Recent Publications - Dr. Lisa Taylor
Dr. Lisa Taylor
School of Education
Recent Publications:
Taylor, L. K. & Zine, J. (Eds.). (forthcoming). Muslim Women, Transnational Feminism and the Ethics of Pedagogy: Contested Imaginaries in post-9/11 Cultural Practice. Palgrave.
Taylor, L. K. (forthcoming). No language is neutral: Afrocentrism, multiliteracies and joining polyphonic community in a Black Canadian Literature course. In E. Lawson & G. J. S. Dei (eds.), African-centred Schooling: A critical reader. Toronto: Between the Lines.
Taylor, L. K., Rwigema, M. J., & Sollange, U. (forthcoming). The Ethics of learning from Rwandan survivor communities: The politics of knowledge production and shared authority within community-school collaboration in genocide and critical global citizenship education. In S. High & Concordia University Centre for Oral History and Digital Storytelling (Eds.), Beyond Testimony and Trauma: Oral History in the Aftermath of Mass Violence.
Taylor, L. K. & Hoechsmann, M. (2012). Why Multicultural Literacy? Multicultural Education Inside and Outside of Schools. In H. K. Wright, M. Singh & R. Race (Eds.). Precarious international multicultural education: Hegemony, dissent and rising alternatives. Sense Publishers.
Taylor, L. K., Rwigema, M. J. & Umwali, S. S. (2012). What you see depends where you stand: Critical anticolonial perspectives on Genocide Education addressing the Rwandan Genocide. In P. P. Trifonas & B. Wright. (Eds.), Critical Peace Education: Difficult dialogues. New York: Springer.
Taylor, L. K. & Zine, J. (2012). Contested imaginaries: Reading Muslim women and Muslim women reading back: Transnational feminist reading practices, pedagogy and ethical concerns. In L. Tepperman & A. Kalyta (Eds.), Reading Sociology: Canadian Perspectives, Second Edition. Toronto: Oxford University Press.
Taylor, L. K. (2011). Feeling in Crisis: Vicissitudes of Response in Experiments with Global Justice Education. Journal of the Canadian Association for Curriculum Studies, 9, 1, pp. 6-65.
Taylor, L. K. (2011). Global Justice Education as a pedagogy of loss: Interrupting Frames of War. In H. Smits & R. Naqvi, (Eds.), Thinking about and enacting curriculum in Times of War. Lanham, MD: Rowman & Littlefield.
Taylor, L. K. (2011). Beyond Paternalism: Global Education with Preservice Teachers as a Practice of Implication. In V. Andreotti & L.M.T.M. de Souza (Eds.), Postcolonial perspectives on global citizenship education. Routledge.
Taylor, L. K. & Hoechsmann, M. (2011). Beyond Intellectual Insularity: Multicultural Literacy as a Measure of Respect. Canadian Journal of Education, 34, 2, June. Available from www.cje-rce.ca.
Taylor, L. K. & Hoechsmann, M. (2011). ¿Por qué la alfabetización multicultural? La educación cultural dentro y fuera del ámbito escolar. Special Issue on Democracy and Education of Postconvencionales.
Andreotti, V., Jefferess, D., Pashby, K., Rowe, C., Tarc, P. & Taylor, L.K. (2010). Difference and Conflict in Global Citizenship in Higher Education in Canada. International Journal on Development Education and Global Learning.
Taylor, L. K. & Boutilier, K. (2010). I walk Bathurst Street until it come like home’: Studying Black Canadian Literature and Critical Citizenship in the English Classroom. Our Schools/Ourselves.
Taylor, L. K. (2010). Multimodal archeologies of storied formation as palimpsestal inquiry. In C. Mitchell & T. Wilson (Eds.), Memory and pedagogy: Productive remembering in changing times. New York: Routledge.
Taylor, L. K., Bernhard, J., Garg, S. & Cummins, J. (2008). Building on Students’ Family-Based Cultural and Linguistic Capital through a Multiliteracies Curriculum. Journal of Early Childhood Literacy, 8, 3, pp. 269-295.
Taylor, L. K. (2008). Of mother tongues and other tongues: The stakes of linguistically inclusive pedagogy in minority contexts. Special Issue: Multilingual Literacies. Canadian Modern Language Review, 64, 5, pp. 89-123.
Taylor, L. K. (2008). Transcreation, Transformance and the fertility of Difference: Reading ESL students’ negotiations of language difference through the lens of translation. In P. Trifonas (Ed.), Worlds of difference: Rethinking the ethics of global education for the 21st century (pp. 103-136). Boulder: Paradigm.
Taylor, L. K. (2008). From critical literacy to recursive embodied affective relations of knowing: Reading literature Through Other Eyes. Critical Literacy: Theories and Practices, pp. 58-73, available from http://www.criticalliteracy.org.uk/journal/table2.html.
