Faculty

Faculty

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Dr. Avril Aitken

Full Professor

B.Ed., M.Ed. (McGill), Ph.D. (Ottawa) My work involves theorizing curriculum in teacher education, engaging in collaborative inquiry with educators in rural and remote communities, and inquiring into the identity-making venture of teachers – in particular its implications for the self, others, and change. I seek to understand the place of teacher education curricula in addressing critical global issues and in promoting democratic, diverse and sustainable communities.…Contact Information and full bio
Phone: 819-822-9600 ext. 2657

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B.Ed., M.Ed. (McGill), Ph.D. (Ottawa)

My work involves theorizing curriculum in teacher education, engaging in collaborative inquiry with educators in rural and remote communities, and inquiring into the identity-making venture of teachers – in particular its implications for the self, others, and change. I seek to understand the place of teacher education curricula in addressing critical global issues and in promoting democratic, diverse and sustainable communities.

Among other courses, I teach the final year Interdisciplinary Integrative Course; this involves future teachers in drawing on their previous learning experiences in the program and collaboratively considering the transformational possibilities of their practice, particular when framed in relation to social and environmental justice, equity, and sustainability.

I have a long relationship with the Naskapi Nation of Kawawachikamach, with whom I worked as an educator for 16 years. Since 1997 I have collaborated with community members and the local school team on the Naskapi medium of instruction initiative. My interests in sustainable living and in the significance of Indigenous epistemologies and ontologies for teacher education are directly connected to this experience of teaching and collaboration.

I have been working in the School of Education since 2006; before coming to Bishop’s, I collaborated with school and school board teams from across the province of Quebec on a range of initiatives related to changes in policy, program and practice.

Research

Recent research initiatives include:

Individual Investigation:

  • An exploration of perceptions of pre-service teachers regarding Education for Sustainable Development [2012-2013]
  • Pre-service Teachers’ Stories of Identity through Digital Self-portraits [2010-2012]

Co-Investigation with Dr. Linda Radford:

  • Pre-service Teachers’ Stories of Identity through Digital Self-portraits – Part II [2012-2014]

Primary Investigator of a School of Education team project – $88985 – MELS Chantier 7:
In collaboration with Drs. Bures, Beauchamp, Lau, Director of Practice Teaching, Elizabeth Kreuger, and University Supervisor, Josée Rourke and the Eastern Townships School Board

The Associate Teachers Professional Development Project [2010-2013]:

  • Identifying Professional Development Needs of Associate Teachers who are Required to Develop and Evaluate Pre-service Teachers’ Professional Competencies [April – Dec. 2010]
  • Development of a Model for Accompanying Associate Teachers [2010-2013]
  • Associate Teachers’ Perspectives on Competency Development, Competency-based Assessment and Tools for 2nd Year Practicum

Community Collaboration:

  • The Going Home Project [2012-2013] – Funded by HRSDC. Remembrance as a Digitally Mediated Practice of Pedagogy, with the Naskapi Nation
  • The Naskapi Curriculum Development Project – with Jimmy Sandy Memorial School and the Central Quebec School Board [Funded Federally and Provincially, 1997 – 2013]

Publications

Refereed book chapters

Radford, L. & Aitken, A. (Accepted) Digital dream-work: Becoming teachers’ stories of trauma. In N. Ng-A-Fook, J. Reis  & A. Ibrahim, (Eds.). Provoking Curriculum Studies: Strong Poetry and the Arts of the Possible in Education. NY: Routledge.

Aitken, A. (2013). Finding “stories of identity” through digital self-portraits. In K. Sanford & T. Strong-Wilson (Eds.). The Emperor’s New Clothes?: Issues and Alternatives in Uses of the Portfolio in Teacher Education Programs (pp. 180 – 196). New York, NY: Peter Lang.

Aitken, A. (2010). Comprendre le processus de construction identitaire: Une démarche essentielle chez les enseignants. In L. Lafortune, S. Fréchette, N. Sorin, P.A. Doudin, & O. Albanese (Eds.). Approches affectives, métacognitives et cognitives de la compréhension (pp. 183 – 200). Quebec, Presses de l’Université du Quebec.

Aitken, A. & Kreuger, E. (2010). Working within and against governance in Quebec:
Understanding competency evaluation in the field placement. In T. Falkenberg & H. Smits (Eds.). Field experiences in the context of reform of Canadian teacher education programs (2 vols., pp. 67-78). Winnipeg, MB: Faculty of Education, University of Manitoba.

Refereed articles in scholarly journals

Radford, L. & Aitken, A. (Accepted). Becoming Teachers’ Little Epics and Cultural Myths — Writ Large in Digital Stories. McGill Journal of Education – Special Issue: “Multimedia in/as Scholarship”

Aitken, A., & Radford, L. (2012). Aesthetic archives: Pre-service teachers symbolizing experiences through digital storytelling. Journal of the Canadian Association of Curriculum Studies. [Special issue] Volume 10.

Aitken, A. (2010). Becoming an academic: Professional identity on the road to tenure. Journal of Educational Thought. [Special issue] 44(1), 55-68.

Aitken, A. (2008). The novice with expertise: Is there a leadership role for pre-service teachers in times of educational change? Learning Landscapes 1(2), 127-139.

Non-refereed books

Lafortune, L., Prud’homme, L., Sorin, N., Aitken, A., et al. (2011). Manifeste pour une école compétente. Quebec, Presses de l’Université du Quebec. [A collective text of 29 authors representing all universities in Quebec with faculties or schools of education].

Lafortune, L. with Chantale Lepage, Franca Persechino, Kathleen Bélanger and Avril Aitken (2009). A professional accompaniment model for change, Quebec, Presses de l’Université du Quebec.

Lafortune, L. with Chantale Lepage, Franca Persechino, Kathleen Bélanger and Avril Aitken (2009). Guide for accompanying change, Quebec, Presses de l’Université du Quebec.

Lafortune, L. with Chantale Lepage, Franca Persechino and Avril Aitken (2009). Professional competencies for accompanying change, Quebec, Presses de l’Université du Quebec.

Refereed papers presented at scholarly meetings (2008 to present)

Aitken, A. & Young, A. (2014, May 30). Les obstacles et les leviers de croissance pour l’EDD. Concilier Innovation et Planification, AQPERE, 6e colloque écodéveloppement des institutions d’enseignement du Quebec. Université de Sherbrooke, QC.

Strong-Wilson, T., Chang-Kredl, S., Radford, L., Yoder, A., Aitken, A. (2014, May 27). Currere Tales: Returning to the Archive. Borders without Boundaries, CSSE Conference 2014, Brock University, St. Catharines, ON.

Radford, L. & Aitken, A. (2014, May 26). Digital filmmaking, critical incidents and reparation: A theory and practice of teaching and learning. Borders without Boundaries, CSSE Conference 2014, Brock University, St. Catharines, ON.

Aitken, A., & Radford, L., (2014, April 4). Curricular and Pedagogical Possibilities of Digital Filmmaking: Unraveling and Provoking New Forms of Thought for Educators. American Educational Research Association Annual Congress – Philadelphia.

Strong-Wilson, T., Yoder, A., Aitken, A., Chang-Kredl, S., Radford, L. (2014, April 2). Curriculum Matters: On Our Elaborate Detour. American Association for the Advancement of Curriculum Studies, 2014, Philadelphia, PA.

Radford, L. & Aitken, A. (2014, April 1). Revelatory Curriculum: Digital Storytelling as Research and Pedagogy in Teacher Education. American Association for the Advancement of Curriculum Studies, 2014, Philadelphia, PA.

Bures, E.M., Aitken, A., Beauchamp, C. & Haigh, C. (March, 2014). Approaches to delivering a graduate programme in Education to professionals in diverse locations: From Face-to-face, live courses to a medley of hybrid and distance offerings. Society for Information Technology and Teacher Education 2014, Jacksonville, Florida.

Aitken, A., & Radford, L., (2013, June 4). Working the Spaces of Complicated Places and Times: Interdisciplinarity and Sustainability in Teacher Education. @ the Edge, CSSE Conference 2013, University of Victoria, Victoria, BC.

Brushwood-Rose, C., Radford, L., & Aitken, A. (2013, June 3). Symposium: Troubling Stories: The Promise and Challenge of Digital Storytelling in Education. @ the Edge, CSSE Conference 2013, University of Victoria, Victoria, BC.

Aitken, A., Kreuger, E., Lau, S. M. & Kingsley, J.  (2013, June 2). Collaborative Learning: Teacher Educators and Associate Teachers Act on a Close Reading of Teacher Competencies. @ the Edge, CSSE Conference 2013, University of Victoria, Victoria, BC.

Aitken, A., Radford, L. & Young, A. (2013, March 13). Beyond perceived barriers to Education for Sustainable Development among pre-service teachers: A study of curriculum for Teacher Education. The 57th Annual Conference of the Comparative and International Educational Society. New Orleans, Louisiana.

Aitken, A., (2013, February 23). Remembrance as a Digitally Mediated Practice of Pedagogy. 6th Biennial Provoking Curriculum: As Strong Poets Conference. University of Ottawa, Ottawa, ON.

Aitken, A., & Radford, L., (2013, February 22). Digital Dream-work: Becoming Teachers’ Stories of Trauma. 6th Biennial Provoking Curriculum: As Strong Poets Conference. University of Ottawa, Ottawa, ON.

Aitken, A., & Radford, L., (2012, May 26). Learning to teach: Pre-service teachers symbolizing experiences through digital storytelling. Canadian Association of Curriculum Studies Bi-Annual Pre-Conference – Art in Times of Conflict: Curricular Explorations. Wilfred Laurier University, Waterloo, ON.

Radford, L., Aitken, A., & Karagiosis, N. (2011, October 22). Vulnerable sites and guises: Studies of adult symbolizing experiences in three venues of education. 5th Biennial Provoking Curriculum Conference – Provoking Curriculum Studies as an Aesthetics of Vulnerability. University of Alberta, Edmonton, AL.

