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Before joining UBC I was an elementary school teacher. My experiences in and outside the classroom prompted me to pursue a MA and PhD in Science Education. I teach elementary science methods and graduate courses in research methods and science education. My research focuses on elementary science, science education and teacher education.
Dr. David Anderson is a Professor in the fields of Visitor Studies, Museum Education and Science Education, and is the Director of the Master of Museum Education (MMEd) degree program at UBC. He has made significant contributions to these fields through initiating, reforming and strengthening collaborations between museums, schools and universities. Through these reforms his work has been instrumental in energizing the remarkable wealth of cultural, historic, and social significance represented in museum institutions. He is a Japan Foundation, Ritsumeikan and Unversitas 21 Research Fellow, and his research contributions span the Globe, but have had particular impact and relevance for the nations of Asia, including China, Malaysia, Thailand, India and Japan. He has worked on the leading edge of the trends in educational reforms in Asia, identifying the needs, working harmoniously within the changes, and bridging disconnected groups in ways that are yielding considerable benefits to education. His work is releasing and revitalizing the extraordinary educational wealth of culture and history held in museums throughout the World.
Prior to joining the faculty at the University of British Columbia’s Faculty of Education, Daniel Bakan taught creative arts pedagogy at Ryerson University’s School of Early Childhood Education and Interdisciplinary Creative Arts at Kwantlen Polytechnic University. In addition to his work in higher education, schools and non-school community settings, Daniel is an established musician, composer and theatre artist whose artistic portfolio includes several CDs, performances across North America, theatrical productions, dance scores, children’s musicals, and appearances on CBC, syndicated US radio, and NPR. In 2015, Daniel Bakan completed his Ph.D. at the University of British Columbia in curriculum studies with an award-winning dissertation on songwritng and artography.
I grew up in Toronto in a family and community that practiced Jewish family values, yet I do not practice any faith (spiritually or politically), beyond what might be called faith to a will to support and help develop some sense of what I have read the Cree call, being alive well. Much of my life’s work and choices sustain such a claim.
I arrived in Vancouver permanently in 1999. Other than Canada, I have lived in Chile and Costa Rica,y puedo hablar el espanol, ya un poco oxidado. I am a father, partner, son, brother, friend, colleague, educator, and community member. I have always volunteered, mostly with children with disabilities, and continue to do so with the Wild About Vancouver Outdoor Education Festival (www.wildaboutvancouver.com) to get more people outdoors more often, particularly for learning and with Vancouver Adaptive Snow Sports (www.vass.ca) helping people learn to alpine ski.
I love to ski, cycle, paddle, hike, throw a disc, skate, strum guitar, read poetry & philosophy, philosophize, cook, garden, play chess, MacGyver, and make others smile (aka be silly). I have been an outdoor educator since my mid-teens – initially, leading backcountry wilderness trips as a guide, then leading outdoor/physical education/camp programs as an administrator and Executive Director. I have worked with a wide range of community-based, non-profit programs and services, and even started a few up.
I am rather passionate about outdoor learning and time spent outdoors during learning and life. I am attempting to live more ‘locally’ (whatever that might mean, more of a where question perhaps), and explore this in my approach to outdoor learning. I hold a BC teaching certificate (B.Ed.) from SFU, and have taught with various age groups and in distinct educational settings, including pre-school, elementary school, high school, post-secondary school, and with adults and seniors, in Canada and Chile.
My educational pursuits also include a Master’s (Diversity in Curriculum and Instruction) and a Ph.D. (Curriculum Theory and Implementation), both from SFU.
I have enjoyed participating in experiences with some fairly radical work teams, which have significantly (in)formed my “ways” of teamwork and learning. I am rather open to diversity, difference, and making meaning through sharing and participation. I have learned that outdoor quests are not about the summit, but rather an adventure.
An art educator and art historian, Marie-France Berard has been committed to art museum education for more than twenty years. She holds both B.A. and M.A. in Art History from the University of Montréal, and was Responsable des visites at the Musée d'art contemporain de Montréal from 1995-2008. Marie-France is a member of the education team at the Vancouver art Gallery and she is also president of the Special Interest Group in Education and Mediation in Museum (SIGEMM) within the Canadian Society for the Study of Education. Under the supervision of Dr. Dónal O’Donoghue, she completed her Ph.D. in Curriculum Studies/Art Education at the University of British Columbia. Her doctoral research is an inquiry into the experience of encountering art using the theoretical concepts of desire and assemblage from philosopher Gilles Deleuze. She is also invested in contemporary art theory, the notion of the art museum educator as the Deleuzian ‘mediator’, in complicating the concepts of interpretation and knowledge in the art museum, and in creating pedagogical spaces of encounters for pre-service teachers.
Dr. Joy Butler is a Professor in the Dept of Curriculum and Pedagogy at UBC, Vancouver, Canada. She is coordinator of Health, Outdoor and Physical Education (HOPE) programs at the undergraduate and graduate levels and include two-year M.Ed Cohorts for Health, Outdoor and Physical Experiential Education (HOPE-Ed). Born in the United Kingdom, Dr. Butler taught secondary school Physical Education there for ten years, as well coaching three basketball teams to national finals.
Joy’s research and teaching have developed around constructivism, complexity thinking, situated ethics and community wellness. She is active in international scholarship, organization, and advocacy for TGfU. She founded and was Chair of the TGfU Task Force in 2002 and developed its evolution into the TGfU SIG in 2006. She directed the 1st and 4th International Teaching Games for Understanding (TGfU) Conferences in 2001 and 2008. She has been invited to give presentations and workshops on TGfU in many different countries, including Finland, Singapore, Australia, Spain, Taiwan, Hong Kong, UK and Colombia. She created and now Chairs the TGfU International Advisory Board comprising of 17 individual country representatives.
Joy has edited or coedited six TGfU books. Her authored book, ‘Using inventing games to prevent bullying, teach democracy and promote social justice,’ was published in 2016. Her research interests and international work have translated into the expansion of graduate and undergraduate PE programs at UBC. The third M.Ed cohort in HOPE-Ed, begins in July 2017
Dr. Penney Clark is Professor in the Department of Curriculum and Pedagogy and serves as Deputy Head and Graduate Advisor. She is Director of The History Education Network/Histoire et education en reseau (THEN/HiER). Dr. Clark's research interests centre on the production and provision of elementary-high school textbooks in historical contexts, the historical development of history and social studies curricula in Canada, and history teaching and learning. She has published widely in these areas.She has been awarded the Canadian History of Education Association Founders' Prize (2012)(with co-authors Mona Gleason and Stephen Petrina) and the Canadian Association of Foundations in Education Publication Prize (2013) (with co-author Wayne Knights).
Along with Dr. Mona Gleason, she is co-editor of the journal Historical Studies in Education/Revue d’histoire de l’éducation.
In 2008, Dr. Clark was awarded a $2.1 million Strategic Knowledge Cluster Grant from the Social Science and Humanities Research Council of Canada. The History Education Network/Histoire et Éducation en Réseau (THEN/HiER) (2008-2016) promotes the development and maintenance of a community of inquiry among the various constituencies involved in history education: academic historians; public historians in museums, archives and historic sites; practising teachers; researchers based in faculties of education; and curriculum policy makers. It aims to disseminate current Canadian and international research on history education out of the universities to broader communities of stakeholders; provide opportunities for engagement with, and critique of, this research, with the aim of bridging research and practice; and to promote new classroom research. This project collaboratively develops teacher resource materials and on-line museum-based activities for schools, as well as authentic approaches to assessment of students’ historical literacy. Co-Applicants: Margaret Conrad, Professor and CRC, University of New Brunswick; Kevin Kee, Associate Professor and CRC, Brock University; Jocelyn Létourneau, Professor and CRC, Laval; Stéphane Lévesque, Associate Professor, University of Ottawa; Ruth Sandwell, Associate Professor, OISE/UT; Peter Seixas, Professor and CRC, UBC; Amy von Heyking, Associate Professor, University of Lethbridge.
