Faculty of Education
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Creating spaces: testimonio, impossible knowledge, and academe
(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
(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
(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
(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
(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
(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
(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
(Canadian Society for the Study of Education, 2008) -
A Pedagogy of the Land: Dreams of respectful relations
(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 ... -
Challenging fundraising, challenging inequity: Contextual constraints on advocacy groups’ policy influence
(2018)School fundraising is known to reproduce inequities in schools, yet it remains common practice in Ontario, Canada; findings from a critical policy analysis of an advocacy group’s efforts to change fundraising policy help ... -
Coordinating policy layers of school fundraising in Toronto, Ontario, Canada: An institutional ethnography
(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. Oral History Forum, Oral History Forum d’histoire oral,32 (2012), Special Issue “Making Educational Oral Histories in the 21st Century.”
(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, ... -
Mental Imagery and Affect in English/French Bilingual Readers: A Cross-Linguistic Perspective
(Canadian Modern Language Review, University of Toronto, Mar-08)We investigated the evocation of mental imagery and affect in English/French bilinguals to determine whether the linguistic demands of reading in a second language (L2) limit readers’ ability to form non-verbal text ... -
The Gospel Choir: Community in Motion
(2015-08-17) -
Indigenous Education, Mino-Bimaadiziwin, and the Fostering of Relational Space Through Indigenous Pedagogy
(2015-08-27)This paper examines the varying impacts of Indigenous pedagogy and formal schooling on the learning path of the author. It focuses on the historical context of residential schools, the Indian Control of Indian Education ... -
Internationalization and Changing Student Demographic: How Ethno-Racial Clubs Help Shape and Navigate the Student Experience on Canadian University Campuses
(2015-08-21)As globalization continues to make the world a smaller place, and the internationalization of higher education brings immigrant, international and domestic students closer together within post-secondary institutions, ... -
Self-Advocacy as a Goal for Education
(2015-08-19)This research project reviews selected literature on self-advocacy instruction to highlight (a) its importance as a focus for education and (b) the barriers towards its implementation. Several studies have recognized that ... -
A Course of Becoming: Autobiography, Knowledge, Memory and (Re) Constructing Identity
(2015-08-31)This major research paper will examine the concept of Toward a Course of Becoming: Autobiography, Knowledge, Memory and (Re) Constructing Identity. Throughout the discussion, significant considerations into possible ... -
Silent Voices: "South Asian" Mothers and Transition to High School, A Decolonizing Institutional Ethnography of Mothering Work
(2015-09-22)In the province of Ontario, the Ministry of Education uses its regulatory texts to govern transition related activities for students preparing for high school. Deadlines set out by schools and school boards arise from the ... -
(Un)Confident Coders: What Gender Dynamics Appear When Canadian Children Learn How to Code
(Sep-15)This paper reports on a mixed-methods study that examined the gender dynamics that could be observed when Canadian boys and girls learn to code in a formal classroom environment. The study involved sixty-four, sixth grade ...
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