-206). Raleigh: North Carolina State University.
Sork, T. J. (2001). Needs assessment. In D. H. Poonwassie
& A. Poonwassie (eds.), Fundamentals of adult education:
Issues and practices for lifelong learning (pp. 99-114).
Toronto: Thompson Educational Publishing.
Sork, T. J. (2001, June). Ethics in the curriculum: A study
of ethical frameworks and moral imperatives embedded in
adult education graduate programs. Proceedings of the 42nd
Annual Adult Education Research Conference (pp. 377-378).
Michigan State University.
Chapman, V., & Sork, T. J. (2001). Confessing regulation
or telling secrets: Opening up the conversation on graduate
supervision. Adult Education Quarterly, 51(2), 94-107.
Gordon, W., & Sork, T. J. (2001). Ethical issues and
codes of ethics: Views of adult education practitioners
in Canada and the US. Adult Education Quarterly, 51(3),
202-218.
Sork, T. J. (2000). Planning educational programs. In A.
L. Wilson & E. R. Hayes (eds.), Handbook of adult and
continuing education (new edition) (pp. 171-190). San Francisco:
Jossey-Bass.
Sork, T. J. (2000, October). Ethics in the curriculum:
Understanding the moral imperatives embedded in adult education
graduate programs. In M. Day (ed.), The Jackson Hole proceedings:
Symposium for the discussion of graduate study in adult
education and instructional technology (pp. 39-42). University
of Wyoming, Department of Adult Learning and Technology.
Research Keywords: Adult Education Issues, Evaluation,
Higher Education
Last updated March 2009
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Michelle Stack (Assistant Professor) EDST
Co-Deputy Head - Department of Educational Studies
Telephone: 604-822-9101
Fax: 604-822-4244
E-mail: michelle.stack@ubc.ca
Areas of Research:
Educational Leadership
Media and Policy Studies
Media Education
Policy and standards and certification
Current Research Projects:
Developing Literacies: Youth and School Leaders Creating Videos and Action Together. This research involves high school students and graduate students as co-participants in a media education class. These co-participants collaboratively produced short videos about issues concerning the broad theme of media. The research aims to increase our understanding in three areas. First, the research aims to increase our understanding of how adults and youth come to know themselves and each other through commercial media and the process by which they come to challenge the often stereotypical images of themselves and one another. The research hopes to provide a better understanding of how educators might rethink the involvement of youth in their own education.
Journalists, Policymakers and What Happens in Schools: An Analysis of the Relationship Between Journalists and Educational Policymakers. This research addresses an issue that is frequently raised but for which there is little research the role of the media in educational policymaking in Canada. Interviews with policy and media elites and a content analysis of key media and policy texts will provide the core data for this investigation. This research will facilitate the development of a theoretical framework in which to understand how the media and policymakers interact in the educational policy process, and how educational researchers and others do, or might, play a role in this process.
Fostering Educational Leadership in British Columbia (Michelle Stack, David Coulter, Garnet GroS. J.ean, André Mazawi and Graham Smith). The purpose of this study was to explore the role of Educational Leadership and Administration programs in fostering educational leadership in British Columbia. The authors were commissioned by the B.C. Deans to conduct the research.
Recently Published Work:
Stack, M. (in press). Video production and youth-adult collaboration: openings and dilemmas. McGill Journal of Education.
Stack, M. (2008). Spectacle and symbolic subversion” Canadian youth-adult collaboration on war and commodification, Journal of Children and Media, 2(2), pp. 114-128.
Stack, M. (2008). Media as pedagogue and policy actor: Claiming space for alternative frames. In S. Mathison & W. Ross (Eds.), Battleground schools: An encyclopedia of conflict and controversy (pp.400-406). Connecticut: Greenwood Publishing.
Stack, M. (2007). Constructing "common-sense" policies for schools: The role of journalists in the construction of "mainstream" stories about education. International Journal of Educational Leadership, 10(3), pp. 247-264.
Stack, M. (2007). Representing school success and failure: Media coverage of international tests. Policy Futures in Education, pp. 100-110.
Stack, M., & Boler, M. (2007 ). Introduction. [Special Issue]. Policy Futures in Education, pp. 1-16.