In 2015, Dr. Clark received the Education’s 100 prize, an award given to 100 faculty alumni who were selected for their “dedication, impact and expertise as community leaders in their professional area.” Dr. Clark was the recipient of the Killam Teaching Prize in 2006 and the British Columbia Social Studies Teachers' Association Innovator-0f-the-Year Award in 2008. She has taught in public schools in British Columbia and Alberta. She has taught both elementary and secondary social studies curriculum and instruction courses at the University of Alberta, Simon Fraser University, and the University of British Columbia. She worked as a social studies consultant for the Edmonton Public School District, where she developed a variety of materials for teacher use. She is a co-author of three widely used Canadian history textbooks and co-editor of The Anthology of Social Studies, elementary (2015) and secondary school (2016) editions.
Dr. Clarke spent a number of years as a classroom teacher in Australia before coming to Canada to work with beginning teachers, classroom teachers, and university instructors at UBC. He is involved in a number of projects, including the CITE elementary teacher education initiative. In recent years he has become increasingly involved in supporting SoTL inquiries by local, national, and international faculty members. Further, he has worked on a number of international projects supporting the work of pre-service teachers, graduate students, and faculty members. When not actively involved in these endeavours, Dr. Clarke participates behind the scenes in various capacities often involving new ways of exploring teacher education initiatives, for example the annual Investigating Our Practices (IOP) conference, as part of his work for the Centre for the Study of Teacher Education.
Dr. Jillianne Code is a learning scientist, whose area of research is at the praxis of educational technology, psychology and measurement. Before coming to the University of British Columbia, Jillianne was Associate Professor of Educational Technology and Psychology in the Faculty of Education at the University of Victoria (UVic; 2011-17), and a Post-doctoral Research Fellow at the Harvard Graduate School of Education in Assessment and Learning Technologies (2010-11). Dr. Code holds a Ph.D in Educational Psychology from Simon Fraser University, a M.Ed in Educational Psychology with a specialization Instructional Technology and a B.Ed in Secondary Science and Art Education from the University of Alberta.
Dr. Code's research is founded in three main themes. First, her research focuses on the role of agency in learning across multiple domains including science education, educational and applied technology, higher education, health and psychology. Second, her research focuses on the novel use of measurement methods including learning analytics. Dr. Code explores how alternative forms of assessment using advanced technologies can address the challenges with the validity and reliability of current educational and psychological instruments as the methodological challenges in educational research have been well documented throughout the literature. Third, Dr. Code's research focuses on the applied design of immersive and virtual environments for learning exploring the use of virtual, augmented and immersive technologies that situate students in inquiry contexts and use novel assessment methods to formatively and summatively evaluate students problem solving abilities. Dr. Code’s most recent research project, Assessment for Learning in Immersive Virtual Environments (ALIVE), supported by funding from the Social Sciences and Humanities Research Council, explores how immersive virtual environments can be designed to assess and support middle school students’ STEM inquiry learning through formative feedback.
Dr. Code's most important role, however, is that of a heart failure survivor and two-time heart transplant recipient. Following her heart transplants, to honour the efforts of her medical team and the sacrifice of her donors, Dr. Code has worked hard to advocate for the inclusion of patients as partners in health care practice and research. As such Dr. Code is a member of the Steering Committee for Cardiac Services BC, a public beneficiary member on the Medical Services Commission of BC, member of the Heart & Stroke Women’s Heart and Brain Health Research Steering Committee, and member of Heart & Stroke’s Mission Critical Area Committee on Heart Failure. Dr. Code is also an active keynote speaker, and in July 2016 I co-founded the HeartLife Foundation, Canada’s first – and only – national patient-led heart failure organization.
|W: http://jillcode.com||T: @jilliannec||IG: @jilliannc.phd|
Peter Cole is a member of the Douglas First Nation, one of the Stl’atl’imx communities in SW British Columbia, and also has Celtic heritage. He has taught at universities in Canada, the United States and Aotearoa-New Zealand, most recently as Associate Professor in Aboriginal and Northern Studies at the University College of the North where he was Chair of the Research Ethics Board. Peter has played key roles in the development of the Aboriginal & Northern Studies degree program at UCN; the Developmental Standard Teaching Certificate with four Vancouver Island First Nations communities to certify language teachers to teach their Indigenous languages in schools; and, while at Massey University in Aotearoa-New Zealand, was invited by Maori colleagues to participate in the reshaping of the pakeha Technology in the New Zealand Curriculum document into Hangarau: i roto i te Marautanga o Aotearoa, a curriculum based on Maori spiritualities, knowledges, and technologies. Beginning in January, 2001, Peter has been instrumental in initiating a dialogue with the Social Sciences & Humanities Research Council of Canada to be more inclusive and respectful of Aboriginal research protocols, epistemologies and methodologies.
Peter has been a Visiting Noted Scholar at Deakin University (Australia), Queen’s National Scholar at Queen’s University and Noted Scholar at UBC, and has given keynote addresses at several conferences including the 4th Biennial Provoking Curriculum Studies Conference (2009), 5th World Environmental Education Congress (2009), and Technological Learning and Thinking Conference (2010).
Peter has published in many national and international literary and academic journals and books, and is the author of Coyote and Raven go Canoeing: Coming Home to the Village (McGill-Queen’s University Press, 2006), a bookbased on research with Indigenous Peoples internationally in the area of culturally relevant education. This book was written using poetic, dramatic and storytelling voices which helped to break new ground by making orality the foundation of its scholarship. Peter is also co-editor of Speaking for Ourselves: Environmental Justice in Canada (UBC Press, 2009).
Peter’s PhD is in Curriculum Theory & Implementation which he completed at Simon Fraser University (2000).
I am the daughter of Margerie Friedel (nee Cunningham) and Clifford Friedel of Duffield, AB. Descended from Nehiyaw speaking Métis people, I remain closely connected to the traditional, ancestral territory of my Ancestors, Manitow Sâkâhikan [Lac St. Anne in central Alberta]. As a matter of courtship, my grandfather Montrose Cunningham skated across this lake in winter to visit my grandmother, Lily LaRocque. Located in the North Saskatchewan watershed, Manitow Sâkâhikan is marked by a long history of fishing, buffalo hunts, and summer gatherings. This remains an important place for Nehiyaw-Métis and other Indigenous peoples today.
I offer many thanks for the opportunity to work and reside part-time as a guest in Musqueam territory. UBC's Vancouver campus is located on the traditional, ancestral lands of the hən̓q̓əmin̓əm̓ speaking xʷməθkʷəy̓əm (Musqueam - People of the River Grass).
My educational journey includes completion of an undergraduate Degree w/ Distinction in Commerce at the University of Alberta (Faculty of Business, 1996). While studying for that, I also worked as an administrator of college-level business programs for First Nation, Métis and Inuit women. The experience of working in Indigenous higher education prompted completion of a new Masters program in First Nations Education at the University of Alberta (Department of Educational Policy Studies, 1999). My thesis, focused on Aboriginal parental involvement in an urban public school, deals with how issues of power and conflict, related to a legacy of internal colonialism, creates barriers to the meaningful involvement of parents.
The outcomes of that study led me to wonder how, given legacies of disenfranchisement, Indigenous students could reclaim cultural practices that had provided their Ancestors with access to an array of non-material benefits, including effective knowledge translation techniques. In exploring this topic further in my PhD (U of A), I uncovered important educational implications stemming from urban Indigenous youths’ place-based experience. My PhD study received funding from SSHRC, CIHR, Canadian Heritage, and the National Aboriginal Health Organization, plus additional funding for knowledge translation activities, e.g. to produce a mural through Voices Less Heard, an Edmonton Cultural Capital initiative. This research received an internal award (one of two each year in the Faculty of Education), and was one out of two dissertations nominated by the U of A for an annual national award.
Upon completion of my PhD studies, I took up my current position as an Assistant Professor in Indigenous Education in the Department of Curriculum and Pedagogy at UBC. Outside of the university context, in October 2010 I was appointed to the Board of Governors of Rupertsland Institute, a Métis Nation of Alberta affiliate (and sat as Chair of the Board of Governors from Feb 2012 to Jan 2013). In 2011, I was appointed as a Council Member of the Indigenous Leadership and Management Program at the Banff Centre. And in 2013, I agreed to sit as a Board of Director for the Gunn Metis Local 55.
