Anne Phelan

Scarfe 305E
6048228855

Title

Professor

Professional Education

Bio

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.

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Selected Publications

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.

Students Supervised

PhD

Hannah Spector

Lauren Hall

Cristina Delgado

Graham Giles

Joyce Tait

Gilmour Jope

Carol Ewashen

Suzen Harris

Rozmin Jaffer

Don Flaming

MA
Graham Giles
Misty Paterson
Taigita Biln
Maxx Clapthorne
John Williamson
Cara Ellingson
Elaine Demcoe
Gina Filipetto
Joan Horne
Frances Chen

Courses Taught

  • EDCP 602A: Doctoral Seminar—Conceptualizing Research in Curriculum and Pedagogy
  • EDCP 565C: Seminar in Teacher Education
  • EDCP 562: Theories and Issues in Curriculum
  • EDST 314: Social Issues in Education
  • EDUC 310: Principles of Teaching