Stack, M. (2006). Testing, testing read all about it: Canadian coverage of international tests results. Canadian Journal of Education, 29(1), pp. 49-69.
Stack, M., & Kelly, D. M. (2006). Popular media, education, and resistance. Canadian Journal of Education, 29(1), pp. 5-26.
Research Keywords: Social – Emotional Learning, Social Responsibility
Last updated March 2009
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Veronica Strong-Boag (Professor)
EDST
Telephone: 604-822-9190
Fax: 604-822-4244
E-mail: veronica.strong-boag@ubc.ca
Areas of Research
Adoption
Education for Parents
Education and Work
Social Movements
Gender and Sexuality Issues
History of Children
History of Education ( Canada)
History of Women
Commemoration and Historical Memory
Social Policy
Women’s Studies
Recently Published Work:
Strong-Boag, V. (2007). “Children of Adversity”: Disabilities and Child Welfare in Canada from the nineteenth century to the twenty-first,” Journal of Family History, 32(4), 413-32
Strong-Boag, V. (2006). Finding families, finding ourselves: English Canada confronts adoption from the 19th Century to the 1990s. Toronto: Oxford University Press.
Strong-Boag, V. (2005, December). Today’s child: Preparing for the ‘Just Society’ one family at a time. Canadian Historical Review, 86(45), 673-99.
Warsh, C. K., & Strong-Boag, V. (Eds.). (2005 ). Children’s health issues in historical perspective. Waterloo: Wilfrid Laurier University Press.
Gerson, C., & Strong-Boag, V. (2005). Championing the Native: E. Pauline Johnson rejects the squaw. In K. Pickles & M. Rutherdale (Eds.), Contact zones: Aboriginal and settler women in Canada’s colonial past (pp. 47-66). Vancouver: UBC Press.
Creese, G., & Strong-Boag, V. (2005). Losing ground: The effects of government cutbacks on women in British Columbia 2001-2005. Vancouver: BC Federation of Labour.
Strong-Boag, V. (2004-5, Winter). Interrupted relations: The adoption of children in Twentieth Century British Columbia. BC Studies, 144, 3-28.
Strong-Boag, V., & Rosa, M. L. (2003). Nellie L. McClung. The complete autobiograhies. Peterborough: Broadview Press.
Strong-Boag, V., Gleason, M., & Perry, A. (Eds.). (2002). Rethinking Canada: The promise of women's history (4th ed.). Toronto: Oxford University Press.
Gerson, C., & Strong-Boag, V. (Eds.). (2002). E. Pauline Johnson Tekahionwake: Collected poems and selected prose. Toronto: University of Toronto Press.
Strong-Boag, V. (2001). Getting to now: Children in distress in Canada's past. In Brian Wharf (Ed.), Community work in child welfare. Toronto: Broadview Press.
Strong-Boag, V. (2001). "A People Akin to Mine": Natives and Highlanders face to face with Empire. Native Studies Review.
Strong-Boag, V. (2001). The citizenship debates: Race and gender in the 1885 Franchise Act. In R. Adamoski, D. Chunn, & F. Menzies (Eds.), Constructing Canadian citizenship: Historical readings. Toronto: Broadview Press.
Gerson, C., & Strong-Boag, V. (Eds.). (2000). Paddling her own canoe: The texts of E. Pauline Johnson (Tekahionwake). Toronto: University of Toronto Press.
Strong-Boag, V. (2000). Long time coming: The century of the Canadian child? Journal of Canadian Studies, 35(1), 124-37.
Research Keywords: Children and Youth, Early Childhood,
Feminist Studies, Gender, Historical Perspectives, Multiculturalism,
Policy Studies, Race Relations, Sexuality
Last updated March 2009
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Allison Tom (Associate Professor) EDST
Telephone: 604-822-5361
Fax: 604-822-4244
E-mail: allison.tom@ubc.ca
Areas of Research:
Gender
Research Design and Method
Feminist Studies
Adult Education Issues
Sociological Issues
Work, especially alternative work
Current Research Projects:
Worklife Histories: Exploring Work and Identity Across Occupations. Using worklife history as a method, I am exploring the ways small business owners who engage in “ethical” (e.g., organic, fair trade, artisanal) food producing and serving understand their work and have come to the work they are doing.