Among other things, my research interests include First Nation and Métis experience in the realm of work and learning, decolonizing research at the intersection of health and education, Nehiyaw-Métis oral histories, and Indigenous-focused outdoor/land/place-based education. As part of this latter interest, I have engaged with community-based partners in the Lower Mainland of BC, and Haida Gwaii, to create meaningful academic service learning experiences for UBC graduate students.
In extending upon earlier research, I am in the process of leading (as Principal Investigator) a community-based project focused on Indigenous youth leadership in the area of unintentional injury prevention. This three-year study (2013-16), supported by a Canadian Institutes of Health Research Open Operating Grant, is situated in Alberta (the Edmonton region).
I am interested in pursuing inquiry via means of Indigenous methodologies, community-based participatory research, qualitative case studies, visual research methods, oral hi(stories), and critical race theory in qualitative research.
Susan Gerofsky brings experience in a number of fields to bear in an innovative and interdisciplinary approach to curriculum theory, and to mathematics education in particular. She holds degrees in languages and linguistics as well as mathematics education, and worked for twelve years in film production, eight years in adult education (including workplace and labour education), and eight years as a high school teacher with the Vancouver School Board. Dr. Gerofsky has been involved in interdisciplinary research and teaching involving mathematics education, applied linguistics, and film.
Dr. Gerofsky has studied and taught in England, Brazil and Cuba. She speaks several languages, and is an active amateur musician with Tiddley Cove Morris Dancers <http://www.tiddleycovemorris.org/>, Orkestar Slivovica <http://www.myspace.com/orkestarslivovica>, Tootalute, and Grist to the Mill ceilidh band <http://gttm.blogspot.com/>.
J Scott Goble
Dr. Scott Goble is Associate Professor and Chair of Music Education at the University of British Columbia. Prior to his appointment at UBC in July 2000, he held faculty positions in music performance and music education at San Francisco State University, Boston University, and Haverford and Bryn Mawr Colleges. He completed the Ph.D. in Music: Music Education at the University of Michigan in 1999, having previously earned a M.M. in Conducting at the University of Washington (1985) and a B.A. magna cum laude in Music Education at Seattle Pacific University (1979). He began his career as a choral and instrumental music teacher in public schools near Seattle, Washington.
Dr. Goble has authored journal articles and book chapters on music education philosophy and history, music cognition and semiotics, and music and media issues. He served as event coordinator for the MayDay Group of critical theorists in music education (2002-2008) (see http://www.maydaygroup.org/), and he is presently Co-Chair of the International Society for Music Education (ISME) Commission on Policy: Culture, Education, and Media (2006-2012) (see http://www.isme.org/).
At UBC, Dr. Goble teaches undergraduate courses in Choral Pedagogy, Curriculum and Instruction in Music in Secondary Schools, and Conducting and Rehearsal Techniques. On the graduate level, he teaches Theory and Principles of Music Education (History and Philosophy), Advanced Conducting and Rehearsal Techniques, Introduction to Research Methodologies, and special topics courses in his fields of research specialization. He also supervises work of M.Ed., M.A., and Ph.D. students.
In addition to his research and teaching, Scott Goble is a conductor of choirs and orchestras, performing in educational, professional, church, and community contexts throughout North America, and he often serves as a guest conductor and clinician. Choral ensembles under his leadership have won regional, national, and international awards.
Peter Gouzouasis is an Professor of Music Education in the Department of Curriculum and Pedagogy at The University of British Columbia. Dr. Gouzouasis is a lifelong learner of music and media, and considers himself a serious student of guitar and other fretted instruments and performance in jazz, North American folk, Celtic, and Greek music contexts.
Over the past 24 years, my work at UBC has evolved through three, connective strands: (1) teaching and learning in music (including digital media and technologies), (2) developing an understanding of learning in and through the Arts and general curriculum using Arts Based Educational Research methods and digital technologies, and (3) an organicist, relational, developmental perspective of lifelong learning. These strands, or themes, have shaped my current scholarship as distinctive, innovative, and expanding the methodological and pedagogical boundaries of the field of music education. For me, pedagogy is the art of both teaching and learning, informed by theory and praxis.
1) The first strand of my work is rooted in research with young children and adolescents. I studied various aspects of music aptitude and achievement since graduate work in 1982. Under the tutelage of Edwin Gordon (from 1959-1990 the most published researcher in the field of music education), I emerged as one of the early researchers in North America who helped revive interest in the development of new teaching techniques and research strategies in early childhood music education.
This theme also involves traditional and emerging forms of media. Studies on the use of video conferencing technology in the delivery of music instruction for children were the first such published papers on the topic. They were based on the premise of the lack of interaction and lack of music instruction in passive television viewing habits of young children. That work revealed early insights into the efficacy of new forms of emerging media in the delivery of music instruction in distance education contexts.
The examination of multimedia constructions of children was fueled by my expertise in computer literacy through arts applications. Considering the mechanistic mainstream of “technology education,” it is a unique approach that acknowledges the contributions of artists and the arts in the development of hardware and content in all forms of traditional and contemporary media. My expertise was recognized internationally by leading software developers (e.g., Macromedia), universities in North America and Australia, practitioners, and small corporations. That early work prepared me to develop the first on-line interactive teaching materials using WebCT (“The Interactive Guitar”) as well as take a leading role in The University of British Columbia’s teacher education program through the formation of the Fine Arts and Media in Education (FAME) cohort. FAME was the first group of pre-service teachers in North America to work in a ubiquitous, 24/7 learning and teaching environment with wireless laptops in both university and public school classroom settings. It led to my involvement as a principal collaborator in a nation-wide SSHRC-INE grant to support that research program and the publication of leading edge research (2001 through 2006). One of the most fascinating aspects of this work is that my collaboration with North Vancouver School District 44 led me to develop one of the most progressive school plans in rich media applications in education in Canada.
2) While arts-based educational research is a relatively nascent form of inquiry, work from my master’s thesis (completed in 1987) enabled me to write papers in this research form as early as 1995. My interest in Marshall McLuhan’s notions of media coincides with five years as the music programming director of what became the most listened to American Public Radio (APR) jazz radio station in North America (JAZZ90/WRTI) in the RTF Department at Temple University. That knowledge provided me with practical insights to the inner workings of the radio and records industry that are documented in my publications (1995, 1996, 2000, 2005, 2011). However, one of the problems faced by arts educators is in the dilemma we face in reconciling practice with research. A number of my latest writings (2002, 2005, 2006, 2008, 2009, 2013) address the struggles of “musician performer as researcher” and provides a rationale for the consideration of artist researchers. Other focuses in arts-based educational research are rooted in the perspectives as the arts as technè, foundational to the content of all forms of new digital media, and historical-sociological issues surrounding the evolution of arts media over the past century (2000, 2001, 2003, 2004). Very few music educators are involved in arts-based educational research. Moreover, few research teams have been assembled across the arts to do work in this field. Independent and collaborative projects with colleagues at UBC in the acquisition of grant funding (SSHRC 2004, 2008; and UBC-Hampton), international conference presentations, and emerging publications now place UBC at the forefront of research in arts-based educational research.
3) In 2007, I conducted a landmark, longitudinal study that examines factors in arts participation and academic achievement of British Columbia grade 12 students. The overall objective of this research is to learn about various factors, relationships and differences in academic, social and arts (music, visual art, drama & dance) achievement of all students across BC from 2001-2004. This research uses quantitative methods to analyse large data sets (n=60,000 per year) to determine the predictive relationships and differences – between academic achievement in language, mathematics, social studies and science – of students who achieve highly in and participate in arts programs and those who have no involvement with the arts in secondary school.
I have also published additional descriptive and qualitative research to examine secondary students in music learning settings in leading international music education journals (2008-2012, and work in review). This phase of my research will include extended, nuanced, multivariate, longitudinal replications of the 2007 study, and will continue for the next three years as part of my recently funded SSHRC Insight grant, What matters most: Music making of adolescents in the 21st century.
More recently, a number of papers that use autoethnography in music learning and teaching contents have been published, are in press, and are in review. You can access some of Peter's work at Academia.edu.