Aitken, A. & Robinson, L. (2011, July 1). Inquiring Together: Participatory Action Research for Literacy Learning and Naskapi Language Preservation. BILINGLATAM IV –  De  escuelas y sociedades bilingües a escuelas y sociedades multilingües, interculturales e igualitarias.

Universidad Autónoma Benito Juárez de Oaxaca. Oaxaca, Mexico. [From schools, bilingual schools and societies to multilingual intercultural schools and egalitarian societies]

Aitken, A. (2011, May 11). Les enseignantes et enseignants associés en action dans le contexte du changement dans la formation à l’enseignement : une professionnalisation de et pour qui? Curiosité, diversité, responsabilité: Le 79e congrès de l’Acfas. Université de Sherbrooke et Université Bishop’s, Sherbrooke, QC.

Aitken, A. (2011, May 1). Pre-service Teachers Grapple with the Role in Promoting a Sustainable Future. The 55th Annual Conference of the Comparative and International Educational Society. Montreal, QC, May 1 – 5.

Aitken, A. & McKenzie, A. (2010, Oct. 22). Naskapi curriculum development – 1997-2010: The challenges, goals, and outcomes of a participatory action research project. The 42nd Algonquian Conference. Memorial University, St. John’s, NL, October 21 – 23.

Aitken, A. & Robinson, L. (2010, Sept. 18). Learning together: Community-based participatory action research for literacy learning and language preservation. First Nations, Lasting Nations: Community and University Partnerships in Indigenous New England. University of New Hampshire, Durham, NH, September 18 – 19.

Aitken, A., Kreuger, B., Kingsley, J., Beauchamp, C., & Bures, E. (2010, June 1). Meeting the identified needs of associate teachers in a context of change through collaborative action research. Connected Understanding, CSSE, Concordia University, Montreal, QC.

Aitken, A. & Kreuger, B. (2009). Pages from the Quebec Context: Bishop’s University Works Out the Meaning of Competency Development in the Professional Placement. 3rd Working Conference on Research in Teacher Education in Canada. University of Manitoba, Winnipeg, November 5 – 7.

Kingsley, J., Aitken, A., Beauchamp, C., Bures, E., Millington, D. & Orzechowski, R. (2009, Oct. 14) Expanding notions of community in teaching: Six teachers educators develop a conceptual framework for a teacher education program. EDGE Conference: Inspiration and Innovation in Teaching and Teacher Education, St. John’s, October 14 – 16.

Aitken, A. & Lafortune, L. (2009, Oct. 14). Teacher identities under construction: Finding the meanings of success when leading peers through change. EDGE Conference, St. John’s, October 14 – 16.

Lafortune, L. & Aitken, A. (2009, Oct. 14). A Framework of Eight Professional Competencies for Accompanying Change. EDGE Conference, St. John’s, October 14 – 16.

Baker, B. A., Aitken, A. & Hetherington, A. (2009). The Development of an English Proficiency Test for Teacher Certification in Quebec. Language Testing Research Colloquium: Reflecting on 30 Years: Learning, Transparency, Responsibility and Collaboration, Denver, March 17 – 20.

Aitken, A. (2008, June 5). La notion d’identité professionnelle : Comprendre son rapport avec connaissances professionnelles et action. 15th AMSE-AMCE-WAER Conference, Mondialisation et éducation vers une société de la connaissance, Marrakesh, Morocco.

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Prof. Melanie Bennett-Stonebanks

Senior Instructor – Interim Director – Practice Teaching

Contact Information and full bio
Phone: 819-822-9600 ext. 2348

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Dr. Marie-Josée Berger

Full Professor – Dean of the School of Education

B.Ed (U du Québec à Montréal), M.Ed., Ph.D. (Ottawa) Dr. Berger served as Dean of Education at the University of Ottawa from 2002-12. Prior to that she was Director of the Ottawa Valley Centre of the Ontario Institute for Studies in Education of the University of Toronto (1994-2002). She also worked for many years as a teacher in Ontario, Quebec and New Brunswick.…Contact Information and full bio
Phone: 819-822-9600 ext. 2401

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B.Ed (U du Québec à Montréal), M.Ed., Ph.D. (Ottawa)

Dr. Berger served as Dean of Education at the University of Ottawa from 2002-12. Prior to that she was Director of the Ottawa Valley Centre of the Ontario Institute for Studies in Education of the University of Toronto (1994-2002). She also worked for many years as a teacher in Ontario, Quebec and New Brunswick.

Her research portfolio includes 14 books, 21 papers in referred journals, 34 monographs, 60 technical reports and 48 refereed conferences. Sources of funding for her projects include the Ontario Ministry of Education, the Council of Ontario Directors of Education, the Department of Human resources and Development Canada and the Fédération nationale des conseils scolaires francophones.

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Dr. Eva Mary Bures

Associate Professor

B.A. (Reed College), M.A., Ph.D. (Concordia) Eva Bures has been an assistant professor at Bishop's since the fall of 2004 when she completed her dissertation work. She is also a faculty member of the Centre for the Study of Learning and Performance (CSLP), a research centre located in Montreal. She studied French literature as an undergraduate, earning a BA from Reed College (Portland, Oregon), and then studied educational technology at Concordia University, receiving her PhD in 2005.…Contact Information and full bio
Phone: 819-822-9600 ext. 2614

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B.A. (Reed College), M.A., Ph.D. (Concordia)

Eva Bures has been an assistant professor at Bishop’s since the fall of 2004 when she completed her dissertation work. She is also a faculty member of the Centre for the Study of Learning and Performance (CSLP), a research centre located in Montreal. She studied French literature as an undergraduate, earning a BA from Reed College (Portland, Oregon), and then studied educational technology at Concordia University, receiving her PhD in 2005. Her main interest is how to support innovative learning processes through computer-mediated communication (‘talking via computers’), especially in small groups. In particular, she explores how to improve the quality of online dialogue and critical thinking, following a Vygotskian perspective. A true action researcher, this interest permeates her research and also her teaching, as her students who have become used to playing HipBone Games (and engaging in other unusual online activities) can attest to! She is currently working on a SSHRC-funded research project exploring how to improve the design of online systems to improve the quality of dialogue amongst university-level students. This project is in collaboration with Dr. Andrew Feenberg at Simon Fraser University and Dr. Philip Abrami at Concordia. She is also working on a project exploring how to assess electronic portfolios in K-8 in collaboration with Dr. Abrami and a team of researchers at the CSLP.

Research

The Use of Online Labelling in Student Learning

One of Dr. Bures’ current research projects explores how to improve online learning through the use of structured online discussion features.  She is examining whether these features help learners improve the quality of their online discourse and their learning when they are required and/or unrequired. Her study also analyses whether students choose to use the features and investigates the usability of these features.

In order to conduct this study, Dr. Bures will use a mixed-method approach.  She will first focus on the pilot testing of the measures and the tools using surveys, content analysis, open-ended interviews and talk-aloud protocols; then, she will look at whether using the features is effective with a series of pre-test control group experiments; and finally she will see how useable the features are from the students’ perspective through multiple-regression techniques, content analyses, and qualitative narrative analyses.

Computer conferencing as a form of learning has become very pervasive; as a result, Dr. Bures believes that we are increasingly obliged to study it carefully from the human science perspective.  Her work will go beyond descriptive research on unstructured conferencing to explore interventions or scaffolds to online learning that promote meaningful dialogue. Dr. Bures hopes to help learners take advantage of the unique characteristics of the online learning environment, supporting them to annotate their messages and reflect upon messages as they compose them.

Assessing Students’ Electronic Portfolios:
Now That we have Them, How Can We Judge Them?

Dr. Bures’ study aims to create credible, authentic assessment measures for teachers to use to assess student-centred learning in the form of students’ electronic portfolios.  She believes that we need to find meaningful efficient scoring rubrics for translating a collection of student prose, reflections, revisions, video and audio material into authentic judgements of what and how students have learned.  Dr. Bures’ research will develop assessment measures in collaboration with teachers integrating e-portfolios into their classrooms and will develop useful mechanisms to support teachers integrating the e-portfolios, helping them conceptualize and implement effective e-portfolios and assessment practices.

In order to gather information, Dr. Bures will be conducting a mixed-method study. This type of study will draw on a socio-cultural methodology and the design experiment approach where classroom innovations are studied in situ and tools are modified in a cyclical refinement process.  It also employs the quasi-experimental pre-test-post-test control group design so that the researchers are able to gather data on classes where electronic portfolios are used and classes where they are not used.

In Quebec, more than 20 percent of primary-school students have to repeat a grade before going to secondary school and 70 percent of those drop out of high school.  Students often complain that what they learn in school is not relevant.  Dr. Bures feels that electronic portfolios may help address the lack of engagement in school contributing to a high drop-out rate.  She believes that portfolios provide students with some choices about what to include and how to organize them, and a more naturalistic approach to assessment than standardized tests, which could encourage students to stay in school by engaging their interests or their ‘flow.’  Electronic portfolios can also be used to judge skills relevant to the types of activities students engage in outside of the classroom, such as problem-solving skills, and even their ability to self regulate.

This study will contribute to both practice and theory, the former by supporting teachers in effectively integrating and assessing electronic portfolios, the latter by helping validate and decreasing our attention rate by making schooling appear more relevant and engaging.

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Dr. Anthony Di Mascio

Associate Professor

B.A., B.Ed., M.A. (Toronto), Ph.D. (Ottawa) Dr. Di Mascio joined the School of Education in 2011. After receiving a B.A. in History in 1999 and a B.Ed. in 2000, he began his teaching career as a secondary school teacher in Toronto. While teaching, he went back to school to pursue an M.A. in Theory and Policy Studies in Education.…Contact Information and full bio
Phone: 819-822-9600 ext. 2350

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B.A., B.Ed., M.A. (Toronto), Ph.D. (Ottawa)

Dr. Di Mascio joined the School of Education in 2011. After receiving a B.A. in History in 1999 and a B.Ed. in 2000, he began his teaching career as a secondary school teacher in Toronto. While teaching, he went back to school to pursue an M.A. in Theory and Policy Studies in Education. He continued his studies in History at the University of Ottawa, where he also taught courses as a sessional instructor. He earned a Ph.D. in 2009, and went on to a research fellowship at the Canadian Museum of Civilization. Dr. Di Mascio specializes in the history of education, and his research concerns the origins and development of mass schooling in Canada. His teaching interests are in the historical and theoretical foundations of education, and in using strengths-based approaches to teacher education.