Recently Published Work:
Reid, C., and Tom, A. (2006). Poor women's discourses of legitimacy, poverty, and health. Gender & Society, 20(3), 402-421.
Reid, C., Tom, A., & Frisby, W. (2006). Finding the 'action' in feminist participatory action research. Action Research, 4(3), 313-330.
Tom, A. (2004). Good work in Canadian childcare: Complicating the love/money divide. Atlantis, 29(1), 33-41.
Reid, C., & Tom, A. (2004). How we feel is not the point. Presented at the 5th Advances in Qualitative Methods Conference. Edmonton, Alberta.
Tom, A., & Herbert, C. (2001). The "near miss": A story of relationship. Qualitative Inquiry, 8(5), 591-607.
Last updated March 2009
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Charles Ungerleider (Professor)
EDST
Telephone: 604-662-3101 or 778-228-0617
Fax: 604-662-3168
E-mail: charles.s.ungerleider@ubc.ca
Areas of Research:
Sociological Issues
Policy Studies
Organization Studies
Privatization of Education
Teacher Unionism
Evaluation
Multiculturalism
Current Research Projects:
Educational Change in Canada: What are the Trends and Policy Directions Pertinent to Elementary and Secondary Schooling in Canada?
Educational Careers of Immigrant Students: How do the Educational Careers of Immigrant Students Differ from the Careers of Canadian-Born Students? What Factors Impede or Facilitate the Success of Immigrant Students?
Market-based Initiatives in Elementary and Secondary Education in Canada
Racism and Social Justice in Canada
Recently Published Work:
Garnett, B., Adamuti-Trache, M., & Ungerleider, C. (in press). The Academic mobility of students for whom English is a second language: The roles of ethnicity, language and class. Alberta Journal of Educational Research, 54(3).
Aman, C., & Ungerleider, C. (2008). Aboriginal students and K-12 school change in British Columbia. Horizons, 10(1), 31-33. http://www.policyresearch.gc.ca/doclib/HOR_v10n1_200803_e.pdf
Ungerleider, C. (2006). Reflections on the use of large-scale student assessment for improving student success. Canadian Journal of Education, 29(3), 873-888.
Anderson, J. O., Rogers, W. T., Klinger, D. A., Ungerleider, C., Glickman, V., & Anderson, B. (2006). Student and school correlates of mathematics achievement: Models of school performance based on Pan-Canadian student assessment. Canadian Journal of Education, 29(3), 706-730.
Ungerleider, C. S. (2006). Government, neo-liberal media and education in Canada. Canadian Journal of Education, 29(1), 1-21.
Research Keywords: Assessment, Evaluation, Multiculturalism,
Organization Studies, Policy Studies, Privatization of Education,
Race Relations, Research Design and Method, Sociological
Issues, Teacher Unionism
Last updated March 2009
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Daniel Vokey
(Associate Professor) EDST
Telephone: 604-822-2085
Fax: 604-822-4244
E-mail: daniel.vokey@ubc.ca
Areas of Research:
Philosophy of Education
Professional Ethics and Educational Leadership
Moral Philosophy and the Rationalism-Relativism Debate
Spirituality and Holistic/Transformative Education
Philosophy’s Contributions to Interdisciplinary Research
Current Research Projects:
My long term research agenda has been to formulate an account of the nature and justification of moral beliefs that would form one component of a defensible conceptual framework for educational programs that promote commitment to particular moral values. Such programs include initiatives in character, citizenship, environmental, holistic, transformative, multicultural, and/or anti-racist education. My recent focus within this project is on how eastern and western conceptions of the development of practical wisdom can inform programs of professional ethics for educators. Having argued that such courses should attend to the intuitive dimension(s) of practical deliberation, I am investigating how moral discernment might be enhanced in light of recent research on “gut feelings”; contemporary Buddhist teachings on moral insight; and appeals to the power of perception, honed by art and poetry, to apprehend intrinsic value.
