Faculty of Education

Tips for making Zoom accessible for students who are deaf or hard of hearing (powerpoint slides)

Millett, Pam (2021)

These powerpoint slides accompany the video "Tips for making Zoom accessible for students who are deaf or hard of hearing"

Tips for using Zoom with a sign language interpreter (powerpoint slides)

Millett, Pam (2021)

This powerpoint accompanies the video "Tips for using Zoom with a sign language interpreter"

Overview of challenges in online learning for students who are deaf or hard of hearing (powerpoint slides)

Millett, Pam (2021)

Educating from Difference: Black Cultural Art Educators' Perspectives with Culturally Responsive Teaching

Murray, Collette (2020-08)

The 2009 Ontario Ministry of Education’s Equity Action plan called for school boards to implement culturally relevant teaching in their strategic plans. As senior administration and educators work towards inclusive classrooms, ...

Early adolescents' perceptions and attitudes towards gender representations in video games

Liu, Helen (Journal of Media Literacy Education, 2020-07-21)

This study investigated adolescents’ perception and attitudes towards gender representation in video game covers, and the degree to which these depictions may influence their notions on gender and identification. Seventeen ...

How Armenian Syrian Millennial Refugees use Social Media to Facilitate Integration into Canadian Society

Racco, Alyssa (2018-07)

Using a conceptual framework that builds on the constructs of community of practice (Homles & Meyerhoff, 1990; Lave & Wenger 1998; Wenger 1998) and superdiversity (Blommaert, 2013; Blommaert & Rampton, 2012; Jørgensen, ...

Creating spaces: testimonio, impossible knowledge, and academe

Haig-Brown, Celia (International Journal of Qualitative Studies in Education, 2003)

This article examines what it means to engage seriously with speech and writing events, such as testimonio, articulated by people whose theoretical base lies primarily in experience outside the walls of academe. I argue ...

“Returning the Dues:” Community and the Personal in a University-School Partnership

Haig-Brown, Celia; James, Carl E. (Urban Education, 2001-03-01)

This study uses interviews to explore students’ perspectives of a university path program, one initiative of a university-school partnership. Responses show that the abstraction of the program lives in concrete and personal ...

Continuing Collaborative Knowledge Production: Knowing when, where, how and why

Haig-Brown, Celia (Journal of Intercultural Studies, 2001)

This paper questions assumptions about conducting research based in programs developed to serve communities which have traditionally had restricted access to the university. Grounded in an off-campus Master of Education ...

Culturally Responsive Teaching: Stories of a First Nation, Métis, and Inuit Cross-Curricular Infusion in Teacher Education

Vetter, Diane; Haig-Brown, Celia; Blimkie, Melissa (Leading English Education and Resource Network (LEARN), 2014-08-01)

This paper explores how the work of the infusion of First Nation, Métis, and Inuit traditions, perspectives, and histories at York University’s Faculty of Education Barrie Site unfolds in practice. It also highlights the ...

Shifting Perspectives and Practices: Teacher Candidates’ Experiences of a First Nation, Métis and Inuit Infusion in Mainstream Teacher Education

Blimkie, Melissa; Vetter, Diane; Haig-Brown, Celia (Brock University, Faculty of Education, 2014-10-09)

This exploratory case study shares teacher candidates’ perspectives and experiences of an Aboriginal infusion at York University’s Faculty of Education field site in Barrie, Ontario. For this initiative, Aboriginal content ...

Toward a Pedagogy of Land: The Urban Context

Styres, Sandra; Haig-Brown, Celia; Blimkie, Melissa (Canadian Society for the Study of Education, 2013)

This article examines the possibilities when shifting what we have come to call a pedagogy of Land from rural to urban contexts. The authors explore some persisting questions around what it means to bring a pedagogy of ...

Indigenous Thought, Appropriation and Non-Aboriginal People

Haig-Brown, Celia (Canadian Society for the Study of Education, 2010-01-04)

In this article, I explore the question, “What is the relationship between appropriation of Indigenous thought and what might be called ‘deep learning’ based in years of education in Indigenous contexts.” Beginning with ...

Taking Indigenous Thought Seriously: A Rant on Globalization with Some Cautionary Notes

Haig-Brown, Celia (Canadian Society for the Study of Education, 2008)

A Pedagogy of the Land: Dreams of respectful relations

Haig-Brown, Celia; Dannenmann, Kaaren (McGill University, Faculty of Education, 2002)

This article arises out of a partnership between an aboriginal community member and a university faculty member whose relational focus is the development of a pedagogy of the land within the Indigenous Knowledge Instructors ...

Coordinating policy layers of school fundraising in Toronto, Ontario, Canada: An institutional ethnography

Winton, Sue (2019)

In this article, I report findings from an investigation into the politics and coordination of school fundraising in the Toronto District School Board (TDSB) in Toronto, Ontario, Canada. Theoretically grounded in institutional ...

Between art and testimony: Transforming oral histories of Holocaust survivors into young adult fiction and creative non-fiction.

Krasny, Karen (Oral History Forum/Forum d’histoire oral, 2012)

Works of historical fiction and creative non-fiction written about the Holocaust continue to occupy an important place in both the literary and history curricula in K to 12 schools. In discussion with author Kathy Kacer, ...