Research

Dr. Di Mascio’s research is centred on the history of education. He has published numerous articles and has presented at national and international conferences on topics that range from the making of school of legislation to the material culture of classrooms. He is the author of The Idea of Popular Schooling in Upper Canada: Print Culture, Public Discourse, and the Demand for Education (McGill-Queen’s University Press, 2012), which examines the origins of schooling in Upper Canada in the late eighteenth and early nineteenth centuries. Since arriving at Bishop’s, Dr. Di Mascio has focused his research on the history of Quebec education, and its relevance to ongoing policy debates. In 2012, Dr. Di Mascio was awarded a three-year grant from the Fonds de recherche du Québec – Société et culture to support research on the history of cross-border schooling in Quebec and Vermont. He is currently building on that research in a study that examines American influences on the historical development of education in Quebec. He is also working on a monograph that synthesizes the history of educational thought from the ancient past to the twenty-first century.

Recent Publications

Book

Di Mascio, Anthony. (2012). The Idea of Popular Schooling in Upper Canada: Print Culture, Public Discourse, and the Demand for Education. Montreal and Kingston: McGill-Queen’s University Press.

Articles

Di Mascio, Anthony. (2015). “The Emergence of Academies in the Eastern Townships of Lower Canada and the Invisibility of the Canada-U.S. Border.” Historical Studies in Education / Revue d’histoire de l’éducation 27 (2): 78-94.

Di Mascio, Anthony. (2015). “Do Historians of Education Matter? Some Troubling Answers from Four Recent Documentary Films on School Reform.” History of Education Researcher 95 (1): 5-12.

Di Mascio, Anthony. (2014). “Representations of Aboriginal Peoples in the Quebec History and Citizenship Education Curriculum: Preliminary Findings from Secondary School Textbooks.” Citizenship Education Research Journal / Revue de recherche sur l’éducation à la citoyenneté 4 (1): 70-79.

Di Mascio, Anthony. (2013). “Cross-Border Schooling and the Complexity of Local Identities in the Quebec-Vermont Borderland Region: A Historical Analysis.” Journal of Eastern Township Studies / Revue d’études des Cantons-de-l’Est 41: 37-54.

Di Mascio, Anthony. (2013). “The Unofficial Federal School Curriculum in Canada: Issues and Implications for Quebec Education.” Canadian Social Studies 46 (1): 15-30.

Di Mascio, Anthony. (2013). “Beyond Church and State: Rethinking Who Knew What When About Residential Schooling in Canada.” First Peoples Child and Family Review 7 (2): 85-96.

Di Mascio, Anthony. (2012). “Material Culture and Schooling: Possible New Explorations in the History of Canadian Education.” Material Culture Review / Revue de la culture matérielle 76: 82-92.

Di Mascio, Anthony and Leigh Hortop-Di Mascio. (2011). “Residential Schooling in the Arctic: A Historical Case Study and Perspective.” Natives Studies Review 20 (2): 31-50.

Di Mascio, Anthony. (2010). « Outils pédagogiques au service de l’identité nationale. » Cap-aux-Diamants: La revue d’histoire du Québec 103: 42-43.

Di Mascio, Anthony. (2010). “Educational Discourse and the Making of Educational Legislation in Early Upper Canada.” History of Education Quarterly 50 (1): 34-54.

Di Mascio, Anthony and Adam J. Green. (2009). “The Canadian Century Research Infrastructure: Enabling Humanities and Social Science Research in the Digital Age.” Digital Studies / Le champ numérique 1 (2).

Di Mascio, Anthony. (2007). “Forever Divided? Assessing the ‘National’ Question and the Governance in Education Through a Re-examination of Quebec’s 1789 Report on Education.” McGill Journal of Education / Revue des sciences de l’éducation de McGill 42 (3): 463-472.

Papers Presented

Di Mascio, Anthony. (2015, November). Jean-Baptiste Meilleur and New England Educational Thought in the Department of Education for Lower Canada, 1842-1855. Paper presented at the meeting of the History of Education Society, St. Louis, Missouri.

Di Mascio, Anthony. (2015, June). Borderland Schooling and the Myth of Anti-Americanism in Canadian Education: A Perspective from the Eastern Townships of Lower Canada, 1829-1867. Paper presented at the meeting of the Canadian Historical Association, University of Ottawa, Ottawa, Ontario.

Di Mascio, Anthony. (2015, March). Rethinking Nineteenth Century Rural Education in the Eastern Townships. Paper presented at the Annual Colloquium on Quebec Studies, hosted by the SUNY-Plattsburgh Institute on Québec Studies and the Eastern Townships Resource Centre, Bishop’s University, Sherbrooke Quebec.

Di Mascio, Anthony. (2014, October). Transplanting an Education Culture: American Settlers and the Rise of Academies in the Eastern Townships of Lower Canada. Paper presented at the 18th Biennial Conference of the Canadian History of Education Association, Saskatoon, Saskatchewan.

Di Mascio, Anthony. (2013, November). Local Identity in the Border Region of the Eastern Townships. 15th Annual Robin Burns Lecture, hosted by the Eastern Townships Resource Centre, Bishop’s University, Sherbrooke, Quebec.

Di Mascio, Anthony. (2013, June). Quebec, Vermont, and the Permeability of Educational Boundaries in the Late Nineteenth and Early Twentieth Centuries. Paper presented at the meeting of the Canadian Historical Association, University of Victoria, Victoria, British Columbia.

Di Mascio, Anthony (2013, June). Depictions of Aboriginal Peoples in the Quebec History and Citizenship Curriculum. Paper presented at the Canadian Society for Studies in Education Annual Conference, University of Victoria, Victoria, British Columbia.

Di Mascio, Anthony. (2013, March). Borderland Schooling and the Complexity of National and Local Identities in Quebec and Vermont: A Historical Analysis.  Paper presented at the International and Domestic Colloquium on Quebec Studies, hosted by the SUNY-Plattsburgh Institute on Québec Studies and the Eastern Townships Resource Centre, Bishop’s University, Sherbrooke, Quebec.

Di Mascio, Anthony. (2012, November). Education on the Line: Cross-Border Schooling in Quebec and Vermont, 1861-1950. Paper presented at the meeting of the History of Education Society, Seattle, Washington.

Di Mascio, Anthony (2012, October). Screening Mass Schooling: What Recent Documentary Films on Educational Reform Can Tell Us about the Relevancy of Educational Historians. Paper presented at the 17th Biennial Conference of the Canadian History of Education Association, Vancouver, British Columbia.

Di Mascio, Anthony (2012, May). Breaching Educational Boundaries: Nationalism, Citizenship Education, and the Unofficial Federal Curriculum in Canada. Paper presented at the Canadian Society for Studies in Education Annual Conference, University of Waterloo and Wilfrid Laurier Univeristy, Waterloo, Ontario.

Di Mascio, Anthony. (2011, June). The Link Between Matter and Cognition in the Canadian Classroom: A Historical Perspective. Paper presented at the Canadian Society for Studies in Education Annual Conference, University of New Brunswick, Fredericton, New Brunswick.

Di Mascio, Anthony. (2011, May). ‘I did nothing:’ Revisiting Residential Schools through the Material Memory of Non-State and Non-Church Researchers in Aboriginal Communities. Paper presented at the meeting of the Canadian Historical Association, University of New Brunswick, Fredericton, New Brunswick.

Di Mascio, Anthony. (2010, October). Rethinking the Experience of Schooling: The Possible Contributions of Material Culture Analysis. Paper presented at the 16th Biennial Conference of the Canadian History of Education Association, Toronto, Ontario.

Di Mascio, Anthony. (2010, June). From Print Culture to Material Culture: Researching and Interpreting Alternative Sources in Canadian Educational History. Paper presented at the Canadian Museum of Civilization Lunchtime Lecture Series, Gatineau, Quebec.

Di Mascio, Anthony. (2010, June). The Material Culture of Classrooms in Nineteenth-Century Canada. Paper presented at the meeting of the Canadian Historical Association, Concordia University, Montreal, Quebec.

Di Mascio, Anthony. (2009, May). The Authority of Public Opinion and the Making of Educational Legislation in Upper Canada, 1793-1832. Paper presented at the meeting of the Canadian Historical Association, Carleton University, Ottawa, Ontario.

Di Mascio, Anthony. (2008, November). Schooling and War in Upper Canada: Rethinking the Significance of 1812. Paper presented at the meeting of the History of Education Society, St. Petersburg, Florida.

Di Mascio, Anthony. (2008, October). The Unifying Force of Typography and the Convergence of Educational Discourse in Early Nineteenth-Century Upper Canada. Paper presented at the 15th Biennial Conference of the Canadian History of Education Association, Sudbury, Ontario.

Di Mascio, Anthony. (2008, July). Societal Reorganization in the Age of Movable Type: The Case of Educational Development in Early Nineteenth-Century Upper Canada. Paper presented at the 30th Session of the International Standing Conference for the History of Education, Rutgers University, Newark, New Jersey.

Di Mascio, Anthony. (2008, April). The Rise of Educational Discourse in Late Eighteenth and Early Nineteenth-Century Upper Canada. Paper presented at the Politics, Activism and the History of America’s Public Schools Conference, University of Pennsylvania, Philadelphia, Pennsylvania.

Di Mascio, Anthony. (2007, November). State Schooling and the Engine of the Press: Rethinking the History of Education in Upper Canada through Print Media, 1810-1830. Paper presented at the meeting of the Social Science History Association, Chicago, Illinois.

Di Mascio, Anthony. (2007, October). Print Media, Public Discourse, and the Movement for State Schooling in Early Nineteenth-Century Upper Canada. Paper presented at the meeting of the History of Education Society, Cleveland, Ohio.

Di Mascio, Anthony. (2007, October). Print Culture and the Origins of Educational Discourse in Upper Canada, 1784-1816. Paper presented at the meeting of the Canadian Society for Eighteenth-Century Studies, Winnipeg, Manitoba.