Recently Published Work:
Vokey, D. (2007). Character education in pluralistic democracies: Can (political) liberals teach civic virtue? In B. Stengel (Ed.), Philosophy of Education 2007 (pp. 195-198). Normal, IL: Philosophy of Education Society.
Vokey, D. (2007). Philosophy of Education 2006. Urbana-Champaign: Philosophy of Education Society. An annual collection of invited featured essays (3), invited responses to the featured essays (5), double blind-reviewed articles (35), and invited responses to the articles (35). 476 pages total.
Vokey, D. (2007). Introduction: Philosophy of education in a pluralistic world. In D. Vokey (Ed.) Philosophy of Education 2006 (pp. xi-xxii). Urbana-Champaign: Philosophy of Education Society.
Vokey, D. (2007). Hearing, contemplating, meditating: In search of the transformative integration of heart and mind. In C. Eppert & H. Wang, (Eds.) Cross-cultural studies in education: Eastern thought, educational insights (pp. 287-312). Mahwah, NJ: Lawrence-Erlbaum.
Vokey, D. (2006). What are we doing when we are doing Philosophy of Education? Paideusis, 15(1), 45-55.
Vokey, D. (2006). Reasons of the heart: East-West dialogue and the search for moral truth. In D. Spivak & S. Burn (Eds.), Unity and diversity in religion and culture: Exploring the psychological and philosophical issues underlying global conflict (pp. 590-600). St. Petersburg, RUS: Eidos.
Vokey, D. (2005). What is spiritual education? In W. Hare & J. Portelli (Eds.), 35 key questions for educators (pp. 107-110). Halifax: Edphil Books.
Vokey, D. (2005). Teaching professional ethics for educators: Assessing the “multiple ethical languages” approach. In K. Howe (Ed.), Philosophy of education 2005 (pp. 125-133). Urbana-Champaign: Philosophy of Education Society.
Vokey, D. (2005 ). Indoctrination reloaded: Authenticity and moral authority in teaching. In C. Higgins (Ed.), Philosophy of education 2004 (pp. 192-2003). Urbana-Champaign: Philosophy of Education Society.
Vokey, D. (2004). Pursuing the idea/l of an educated public: Philosophy’s contributions to radical school reform. In J. Dunne & P. Hogan (Eds.), Education and practice: Unholding the integrity of teaching and learning (pp. 116-126). Oxford: Blackwell.
Vokey, D. (2003). Longing to connect: Spirituality in public schools. In D. Carr & J. Haldane (Eds.), Spirituality, philosophy, and education (pp. 170-184). New York: RoutledgeFalmer.
Vokey, D. (2003). On character development, career education, and MacIntyre’s ethics of virtue. In S. Fletcher (Ed.), Philosophy of education 2002 (pp. 172-174). Urbana-Champaign: Philosophy of Education.
Vokey, D. (2003). Pursuing the idea/l of an educated public: Philosophy’s contributions to radical school reform. Journal of the Philosophy of Education, 37(2), 267-278.
Vokey, D. (2002). MacIntyre and the catch-22 of Aristotelian moral education. In S. Rice (Ed.), Philosophy of education 2001 (pp. 192-2003). Urbana-Champaign: Philosophy of Education Society.
Vokey, D. (2002). Barking up the wrong tree? Response to Dennis Cato. Paideusis, 14(2), 66-71.
Vokey, D. (2001). Moral discourse in a pluralistic world. Notre Dame: University of Notre Dame Press.
Research Keywords: Multiculturalism, Philosophy,
Research Design and Method, Professional Ethics
Last updated April 2006
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Pierre Walter
(Associate Professor) EDST
Telephone: 604-822-9231
Fax: 604-822-4244
E-mail: pierre.walter@ubc.ca
Areas of Research:
Adult Learning and Cultural Codes in North American Environmental Protest
Philosophies of Adult Environmental Education
Adult Literacy Education, Gender and Development
Community-based Ecotourism and Natural Resource Management in Asia
Current Research Projects:
Adult Learning and Cultural Codes in the Environmental Movement
Ecotourism and Environmental Education in Asia
Recently Published Work:
Walter, P. (2007). Activist forest monks, adult learning and the Buddhist environmental movement in Thailand. International Journal of Lifelong Education, 26(3), 248-269.
