Graduate Programs and Research - Faculty of Education

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/

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.

Multiculturalism and Anti Racism Education
Race and Ethnic Relations
South Africa, Canada
Immigration
International and Comparative Education
Peacemaking in Divided Societies

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, and 3) responses of educational institutions to racial integration within the context of the new post-apartheid South Africa and 4) citizenship education.

Canadian Multiculturalism and Immigration. Ongoing research on 1) controversies about multiculturalism, 2) comparative immigration policy, and 3) changing educational policies toward the multicultural classroom in light of continuing immigration and demands for innovative policy on equity.

Moodley, K., & Adam, H. (2005). Seeking Mandela: Peacemaking between Israelis and Palestinians. Temple University Press.

Moodley, K. (2004). South Africa. In Ellis 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: Higher Education, International Perspectives, Multiculturalism, Policy Studies, Race Relations, Sociological Issues

Higher Education
Sociological Issues
Policy Studies
Research Design and Method
Life Course Research

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).

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

Jo-ann Archibald (Associate Professor) EDST

Associate Dean, Indigenous Education and Research

Indigenous Education
Oral Tradition & Storytelling
Indigenous Teacher Education
Indigenous Knowledge & Aboriginal Health

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

Chinese Learning Initiative
Comparative and Adult Education
Fishing Vessel Accidents and their Prevention
Marine Search and Rescue
Americas Cup
Lifelong Education
Theory Development
Online Learning
Internet Knowledge

Chinese Learning Initiative. When UNESCO published Learning to Be (in 1972) China was embroiled in the Cultural Revolution. Today, 40 years after Mao launched the Cultural Revolution, the Chinese Communist Party has invoked the Faure Report as part of an effort to build 61 learning cities. By embracing western ideas and infusing them with Chinese characteristics, the Party has embarked on a large learning initiative. The authors outline the contours of the Chinese learning initiative, examine its historical development, chart the involvement of foreigners, praise its ingenuity but draw attention to critical impediments. They call for more intellectual freedom, greater respect for learning in non-formal settings and more use of flexible and participatory pedagogies. As well, they note the universal demand (by members) to have the Communist Party become a "learning Party."

Internet Knowledge in Shanghai and Vancouver. The Internet is deemed to be an essential corollary of modernization and, in two threshold cities (Vancouver and Shanghai), an essential tool for education, entertainment and daily life. Vancouver and Shanghai each have key universities involved in teacher training and adult education. Both are at the forefront of Internet developments. But what do Vancouver and Shanghai university students know about the Internet? And who knows more? This question was investigated by administering the Internet Quiz to 516 university students (mostly at East China Normal University) in Shanghai and 566 (mostly at the University of B.C.) in Vancouver. Vancouver university students completed the English and Shanghai ones the Chinese version of the Internet Quiz. Vancouver students knew about 20% more about the Internet than those in Shanghai and, as well, were using it for different purposes. In a series of the papers the authors offer university administrators in both places ways to "read" these results.

Lushan, the Learning Mountain. The Chinese Communist Party has declared Lushan (in Jiangxi Province) to be a "learning mountain". There have been people learning at Lushan Mountain for 2000 years. In 1959 there was a Central Committee meeting at Lushan where Mao Zedong purged his widely respected comrade Peng Dehuai for daring to say people were starving because of the Great Leap Forward. Everyone knew Peng spoke the truth but few dared antagonize the Chairman. Today the 1959 purge of Peng is seen as the end of comrades and consensus and beginning of dictatorship. Reconstructing Lushan as a learning mountain is seen as an attempt to expatiate the past and build a more humane future. Theoretically, the learning mountain is shaped by Jiang Zemin's "three represents," first-generation (Faure-report) lifelong education and, most surprising, humanist/interpretivism. Why go to school when you can learn on a mountain?

Dying to Fish. Most commercial fishermen refuse to wear flotation devices and cannot swim. Some are prone to obesity and go to sea in craft known to be unsafe. Some fall overboard. Many engage in "rituals of avoidance" designed to make their occupation seem safer. This book length study and associated TV documentary examines the culture of fishing and the (always tumultuous) political economy of marine Search and Rescue in B.C. There is a focus on notable B.C. marine incidents that had a significant impact on prevention education and marine Search and Rescue (particularly rescue diving) in B.C. The focus is on fishermen, not CBC-type gender-neutral "fishers". A second focus is on the degovernmentalisation of government in Canada and managerialism in the Coast Guard and Department of Fisheries.