Taylor, L. K. (2008). Beyond ‘open-mindedness’: Cultivating critical, reflexive approaches to democratic dialogue. In P. R. Carr & D. E. Lund (Eds.), Theorizing Democracy and Social Justice in Education (pp. 159-176). New York: Peter Lang.
Burwell, C., Davis, H. E. & Taylor, L. K. (2008). Reading Nafisi in the West: Feminist Reading Practices and Ethical Concerns. TOPIA A Canadian Journal of Cultural Studies, Special Issue: Islam and Cultural Politics, 19, pp. 63-84.
Taylor, L. K. (2008). Normalizar la diversidad, diversificar lo normal: Modelos canadienses de educación inclusiva en contextos de alta diversidad etnolingüística (Normalizing Diversity, Diversifying ‘Normal’: Canadian models of inclusive education in ethnolinguistically diverse settings). Conference Proceedings, 5th Simposium on Language, Education and Immigration, Instituto de Ciencias de la Educación de la Universidad de Girona, Girona, Spain.
Taylor, L. K. (2007). Developing critical affective imagination: Building feminist anti-colonial embodied reading practices through Reader Response. Critical Literacy: Theories and Practices, 1, 2, pp. 58-73.
Zine, J, Taylor, L. K. & Davis, H. D. (Guest Editors). (2007). CONTESTED IMAGINARIES / Reading Muslim Women and Muslim Women Reading Back: Transnational Feminist Reading Practices, Pedagogy and Ethical Concerns, Special Issue of Intercultural Education, 18, 4.
Zine, J, Taylor, L. K. & Davis, H. D. (2007). Editorial Introduction. Reading Muslim Women and Muslim Women Reading Back: Transnational Feminist Reading Practices, Pedagogy and Ethical Concerns, Special Issue of Intercultural Education, 18, 4, pp. 271-280.
Taylor, L. K. (2007). Reading desire: From empathy to estrangement, from enlightenment to implication. Intercultural Education, 18, 4, pp. 297-316.
Zine, J, Taylor, L. K. & Davis, H. D. (2007). Interview with Zarqa Nawaz. Reading Muslim Women And Muslim Women Reading Back: Transnational Feminist Reading Practices, Pedagogy and Ethical Concerns, Special Issue of Intercultural Education, 18, 4.
Taylor, L. K., Davis, H. D. & Zine, J. (2007). Interview with Jamelie Hassan. Reading Muslim Women And Muslim Women Reading Back: Transnational Feminist Reading Practices, Pedagogy and Ethical Concerns, Special Issue of Intercultural Education, 18, 4.
Davis, H. D., Zine, J. & Taylor, L. K. (2007). Interview with Mohja Kahf. Reading Muslim Women And Muslim Women Reading Back: Transnational Feminist Reading Practices, Pedagogy and Ethical Concerns, Special Issue of Intercultural Education, 18, 4.
Taylor, L. K. (2007). Taking Diversity Seriously through Multiliteracies Pedagogy. Proceedings of International Conference on Intercultural Education, Teacher Training and School Practice. National University of Distance Education. Madrid, Spain.
Taylor, L. K. (2006-2007). Glocal rural: Home in the world and the worlding of home. Journal of Eastern Townships Studies, 29-30, pp. 19-26.
Taylor, L. K. (2006). Cultural Translation and the Double Movement of Difference in learning ‘English as a Second Identity’. Critical Inquiry in Language Studies, 3, 2, 101-130.
Taylor, L. K. (2006). Wrestling with Race: Implications of Integrative Antiracism Education for Immigrant ESL Youth. TESOL Quarterly, 40, 3, 519-544.
Taylor, L. K. (2004). Creating a Community of Difference: Understanding Gender and Race in a high school ESL Anti-discrimination Camp. In B. Norton & A. Pavlenko (Eds.), Gender and TESOL (pp. 95-110). TESOL Publications.
Taylor, L. K. (2004). Terms of Engagement: Cultural Translation and the Dream of Educational Inclusion. In A. Ibrahim (Ed.), Special Issue: Thinking Critically, Choosing Politically: Anti-racism and/or Multiculturalism Education, Inquiry: Critical Thinking Across the Discipline, 22, 2, pp. 33-44.
Taylor, L. K. (2002). Indians Shooting Indians: 'Imaging back' and Re/membering Communities in a Polyvalent Postcolonial Text. Trans/forms: insurgent voices in education, pp. 37-54.
Taylor, L. K. (2001). More Perils of Talking About Culture: Constructs of 'Race' and Culture Circulating in Multicultural Educational Discourses. Trans/forms: insurgent voices in education (5), pp. 81-7.
Taylor, L. K. (1997). `Canadian Culture', Cultural Difference and ESL Pedagogy. TESL Canada Journal 15, 1, pp. 70-6.