Walter, P. (2007). Adult learning in New Social Movements: environmental protest and the struggle for the Clayoquot Sound rainforest. Adult Education Quarterly, 57(3), 329-345.
Walter, P. (2005). Literacy practices in development: An ethnographic study of women in Northeastern Thailand. Studies in the Education of Adults, 37(1), 63-77.
Walter, P. (2004). Through a gender lens: Explaining Northeastern Thai women's participation in adult literacy education. International Journal of Lifelong Education, 23(5), 423-441.
Nathan, D., Kelkar, G., & Walter, P. (Eds.). (2004). Globalization and Indigenous peoples in Asia: Changing the local-global interface. New Delhi: Sage Publications.
Walter, P. (2004). Tourism and forest management among the Hani in Xishuangbanna, China . In D. Nathan, G. Kelkar, & P. Walter (Eds.), Globalization and Indigenous peoples in Asia: Changing the local-global interface (pp. 207-224). New Delhi: Sage Publications.
Kelkar, G., Nathan, D., & Walter, P. (Eds.). (2003). Patriarchy at odds: Gender relations in forest societies in Asia. New Delhi , London and Thousand Oaks, CA: Sage Publications.
Research Keywords: Adult Education Issues, Environmental Education, Gender, Historical Perspectives, International Perspectives, Literacy, Policy Studies
Last updated March 2009
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Taylor Webb (Assistant Professor), EDST
Graduate Advisor - Department of Educational Studies
Telephone: 604-822-6381
Fax: 604-822-4244
E-mail: taylor.webb@ubc.ca
Areas of Research:
Policy Studies
Education Power and Politics
Continental Philosophy
Politics of Subjectivity, Politics of Performativity
Current Research Projects
School and university markets
Curriculum policy and identity markets
Policy stratoanalytics and micropolitics
Recently Published Work:
Webb, P. T. (2008). Re-mapping power in educational micropolitics. Critical Studies in Education 49(2).
Webb, P. T. (2007). Accounting for teacher knowledge: Reterritorializations as epistemic suicide. Discourse: Studies in the Cultural Politics of Education, 29(3), 279-295.
Webb, P. T. (2006). The choreography of accountability. Journal of Education Policy, 21(2), 201-214.
Webb, P. T. (2005). The anatomy of accountability. Journal of Education Policy, 20(2), 189-208.
Webb, P. T. (2001). Reflection and reflective teaching: Ways to improve pedagogy or ways to remain racist? Race, Ethnicity and Education, 4(3), 245-252.
Research Keywords: Philosophy, Policy Studies
Last updated January 2009
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Handel
Wright (Associate Professor) EDST
Canada Research Chair
in Comparative Cultural Studies
David Lam Chair in Multicultural
Education
Director, Centre for Culture,
Identity and Education
Telephone: 604-822-2705
Fax: 604-822-8234
E-mail: handel.wright@ubc.ca
Areas of Research:
Cultural Studies of Education
Cultural Studies as Praxis
Continental & Diasporic African Cultural Studies
Critical Multiculturalism, Anti-racism, Transnationalism
Post-Reconceptualization Curriculum Theorizing
Social Difference and Identity Politics
Qualitative and Ethnographic Research
Critical Theory & Critical Pedagogy
Recently Published Work:
Wright, H. K. & Tomaselli, K. (eds.). (2008). Cultural Studies in Africa / African cultural studies. Cultural Studies, 22(2).
Wright, H. K. (2008). Multiculturalisms. In J. Moore et al. (eds.). Encyclopedia of race and racism. Macmillan.
Wright, H. K. & Alenuma, S. (2007). Race, Urban Schools and Educational Reform: The Context, Utility, Pros and Cons of the Magnet Example. In J. Kincheloe & K. Hayes (eds.). City kids: Understanding, appreciating, and teaching them. Peter Lang Press.
Nashon, S., Anderson, D., & Wright, H. K. (eds.) (2007). African Ways of Knowing, Worldviews and Pedagogy. Journal of Contemporary Issues in Education, 2(2).