Di Mascio, Anthony. (2006, October). Identity and Indoctrination: The Educational Reports of Upper Canada, 1815-1846. Paper presented at the 14th Biennial meeting of the Canadian History of Education Association, Ottawa, Ontario.

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Dr. Trevor Gulliver

Associate Professor

B.A. (Trent), M.A. (Leicester), Ph.D. (Ottawa) Dr. Gulliver became a professor in the School of Education in 2009. Before coming to Bishop's, he taught English as a Second Language in South Korea and Canada and worked on numerous language teacher professional development projects with teachers from around the world. He is excited to be involved in the growth of the new BA Double Major in English Second Language Teaching and Secondary Education offered through the School of Education.…Contact Information and full bio
Phone: 819-822-9600 ext. 2930

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B.A. (Trent), M.A. (Leicester), Ph.D. (Ottawa)

Dr. Gulliver became a professor in the School of Education in 2009. Before coming to Bishop’s, he taught English as a Second Language in South Korea and Canada and worked on numerous language teacher professional development projects with teachers from around the world. He is excited to be involved in the growth of the new BA Double Major in English Second Language Teaching and Secondary Education offered through the School of Education.

Dr. Gulliver is interested in issues of power and identity in language learning and teaching. His doctoral research explored constructions of national identity in ESL textbooks used in Canada.

Research

My research applies insights and methods from critical discourse analysis to examine constructions of group identity in texts used in the education of new Canadians or citizenship education.

My doctoral research explored discursive constructions of Canadian identity in English as a Second Language textbooks intended for adult newcomers to Canada and used in government-funded language instruction. Through critical discourse analysis of these textbooks, I explored the ways in which these texts construct positive self-presentations of Canada while often marginally positioning multicultural others within this imagined Canada.

With the support of a grant from the Bishop’s University Senate Research Committee, my current research on immigrant success stories attempts to draw stories from multiple sources to see how national identity is discursively constructed. TESOL Quarterly, an international journal for the field of language teaching, published an article that emerged from my doctoral research in which I explored the constructions of nation in immigrant success stories.

The Canadian Journal of Education/Revue canadienne de L’éducation, a leading education journal in Canada, published an article in which I explored the ways in which nation is constantly flagged in ESL textbooks. My research into banal flaggings differs from that of other researchers as I explore pedagogical texts in which the flag is both taught and reproduced banally.

I continue to be an active member of the Citizenship Education Research Network, special interest group associated with the Canadian Society for Studies in Education where I explore constructions of “Canadians” in government study guides.

Recent Publications

Refereed contributions:

Gulliver, T. (2011). Banal nationalism in ESL textbooks. Canadian Journal of Education, 34(3), 116-135.

Gulliver, T. (2011). Framing Canadians in Two Citizenship Study Guides. CERN’s Peer Reviewed Collection 2011.

Gulliver, T. (2010). Immigrant Success Stories in ESL Textbooks. TESOL Quarterly 44(4), 725-745.

Conference presentations:

Gulliver, T. (May 27, 2012). The Militarization of Canadian Citizenship and Immigration. Presented at the 40th Annual Conference of the Canadian Society for the Study of Education.

Gulliver, T. (November 12, 2011). Digging Deeper: Move Beyond a Comprehension Approach with Form-Focussed Listening. Presented at the Annual Conference of the Société pour la promotion de l’enseignement de l’anglais seconde au Québec.

Gulliver, T. (November 13, 2011). Get in the Game. Presented at the Annual Conference of the Société pour la promotion de l’enseignement de l’anglais seconde au Québec.

Gulliver, T. (May 30, 2011). Framing Canadians in Two Citizenship Study Guides. Presented at the 39th Annual Conference of the Canadian Society for the Study of Education.

Gulliver, T. (April 28, 2011). Appraising Bilingualism. Presented at Evaluation in a Context of Individual and Global Mobility, the 4th Annual Conference of The Canadian Centre for Studies and Research in Bilingualism and Language Planning.

Gulliver, T. (April 8, 2011). Policing the Borders in Language Textbooks. Presented at Language Without Borders Conference for Second Language Educators.

Gulliver, T. (November 13, 2010). Creativity in Every Class. Presented at the Annual Conference of the Société pour la promotion de l’enseignement de l’anglais seconde au Québec.

Gulliver, T. (May 29, 2010). Feigning Dialogicality in Immigrant Success Stories. Presented at the 37th Annual Conference of the Canadian Society for the Study of Education.

Gulliver, T. & Kreuger, B. (April 30, 2010). Preparing Student Teachers for Linguistic Diversity in Québec. Presented at Individual Plurilingualism and Multilingual Communities in the Context of Official Bilingualism, the 3rd Annual Conference of The Canadian Centre for Studies and Research in Bilingualism and Language Planning.

Gulliver, T. (May 23, 2009). English as a Second Language Textbooks and Banal Nationalism. Presented at the 37th Annual Conference of the Canadian Society for the Study of Education.

Gulliver, T. (June 19, 2008). ‘Most Canadians’: Making the Canadian Normal. Presented at Bilingualism in a Plurilingual Canada, the Inaugural Colloquium of the Canadian Centre for Studies and Research in Bilingualism and Language Planning.

Gulliver, T. (May 31, 2008). Legitimating ‘the Canadian Way of Life’. Presented at the TESL Canada Conference, 2008: Uncovering Discourse.

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Dr. Corinne Haigh

Associate Professor – Interim Department Chairperson

B.A. (Mount Allison), M.A., Ph.D. (University of Western Ontario) Dr. Haigh became a professor in the School of Education in 2010. She received her B.A. (Hons.) in Psychology from Mount Allison University and then went on to complete her graduate work at the University of Western Ontario, in the areas of Educational and Cognitive Psychology. She recently completed a postdoctoral fellowship at McGill University and the Centre for Research on Language, Mind, and Brain, where she led a project investigating literacy development in elementary school students in French Immersion programs, with a particular emphasis on children at-risk for difficulty with decoding, reading comprehension, or a combination of these skills.…Contact Information and full bio
Phone: 819-822-9600 ext. 2370

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B.A. (Mount Allison), M.A., Ph.D. (University of Western Ontario)

Dr. Haigh became a professor in the School of Education in 2010. She received her B.A. (Hons.) in Psychology from Mount Allison University and then went on to complete her graduate work at the University of Western Ontario, in the areas of Educational and Cognitive Psychology. She recently completed a postdoctoral fellowship at McGill University and the Centre for Research on Language, Mind, and Brain, where she led a project investigating literacy development in elementary school students in French Immersion programs, with a particular emphasis on children at-risk for difficulty with decoding, reading comprehension, or a combination of these skills. Dr. Haigh teaches in the area of special needs education, and gives courses on individual differences, educational psychology and the psychology of reading.

 

Research

My main area of research investigates cross-linguistic aspects of language processing in bilinguals. I have examined individual differences in language and literacy development in school-aged children enrolled in bilingual education programs. The particular focus of this work is on reading development, and more specifically on reading comprehension skills. I have recently extended this work to investigate naturally occurring reading comprehension strategy instruction in the L1 and L2 classroom at the upper elementary school level, and the relationship between this strategy instruction and L1 and L2 reading comprehension outcomes. I eventually hope to broaden this program of research to include an investigation of early intervention initiatives for students at-risk for reading difficulty in second language programs, with a particular focus on reading comprehension. I am also interested in issues related to motivation, engagement and achievement in male and female readers during classroom based literacy activities. My earlier work investigated how the interaction of sound information from both of a bilingual’s languages interacts during silent word reading word reading.

Recent Research Initiatives:

L’enseignement de stratégies naturelles dans les classes de langue maternelle et de langue seconde : les conséquences sur l’évaluation du rendement en lecture des élèves du troisième cycle du primaire (2014-2017) – funded by a Fonds de recherche sur la société et la culture (FRQSC) Établissement de nouveaux professeurs-chercheurs grant ($39,475)

Reading comprehension is an essential academic skill, and also an area of specific difficulty for about 10% of upper elementary school students, and many students reading in a second language. To improve comprehension, students must develop a repertoire of comprehension strategies specific to their needs. In order to support all students, it is necessary to have a clear understanding of the types of strategy instruction that naturally occur in both the upper elementary grades. The proposed research project has four primary objectives: (1) To provide a descriptive analysis of naturally occurring reading comprehension strategy instruction in both L1 and L2 classrooms; (2) To determine whether the amount and type of strategy instruction are associated with strategy use, and specific comprehension skills; (3) To examine the relationships between strategy variables and reading comprehension performance; and (4) To investigate the within- and cross-language concurrent predictors of L1 and L2 reading comprehension. Pairs of English Language Arts and French Second Language teachers at the same school and grade level (4 and 5) will be recruited, and their lessons will be videotaped once a week, for a period of 6 weeks. Students will participate in the group administration reading comprehension and comprehension strategy use measures, and individual sessions involving reading, language, and nonverbal intelligence measures. The results of this study will inform individualized reading comprehension interventions and allow for the creation of professional development programs for teachers that are based in their current classroom practice.

Le développement de la compétence à écrire en langue première et seconde à la fin du primaire dans des contextes d’intensification de l’enseignement de la langue seconde (2014-2017) – funded by a Social Sciences and Humanities Research Council (SSHRC) Insight grant ($251,230)

Research team: Olivier Dezutter (principal investigator), Lynn Thomas, Véronique Parent (University of Sherbrooke), Corinne Haigh and Sunny Man Chu Lau (Bishop’s University) and Cécile Sabatier (Simon Fraser University).

In Quebec, an increasingly large number of French and English primary schools offer intensive second language (L2) teaching. Several studies demonstrate the positive impact of the implementation of these intensive education or immersion models tested in other provinces. However, the implementation of such models represents a challenge for teachers. For the general public, these models may raise a number of concerns, in particular about the impact of second language learning on competency in the language of instruction, and opportunities for students with learning difficulties to take full advantage of these intensive models of second language education.