Prior to re-joining UBC in 2011, I was at Simon Fraser University for 21 years, where I served as Associate Dean, Director of the Institute for Studies in Teacher Education, and a Faculty Senator. For three years (2007-2010) I also served as the representative of the Association of British Columbia Deans of Education (ABCDE) on the BC College of Teachers.
My scholarly interests in curriculum and pedagogy focus on how education practitioners think about their work and construct their professional knowledge and expertise. My earlier work studied how teachers use processes like reflection and action research to enhance their understanding of practice. This focus was embellished to examine how teachers’ professional commitment and identity is influenced by the socio-political-cultural contexts in which they do their work. This long-term research program has been regularly funded by SSHRC since 1985. For five years (2002-2007) I was a co-investigator of a Major Collaborative Research Initiative (funded by SSHRC) looking at the impact of policy changes on conditions of teaching in schools in five metropolitan areas of Canada (Halifax, Montreal, Toronto, Saskatoon, and Vancouver). More recently, my interest has been in a post-re-conceptualist understanding of practice, focusing on the enactment of re-conceptualist curriculum discourses in classroom teaching and on the policy context that circumscribes, and often impedes, their connection to practice.
Here is Peter Grimmett with three of his four children after they had just played two games of beach soccer at Spanish Banks on a wet weekend in August 2010. David, his second son (far left), had organized the Caffe Umbria team and seconded his Dad to play at the last minute when they were short. Abigail (centre right) still plays senior women's soccer and Deborah (far right) no longer plays competitively to concentrate on her blossoming career as a pianist. Peter decided to skip the third game (he was shattered) which led to a lot of family banter. His children claimed he could no longer hack the pace. He counterclaimed that it was his soccer experience and positioning sense that had kept the team from losing. Peter lost the argument!
I am an art educator. My PhD, MS, and BEd all majored in art education. My research interests are in the fields of art education, technology, semiotics, visual culture, cognitive psychology, visual communication, and visual literacy. My current research focuses on the visual culture of the virtual worlds, applying virtual world to art education. I would like to focus on how people learn from the 3D gaming world and how educators can use the 3D gaming world as an educational tool for both academic and vocational education.
I am also a practicing artist. I use my art as a communication tool to explore ideas about culture and representation. My interests include oil painting, Chinese painting, Chinese calligraphy, multi-media and constructing, sculpturing and filming on 3D virtual worlds.
I believe a teacher is a guide who leads students through challenges, helps them find their strengths, and shows them directions for future growth. I know how essential dedicated teachers are, especially at the level of higher education. I am a dedicated teacher and I look forward to sharing my knowledge with my students.
Rita L. Irwin is a Professor of Curriculum Studies and Art Education, and former Associate Dean of Teacher Education. Rita has been an educational leader for a number of provincial, national and international organizations including being President of the Canadian Society for the Study of Education, Canadian Association of Curriculum Studies and the Canadian Society for Education through Art, and is the current President of the International Society for Education through Art.
Her research interests have spanned in-service art education, teacher education, socio-cultural issues, and curriculum practices across K-12 and informal learning settings. Rita publishes widely, exhibits her artworks, and has secured a range of research grants, including a number of Social Science and Humanities Research Council of Canada grants to support her work in Canada, Australia, Taiwan, and beyond. Her most recent co-edited books include Revisions: Readings in Canadian Art Teacher Education (co-edited with Kit Grauer and Mike Emme) and Being with A/r/tography (co-edited with Stephanie Springgay, Carl Leggo, and Peter Gouzouasis).
Rita is an artist, researcher, and teacher deeply committed to the arts and education. In recognition of her many accomplishments and commitments, she has received a number of awards for her scholarship, service and teaching including the distinction of Distinguished Fellow of the National Art Education Association in the USA, the Ted T. Aoki Award for Distinguished Service in Canadian Curriculum Studies (CACS), the Canadian Art Teacher of the Year Award (CSEA) and the Killam Award for Excellence in Mentoring (UBC).
Samia Khan is an associate professor in educational technology and science education. Prior to joining the faculty, she worked in the field of science as a scientist. Dr. Khan is a Canadian public school science teacher with a permanent teaching certificate and experience as a Department Head. Dr. Khan pursued graduate study, teaching, and research at the University of Massachusetts-Amherst, US. Since at UBC, has published in major international peer-reviewed journals, such as: Science Education; Science Teacher Education; Educational Technology Research and Development; Computers and Education, and Technology, Instruction, Cognition and Learning. She has also garnered substantial continuous funding and been awarded the prestigious Prime Minister’s Award of Canada for Teaching Excellence in Science, Mathematics and Technology, the Association for Supervision and Curriculum Development Award, the UBC Research Award, and the Canadian Society for the Study of Education’s New Scholar Award for her research.
Dr. Khan's work was recently cited in Tech Trends as top research that has shaped the field of educational technology and teacher education (Bakir, 2016).
Dr. Khan is actively researching the following research questions with graduate students:
- How should we teach STEM, including to people who have learning needs?
- What are the impacts of teacher education on science teachers?
- How can new digital technologies contribute to profound changes in learning and teaching?
- How can education support sustainability?
Dr. Khan has consistently achieved national funding and welcomes future collaborations with graduate students who wish to do R and D on modeling, new educational technologies, the learning sciences, cognition, visualization, computer simulations, science teacher education, k-16 science education, online education, learning issues, sustainability, or knowledge mobilization. Please contact Dr. Khan directly if you are interested in pursuing a graduate degree with her.
Professor Anna M. Kindler re-joined the department in 2014 after serving two terms as Vice Provost and Associate Vice President Academic of UBC. She recently took on a new role in the Faculty as Senior Advisor International. In this capacity, she is responsible for strategic planning and oversight of academic international engagement, including collaborative and joint degree programs; professional development initiatives; academic leadership development programs and other international exchanges.
Dr. Kindler received an MA in Industrial/Graphic Design from the Academy of Fine Arts, Warsaw, Poland, followed by a second MA and a doctorate in Art Education from the University of Illinois at Urbana-Champaign. She joined the University of British Columbia in 1990. From 2001-2004 she took a leave of absence from UBC to serve as Dean of the School of Creative Arts, Sciences and Technology at the Hong Kong Institute of Education.
Throughout her 10-year tenure as Vice Provost and AVP Academic at UBC, Professor Kindler was responsible for a large and diverse portfolio, including oversight of offices and initiatives related to teaching and learning, Aboriginal strategy and international academic programs. She played a key role in initiating the Carl Wieman Science Education Initiative, the new model of TA Training and the creation of the Centre for Teaching, Learning and Technology through the merger and restructuring of related units. She provided oversight of the Teaching and Learning Enhancement Fund and led efforts to develop UBC Student Evaluations of Teaching Policy and guidelines for Peer Review of Teaching. She introduced a new process of budgetary reviews of academic programs and strengthened quality assurance processes, including reviews of academic units through her work within UBC and externally, as a representative of the research universities sector. She led the University’s effort to reinforce its commitment to teaching and learning and effectively championed the introduction of the Professor of Teaching tenure track focused on teaching and educational leadership. She was also instrumental in establishing and implementing at UBC the Academic Leadership Development Program which prepares and supports academic leaders in their roles and contributed to collective bargaining.
Dr. Kindler has drawn on these experiences in providing advice to governments and universities in Canada and abroad. Examples of her related engagements include consultancies to the British Columbia and Hong Kong governments on matters of curriculum reform and quality assurance and to the design and implementation of international leadership development programs. As a visiting Chair Professor at the National Taiwan Normal University, she provided strategic advice on academic policy development and implementation and continues to serve as Special Advisor to the NTNU President.
Professor Kindler has gained international recognition for her research on artistic development, social cognition of art, museum education, multiculturalism and cross-cultural research, and has published widely in these areas. Her work in teacher education has focused on case-based learning and creativity in the classroom. She has been a member of editorial boards and review panels of major international journals and research granting agencies and served two terms as Vice President of the Canadian Society for Education through Art. She is also a practicing artist exploring the medium of photography and has exhibited her work in North America, Europe and Asia. Professor Kindler’s contributions have been recognized through numerous awards, including the Sam Black Award for Education and Development in the Visual and Creative Arts; the Lowenfeld Award for Outstanding Achievement in Art Education; the International Ziegfeld Award for outstanding and internationally recognized contribution to art education through achievement in scholarly writing and research; the NAEA Distinguished Fellow Award and the University of Illinois School of Art and Design Distinguished Alumni Award.