Wright, H. K., Nashon, S., & Anderson, D. (eds.) (2007). African Education: Worldviews, Ways of Knowing and Pedagogy. Diaspora. Indigenous and Minority Education, 1(4).
Tomaselli, K. & Wright, H. K. (2007). Representing African Cultural Studies & the Praxis of the African Renaissance. In N. Denzin & M. Giardina (eds). Contesting Empire/Globalizing Dissent: Cultural Studies after 9/11. Paradigm Publishers.
Wright, H. K. & Ryba, T. (2006). Organized Youth Sport and Its Alternatives. In S. Steinberg et al. (eds.). Encyclopedia of Youth Cultures, Vol. 1. Greenwood Press.
Wright, H. K. (ed.) (2006). Africans and Western Discourses of Empowerment. International Education, 36(1).
Wright, H. K., & Lather, P. (2006). Paradigm proliferation in educational research. International Journal of Qualitative Studies in Education, 19(1).
Wright, H. K. (2006). Are we (t)here yet? Qualitative research in education’s profuse and contested present. International Journal of Qualitative Studies in Education, 19(6), 793-802.
Wright, H. K. (2006). Qualitative researchers on paradigm proliferation in educational research: A question-and-answer session as multi-voiced text. International Journal of Qualitative Studies in Education, 19(1), 77-95.
Wright, H. K. (2005). Does Hlebowitsh improve on curriculum history? Reading a re-reading for its political purpose and implications. Curriculum Inquiry, 35(1), 103-117.
Ryba, T., & Wright, H. K. (2005). From mental game to cultural praxis: Implications of a cultural studies model for future trajectories of sport psychology. QUEST: The Journal of the National Association for Physical Education in Higher Education, 57(2), 192-212.
Wright, H. K., & Maton, K. (eds.). (2004). The global presence of cultural studies in education. The Review of Education, Pedagogy & Cultural Studies, 26(1, 2).
Wright, H. K. (2004). A prescience of African cultural studies: The future of literature studies in Africa is not what it was. Peter Lang Publishing.
Wright, H. K. (2004). Cultural studies in education. In D. Weil & J. Kincheloe (eds.), Critical thinking and learning: An encyclopedia for parents and teachers. Greenwood Press.
Wright, H. K. (ed.). (2003). Diasporic Africans and the question of identity. Critical Arts, 17(1, 2).
Wright, H. K. (ed.). (2003). Qualitative research in education. Tennessee Education, 32(2).
Wright, H. K. (2003). Cultural studies as praxis: (Making) an autobiographical case. Cultural Studies, 17(6), 805-822.
Wright, H. K. (2003). Qualitative research in education: From an attractive nuisance to a dizzying array of traditions and possibilities. Tennessee Education, 32(2), 7-15.
Wright, H. K. (2003). An endarkened feminist epistemology? Black feminist identity, difference and the politics of educational research. International Journal of Qualitative Studies in Education, 16(2), 197-214.
Wright, H. K. (ed.). (2002). Continental Africa(ns) and the question of identity. Critical Arts, 16(2).
Maton, K., & Wright, H. K. (eds.). (2002). Returning cultural studies to education. International Journal of Cultural Studies, 5(4).
Wright, H. K. (2001). Birmingham texts on a cultural studies approach to education: A "review by interview" with Michael Green. The Review of Education/Pedagogy/Cultural Studies, 23(3), 223-246.
Wright, H. K. (2000). Why write back to the new missionaries? Addressing the exclusion of (Black) others from discourses of empowerment. In G. Dei & A. Calliste (eds.), Power, knowledge and anti-racism education: A critical reader. Halifax: Fernwood Publishing.
Wright, H. K. (2000). Not so strange bedfellows: Indigenous knowledge, literature studies, African development. In G. Dei, B. Hall, & D. Goldin Rosenberg (eds.), Indigenous knowledge in global contexts: Multiple readings of our world. University of Toronto Press.
Research Keywords: Cultural Studies, Curriculum Studies, International Perspectives, Multiculturalism, Pedagogy, Race Relations, Research Design and Method
Last updated March 2009
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