The study focuses in particular on the conditions necessary for the development of writing skills in both the language of instruction and in second language contexts involving an intensification of L2 instruction. It aims to better understand how students in both the anglophone and francophone sectors exposed to various models of second language instruction in the school context (intensive, immersion or enriched program), develop their writing skills over the course of one school year in both their second language and the language of instruction.

Individual differences in second language reading acquisition: A longitudinal study of English-speaking students in French immersion programs (2007-present) – funded in 2011-2014 by a Social Sciences and Humanities Research Council (SSHRC) Insight Development grant ($70,228)

French immersion programs were first created in order to provide anglophone children residing in Quebec with enhanced opportunities to become bilingual in English and French within the context of public schooling (Lambert & Tucker, 1972; Genesee, 1987). Research has shown that early immersion students attain the same levels of reading achievement in English as native English-speaking students in English language programs, and that they attain a level of proficiency in all aspects of French as a second language that is superior to that of English-speaking students who receive language arts instruction in French for short periods each day (Genesee, 2004). However, there is relatively little empirical investigation of individual differences in achievement among immersion students and, in particular, individual differences in reading achievement. Learning to read is critical for ensuring academic success in school because beyond the primary grades reading is essential for learning academic subject matter and skills. Studying reading development is equally, if not more, important, in immersion because, despite the overall success of students in reading achievement, there is a high rate of attrition from immersion programs, in part at least, due to reading difficulty (e.g., Halsall, 1994; Hogan & Harris, 2004; Obadia & Thériault, 1997; Parkin, Morrison & Watkin, 1987). We have virtually no evidence on the performance of students at-risk for reading difficulty in immersion programs, and to date no study has monitored the reading development of immersion students into the upper elementary school years.

This research project aims to answer the following questions:

  • How accurately and reliably do predictors based on first language (L1) abilities collected in kindergarten predict individual differences in second language (L2) reading achievement in immersion students in grade 6?
  • Do the same L1 predictors that predicted L2 reading achievement in grades 1-3 predict reading achievement in grade 6? Do the predictors of L2 reading comprehension outcomes in immersion students change as students’ reading skills progress from grade 3 to grade 6?
  • Are anglophone students who are at-risk for reading impairment at greater risk in French immersion programs than in English language programs?

Students who struggle with reading are often counselled out of French immersion programs. This may put these students at a disadvantage later on in life, as they will not be proficient in both English and French. However, counselling them to remain in immersion requires the provision of a full range of support services that meet their specific needs. At present, most schools are not equipped to provide such services, and researchers lack empirical evidence to advise schools on the best course of action. Results from this project will offer educators, policy makers, and parents a better understanding of the profiles of strength and need exhibited by children at-risk for reading difficulty in immersion programs and will allow schools to make more informed judgments on such matters.

Collectif de recherche sur la continuité des apprentissages en lecture et en écriture (Collectif CLÉ) (2012- present) – funded in 2012-2014 by a Fonds de recherche sur la société et la culture (FRQSC) Soutien aux équipes de recherche grant ($349,076)

I am part of a multi-institutional research team, chaired by researchers at l’Université de Sherbrooke,  with the goal of conducting  original research on the theme of reading and writing development, bringing together experts from different disciplines such as first language, second language, and/or foreign language teaching, psychology, special education, linguistics, and literary studies. Research revolves around three axes: Axis 1 – Continuity through different levels education; Axis 2 – The continuity between various languages and school subjects; Axis 3 – The continuity between backgrounds and learning contexts (formal and informal).

Recent Publications

Refereed contributions:

Erdos, C., Genesee, F., Savage, R., & Haigh, C. A. (2014). Predicting risk for oral and written language learning difficulties in students educated in a second language. Applied Psycholinguistics, 35(2), 371-398.

Genesee, F., Savage, R., Erdos, E., & Haigh, C. A. (2013). Identification of reading difficulties in students schooled in a second language. In Gathercole, V. (Ed.). Bilinguals and assessment: State of the art guide to issues and solutions from around the world. Clevedon: Multilingual Matters.

Newman, R. L., Jared, D., & Haigh, C. A. (2012). Does phonology play a role when skilled readers read high frequency words? Evidence from ERPs. Language & Cognitive Processes, 27(9), 1361-1384. doi:10.1080/01690965.2011.603932.

Haigh, C. A., Savage, R., Erdos, C., & Genesee, F. (2011). The role of phoneme and onset-rime awareness in second language reading acquisition. Journal of Research in Reading, 34(1), 94-113. doi: 10.1111/j.1467-9817.2010.01475.x

Erdos, C., Genesee, F., Savage, R., & Haigh, C. A. (2011). Individual differences in second language reading outcomes. International Journal of Bilingualism, 15(1), 3-25. doi:10.1177/1367006910371022.

Haigh, C. A., & Jared, D. (2007). The activation of phonological representations by bilinguals while reading silently: Evidence from interlingual homophones. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33, 623-644.

Non-refereed contributions:

Genesee, F., Haigh, C. A., & Erdos, C. (2009). Apprendre à lire dans le cadre des programmes d’immersion en français: Reconnaître les élèves qui ont davantage besoin d’aide. Réflexions, 28, 18-22.

Conference presentations:

Erdos, C., & Haigh, C. A. (2013, March). Comment identifier et intervenir auprès des élèves anglophones qui sont à risque de présenter des problèmes de lecture et qui fréquentent des programmes d’immersion français. Workshop presented at the 38e Congrès annuel de l’AQETA, Montreal, Quebec.

Haigh, C. A., Erdos, C., Genesee, F., & Savage (2012, July). Predicting risk for oral and written language learning difficulties in English-speaking students in French Immersion programs. Paper presented at the Nineteenth Annual Meeting of the Society for the Scientific Study of Reading, Montreal, QC.

Haigh, C. A., & Erdos, C. (2012, February). Identifying and helping English-speaking French Immersion students who are at-risk for reading difficulties. Workshop presented at the 2012 Annual Conference of the Leadership Committee for English Education in Quebec (LCEEQ), Laval, QC.

Haigh, C. A., Savage, R., Erdos, C., & Genesee, F. (2011, July). The role of phoneme and onset-rime awareness in second language reading acquisition. Poster presented at the Eighteenth Annual Meeting of the Society for the Scientific Study of Reading, St. Pete Beach, FL.

Haigh, C. A., Erdos, C., Genesee, F., & Savage, R. (2011, April). Individual differences in language and literacy outcomes in English-speaking students in French immersion programs. Poster presented at the 2011 Biennial Meeting of the Society for Research in Child Development, Montreal, Quebec.

Erdos, C., Genesee, F., Savage, R., & Haigh, C. A. (2010, June). Individual differences in typically-developing and at-risk readers in French immersion. Paper presented at the Annual Conference of the Canadian Association of Applied Linguistics, Montreal, Quebec.

Haigh, C. A., Erdos, C., Genesee, F., & Savage, R. (2010, May). Indices de troubles de la lecture et de troubles du langage oral chez des élèves anglophones scolarisés dans un programme d’immersion française. Paper presented at the 78th Congress of the Association francophone pour le savoir (ACFAS).

Mercier, J., Pivneva, I., Haigh, C. A., & Titone, D. A. (2009, November). Individual differences in executive function affect spoken word recognition. Paper presented at the 50th Annual Meeting of the Psychonomic Society, Boston, Massachusetts.

Haigh, C. A., Erdos, C., Genesee, F., & Savage, R. (2009, July). Individual differences in L2 literacy outcomes in English-speaking students in French immersion programs. Paper presented at the 7th International Symposium on Bilingualism, Utrecht, Netherlands.

Haigh, C. A., Erdos, C., Genesee, F., & Savage, R. (2009, June). Individual differences in L2 literacy outcomes in English-speaking students in French immersion programs. Poster presented at the Sixteenth Annual Meeting of the Society for the Scientific Study of Reading, Boston, MA.

Haigh, C. A., Erdos, C., Genesee, F., & Savage, R. (2009, June). Individual differences in literacy outcomes in French immersion students. Poster presented at the National Conference on Bilingualism and Biliteracy Development: Contextualizing Bilingualism and Biliteracy, Halifax, Nova Scotia.

Haigh, C. A., Erdos, C., Genesee, F., & Savage, R. (2009, May). Individual differences in L2 language and literacy outcomes in English-speaking students in French immersion programs. Paper presented at the “Language Immersion as Formal and Informal Learning: New Perspectives for Research and Public Policy” Conference, The Canadian Center for Studies and Research on Bilingualism and Language Planning, Ottawa, Ontario.

Haigh, C. A., & Jared, D. (2008, October). Phonological priming effects in bilinguals. Paper presented at the International Conference on Models of Interaction in Bilinguals, Bangor, Wales.

Jared, D., Friesen, D. C., & Haigh, C. A. (2008, October). Cross-language phonological activation in bilingual word naming. Paper presented at the International Conference on Models of Interaction in Bilinguals, Bangor, Wales.

Erdos, C., Genesee, F., Savage, R., & Haigh, C. A. (2008, June). Predictors of reading and language impairment in majority language second language learners. Paper presented at the 32nd Annual International Academy for Research in Learning Disabilities Conference, Toronto, Ontario.

Erdos, C., Genesee, F., Savage, R., & Haigh, C. A. (2008, June). Individual differences in L2 language and literacy outcomes in English-speaking students in French immersion programs. Paper presented at the “Bilingualism in a Plurilingual Canada: Research and Implications” Conference, Official Languages and Bilingualism Institute, Ottawa, Ontario.

Newman, R. L., Jared, D., & Haigh, C. A. (2007, November). The role of phonology in the activation of word meaning: Evidence from event-related brain potentials. Poster presented at the 48th Annual Meeting of the Psychonomic Society, Long Beach, California.

Invited talks:

Haigh, C. A., & Erdos, C. (2014, October). Identifying and helping elementary school age second language learners who are at-risk for reading difficulties. Workshop presented at the 2014 Advancing Learning in Differentiation and Inclusion (ALDI) Symposium, Pointe-Claire, QC.

Haigh, C. A., & Erdos, C. (2014, March). Identifying and helping elementary-school students who are instructed in a second language: Disentangling true reading difficulty from reading delay due to incomplete second language acquisition. Workshop presented at the first annual First Nations Education Council (FNEC) Reading Symposium, St-Sauveur, QC.