Shannon Leddy (Métis) is a Vancouver based teacher and writer whose practice focuses on decolonizing education and Indigenous education within teacher education. She holds degrees in Art History and Anthropology from the University of Saskatchewan (1994), an MA in Art History (1997), and a BEd (2005) from the University of British Columbia. Her PhD research at Simon Fraser University focused on inviting pre-service teachers into dialogue with contemporary Indigenous art as a mechanism of decolonizing education and in order to help them become adept at delivering Indigenous education without reproducing colonial stereotypes. During her time as a public school teacher with the Vancouver School Board, Shannon worked at several high schools as a teacher of Art, Social Studies and English. After a two-year secondment to work as a Faculty Associate in SFU’s Professional Development Program in teacher education, she returned to the VSB to undertake the coordination of an arts-based mini-school. She has also worked as an Instructor in SFU’s Faculty of Education teaching courses in pedagogical foundations and Aboriginal education. In 2013 she was awarded SFU’s Aboriginal Graduate Entrance Scholarship and a SSHRC Bombardier Scholarship in 2015.
Shannon’s personal philosophy of education is rooted in Freire’s model of inquiry as the praxis required to effect transformative change. Her practice as a teacher, and interest in transforming education, is situated somewhere between the discourses of indigenizing the academy and decolonizing education, two of the current and most prominent frames of reference for discussing Indigeneity and the impacts of colonization within curriculum. Shannon is committed to working at finding new and effective avenues for including Indigenous content within school curriculum in meaningful ways, and helping non-Indigenous teachers to learn from Indigenous people. She believes strongly in the power of dialogue to affect transformative change, and works to create learning environments in which each person is both student and learner.
Dr. Loutzenheiser’s research interests are centered in youth studies, qualitative methodologies, sociology and anthropology of education, anti-oppressive and critical race theories, curriculum policy and gender and queer theories.
Dr. Loutzenheiser’s research interests are focused on the educational experiences of marginalized youth and the teaching and learning directed for and about students labeled as such.
Her current research involves an ethnography of a leadership camp for LGBQ and TTI youth and their allies, and a policy analysis of “anti-homophobia” policy in British Columbia school boards.
She is also particularly interested in the ways theories of race, sexualities, and gender are useful across research projects, methods and methodologies.
Steve McGinley is a full time Lecturer, Faculty Advisor and the Physical and Health Education (PHE) Undergraduate Coordinator in the Department of Curriculum and Pedagogy, Faculty of Education at The University of British Columbia (UBC), Vancouver, Canada. He holds a Master’s degree from the University of British Columbia and his research focuses on Enacting Curricular and Pedagogical changes in Physical and Health Education. Steve was previously an appointed Adjunct Teacher Professor previously. He was most recently the PE Department Head and Assistant Athletic Director at a secondary school in the Catholic Independent Schools of Vancouver Archdiocese in Port Coquitlam where he taught: All levels of PE, PE Leadership 11 and 12, and various other subjects including Social Studies and Learning Resource Center.
Steve’s passions lie in the promotion and advocate for Quality Physical and Health Education and the Physical Literacy movement. He currently teaches PHE K-12 Methods Courses and Teacher Inquiry in the Teacher Education Program and engages all learners and creates and sustains conditions for professional collaboration across education, sport, recreation and health. He is a firm believer that when we open ourselves up to listen, share and collaborate, best practices emerge. He enjoys coaching a plethora of youth sports and is an advocate for sport development and the promotion of physical literacy. He has taken on a number of projects including a national focus group with teachers on the 60 Minute Kids Club Challenge, Building Physical Literacy Capacity within Schools, Sport, Recreation and Health sectors and Peer Leadership and Physical Literacy Promotion in Elementary School Children.
I pull a thread holding together my research, teaching and writing and unravel teaching storylines in all sorts of evocative yarns. I recall a starting point fifteen years ago alongside teachers in a Master’s program I named “Urban Learners.” Since then, ten cohorts of urban teachers have graduated and accomplished research ventures, all unique, all close to their hearts and lives. How fortunate I am to be one of the learners.
In the last few years, my work with teachers extends to Dadaab Refugee Camp in Northeastern Kenya, again connecting my research, teaching and writing. As a member of a research team and Teacher Education Program in Dadaab, I have grasped the urgency of “emergency” education given the challenges, perilous and long term, of displaced communities. UNICEF reports that around the world, 50 million children have been displaced by violence and conflict. I see my task, albeit humble, as bringing the voices of the Dadaab teachers into the global discourse of curriculum and education. Creating the course, Principles of Teaching, and teaching it there has provided me the challenge of truly engaging relevancy and context, global and local perspectives.
Finally, my writing finds a place in all that I do. This past year, I studied and wrote poetry, and produced a chapbook, By a Thread, embracing in part my experience of visiting and teaching in Kenya, of meeting many strong and remarkable people. Here at UBC, I often teach a graduate course about writing I call “Alternatives in Scholarly Writing,” which I hope inspires writing as a method of inquiry, as the creative means wherein we communicate our passion and represent all aspects of our research.
Dr. Marina Milner-Bolotin is a science educator within the Department of Curriculum and Pedagogy. She specializes in science (physics and mathematics) teaching and studies ways of using technology to promote student interest in STEM (science, technology, engineering and mathematics). For the last 25 years she has been teaching science and mathematics in Israel, US (Texas and New Jersey) and Canada. She has taught physics and mathematics to a wide range of students: from elementary gifted students to university undergraduates in science programs and future teachers. She also has led a number of professional development activities for science in-service and pre-service teachers and university faculty: from LoggerPro training workshops, to clicker and tablet training, and to physics content presentations at conferences and PD days. Since 1994, she has been engaged in science education research. Dr. Milner-Bolotin earned her M.Sc. in theoretical physics at Kharkov National University, Ukraine in 1991 and completed her M.A. and Ph.D. in science education at the University of Texas at Austin in 2001. At UT Austin, she investigated how project-based instruction in science courses for future elementary teachers affected their interest in science and their ability to do and teach science. Before joining UBC, she was an Assistant Professor of Physics at Ryerson University in Toronto. Dr. Milner-Bolotin was a member of the Executive Board of the American Association of Physics Teachers (AAPT, 2008-2013) and was a President and a representative for BC Section of AAPT (www.bcapt.ca). At UBC, she was promoted to an Associate Professor in May of 2015. She is actively recruiting graduate students. To learn more about Dr. Milner-Bolotin, visit her research web site at: http://blogs.ubc.ca/mmilner/ .
Dr. Nashon is a science educator. His research focuses on ways of teaching and learning. His area of specialization focuses on students' alternative understandings that have roots in cultural backgrounds and curricula, and are accommodative of students with varying degrees of abilities. His research is dominantly qualitative, borrowing primarily from contemporary theories of constructivism. His most recent research projects include the ongoing Metacognition and Reflective Inquiry (MRI), East African Students' Ways of Knowing (EASWOK), The Status of Physics 12 in BC, The Nature of Analogies Kenyan Physics Teachers Use, and Students' Access To Senior Science and Mathematics Courses in Rural BC. Previous studies include, The Role of Practical Work in Science, and The Kind of Science in Kenyan "Harambee Schools.
Dr. Nashon's experience as a former high school teacher of physics and mathematics, teacher educator, and as an editor of curriculum materials related to science, provides him with a lens through which he examines the link between theory and practice in the classroom, the nature of science curricula, how the curricula material is taught, and the role that students' preconceptions play in the teaching and learning of such material. He is currently involved in teaching a physics methods course to preservice teachers, Foundations Research Methods, Action Research Methods, and several science education courses to graduate students.
My research focuses broadly on ways of teaching and learning science, and is characterized by three main emphases.
