Anne Phelan is a Professor in the Department of Curriculum and Pedagogy, and a Research Associate with the Centre for the Study of Teacher Education, at the University of British Columbia. Her interests lie in (a) the relationship between language, subjectivity, and practice; and (b) the dynamic of judgment, responsibility and hospitality in teaching and teacher education. Dr. Phelan has published in journals such as the International Journal of Teaching and Teacher Education, Journal of Curriculum Studies, and Studies in Philosophy and Education. Her current research, with co-investigator Dr. Alice Pitt (York University), explores the paradoxes of autonomy (creativity and resistance) in professional life. Dr. Phelan’s co-edited book, “Critical Readings in Teacher Education: Provoking Absences” (with Dr. Jennifer Sumsion, Charles Sturt University) explores how the ‘post’ literature—feminist, post-structuralist, queer, psychoanalytic, and post-colonial—might productively inform debates about teacher education and assist in establishing new trajectories for policy and practice.
Phelan, A. (In Press). Towards a complicated conversation: Teacher education and a curriculum turn. Pedagogy, Culture & Society. (25 pages)
Phelan, A.(2010). “Bound by recognition:” Some thoughts on professional designation for teachers. Asia-Pacific Journal of Teacher Education, Vol. 38, No. 4, 317-329.
Phelan, A. (2009). The ethical claim of partiality: Practical wisdom, the disciplines and teacher education. Journal of Curriculum Studies, Vol.41, Issue 1, 93-114, February. (2008 electronically)
Pitt, A. & Phelan, A. (2008). Paradoxes of autonomy in professional life. Changing English, Vol. 15, No. 2, June, 189-197.
Hurlock, D., Barlow, C., Phelan, A., Myrick, F., Sawa, R., Rogers, G. (2008). Falls the shadow and the light: Liminality and natality in social work education. Teaching in Higher Education, 13 (3), 291-301.
Coulter, D., Coulter, D., Daniel, M., Decker, E., Essex, P., Naslund, J., Naylor, C., Phelan, A., & Sutherland, G. (2008). A question of judgment: A response to “Standards for the Education, Competence and Professional Conduct of Educators in British Columbia.” Educational Insights, Vol.11(3).
Barlow, C. & Phelan, A. (2007). Peer collaboration: A model to support counsellor self-care. Canadian Journal of Counselling, 41 (1), 3-15.
Sawa R.J., Phelan, A., Myrick, F. Barlow, C., Rogers, G. & Hurlock, D. (2006). The anatomy and physiology of conflict in medical education: A doorway to diagnosing the health of medical education systems. The Medical Teacher, 28 (8), e204-e213. http://dx.doi.org/10.1080/01421590600969462.
Phelan, A., Barlow, C., Hurlock, D., Myrick, F., Rogers, G. & Sawa, R. J. (Published in 2006 under 2005 edition of journal). On the edge of language: Truth, falsity and responsibiliity in teacher education. Journal of the Canadian Association of Curriculum Studies, 3(2), 103-126.
Barlow, C., Phelan, A., Rogers, G., Sawa, R. J., Hurlock, D., & Myrick, F. (2006). Virginia: A story of conflict in social work field education. Affilia: A Feminist Social Work Journal, 21(4), 380-391.
Myrick, F., Phelan, A., Barlow, C., Sawa, R. J, Rogers, G., & Hurlock, D. (2006). Conflict in the preceptorship or field experience: A rippling tide of silence. International Journal of Nursing Education Scholarship, 3(1). http://www.bepress.com/ijnes/vol3/iss1/art6/
Phelan, A., Barlow, C., & Iversen, S. (2006). Occasioning learning in the workplace: The case of peer collaboration. Journal of Interprofessional Care, 20 (4), 1-10. August.
Phelan, A., Sawa, R., Barlow, C., Hurlock, D., Myrick, F., Rogers, G. & Irvine, K. (2006). Violence and subjectivity in teacher education. Asia Pacific Journal of Teacher Education, 34(2), 161-179.
Phelan, A. (2005). A fall from (someone else’s certainty): Recovering practical wisdom in teacher education. Canadian Journal of Education, 28(3), 339-358.
Clarke, A., Erickson, G., Collins, S., & Phelan, A. (2005) Complexity science and cohorts in teacher education. Studying Teacher Education: A Journal of Self-Study in Teacher Education Practices, 1(2), 159-177.
Phelan, A. (2004). Rationalism, complexity science and curriculum: A cautionary tale. Complicity: An International Journal of Complexity and Education, 1(1), 19-30.
Phelan, A., Harrington, A., & Mercer, E. (2004). Creating a culture of continuous learning in the workplace: The case of a research partnership. Journal of Workplace Learning, 16(5), 275-283.
Phelan, A. & Luu, D. (2004). Learning difference in teacher education. Journal of the Canadian Association of Curriculum Studies. 2 (1), 175-196. Spring.
EDCP 602A: Doctoral Seminar—Conceptualizing Research in Curriculum and Pedagogy