Haigh, C. A., Erdos, C. E., Genesee, F., & Savage, R. (2012, December). Apprendre à lire dans une langue seconde: Reconnaître les élèves qui ont davantage besoin d’aide. Paper presented at the Journée d’étude du Collectif CLÉ: Lire-écrire entre les langues, Sherbrooke, Quebec.

Erdos, C., Genesee, F., & Haigh, C. A. (2010, May). At-risk students and French immersion. Paper presented at the Heritage Canada Second-Language Learning Research Round Table, Ottawa, Ontario.

Erdos, C., Genesee, F., & Haigh, C. A. (2008, November). Comment identifier les élèves en immersion qui présentent des difficultés en lecture? Comment les aider? Paper presented at the 2008 Congrès annuel de l’Association des professeurs d’immersion, Ottawa, Ontario.

Haigh, C. A., Erdos, C., Genesee, F., & Savage, R. (2008, October). Students with academic challenges in FSL programs. Paper presented at the 2008 Annual Meeting of Canadian Parents for French, Ottawa, Ontario.

Photo of Dr. Sunny Man Chu Lau

Dr. Sunny Man Chu Lau

Associate Professor

B.A. & M.A. (University of Hong Kong), M.Ed. (Chinese University of Hong Kong), Ph.D. (University of Toronto) Dr. Sunny Man Chu Lau joined Bishop’s University in 2010 after completing her doctoral degree at the Ontario Institute for Studies in Education at the University of Toronto. Specializing in second language education, she teaches mainly in the programme of the BA Double Major in English Second Language Teaching and Secondary Education.…Contact Information and full bio
Phone: 819-822-9600 ext. 2385

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B.A. & M.A. (University of Hong Kong), M.Ed. (Chinese University of Hong Kong), Ph.D. (University of Toronto)

Dr. Sunny Man Chu Lau joined Bishop’s University in 2010 after completing her doctoral degree at the Ontario Institute for Studies in Education at the University of Toronto. Specializing in second language education, she teaches mainly in the programme of the BA Double Major in English Second Language Teaching and Secondary Education. To enhance understanding of sociopolitical dimensions in second language learning, she introduced the course Critical Pedagogical Orientation to Second Language Teaching to promote culturally and linguistically responsive teaching. In 2012, she won the Founders’ Emergent Scholars Award, sponsored by the International Society for Language Studies and Language Studies Foundation, for her doctoral research on critical literacy with English language learners and her commitment to critical scholarship in language studies.

Her most recent research explores how collaboration between a French-as-a-second-language teacher and an English Language Arts teacher in engaging their students in critical inquiry helps promote students’ bi-literacy and critical literacy development. As she seeks dialogic approaches to theory-building, her chief focus is on collaborative classroom research with school partners. Further, she engages in ethnographic study in order to gain insights in how language is used. To prepare teachers for diverse learners, she conducts research on culturally responsive teacher education and migrant teacher preparation and integration. Before coming to Bishop’s, she worked with the York Catholic District School Board in Toronto in TESL teacher preparation‏, and worked with the teacher education programs at the University of Toronto. A long-time ESL teacher, she has designed and delivered curricula with specific purposes for English language learners across all levels, both overseas and in Canada.

Other courses Dr. Lau teaches include Reflective Practicum, Teaching English Grammar, Literature and Language Teaching, Teaching the Young Second Language Learner among others.

Research

Individual research:

Linking languages: Enhancing students’ bi-literacy skills through a collaborative critical literacy project (2012- 2014)

Awarded by Bishop’s Senate Research Committee Grant, this participatory research project looks into the collaboration of an English Language Arts teacher and a French Second Language teacher in engaging their students in critical exploration of issues related to social justice in both English and French, and how such efforts affect students’ biliteracy and critical literacy development.

Language Portrait: Preparing Diverse Teachers for Diverse Learners (2012)

This project was developed out of the international research network Diverse Teachers for Diverse Learners (2009-2012) of which I am a member. This research examined how language portraits (Prasad, 2009) — the mapping of one’s language and cultural make-up on a body template — help improve student teachers’ self-understanding towards language and identities, and critical reflections on their attitude towards linguistic diversity. The research study made an original contribution to the growing international body of research on biographical and critical approaches to TESL training and teacher education.

Team Research:

Collectif de recherche sur la continuité des apprentissages en lecture et en écriture (2012- present)

Chaired by researchers in the University of Sherbrooke and funded by a FRQSC grant, the multi-institution research team work together to develop collaborative research programs on sustained literacy engagement among students at different grade and proficiency levels.

Le développement de la compétence à écrire en langue première et en langue seconde à la fin du primaire dans des contextes d’intensification de l’enseignement de la langue second (2014-2017)

This SSHRC funded project, chaired by Dr. Olivier Dezutter at the University of Sherbrooke, with collaborators from three universities, investigates how and under what conditions students’ writing competence develops in their language of instruction as well as in second language in intensive programmes at the end of primary education.

Recent Publications

Journal articles:

Lau, S. M. C. (forthcoming). Language, identity and emotionality: Exploring the potential of language portraits in preparing teachers for diverse learners. The New Educator Journal.

Lau, S. M. C. (forthcoming). Intercultural education through a bilingual children’s rights project: Reflections on its possibilities and challenges with young learners. Journal of Intercultural Education.

Lau, S. M. C. (2015). Relationality and emotionality: Toward a reflexive ethic in critical teaching. Journal of Critical Literacy: Theories and Practices 9(2), 85-102. (http://criticalliteracyjournal.org/)

Lau, S. M. C., & Saskia, S. (2014). Participatory research with teachers: Toward a pragmatic and dynamic view of equity and parity in research relationships. European Journal of Teacher Education. 37(2), pp. 156-170. DOI:10.1080/02619768.2014.882313
(http://www.tandfonline.com/doi/abs/10.1080/02619768.2014.882313#.U4TaFC_aIs8)

Lau, S. M. C. (2013). A study of critical literacy work with beginning English language learners: An integrated approach. Critical Inquiry in Language Studies. 19(1), pp. 1-30. http://www.tandfonline.com/eprint/eGfwUX7rnFi9TYKHd7zy/full

Lau, S. M. C. (2012). Reconceptualizing critical literacy teaching in ESL classrooms. The Reading Teacher, 65(5), 321-326.

Lau, M. C. (2010). Practising critical literacy with English language learners: An integrative approach. (Doctoral dissertation, Ontario Institute for Studies in Education, University of Toronto, 2010). Dissertation Abstracts International, DAI-A 72/07, 348. http://hdl.handle.net/1807/24804

Lau, S. M. C. (2008). “Their beautiful long legs are our selling point!”: The “synopticon” of the star-making promotion campaign of English private tuition schools in Hong Kong. In G. Tchibozo (Ed.) Proceedings of the Paris International Conference on Education, Economy and Society 2, 349-359. Strasbourg, France: Analytrics.

Lau, S. M. C. (2007). Critical literacy: Toward a poststructural integrative approach. In M. Federman (Ed.), Proceedings of the 7th Annual Dean’s Graduate Student Research Conference: Diverse Perspectives in Education (pp. 93- 108). Toronto, Canada: Ontario Institute for the Studies in Education, University of Toronto.

Lau, M. C. (2006). Can questions be the answer?: Promoting ESL students’ academic and critical literacy through collaborative student inquiry in literature-based discussion. Contact, 33 (3), 43-52.

Lau, M. C. (2003). Cultivating critical thinking skills through reading with young ESL learners. Journal of Basic Education, 12(2), 191-210.

Book Chapters:

Lau, S. M. C. (forthcoming). Classroom ethnography on critical literacy teaching and learning. In Seyyed-Abdolhamid Mirhosseini, Qualitative research in language and literacy education. Springer Publishing Company

Chan, R. E., Cheung, B., Donlon, T., Lau, M. C. & Mak-Au, A. (2001). Poetry for language teaching and learning. In A. Mok (Ed.), Task-based learning, language arts and the media: A resource book for secondary English teachers. INSTEP, Faculty of Education, University of Hong Kong.

Lau, M. C. (1997). Poems for language activities. A. Mok (Ed.) English language enrichment programme: A resource book. INSTEP, Faculty of Education, University of Hong Kong.

Other Publications:

Mok, A. T., G., Chung, M. & Lau, S. (2007). Creative language learning series (S1, S2, S3). Hong Kong: Aristo Educational Press.

Lau, S. M. C. (Ed.) (2012). From Burma to Mae Sot: Stories of myself. Chiang Mai, Thailand: Wanida Press.

Lau, S. M. C. (2013). Foreword. In M. Irving, B. Smith, & I. Desbiens (Eds.), Do it right: The ABC’s of children’s rights (p. ii). Canada: Lulu Press Inc.

Invited Talks:

Lau, S. M. C. (2014, March). Publication of ABC’s Books. Paper presented at the Masters of Education Course on Multicultural Children’s Literature, College Of Education, University of Massachusetts Amherst, Massachusetts, United States.

Lau, S. M. C. (2014 April). Hybrid literacy practices: Enhancing students’ bi-literacy skills through a collaborative critical literacy project. Paper presented at the Doctoral Seminar on Critical Literacies, School of Education, University of Massachusetts Amherst, Massachusetts, United States.

Lau, S. M. C. (2012, October). Theories and practices of critical literacy work with English language learners. Paper presented at the Doctoral Seminar on Critical Literacies, School of Education, University of Massachusetts Amherst, Massachusetts, United States.

Lau, S. M. C. (2011, November). Re-conceptualizing critical literacy education:  Its possibilities and challenges in ESL classrooms. Paper presented at the 2010-2011 Second Language Education Colloquium Series, Ontario Institute for the Studies in Education, University of Toronto, Ontario, Canada.

Lau, S. M. C. (2011, March). Practicing critical literacy work with beginning English language learners: A social justice issue. Paper presented at the ESL and Mother Tongue Conference, The European Council of International Schools, Dusseldorf, Germany.