• Understanding the nature of science curriculum and instruction and development of theoretical and pedagogical models to improve the practice of science teaching: Understanding the nature of science curriculum and instruction was the focus of my DES, MEd, and EdD dissertation topics. In both the DES and MEd theses, I explored questions about and proffered suggestions regarding the nature of science offered and the associated pedagogy in Kenyan high schools. My EdD dissertation also raised questions about the viability of the widely used anthropomorphic analogies in Kenyan high school science instruction. Further, my doctoral work has formed the foundation for part of my research program here at UBC, which focuses on the development of theoretical and pedagogical models to improve the practice of science teaching, including “Working with Analogies” (WWA) published in OISE Papers for STSE Education (Nashon, 2000), Canadian Journal Science Mathematics and Technology Education (Nashon, 2004), and Research In Science Education (Nashon, 2004). WWA has also been elaborated in my EdD dissertation. I have also developed “School Physics Instructional Model” (SPIM) based on insights from the study (Nashon, 2006), High school science in BC: The status of physics 12 (Nashon, 2007), which highlights the issues of instruction and teacher beliefs as among the key factors influencing student subject choice.
• Understanding the science learner: I investigate the nature and character of the conceptions of science that learners hold from a phenomenological perspective. Also, I elucidate the effect of learners’ prior knowledge and experience, socio–cultural background and learning contexts on their individual and group learning through research projects such as, The Nature of Metaphorical, Analogical and Simile–like Expressions for HIV/AIDS: A case study of Ugandan Biology Classrooms, which revealed how Ugandan students’ preconceived understandings of HIV/AIDS affect classroom instruction about the science of HIV/AIDS. The study served as a motivation for a 2006 – 2010 SSHRC funded study, East African Students’ Ways of Knowing in Science Discourses, which aimed to investigate and elucidate EA students’ ways of understanding the world. Within this realm of research, a 2010-2015 SSHRC funded study that investigated the effect of students’ learning on teachers’ teaching in East Africa was developed with very interesting insights being generated and disseminated through various academic and professional media or fora.
• Understanding the deep meta–level mechanisms of science learning: This line of research focuses on identifying, describing, and understanding the underlying higher–order learning processes or agents that govern knowledge construction including: (a) Metacognition, as is the case in the SSHRC funded multi–national research collaborative study, Metacognition and Reflective Inquiry (MRI): Learning Across Contexts, which is providing theoretical insights into how students engage metacognition in novel problem solving situations. The study has led to the inclusion of a field trip to an amusement park in our physics methods course for pre–service teachers here at UBC with the intent of fostering appreciations of the richness of this context in providing novel learning opportunities for students. As an offshoot, “BC Brightest Minds Competition”, with myself as one of the two lead facilitators and sponsored by Pacific National Exhibition (PNE), was inaugurated in 2006 as an annual event. (b) Ways of knowing through one’s position/view on the nature of science and cultural lens(es), such as the 2006–2010 SSHRC funded research project, East African Students’ Ways of Knowing in Science Discourses on which I was principal investigator. It examined East African students’ Ways of Knowing in science through case studies of selected Kenyan schools. The study concluded that students’ Ways of Knowing are shaped by their socio–cultural backgrounds, which in turn translate into their worldviews and perceptions of science. The study, which commenced in September 2006, investigated East African students’ Ways of Knowing in the context of science curriculum implemented through a program that integrated analysis of Jua Kali (an informal sector defined by UNESCO as “small–scale manufacturing and technology–based services”) production activities with conventional classroom science. Building on findings from this study another SSHRC funded study (2010 – 2015), Teacher Pedagogy and School Culture: The Effect of Student Learning on Science Teachers' Teaching and Culture in East Africa on which I am the principal investigator, was framed to investigate the transformations in East African science teachers' teaching culture, their pedagogies, and collective school culture as they navigate through and experience their students' learning mediated through science curricular reforms. The 2006–2010 SSHRC funded study revealed the importance of the effect of students' learning experiences on teachers' teaching culture, their pedagogies, and school culture. Understanding this effect has been critical to helping Kenyan science teachers design curricular and pedagogical models to enhance science teaching through local contexts. Moreover, student learning and performance are very important motives behind any curricular or pedagogical reform. It is hoped that the study will provide new insights into teachers' PCK in cultural contexts beyond Western perspectives. In all, the studies I conduct are largely framed around the three emphases. It is my objective to share research findings with others through forums such as collaborative course development and implementation, mentorship programs for graduate students, national and international conferences, and print publications.
Cynthia Nicol is an Associate Professor in the Department of Curriculum and Pedagogy in the UBC Faculty of Education. She lived and taught on Haida Gwaii in B.C.’s Pacific Northcoast before moving to Vancouver to pursue her doctoral studies. With teachers and communities she is exploring new ways of making mathematics responsive to all learners by connecting math, community and culture, emphasizing place and community-based education, and exploring social justice issues through mathematics. Her current projects focus on researching ways to support teachers interested in more culturally responsive teaching practices. This includes practices to better understand Aboriginal and non-Aboriginal relationships. This also includes working with teachers in the Dadaab refugee camp, Northeast Kenya, to better understand what it means to live, learn and teach in Dadaab the largest protracted refugee camp in the world. As Principal Investigator of this project she is committed to working across cultures and contexts to better understand and improve opportunities for ongoing teacher learning in some of the world's most challenging conditions.
Killam Research Fellowship Award
Peter Wall Institute for Advanced Studies Early Career Award
Dónal O Donoghue
Dr. Dónal O’Donoghue is Professor (Art Education) in the Department of Curriculum and Pedagogy and a Faculty Member of Green College. His research and scholarship focuses on contemporary art, specifically its pedagogical nature and its capacity to function as a distinct mode of scholarly inquiry and research. Informed by contemporary art theory, continental philosophy and the study of art making and art interpretation, his work contributes most significantly to two fields: art-research and art education. His major contributions to both fields are in four areas: (a) studying how art-research operates in gender research and, in particular, what it reveals about life in boys’ schools, and the gendering practices that occur there; (b) exploring how art practices and forms (and the interpretation of them) suggest alternative inquiry and representational approaches for research conducted in fields such as history education, sociology, visual sociology, visual research, gender research and gender studies; (c) studying contemporary art and curatorial practices and genres (most especially ‘the turn to experience’ and ‘the turn to education’) for their implications for K-12 Art Education theory and practice; (d) preparing artists to become art-researchers and educators, and studying how artists are educated at the tertiary level.
Dr. O’Donoghue has published widely in the areas of art, education, art-led research, and masculinities and has received a number of awards for his scholarship including the 2010 Manuel Barkan Memorial Award from the National Art Education Association (United States) and the 2014 Canadian Art Educator of the Year (Research Impact) from the Canadian Society for Education through Art.
Dr. O’Donoghue is a founding Chair (with Dr. Freedman) of The Art Education Research Institute (AERI) and currently serves as Chair of The Council for Policy Studies Art Education (CPSAE). Previously, he served as Editor of The Canadian Review of Art Education, Honorary Secretary of the Educational Studies Association of Ireland, Secretary of the Arts-Based Educational Research SIG of the American Educational Research Association (AERA), and member of The International Visual Sociology Association (IVSA) Executive Board, The Canadian Society for Education Through Art (CSEA) Executive Committee, and Studies in Art Education Editorial Board.
Pat has taught at universities in Canada, New Zealand and the USA, in remote northern communities, First Nations reserves and the High Amazon of Peru. Her teaching is shaped by ecological, Indigenous, poststructural and posthumantist theory and practices. Her research focusses on the intersections of social justice, ecology, technologies and global capitalism. For two decades Pat has been conducting research with Indigenous communities in BC in the regeneration of their traditional ecological knowledges and practices. Concerned about global warming and global social inequities, Pat's research has expanded to include research with Kichwa-Lamista communities in the High Amazon of Peru to support them in their efforts toward community and ecologial sustainability and to examine the significance of their traditional ecological knowings as counter-narratives to the predominant "progress" narratives offered in mainstream education.
