Since studying moral philosophy in the seventies and teaching primary students through the eighties, Dr. Farr Darling’s professional interests have been in the ethical dimensions of teaching and learning. Her research and classes reflect these preoccupations whether she is designing a course in social studies curriculum, investigating dispositions of aspiring teachers, or exploring ways in which six-year-olds respond to moral conflicts. She was awarded a Killam Teaching Prize by the Faculty in 2000.
In the fall of 2009, Dr. Farr Darling was appointed as the first Eleanor Rix Professor of Rural Teacher Education, thanks to the Rix Family Foundation’s donation of 2.5 million dollars to the Faculty of Education. The position builds on Linda’s work with a well-established UBC teacher education cohort located in the West Kootenays in the southeastern corner of British Columbia (WKTEP). This is an exciting time to be preparing teachers for careers in rural setting, and supporting them in their practice once they get there. As new media and electronic technologies become more common in teacher education and schools, possibilities for program delivery to off-campus sites increase, as do opportunities to work creatively with local educators. Linda acts as academic advisor for WKTEP as well as teaching foundations courses to the elementary and secondary teacher candidates. With the support of a TLEF she has developed a course focused on rural teaching that will also be available in early 2012 as an online course for practicing teachers.
The Professorship supports a variety of teaching and research projects. (See Linda’s website at www.ruralteachers.com) Some challenges of teaching in such contexts are well-documented (e.g., lack of access to certain resources) but we know less about the attitudes and expectations of teachers who work in small schools and communities far from urban centres. Fuller understanding of teachers’ beliefs and their experiences of rural life and work should contribute to the development of teacher education programs that build on the strengths of these small and scattered communities and respond to their educational needs. Knowledge about current school and district initiatives related to Ministry goals of “personalizing learning” will also help universities and policy makers to consider ways in which education and teacher education can contribute to the sustainability of rural communities.
Farr Darling, L. (2014) Research and remembrance in a rural community. In Corbett, M. & White, S. (Eds.) Research Methodologies in Rural Communities. Routledge Press.
Farr Darling, L., Taylor, T. (2014) Telling Stories of the Nikkei: A Project in Place-Based Education. In Ruth Sandwell (Ed.) Teaching History in Canada. Toronto: University of Toronto Press. 118-132
Farr Darling, L., Dooley, P. & Taylor, T. (2013) Growing Innovation in Rural Sites of Learning: Diffusion. Adminfo: Journal of the BCSSA 25:3.
Farr Darling, L., Dooley, P. & Taylor, T. (2012) Growing Innovation in Rural Sites of Learning: Development. Adminfo: Journal of the BCSSA. 25:2.
Farr Darling, L., Dooley, P. & Taylor, T. (2012) Growing Innovation in Rural Sites of Learning: Design. Adminfo: Journal of the BCSSA 25:1.
Kim, B. & Farr Darling, L. (2012) Shades of Pink: Pre-schoolers make meaning in aReggio inspired classroom. Young Children, 67:2 45-52.
Kim, B. & Farr Darling, L. (2009) Monet, Malaguzzi, and the constructive conversations of pre-schoolers in a Reggio-inspired classroom. International Journal of Early Childhood Education. 37:2 137-145.
Farr, Darling, L. (2008) Learning the Art of Inquiry through Artifacts. In Case, R. and Clark, P. (Eds.) Canadian Anthology of Social Studies (Second Edition). Vancouver: Pacific Education Press.
Farr Darling, L., Erickson, G. & Clarke, A. (2007) Collective Improvisation in a Teacher Education Community. Dordrecht, The Netherlands: Springer Press (253 pp.)
Farr Darling, L. (2007) Becoming a Philosopher of one’s own education: A review essay. Paideusis: Journal of the Canadian Philosophy of Education Society.
Farr Darling, L. (2006). Teaching social studies as if it mattered: Young children and moral reasoning. In Ross, W. (Ed.) The Social Studies Curriculum: Purposes, Problems and Possibilities. Albany: SUNY Press. (Second Edition.)
Erickson, G. Farr Darling, L., Clarke, A. (2005) Constructing and Sustaining Communities of Inquiry in Teacher Education.In Garry Hoban, (Ed.) The Missing Links in Teacher Education. Kluwer Press.
Farr Darling, L. , Wright, I (2004) Critical thinking and the social in social studies. In Sears & Wright (Eds) Prospects and Challenges for Canadian Social Studies. Vancouver: Pacific Educational Press.
Erickson, G. Farr Darling, L., Clarke, A., Mitchell, J. (2005) Creation d’une communaute reflexive dans un programme de formation a L’ensiegnement. In Bednarz et Jonneart (Eds) Paradigmes socio-constrctivistes et informations des intervenants. Montreal: Les Presses d’Universite du Quebec.
Farr Darling, L. (2002). Moles, porcupines, and children’s moral reasoning: Unexpected responses. Early Years: An International Journal of Research & Development. 22: 2 (91-103).
Farr Darling, L (2002) The Moral dimension of citizenship education: What should we teach? Journal of Educational Thought. 36:3 107-121
Anita Sinner, PhD (Graduated May, 2008) EDCP
Christine Higgins: PhD candidate. CCFI
Bo Sun Kim: PhD candidate EDCP
Barbara Radford: MA CCFI
Kathy Brunetta: MA EDCP
Angela Lee : MA ECE
Helen Carmichael: MEd EDCP
Younsung Park: MEd CCFI
EDST 314 Social Issues in Education
EDST 428 Social Foundations of Education
EDCI 508 Research in Early Childhood Education
EDCP SSED 320 Elementary Social Studies
CCFI 601 Doctoral seminar