Lau, S. M. C. (2011, March). Critical literacy: It doesn’t have to be difficult. Paper presented at the ESL and Mother Tongue Conference, The European Council of International Schools, Dusseldorf, Germany.

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Dr. Darren Millington

Full Professor

B.A. (Bishop's), M.F.A. (UQAM), Ph.D.(Concordia) Dr. Millington is Professor in the Department of Fine Arts and the School of Education, where he teaches primarily drawing, painting, collage; and the methods for the teaching of the arts to aspiring teachers. In 1988, he earned a BA (Fine Arts) from Bishops University, wherein his ongoing love for learning and teaching was instilled.…Contact Information and full bio
Phone: 819-822-9600 ext. 2798

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B.A. (Bishop’s), M.F.A. (UQAM), Ph.D.(Concordia)

Dr. Millington is Professor in the Department of Fine Arts and the School of Education, where he teaches primarily drawing, painting, collage; and the methods for the teaching of the arts to aspiring teachers. In 1988, he earned a BA (Fine Arts) from Bishops University, wherein his ongoing love for learning and teaching was instilled. In 1990, he earned an MFA from the Université du Québec à Montréal, with a specialization in drawing and painting. After many years of teaching at Dawson College, Bishop’s University, and Champlain College, as well as exhibiting as a professional artist, Millington managed to synthesize these two passions and earned a Ph.D in Art Education from Concordia University in 2000. He joined Bishop’s as a full-time faculty member in 2006. His interests are in the ongoing development of visual research in the studio and an ongoing examination of how students learn in the art studio environment.

Research

Dr. Millington’s Ph.D. work sought to examine how students come to understand their art making processes in the studio. The resulting doctoral dissertation looked at a means of linking both modes of knowing employed in studio classroom, the visual and the verbal, chiefly through the encouragement and understanding of metaphorical thought processes. This approach allowed for meaningful connections between the student’s visual explorations and other fields of study, other areas of personal import. Dr. Millington’s present work continues to focus on pedagogical strategies which enhance the studio art learning environment.

Dr. Millington also continues to conduct ongoing visual research and to actively exhibit his work in galleries and museums throughout Quebec and farther afield. His most recent work, at times politically minded and at times deeply personal, draws stimulus from the Dada artists: Marcel Duchamp, Kurt Schwitters, Max Ernst and Francis Picabia. True to his teaching approach, Dr. Millington encourages an open ended metaphorical readings of his assemblage/ paintings. Currently Dr. Millington is curating an exhibition of the Quebec artist Lorraine Benic. He also currently sits on the Conseil des Arts Visuels for the City of Sherbrooke.

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Dr. Christopher Stonebanks

Full Professor

A Full Professor in the School of Education, Dr. C. Darius Stonebanks is a graduate of Concordia University (BFA, MAed) and McGill University (PhD). Having worked in schools, from Pre-K to CEGEP, his university lectures focus heavily on bringing theory into practice. A scholar in such areas of critical practice, indigenous studies, qualitative methodologies, ethics, cultural studies and Islamophobia, Dr.…Contact Information and full bio
Phone: 819-822-9600 ext. 2203

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A Full Professor in the School of Education, Dr. C. Darius Stonebanks is a graduate of Concordia University (BFA, MAed) and McGill University (PhD). Having worked in schools, from Pre-K to CEGEP, his university lectures focus heavily on bringing theory into practice. A scholar in such areas of critical practice, indigenous studies, qualitative methodologies, ethics, cultural studies and Islamophobia, Dr. Stonebanks infuses these analyses into his lectures. He has authored James Bay Cree and Higher Education: Issues of Culture and Identity Shock and co-edited Teaching Against Islamophobia and the award winning Muslim Voices in Schools. On James Bay Cree and Higher Education, esteemed author and Order of Canada recipient, Boyce Richardson wrote, “A wise and courageous book on native students and higher education (…) I have seldom read a better account of why native students don’t do well in non-native education”.

The director of Praxis Malawi, since 2009 Dr. Stonebanks has organized multi-university, interdisciplinary place based learning endeavours in the rural region of Kasungu, Malawi, connecting social justice theory to practice (www.praxismalawi.com). He is also the Primary Investigator on the recently awarded three year SSHRC funded ethnographic research project examining the secular nature of Canadian public schools.

In the spring and summer, Dr. Stonebanks can usually be found doing field research, but in the fall and winter when he is not engaged in academic pursuits, he is usually “coaching” his beloved Montreal Canadiens through the television. Since his arrival at Bishop’s University in 2006, Dr. Stonebanks has also won the SRC Divisional Teaching Award twice and named an honorary member to the Golden Key International Honour Society.

Research

Dr. C. Darius Stonebanks research areas include the examination and practice of qualitative research methods, especially as it relates to authentic voice, voice appropriation and social justice; Islamophobia; Global Indigenous studies; and critical practices as it relates to revealing the nature and function of schooling.

He is currently the Primary Investigator on a three year SSHRC funded ethnographic study on the secular nature of Canadian public schools and is the director of Praxis Malawi.

The following are some of Dr. Stonebanks’ research endeavours:

Current Research Projects:

  • A Pan-Canadian analysis of secularist teacher perspectives on public schooling (SSHRC funded)
  • Community stakeholders and the development of a Malawi charter school (various funding sources including The Ahmed Jahan Foundation, LEARN and independent donations)
  • The influence of US curriculum on Canadian Multiculturalism (SRC funded)

Current Books in Development:

  • Multiculturalism Canada: Made in the USA
  • The Curriculum of Christmas: Unwrapping the Holidays
  • Secular Schools in a Religiously Saturated Era

Current Articles in Progress

  • “A Critical Curriculum: Resistance to the Quebec reforms”
  • “Why Peoples of the Middle-East should be cautious of the allure of Critical Pedagogy; Turning the Critical lens inwards”
  • “Rejecting the title of ‘Big Bwana’: Reflections on leadership roles in Malawi”

Recent Publications – Dr. C. Darius Stonebanks
PUBLICATIONS (select)

Stonebanks, C. Darius. (2014). “Praxis Malawi: an Analysis of Reciprocal Learning and Knowledge Transfer”.  in (Eds.) Denzin, Norman & Giardina, Michael. Qualitative Inquiry Outside the Academy. CA: Left Coast Press.

Stonebanks, C. Darius. (2013). “Cultural Competence, Culture Shock and the Praxis of Experiential Learning”. In Lyle, E. & Knowles, G. (Ed.) Bridging the Theory-Practice Divide: Pedagogical Enactment for Socially Just Education. Nova Scotia: Backalong Books.

Stonebanks, C. Darius. (2012). “Discovering Self in a College Humanities Classroom”. In Kress & Lake (Eds). We Saved the Best for You: Letters of Hope, Imagination and Wisdom. US: Teachers College Press.

Stonebanks, C., Steinberg, S. & Kincheloe, J. (2010). Teaching Against Islamophobia. New York: Peter Lang Publishing Group.

Stonebanks, C. Darius. & Stonebanks, Melanie. (2010).“Religious Identity in schools and the Looking Glass Self”. in Daniel Chapman (Ed) Teaching Social Theory. NY: Peter Lang Publishing

Stonebanks, C. Darius. (2010). “The Audacious Scholar: The Dude Minds!”. Cultural Studies ⇔ Critical Methodologies (Sage Publications). (10)5

Stonebanks, C. Darius. (2010). “On critical thinking, Indigenous knowledge and raisins floating in soda water”. in Adams, Tippins, Mueller & van Eijck (Eds.) Cultural Studies and Environmentalism: The Confluence of EcoJustice, Indigenous Knowledge Systems and A Sense of Place. NY: Springer.

Stonebanks, C. Darius. & Wootton, Kathleen. (2010). “The Backlash on ‘Roosting Chickens’: The Continued Atmosphere of Suppressing Indigenous Knowledge”. Cultural Studies ⇔ Critical Methodologies (Sage Publications). (10)2

Stonebanks, C. Darius. (2010). “Middle-Eastern Boys”. in Michael Kehler and Shirley R. Steinberg. Boy Culture. Westport, CT: Greenwood Press.

Stonebanks, C. Darius. (2009). “If Nancy Drew wouldn’t wear a Hijab, would the Hardy Boys wear a Kufi?”. In Stonebanks & Sensoy, O. (Eds.) Muslim Voices in Schools: Narratives of Identity and Pluralism. Boston: Sense Publishing.

Stonebanks, C. Darius. & Stonebanks, Melanie. (2009).“Religion and Diversity in our Classrooms”. in Shirley R. Steinberg (Ed). Diversity: A Reader. New York: Peter Lang Publishing.

Stonebanks, C. Darius. & Sensoy, Ozlem (2009).” Schooling Identity: Constructing Knowledge about Islam, Muslims and People of the “Middle-East” in Canadian Schools”. The International Journal of Critical Pedagogy. (2)4

Stonebanks, C. Darius. & Sensoy, Özlem (Eds). (2009). Muslim Voices in School: Narratives of Identity & Pluralism. Boston: Sense Publishing.

Stonebanks, C. Darius. (2009). “Secret Muslims”. Cultural Studies ⇔ Critical Methodologies (Sage Publications). (9)6

Stonebanks, C. Darius. (2008). James Bay Cree and Higher Education: Issues of Identity and Culture Shock. Boston: Sense Publishing

Stonebanks, C. Darius. (2008). “Politicized Knowledge to Standardized Knowing: the Trickle Down Effect in Schools”. in (Eds.) Denzin, Norman & Giardina, Michael. Qualitative Inquiry and the Politics of Evidence. CA: Left Coast Press.

Stonebanks, C. Darius. (2008). “An Islamic perspective on knowledge, knowing and methodology”. in (Eds.) Denzin, N., Lincoln, Y., & Smith, L. Handbook of Critical and Indigenous Methodologies. CA: Sage Publications.

Stonebanks, C. Darius. & Sensoy, Ozlem. (2008). “Did we miss the joke again? The cultural learnings of two Middle East professors for make benefit insights on the glorious West”. Taboo: The Journal of Culture and Education. Spring/Summer.