Shuang Yu: China's Learning Village from Mao to Now. The Chinese Communist Party has invoked the Faure Report as part of a large-scale learning initiative involving 61 cities and numerous streets, neighbourhoods and villages. By embracing western ideas and infusing them with Chinese characteristics, the Central School of the Communist Party has embarked on what looks increasingly like the 5th modernisation. But at a 2004 Jiangxi conference for high Communist officials, we were asked "how do we build a learning village?" In a book length manuscript and articles, Roger Boshier and Yan Huang answer the Communist Party. In short, Shuang Yu, a successful learning village, is a triumph of imagination at the intersection of tradition and modernity. It is remote, poor and sits at the confluence of two polluted rivers. As part of an effort to avoid "learn from Dazhai" madness, its six architects have, until now, kept a low profile. The book on Shuang Yu is informed by anarchist-utopianism and explores the vertical and horizontal dimensions of the learning village. Shuang Yu is a local initiative not distorted by the predatory instincts of formal education.

Boshier, R. W., & Huang, Y. (2006). Building for the future by expatiating the past: High drama from the summit of China's learning mountain. International Journal of Lifelong Education, 25(5).

Boshier, R. W., Huang, Y., Song, Q., & Song, L. (2006). Market socialism meets the lost generation: Motivational orientations of adult learners in Shanghai? Adult Education Quarterly.

Boshier, R. W., Kushner Kow, J. & Huang, Y. (2006). How much do multicultural residents of greater Vancouver know about the internet? Alberta Journal of Educational Research, 52(4).

Boshier, R. W. (2005). Widening access by bringing education home. In A. Odurana (ed.), Education as social justice: Essays in honour of professor Michael Omolewa. Amsterdam: Springer and UNESCO Institute of Education.

Boshier, R. W. (2005). East meets west in Shanghai: But is there a learning society on the road to Cathay? Open Education Research, 11(4), 56-64.

Boshier, R. W., & Huang, Y. (2005). The Shanghai-Seven: Reflections 21 years after the ICAE meeting in Shanghai. Convergence, 38(2), 5-27.

Boshier, R. W., & Huang, Y. (2005). Is China's learning mountain a window on the future, Part 1. Lifelong Education, 3(4) 1-12.

Boshier, R. W., & Huang, Y. (2005). Is China's learning mountain a window on the future, Part 2. Lifelong Education, 3(6) 71-74.

Boshier, R. W. (2004). Lifelong learning. In L. English (ed.), International encyclopaedia of adult education (pp. 373-378). London: Macmillan/Palgrave.

Boshier, R. W., & Huang, Y. (2006, March). Conceptual and operational hazards on the road to the 21st century: China's Shuang Yu learning village at Year 4. Paper Presented at the Annual Conference of the Comparative and International Education Society, University of Hawaii, Honolulu.

Huang, Y., & Boshier, R. W. (2006, March). Dancing with danger: How Shanghai adult education is built on foreign ides with Chinese characteristics. Paper Presented at the Annual Conference of the Comparative and International Education Society, University of Hawaii, Honolulu.

Boshier, R. W., & Huang, Y. (2005, April). Is China's learning mountain a window on the future? Proceedings of the International Conference on the Learning Society, East China Normal University, Shanghai, China.

Boshier, R. W., & Huang, Y. (2005, June). Chinese Communist Party Meets Edgar Faure: Mystery and surprise inside the learning city. Paper Presented at the Faculty of Education Research Day.

Boshier, R. W., & Huang, Y. (2005, September). Shuang Yu: China's learning village from now to Mao. Paper Presented at the Annual Meeting of the Comparative and International Education Society (West), University of B.C.

Huang, Y., & Boshier, R. W. (2005, September). Who knows most about the internet? University Students in Shanghai or Vancouver? Paper Presented at the Annual Meeting of the Comparative and International Education Society (West), University of B.C.

Boshier, R. W. (2004, March). Serious reform or soap opera? Lifelong education, human security and democratisation in Taiwan. Paper presented to the Annual Conference of the Comparative and International Education Society, Salt Lake City, Utah.

Boshier, R. W. (2004, March). From Blue Jeans to Gucci Shoes: Whatever happened to lifelong education? Paper presented at the Annual Conference of the Comparative and International Education Society, Salt Lake City, Utah.