Co-Advisor: Ecojustice & Sustainability Education MEd cohort
Co-Director: Peru Global Seminar: Ecology, Technology and Indigeneity in the High Amazon
- offered at the Sachamama Center for BioCultural Regeneration, Lamas, Peru 2013, 2015, 2017
- 4th offering will be held in June 2019
Past Co-chair: Environmental Education Caucus
Canadian Journal of Environmental Education
Decolonization: Indigeneity, Education & Society
I grew up on a small family farm in southern Ontario and I have had the privilege of studying and working at various universities across Canada. Prior to joining the University of British Columbia, I had tenure-track positions at the University of Manitoba and Memorial University of Newfoundland. At both universities, I worked in the multi-disciplinary Faculty of Kinesiology, which broadly speaking is inclusive of degree programs in Kinesiology, Physical Education and Recreation Management. Joining the Department of Curriculum and Pedagogy Studies in the Faculty of Education is tremendously exciting for me as it affords me the opportunity to merge my scholarly passions, bringing a critical pedagogical approach to health and human movement.
My research uses a feminist post-structural lens to critically examine curriculum policy, pedagogy and lived experience. In particular, my research is motivated by a social justice approach to health and movement pedagogies, as I am firmly committed to the transformative potential of movement.
In an effort to move towards social justice possibilities, I challenge traditional methods of teaching-learning in health and physical education, particularly focusing on the social and cultural relevance of learning in and through the moving body. More recently, my interest in health education and health-related research centers around a Canadian Institutes for Health Research (CIHR) funded project that examines the discourses surrounding the human papillomavirus (HPV) vaccination. I am also on a small project that is exploring issues of surveillance and power in school health initiatives.
Additionally, I am a co-applicant on a Social Sciences and Humanities Research Council (SSHRC) funded project that is examining Indigenous masculinities and physical cultures in Fisher River Cree Nation (Manitoba).
Stephen specializes in Media and Technology Studies (MTS), Science and Technology Studies (STS), Science, Technology, Engineering, and Mathematics education (STEM), and of course Curriculum Studies (esp. Metaphysics of Curriculum, and the Sociology of Curriculum and Pedagogy). He is a cultural historian with a current projects on Meducation and Twentieth Century Learning in addition to long-term histories of technotheology and culture, media and technology. Stephen's expertise necessarily includes the philosophy of technology and the philosophy of research, as opposed to methodology.
As a critical educator and with extensive expertise in critical university studies, Stephen is actively researching academic freedom. He is co-founder and co-Director, with Sandra Mathison and E. Wayne Ross, of the Institute for Critical Education Studies and co-Edits the Institute's flagship journals Critical Education and Workplace: A Journal for Academic Labor, one of the premiere journals in critical university studies. With Sandra and Wayne, he is an academic and citizen journalist posting and reporting at the ICES and Workplace blogs, tweet streams, and timelines, and other media outlets. As media and technology specialist, he practices and teaches the democratic value of descriptive and evaluative opinion.
In addition to the history and philosophy of media and technology and the metaphysics of research, he is exploring the interconnections between digital media and learning within a how we learn media & technology (across the lifespan) framework. The emphasis is on design and engineering cognition.
Other projects include books titled Technology, Religion, Spirituality and the Sacred, Techontologies: The Critical Ontology of Media and Technology, Twentieth Century Learning, and Education, Medicine, and the Psy-ences. This fourth book includes a major article titled “Medical Liberty” published in the December 2008 issue of the Journal of Medical Humanities. Recent major articles or chapters include an analysis of the critique of critique (a la Latour and Ranciere) in The New Critiquette and Old Scholactivism: A Petit Critique of Academic Manners, Managers, Matters, and Freedom.
In 2015, Stephen completed a history of the critique of media and technology. This chapter is forthcoming in Critique in Design and Technology Education. In 2014, he introduced an entirely new paradigm for new media and technologies in "Postliterate Machineries." This chapter basically spells the end of new literacies.
Stephen has also published a popular textbook titled Advanced Teaching Methods for the Technology Classroom (2007) and a collection of essays on the critical theory of design and technology education. Recent articles appear in the History of Education Quarterly (e.g., "Preschools for Science," award winning article with Penney Clark and Mona Gleason), History of Psychology, Technology and Culture and the International Journal of Technology and Design Education.
Stephen designs and teaches a range of courses in media and technology studies, STS, and curriculum studies. In addition to EDCP on-campus courses, such as Latour, ANT and STS, Media Studies, Technology Studies, and Curriculum Studies, he teaches and co-Supervises in the DLC (Digital Learning & Curriculum cohort). An off-campus two-year masters program, the DLC is currently recruiting for the third cohort. He co-designs and teaches media studies and foundations courses in the online Master of Educational Technology program.
Stephen has authored or co-authored 111 publications, including 40 Refereed Articles, 14 Refereed Proceedings, 31 Scholarly Responses and Non-Refereed Publications, 6 Books, and 27 Book Chapters, in addition to dozens of technical reports. He has been awarded $1.5m in competitive research and infrastructure funds, some of which underwrote the design of 3 labs. He has supervised 108 graduate students, including 9 Ph.D. students, to completion and is current Supervisor of 8 graduate students.
Anne Phelan is a Professor in the Department of Curriculum and Pedagogy, and co-Director of the Centre for the Study of Teacher Education, at the University of British Columbia. Her research focuses on the intellectual and political freedom of K-12 teachers and on the creation of teacher education programs and policies that support that end. Her work has explored (a) the relationship between language, subjectivity, and practice; and (b) the dynamic of judgment and responsibility; and (c) the paradoxes of autonomy (creativity and resistance) in teacher education and in professional life. Her current SSHRC-funded research, with Dr. Melanie Janzen (University of Manitoba), examines the anxiety of obligation in teaching and its relationship to teacher attrition.
Faculties of education often emphasize research on teaching and learning, devising “best practices” of “effective” teaching in order to “facilitate” student learning, often assessed by standardized tests. I am interested in each of these but – as a curriculum theorist - I am less interested in how teachers teach than in what they teach, what students learn (and what they don’t), the impact of standardized assessment on teaching and learning. “What knowledge is of most worth?”: that’s the key curriculum question.
These days that question is often answered in exclusively economic terms - what can students study to ensure a good job upon graduation? - but it is also a political question, evident for example in certain U.S. school districts’ efforts to block the teaching of evolution, or skew the study of slavery. As those controversies make clear, the curriculum question is also an ethical question: what should students study to encourage them to become caring cosmopolitan citizens of their communities and countries and, as climate change requires, of the planet?
The great Canadian educator George Grant underlined the spiritual character of curriculum, insisting we ask why we are alive as well as how should we live, the two questions for him intertwined. For Grant, economics is a subset of ethics. Relegating curriculum to a means – to a good job or even to improve society – devalues it. For him study is an end in itself: a spiritual as well as academic practice.
George Grant was concerned about our relationship to technology, worried we would come to worship it, mesmerized by its many benefits, understating its many dangers, among them pollution, surveillance, the mass casualties of increasingly technological warfare. He predicted technology would produce homogenous societies worldwide, what we now understand as globalization (and the various often violent reactions to it). In that regard, the future of Quebec concerned Grant, but the future of Aboriginal peoples is also affirmed in his commitment to preserve what he termed particularity. Grant was quite critical of the United States, a country (he thought) that would sacrifice anything in the way of profits, now evident in efforts by computer companies to force secondary schools to replace the study of foreign languages with courses in coding.
My book on Grant follows others, each providing specific answers to the curriculum question: what knowledge is of most worth? In a book on racial politics and violence in America I juxtaposed lynching and interracial prison rape to show that racial politics and violence were – are - often expressed through the prism of “gender.” My decades-long interest in gender (organized by what gets called queer theory) has acknowledged LBGTQ issues, and not only as a series of precious particularities (as Grant might say) but also in play in apparently non-gendered domains, like curriculum reform. In America’s first national curriculum reform – undertaken by the Kennedy Administration in the early 1960s – gender animated affirmations of academic “rigour,” as the Kennedys’ embrace of sport – specifically American-style football – enacted (as John and Robert Kennedy saw it) the masculine toughness needed to fight the Cold War.