Stonebanks, C. Darius. (2008). “Spartan Superhunks and Persian Monsters; Responding to Truth and Identity as determined by Hollywood”. Studies in Symbolic Interaction. (Sage Publications). Vol. 31.

Stonebanks, C. Darius. & Wootton, Kathleen. (2008). “Revisiting Mianscum’s ‘telling what you know’ in Indigenous Qualitative Research”. International Review of Qualitative Research (Left Coast Press). Vol. 1:08.

Stonebanks, C. Darius. (2004). “Consequences of Perceived Ethnic Identities (reflection of an elementary school incident)” in The Miseducation of the West: The Hidden Curriculum of Western-Muslim Relations. Joe L. Kincheloe and Shirley R. Steinberg (Eds.) New York: Greenwood Press.

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Dr. Lisa Taylor

Full Professor

Lisa K. Taylor is full professor in the School of Education, Bishop’s University. Her teaching and research research explores pedagogical models of equity and social justice education addressed to forms of social diversity emerging from colonization, globalization and transnational flows. This encompasses multiliteracies, postcolonial TESOL, and transnational feminist literary criticism. Grounded in decolonial, feminist, antiracist, and cultural studies, in psychoanalytic and post-reconceptualization curriculum theorizing, her more recent research explores the ethical, psychic and pedagogical dynamics of pedagogies of remembrance (Roger I.…Contact Information and full bio
Phone: 819-822-9600 ext. 2344

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Lisa K. Taylor is full professor in the School of Education, Bishop’s University. Her teaching and research research explores pedagogical models of equity and social justice education addressed to forms of social diversity emerging from colonization, globalization and transnational flows. This encompasses multiliteracies, postcolonial TESOL, and transnational feminist literary criticism. Grounded in decolonial, feminist, antiracist, and cultural studies, in psychoanalytic and post-reconceptualization curriculum theorizing, her more recent research explores the ethical, psychic and pedagogical dynamics of pedagogies of remembrance (Roger I. Simon) that seek to learn from historical memory of violence, genocide and injustice, and mobilize affective and aesthetic engagement in building an activated public sphere. Current projects focus on decolonizing teacher education curriculum through pedagogies of witnessing in dialogue with Indigenous educators’ frameworks of story and relationality. She is co-editor with Jasmin Zine of Muslim Women, Transnational Feminism and the Ethics of Pedagogy (2014, Routledge).

Research

Lisa Taylor’s range of research projects explore theoretical, ethical and practical directions in inclusive models of education which build on cultural and linguistic diversity as a resource for pluralist, globally engaged societies. Grounded in feminist, antiracist, postcolonial and cultural studies, in psychoanalytic and post-reconceptualization curriculum theorizing, her more recent research explores the psychic, ethical and pedagogical dynamics of pedagogies that seek to learn from historical memory, representations of violence, genocide and injustice, and that mobilize affective and aesthetic engagement in learning for social change:

2011-   Principal Investigator, Bishop’s Senate Research Committee Research Grant, 2011-2012 ($8999): From Consultation to Collaboration, from Guest Speaker to Expert Stakeholder: Community-centred participatory action research into collaborative curriculum development regarding the 1994 Rwandan Genocide against the Tutsis.

The bridge to the future: Re-envisioning teacher education through theatre in Rwanda

  • Principal Investigator, Bishop’s Senate Research Committee Research Grant, 2009-2010 ($6999)
  • A qualitative case study of ‘theatre for development’ and critical pedagogy training to engage preservice secondary teachers in multimodal memory work (e.g. photo journals), dialogic deliberation and re-envisioning educators’ role in re-building a resilient, pluralist, peaceful civic culture in a fragile post-conflict society.

Literacy on the Move: Building Multiliteracies and Critical Citizenship Through Culturally Inclusive Literature Curriculum

  • Principal Investigator, Bishop’s Senate Research Committee Research Grant, 2008-2009 ($5657)
  • A qualitative action research case study of a unique grade 11 English course (Black Canadian Literature) analyzing students’ development of multiple literacies, ‘critical language awareness’, identity expression and critical civic competencies through a culturally affirming curriculum of African diasporic literary and multimodal expressive forms. Output: The report will contribute to a forthcoming critical Canadian Reader in Afrocentric education (Dei & Lawson)

Multicultural Literacy in Canada

  • Co-Investigator, SSHRC Multiculturalism Strategic Joint Initiative (Principal Investigator, Michael Hoechsmann, McGill University), “Multicultural Literacy: a national survey of Canadian youth”, 2004-2005 ($35,940)
  • Co-Investigator, SSHRC Multiculturalism Strategic Joint Initiative (Principal Investigator, Michael Hoechsmann, McGill University), “Multicultural Literacy: Exploring the Rural, Urban and Rurban”  SSHRC Multiculturalism Strategic Joint Initiative, 2006-2007 ($36,364)
  • A national survey (1000 grade 10 and 11 students; 10 urban, rural and ‘rurban’ boards; 5 provinces) taking stock of multicultural education in the 21st Century context of youth’s multiple, intersecting multi-media spheres of learning. Correlating demographic, survey-based and school-based data allowed for textured analysis of students’ in- and out-of-school learning vis-à-vis globally relevant curriculum. Output: An innovative research instrument measuring what young people know about the struggles and the intellectual, social, political and cultural contributions of racialized peoples globally and nationally and where they learned it (school, media, family and community)

From literacy to multiliteracies: designing learning environments for knowledge generation within the new economy

  • Co-Applicant (Principal Investigators: Margaret Early, UBC and Jim Cummins, OISE/UT), SSHRC Initiative for the New Economy, 2002-2005 ($760 000)
  • The national research alliance analyzed over 50 critical case studies in 4 school boards documenting and extending current literacy and pedagogy practices to maximize educational development for all in the globalized digital new economy. The Alliance produced an integrated Literacy Framework for the New Economy (curriculum, assessment, and policy recommendations; http://www.multiliteracies.ca); Output (Taylor): Taylor, Bernhard, Garg, Cummins, 2008, Journal of Early Childhood Literacy; Taylor, 2008, Canadian Modern Language Review.

Multicultural Literacy in Spain’s emerging pluralist society

  • Principal Investigator, Bishop’s Senate Research Committee Research Grant, 2006-2008 ($6 700)
  • This quantitative pilot study adapted a research tool to measure the ‘multicultural literacy’ of a broad sampling of Spanish youth with the intention of producing a stratified composite of what young people are learning and assimilating in the context of the emerging diversification of Spanish society and institutional promotion of intercultural education. Output: Taylor, 200.

Negotiating Linguistic, Cultural and Ethnoracial Difference: Learning Experiences of Minoritized New Quebeckers

  • Principal Investigator, Bishop’s Senate Research Committee Research Grant, 2005-2007 ($4 100)
  • This qualitative study investigated the learning experiences of immigrant students who attend or have attended schools in Sherbrooke, bringing critical race and postcolonial theory and critical sociolinguistics to examining these within the context of provincial discourses of ethnic and linguistic national identity as these are articulated in institutional policy and practice.

Developing  Multicultural Competencies: A Framework for Curriculum Development and Implementation in integration with the Québec Education Plan

  • Principal Investigator, Bishop’s Senate Research Committee Research Grant, 2004-2005 ($2 900)
  • This qualitative pilot study investigated the development and implementation of an original multicultural curriculum framework by Bishop’s students teaching in socially diverse, urban and rural schools. This framework represents a vital expansion of the Quebec Education Plan (2003) in response to the dramatic diversification of Quebec society.

Publications

Refereed Publications:

Taylor, L. K. & Zine, J. (Eds.). (2014). Muslim Women, Transnational Feminism and the Ethics of Pedagogy: Contested Imaginaries in post-9/11 Cultural Practice. Routledge.

Taylor, L. K. (2014). From empathy to estrangement, from enlightenment to implication: A pedagogical framework for (re)reading literary desire against the ‘slow acculturation of Imperialism.’ In L. K. Taylor & J. Zine (Eds.), Muslim Women, Transnational Feminism and the Ethics of Pedagogy: Contested Imaginaries in post-9/11 Cultural Practice. Routledge.

Taylor, L. K. (forthcoming). Inheritance as Intimate, Implicated Publics: Building practices of response and remembrance amongst future teachers. R.I. Simon: A pedagogy of public possibility; Special Journal issue of Canadian Social Studies.

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. (forthcoming). The Force of Fantasy: Re-reading Pre-Service Student Response to a Pedagogy of Unsettling Colonial Optimism. Special Issue on Social Affect. Cultural Studies.

Taylor, L. K. Collaboration. Going Public. Available February 1, 2014.

Taylor, L. K. (2014). Contra el corriente: Navigando la marea afectiva en la educación para la justicia social y mundial. Rizomo Freireana, Xàtiva, Spain: Instituto Paulo Freire. Available from http://www.rizoma-freireano.org/index.php/a-contracorriente-navegar-el-flujo-y-el-reflujo-de-los-afectos-sociales-en-la-educacion-para-la-justicia-global–lisa-k-taylor-bishops-university-canada.

Taylor, L. K., Rwigema, M. J., & Sollange, U. (2014). 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. Vancouver: UBC Press.

Taylor, L. K. (2013). Against the Tide: Working with and against the affective flows of resistance in Social and Global Justice Learning. Critical Literacy: Theories and Practices, 7, 2, pp. 58-68. Available from http://www.criticalliteracyjournal.org.

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.), (2012). Precarious international multicultural education: Hegemony, dissent and rising alternatives (Chap. 17; pp. 315-332). 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 (Chap. 8; pp. 115-134). 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 (Chap 8; pp. 139-156). 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 (177-199). 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 http://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. Special Issue: Anti-racism education: Missing in action (Ed. Charles C. Smith), Our Schools/Ourselves, 19:3, pp. 353-365.

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, Vol. 1, Issue 2. pp. 58-73, available from http://www.criticalliteracyjournal.org.

Taylor, L. K. (2008). Beyond ‘open-mindedness’: Cultivating critical, reflexive approaches to democratic dialogue. In P. R. Carr & D. E. Lund (Eds.), Doing democracy: Striving for political literacy and Social Justice (Chap 8; 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 Symposium 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.