Boshier, R. W. (2004). Learning cities at the dawn of the 21st century: Is Shanghai set for a great leap forward? Proceedings of the Zhabei District (Shanghai) International Forum on Learning Cities, Shanghai: Zhabei Municipal Government, China, 18.

Boshier, R. W. (2004, November). Black cat, white cat? Mice are nice. But learning matters more. Proceedings of the Central School of the Communist Party National Conference on Learning Cities, Jiu Jiang, China.

Research Keywords: Adult Education Issues, Asia/Pacific, Cultural Studies, Learning Villages, Lifelong Learning, Nonformal Learning

Adult Education Issues
Feminist Studies
Policy Studies
Gender
Research Design and Method

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.

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

Telephone: 604-822-5353
Fax: 604-822-4244
E-mail: jennifer.chan-tiberghien@ubc.ca

My research interests are around gender, education, citizenship, multiculturalism, human rights, transnational social movements, and globalization. Two immediate projects include: 1) the conceptual foundations of an alter-globalization popular education movement centered around the French-based international nongovernmental group called ATTAC (for the journal Globalisation, Societies and Education) and 2) the contentious debates on multiculturalism in France around a bill to prohibit veiling in public schools (for the journal Gender and Education). Each is part of a larger book project, first, on "constitutive citizenship", transnational social movements, and globalization; and second, on a comparative study of multiculturalism in Canada and France. Otherwise, I continue my research on Japan. After my first book project (entitled "Human Rights Politics in Japan: Global Norms and Domestic Networks" currently under review by Stanford University Press), I plan to look at Japanese foreign policy in post-conflict societies through education.

Chan-Tiberghien, J. (under review). Sexual politics in Japan: Global human rights norms and domestic networks. Stanford, CA: Stanford University Press.

Chan-Tiberghien, J. (under review). Why women's and children's human rights matter? Global norms, domestic mobilization, and political change in Japan. Journal of Japanese Studies.

Chan-Tiberghien, J. (under review). Gender and globalization. In M. Nakamura & P. Potter (eds.), Comparative interanational studies of social cohesion and globalization in Japan.

Chan-Tiberghien, J., & Ramirez, F. (under review). Globailization and education in Asia. The handbook on educational research in the Asia Pacific region.

Chan-Tiberghien, J. (under review). The rise of a women's human rights epistemic network in the 1990s: Global norms, gender politics, and civil society. In E. Mendes & A. Traeholt (eds.), Human right: Chinese and Canadian perspectives.

Educational Leadership
Democratic Theory
Teacher Action Research
Philosophical Hermeneutics
Critical Theory
Discourse Ethics

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?

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.

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

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.

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.

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

Telephone: 604-822-0111 / 604-822-5759
Fax: 604-822-8227
E-mail: frank.echols@ubc.ca

Grimmett, P., & Echols, F. H. (2001). Teacher and administrator supply and demand. Paper presented at the Canadian Society for Studies in Education. University of Laval.

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

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)

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-Grosjean, 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-Grosjean, 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-Grosjean, J., House, D., & Fisher, D. (2001). Canadian science policy and public research organizations in the 20th century. Science Studies, 14(1), 3-25.

Fisher, D., Rubenson, K., & Della Mattia, G. (2001). Prospects for a provincial design of the British Columbia post-secondary education system. Vancouver, BC: Centre for Policy Studies in Higher Education and Training, University of British Columbia.

Fisher, D., & Edwards, G. (2001). The Formation of the field of education in english-speaking Canadian universities, 1950-1990: Professionalization and the interdisciplinary perspective. In Y.
Lenoir, B. Rey, & I. Fazenda (eds.), Les fondements de l'interdisciplinarité dans la formation à l'enseignement (pp. 205-233). Sherbrooke: Éditions du CRP, Université de Sherbrooke.

Fisher, D., Rubenson, K., Rockwell, K., Atkinson-Grosjean, J., & Grosjean, G. (2000). Performance indicators: A summary.

Fisher, D., Rubenson, K., Rockwell, K., Atkinson-Grosjean, J., & Grosjean, G. (2000). Performance indicators and the humanities and social sciences. Vancouver, BC: Centre for Policy Studies in Higher Education and Training, University of British Columbia.

Grosjean, G., Atkinson-Grosjean, J., Rubenson, K., & Fisher, D. (2000). Measuring the unmeasurable: Paradoxes of accountability and the impacts of performance indicators on liberal education in Canada. Vancouver, BC: Centre for Policy Studies in Higher Education and Training, University of British Columbia.