Finally, I have devoted years of study to curriculum studies itself, as a field, explicating its intellectual histories and present circumstances, especially in the U.S. but also in Brazil, China, India, Mexico and South Africa. (There is a book on each.) Now I am undertaking a study of curriculum studies in Canada, interested in showing how the field here has responded to the various challenges posed to it, prominent among them today truth and reconciliation. Throughout each of these projects, the curriculum question reverberates: what knowledge is of most worth?
Dr Kerry Renwick has teaching experience in Australian secondary schools in the government, catholic and independent systems in the State of Victoria, Australia; in vocational education and training; and higher education. Kerry also has experience working in public health nutrition with Statewide responsibility for nutrition education in P-12 schools. Within her role at Victoria University, Kerry successfully introduced Home Economics as a secondary specialisation for pre-service teachers. She has undertaken leadership in teacher professional associations including roles President, Treasurer and Editor of journals. Kerry is an associate editor for the International Journal of Home Economics and the Journal of Family and Consumer Sciences, and holds the position of Vice President, Pacific Region, for the International Federation of Home Economics (IFHE) 2018 – 2020.
In addition to her research work around health literacy; food literacy; teacher education; and teachers’ professional practice Kerry is also an Associate Member of the Centre for Sustainable Food Systems at UBC Farm: http://ubcfarm.ubc.ca/about/people/ .
E Wayne Ross
Dr. Ross is interested in the influence of social and institutional contexts on teachers’ practice as well as the role of curriculum and teaching in building a democratic society in the face of antidemocratic impulses of greed, individualism, and intolerance.
In recent years he has examined the influence of the educational standards and high-stakes testing movements on curriculum and teaching. His most recent research investigates the surveillance-based and spectacular conditions of postmodern schools and society in an effort to develop both a radical critique of the “disciplinary gaze” and a means by which teachers, students, and other stakeholders might resist its various conformative, anti-democratic, anti-collective, and oppressive potentialities.
Dr. Ross is co-founder and co-director, with Sandra Mathison and Stephen Petrina, of the Institute for Critical Education Studies and co-edits the Institute’s flagship, open access journals Critical Education and Workplace: A Journal for Academic Labor.
He also co-edits Cultural Logic , which has been on-line since 1997, and is an open access, peer-reviewed, interdisciplinary journal publishing essays, interviews, poetry, and reviews by writers working within the Marxist tradition.
Dr. Ross has written extensively for newspapers and magazines on education and social issues and has contributed to numerous radio and television outlets. His education activism includes playing a key role in the creation of The Rouge Forum, a group of educators, parents, and students seeking a democratic society through dialogue and direct action. The Rouge Forum brings together education activists in a variety of projects and regularly sponsors regional and national conferences.
A former secondary social studies (Grades 8 to 12) and day care teacher in North Carolina and Georgia, Dr. Ross was Distinguished University Scholar and Chair of the Department of Teaching at the University of Louisville prior to his arrival at UBC in 2004. He has also taught at the State University of New York at Albany and Binghamton University, SUNY.
Find Dr. Ross on the interwebs:
Dr. Leyton Schnellert
Dr. Leyton Schnellert is an Associate Professor in UBC’s Department of Curriculum & Pedagogy and Eleanor Rix Professor in Rural Teacher Education. His scholarship attends to how teachers and teaching and learners and learning can mindfully embrace student diversity and inclusive education. Dr. Schnellert is the Pedagogy and Participation research cluster lead in the UBC Institute for Community Engaged Research and co-chair of BC’s Rural Education Advisory Committee. His community-based collaborative work contributes a counterargument to top-down approaches that operate from deficit models, instead drawing from communities’ funds of knowledge to build participatory, collaborative, and culturally responsive practices. Dr. Schnellert has been a middle and secondary school classroom teacher and a learning resource teacher K-12. His books, films and research articles are widely referenced in local, national and international contexts.
Before joining UBC I was a classroom teacher and also worked as a marine educator and park naturalist. These experiences prompted me to pursue a MA and PhD in Science and Environmental Education. I teach elementary science methods as well as courses in communications, environmental learning, and research methods. I enjoy working with Teacher Candidates and undergraduate science students in my role as Faculty Advisor with the Teacher Education Office. My research focuses on elementary science, environmental education, and teacher education. I view myself as a naturalist, scientist, and educator of, for, and in the environment; I am a passionate advocate for learning experiences that nurture our sense of wonder for the human and more than human world.
Dr. Tim Waddington has over twenty years’ experience as a public school educator and advocate for children and youth. With advanced degrees in Education Leadership and the Philosophy of Education, Tim infuses a rich and creative understanding of Imaginative Education into both his teaching and research. Dr. Waddington currently holds a position Lecturer in the Faculty of Education at UBC as well as an Associate Directorship with the Imaginative Education Research Group based at Simon Fraser University. Tim is passionate about intellectually rigorous and emotionally engaging curriculum, with expertise in the subject areas of History, Literature and the Humanities, particularly as it pertains to Philosophic and Ironic Understandings. His ongoing research is centered upon theories of imagination, irony, ethics in curriculum, and possible existential outcomes for both teachers and learners alike.
Dr. Webb spent a decade as a classroom teacher and department head before returning to higher education as a teacher educator. Her research interests lie in teaching and learning in higher education and she is involved in research projects related to Threshold Concepts, the Scholarship of Teaching and Learning (SoTL), and Social Studies Teacher Education. She believes that the role of an educator is to help learners equip themselves with the skills to make intelligent, reasoned decisions; whether that be in the classroom or their own research.
Andrea works to foster SoTL in higher education. She is on the program advisory board for the International Program for the Scholarship of Educational Leadership (SoEL): UBC Certificate on Curriculum and Pedagogy in Higher Education<http://international.educ.ubc.ca/SOTL/> and is on the Board of the SoTL Canada special interest group. Dr. Webb is a recipient of the Higher Education Academy prestigious recognition of excellence in educational leadership and teaching at the university level – Senior Fellowship, as well as the Faculty of Education Sessional and Lecturer Teaching Award and the UBC Alma Mater Society Just Desserts Award.
I am a teacher and science educator. My teaching and research interests include teacher education, collaborative teacher inquiry and reflective practice, STEM, Science Education, and Outdoor Education and learning. My research focuses on promoting learning that is meaningful and engaging for learners. This includes exploring how students learn through a variety of methods, such as place-based learning, problem-based learning, conceptual learning, through variation, and outdoors. I pay special attention to how students engage with society and confront local community issues that are culturally responsive and informed by disciplinary knowledge and methods. I am interested in how classroom learning can cultivate students’ impetus for social action; in the context of science education, I engage with how teachers and students learn to tackle socioscientific and sociopolitical issues. My research focuses on finding the spaces for students to develop awareness and confront of issues of marginalization faced by minority groups within our society.
I take special interest in how teachers are prepared and professionally developed. To this end, my research goals include encouraging teachers to design innovative pedagogical tools to support student learning. I am interested in how different professional development approaches, such as action research, lesson study, learning study, and professional learning communities can support teachers in their teaching instruction. In this vein, I am interested in how educational reforms and new curriculum could be catalysts for teacher change. I also take interest in teachers' beliefs about learning and their teaching practices. I am interested in how teachers can be empowered to become curriculum makers, teacher scholars and reflective practitioners. I explore this area of my research at the classroom, school and policy levels.
Currently, I have ongoing research projects that explore how teachers’ integration of educational theories to teaching practice could enrich student learning. The theories include neuroscience perspectives (brain-based learning), variation theory, as well as place-based perspectives. I also engage in a study that explores how media and technology can be utilized to promote community-based learning. Specifically, the study focuses on how students produce short films to deepen their own learning and engage with community. Another part of my work examines the practices of turnaround teachers and low-ability learners. I theorize about the teachers' pedagogical content knowledge and strategies, and explore the ways by which they relate, encourage, and increase agency for students who have had little success academically.
Before joining UBC, I was a research fellow at the National Institute of Education in Singapore, and taught at the graduate level and in school leadership programmes. Coupled with my experiences as a plant biology major, former high school teacher of biology, and designer and reviewer of science curriculum materials, these experiences provide the platform by which I theorize and explore the phenomena of teaching and learning.