Research Keywords: Higher Education, Historical Perspectives, International Perspectives, Policy Studies, Privatization of Education, Research Design and Method, Sociological Issues

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

Parent leadership: The silent and silenced voices of parents in school communities. Phase One of this study aims to provide a space to listen to and hear the issues and tensions that parents from various marginalized groups including: “immigrants”, aboriginal parents, same sex families, parents of children with (dis)abilities etc. may face in finding a sense of belonging in schools and in the Euro-centric and modernist mainstream school curriculum, pedagogy and institutional structure. The project will also engage school staffs and administrators in dialoguing about their concerns, questions and responsibilities in regard to diverse parent communities. Through “mixed” focus groups sessions, the findings of this research will inform educational policy and practice in the area of parent-school communication, involvement, participation and leadership.

Living in-between the b/orders of sensationalized d/anger: Violent realities of “Indo-Canadian” female youth. Recent statistics indicate a significant rise in “gang participation” of “Indo-Canadian” high school females in the Lower Mainland of British Columbia. This narrative Inquiry will attempt to uncover some of the complex stories of these youth and of their negotiated and often violent lived experiences between opposing cultural expectations, double patriarchy, and in-between dual colonized realities. The narratives shared will inform educators and RCMP officials in developing proactive policies and practices in their work with this specific population currently living in-between the b/orders of sensationalized d/anger.

Expressing and exploring youth identities in a multicultural context (Co-investigator with Handel Wright). Vancouver is readily recognizable as a city characterized by a rich and complex sociocultural diversity and a pervasive, positive, popular, and official discourse of multiculturalism. The overarching issue this study addresses is the representation of youth identity in a multicultural context. The objective of the study is to allow youth to represent youth identity and notions of belonging to multicultural community from their own perspectives. The account of the pedagogical sessions involved and the youths’ articulation of identity will inform social policy (especially cohesion) and multicultural education (especially classroom pedagogy) and illustrate the viability of institutional ethnography in addressing a new area, namely youth identity in relation to school as institution and to society.

Work in Press
Gill, H. and Chalmers, G. Documenting Diversity: An early portrait of a collaborative community-based teacher education initiative. Submitted to the International Journal of Inclusive Education. July, 2005

Refereed Publications
Gill, H. (2001). Finding home. English Quarterly Journal, 33 (3&4), 61-63

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. 24 pages and also available at: http://www.multicultural.educ.ca/pages/directory.htm

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. 49 pages.

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

History of Education
History of Childhood & Youth
Gender, Sexuality, and the Body

I am currently writing a manuscript tentatively entitled Contested Bodies of Knowledge: Children in Sickness and Health. The research for the book, conducted between 2001 and 2005, was funded by a grant from the Social Sciences and Humanities Research Council of Canada. Aimed primarily at English Canada between 1900 and mid-century, the study explores how children learned to be healthy, how illness and disease was dealt with by teachers, conventional medical experts, and parents, and what this can tell us about children's part in shaping history.

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), (Summer, 2001), 189-215.

Gleason, M. (1999). Normalizing the ideal: Psychology, schooling and the family in postwar Canada, 1945-1960. Toronto: University of Toronto Press.

Gleason, M. (1999). Embodied negotiations: Children's bodies and historical change in Canada, 1930-1960. Journal of Canadian Studies, 34(1), 112-138.

Gleason, M. (1999). 'They have a bad effect': Crime comics, parliament, and the hegemony of the middle class in postwar Canada. In J. Lent (ed.), Pulp demons: International dimensions of the postwar anti-crime comics campaign (pp. 129-154). Madison: Fairleigh Dickinson University Press.

Gleason, M. (1998). Growing up to be 'normal': Psychology speaks to youth in post-World War II Canada. In E.A. Montigny & L. Chambers (eds.), Family matters: Papers in post-confederation Canadian family history (pp. 39-65). Toronto: Canadian Scholarly Press.

Gleason, M. (1997). The hstory of psychology and the history of education: What can interdisciplinary research offer? Historical Studies in Education/Revue d'histoire de l'éducation, 9(1), 98-106.

Gleason, M. (1997). Psychology and the construction of the 'normal' family in postwar Canada, 1945-1960. Canadian Historical Review, 78(3), 442-477.

Research Keywords: Children and Youth, Early Childhood, Feminist Studies, Gender, Historical Perspectives, Sexuality

Feminist Studies
Cultural Studies
Pedagogy
Sociological Issues
Children and Youth
Gender
Teacher Research
Assessment

Teaching for Social Justice: Veteran and Beginning Teachers' Perspectives and Pedagogical Possibilities for Public Schools. The aim of this project is, first, 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. A second aim is to document how competing frameworks for teaching for social justice have been put into practice by beginning and veteran high school teachers of English and social studies in Vancouver, British Columbia. (SSHRC 2003-2006).

Girl Power: A Study of Adolescent Decision-Making and the Empowerment of Women (with Dawn Currie, SSHRC 2000-2003). The aim of this project is to investigate processes that empower (as well as disempower) girls at school, where empowerment is understood as the exercise of control over everyday "happenings" that affect girls. The study explores, via individual and group interviews with girls between the ages of 12 and 16 years, alternative girlhoods, or the range of ways that girls consciously position themselves against what they perceive as conventional forms of femininity.

Kelly, D. M., Pomerantz, S., & Currie, D. H. (in press). "No boundaries"? Girls' interactive, online learning about femininities. Youth & Society.

Stack, M., & Kelly, D. M. (eds.). (in press). Introduction to the special issue. Canadian Journal of Education, 29(1).

Stack, M., & Kelly, D. M. (in press). Popular media, education, and resistance. Canadian Journal of Education, 29(1).

Kelly, D. M. (in press). Frame work: Helping youth counter their misrepresentation in media. Canadian Journal of Education, 29(1).

Kelly, D. M. (in press). Pregnant and parenting teens. In B. J. Bank, S. Delamont, & C. Marshall (eds.), Gender and education: An encyclopedia. New York: Greenwood Press.

Currie, D. H., & Kelly, D. M. (in press). Who am I? In M. Hird & G. Pavlich (eds.), Sociology for the asking: Canadian edition. Toronto: Oxford University Press.

Currie, D., & Kelly, D. M. (in press). "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. 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). Shifting out of "neutral": Beginning teachers' struggles with teaching for social justice. Canadian Journal of Education, 26(4), 347-454.

Brandes, G. M., & Kelly, D M. (2000). Placing social justice at the heart of teacher education: Reflections on a project in process. Exceptionality Education Canada, 10(1-2), 75-94.

Kelly, D. M. (2000). Pregnant with meaning: Teen mothers and the politics of inclusive schooling. New York: Peter Lang Publishers.

Research Keywords: Adolescent Issues, Assessment, Cultural Studies, Feminist Studies, Gender, Pedagogy, Sociological Issues, Teacher Research

First Nations Education
Ethnohistory of Education
Anthropology of Education
Sociolinguistics and Narrative
Ethnography and Tribal Protocols
Coastal Salish Peoples

Cross-Border Schooling Narratives. Contrasting First Nations Experiences (UBC-SSHRC-HSS 1997-1999).

Marker, M. (in press). After the Makah whalehunt: Indigenous knowledge and limits to multicultural discourse. Urban Education, 42(2).

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. (1998). Going Native in the academy: Choosing the exotic over the critical. Anthropology & Education Quarterly, 29(4), 473-480.

Research Keywords: Adolescent Issues, Children and Youth, Cultural Studies, First Nations Education, Higher Education, Media, Semiotics, Text Studies, Music, Policy Studies, Race Relations, Research Design and Method, Science Education, Sociological Issues

Sociology of Education
Comparative Education
Educational Policy
Educational Organizations
Higher Education Governance
Educational Leadership
Knowledge Society

Mazawi, A. E. (2006). Globalization, development, and policies of knowledge and learning in the Arab states. In M. Kuhn & R. Sultana (eds.), Concepts of knowledge and learning - The learning society in Europe and beyond. New York, NY: Peter Lang.

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, Gender, Higher Education, International & Comparative Perspectives, Organization Studies, Policy Studies, Privatization of Education, Sociological Issues, Teacher Research

University-Industry Relations
Higher Education Policy
Women in Higher Education
North American Higher Education
Information Technology in Higher Education

Metcalfe, A. S. (2006). The political economy of knowledge management in higher education. In A. S. Metcalfe (ed.), Knowledge management and higher education: A critical analysis. Hershey, PA: Idea Group Publishing.

McClellan, G., Cruz, G. A., Metcalfe, A. S., & Wagoner, R. L. (2006). Toward technological bloat and academic technocracy: The information age and higher education. In A. S. Metcalfe (ed.), Knowledge management and higher education: A critical analysis. Hershey, PA: Idea Group Publishing.

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.

Metcalfe, A. S. (2003). Overcoming organizational barriers to web accessibility in higher education: A case study. In M. Hricko (ed.), Design and implementation of web-enabled teaching tools (pp. 190-207). Hershey, PA: Idea Group Publishing.

Santos, J. L., Metcalfe, A. S., Rhodes, T., & Guillen, S. (forthcoming). Creating a culture of evidence in postsecondary access, affordability, and success for Arizona's minority students. Report by the Latina/o Policy Research Initiative (LPRI). Commissioned by Arizona Minority Policy Analysis Center (AMEPAC), a division of the Arizona Commission for Postsecondary Education.

Metcalfe, A. S., Brigham, L., & Monk, J. (eds.). (2004). Proceedings of the Graduate Student Research Symposium on Women in Higher Education. Southwest Institute for Research on Women and the Association for Women Faculty, University of Arizona.

Organization Studies
Teacher Unionism
Policy Studies
Sociological Issues
Adult Education Issues
Historical Perspectives

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.

Poole. W. (2002, February). 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

Adult Education
Higher Education
Medical Education
Adult Learning
Evaluation of Teaching
Cross-Cultural Education
Conceptions of Teaching

Medical Education: Development of an 'R-3' Program for Family Practice Physicians (w/Department of Family Practice).

Investigation of Relationship between Referrals Related to Glaucoma and Sufficiency of Relevant Content in the UBC Medical Curriculum (w/Rob Schertzer).

An Investigation of Peer Evaluation of Teaching and Implications for Medical Education (w/Carol-Ann Courneya & John Collins).

An Exploration and Articulation of the Formal, Informal and Hidden Curricula within Medical Education (w/Ursula Lee).

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).

Design and Delivery of a Certificate in Practice-based (Clinical) Education for Personnel in the Health and Social Services (w/John Gilbert et al).

Studying the Academic Impact of Highly Effective Clinical Teachers (w/Leslie Sadownik & Barry Kassen).

Design and Delivery of a Week-long Program for Surgeon Educators: Researching Educational Practice (American Academy of Orthopedic Surgeons).

Development of a 'Teaching Scholars' Program for Medicine at the University of California, Davis.

Testing the Efficacy of Medical Students' Use of PDA Lab Test Program (w/Wes Schreiber).

Another line of research involves the use of the Teaching Perspectives Inventory (TPI) in exploring teacher development (K-12), faculty development (university), and the evaluation of teaching in universities. Central to each of the 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 something of a difficult twist to look not only at the world, but at the very lenses through which we view the world.

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." On-going work with approximately 7500 teachers suggests that the TPI provides a means of tracking and looking more deeply at the underlying values and assumptions that constitute teachers' perspectives on teaching. The TPI also provides a well-articulated basis from which to justify and defend approaches to teaching when under review or evaluation.

Mehta, S., Pratt D. D., Sarwark, J., Campion, E., Blakemore, L., Black, K. P., & Pinney, S. J. (in press). Orthopaedic surgeons as educators. Journal of the American Academy of Orthopaedic Surgeons.

Selinger, S., Collins, J. B., & Pratt, D. D. (2006). Do academic origins influence perspectives on teaching? Teacher Education Quarterly.

Khatami, S., Mac Entee, M., & Pratt, D. (2005). Models of clinical reasoning in dentistry. International Association for Dental Research, Abstract 1482; Baltimore, USA, March.

Hubball, H. T., Pratt, D. D., & Collins, J. B. (2005). Investigating changes in teaching perspectives for faculty enrolled in the UBC Faculty Certificate Program on Teaching and Learning in Higher Education. Canadian Journal of Higher Education.

Pratt, D. D. (2005). Teaching philosophies: A false promise? Academe. American Association of University Professors, Washington DC, January-February.

Cohen R., Murnaghan L, Collins J., & Pratt, D (2005, December). An update on master's degrees in medical education. The Medical Teacher, 27( 8), 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, 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., Arseneau, R., & Collins, J. B. (2001). Reconsidering 'good teaching' in medical education. The Journal of Continuing Education in the Health Professions.

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 Education Issues, Higher Education, International Perspectives, Pedagogy, Teacher 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

Researching Teachers' Perceptions of and Coping Strategies to Deal with the Backlash Against Different Anti-Oppression Pedagogies

Roman, L. G., & Eyre, L. (eds.). (in press). Dangerous territories: Struggles for difference and equality. New York: Routledge.