Faculty

Faculty

Photo of Dr. Julie Desjardins

Dr. Julie Desjardins

Dean of the School of Education / Full Professor

B. Sc., M. A., Ph. D. (Université de Montréal), MBA (Université Laval)Prior to joining Bishop’s University as Dean of the School of Education, Dr. Desjardins was an active faculty member at the University of Sherbrooke for more than 20 years teaching a number of courses in both graduate and undergraduate programs and serving successively as Program Chair and Vice-Dean Academic.…Contact Information and full bio
Phone: 819-822-9600 ext. 2116

B. Sc., M. A., Ph. D. (Université de Montréal), MBA (Université Laval)

Prior to joining Bishop’s University as Dean of the School of Education, Dr. Desjardins was an active faculty member at the University of Sherbrooke for more than 20 years teaching a number of courses in both graduate and undergraduate programs and serving successively as Program Chair and Vice-Dean Academic.

Her research activities focus on two closely related areas: teacher education and learning assessment in the schools. She has been involved in numerous funded research projects, as principal investigator or co-investigator, that have resulted in a significant number of publications, including what she considers to be her most important contribution to teacher education: The coordination of a book published in 2012, on the “quest for coherence” in teacher education programs, in which she wrote a major chapter exploring the foundations of a concept of a program-based approach and the underlying notion of coherence.

Throughout her career she has been significantly and continuously involved in the creation and development of innovative programs and courses. She played a leading role in coordinating the redesign and implementation of the B. Ed. in Kindergarten and Elementary Teacher Education using a program-based approach (2001-2007) and in chairing the Steering Committee of the first Professional Doctorate in Education in Quebec (2014). She has also demonstrated strong leadership in mobilizing her community to increase the integration of technology into teaching practices.

She has also been actively involved in the development of the teaching profession at the provincial level as a member of several advisory committees to the Minister of Education and at the national level as Vice-President of the Canadian Society for the Study of Education (CSSE) and Director of Communications for the Canadian Association for Teacher Education (CATE).

Her prime mission is to develop academic programs that stand out for their quality and relevance, but above all, to provide students with innovative and stimulating learning environments enabling them to face the challenges of the 21st century and become active agents of change within the school and society.  She is dedicated to the development of innovative pre-service and in-service programs, rooted in a strong partnership with the field of practice and focused on the development of competencies.

Passionate about the challenges of organizational development, her contribution is rooted in a high level of education (Ph. D.) combined with a Master’s degree in Business Administration (MBA) that allows her to understand and work across all levels of the organization to promote its strategic development and mission.

Research and Innovation

Topics of interest

  • Teacher education programs
  • Program-approach
  • Reflective approaches
  • Change in the context on academic programs
  • Learning assessment

Grants

Meyer, F. Garant, C., Bourque, C., Desjardins, J., Kim, S. Breton, F. Création d’un Pôle facultaire d’innovation technopédagogique pour la formation en ligne: valorisation, développement et accompagnement. Fonds d’innovation pédagogique, Université de Sherbrooke (2017-2019)

Desjardins, J., Grenon, V., Dumoulin, M.-J. Blaser, C., Thomas, L., Kalubi, J.-C., Venet, M., Matthieu, S., Chamberland, É. Reconfigurer la formation des enseignants pour préparer les leaders du changement dans l’école. Programme de reconfiguration de l’offre de formation, ministère de l’Éducation et de l’enseignement supérieur (2018-2020)

Desjardins, J. Création d’un microprogramme de 2e cycle en intégration du numérique en enseignement. Programme de reconfiguration de l’offre de formation, ministère de l’Éducation et de l’enseignement supérieur. (2019-2020)

Desjardins, J., Boisvert, C., Thomas, L., Desbiens, J.-F., Quigley, T., Pelletier, E., Arsenault, M., Correa-Molina, E., Gagnon, C.  La formation continue des enseignants-associés en Estrie : élaborer et mettre en oeuvre un programme de formation renouvelé pour un accompagnement de qualité dans une approche programme. Programme de soutien à la formation continue du personnel scolaire. (MELS, 2011-2015)

Maubant, P., Savoie, A., Lenoir, A., Deaudelin, C., Lacourse, F., Carignan, I., Lebrun, J., Desjardins, J., Lavoie, L.-C., Thomas, L., Morin, M.-F., Steinbach, M., Dembélé, M., Dezutter, O., Lenoir, Y.  Renouvellement du centre de recherche sur l’intervention éducative. Soutien aux équipes de recherche, programme équipe en fonctionnement. (FQRSC, 2009-2013)

Dezutter, O., Deaudelin, C., Desjardins, J., Samson, G., Thomas, L.  L’évaluation des compétences en langues et en sciences au premier cycle du secondaire. Étude comparative de pratiques enseignantes centrées sur la régulation des apprentissages. (CRSH, 2008-2011)

Deaudelin, C., Desjardins, J., Dezutter, O., Thomas, L.  Transfert ciblé de connaissances axées sur la persévérance et la réussite scolaires. (Ministère de l’Éducation (Québec), Regroupant MEQ – MESS, 2008-2010)

Desjardins, J., et Dezutter, O.  Savoirs et compétences: quelle articulation dans les pratiques de formation à l’enseignement? (CRSH, 2007-2010)

Deaudelin, C., Desjardins, J., Dezutter, O., Hasni, A., Lebrun, J., Lenoir, Y., Morin, M.-P., Thomas, L.  Pratiques évaluatives novatrices et aide à l’apprentissage des élèves: l’importance des processus de régulation. Fonds québécois de la recherche sur la société et la culture. (FQRSC – MEQ, 2004-2006)

Hensler, H., Beauchesne, Desjardins, J.,  Dezutter, O., Garant, C.  Étude des conditions d’émergence et de développement de la réflexion professionnelle auprès d’étudiants en formation initiale et d’enseignants expérimentés. (Subvention CRSH, 2002-2005)

Publications

Maulini, O., Van Nieuwenhoven, C., Desjardins, J. et Guibert, P. (2020). La formation buissonnière des enseignants. Leurs apprentissages personnels, entre enjeux pédagogiques et politiques. Louvain-la-Neuve: De Boeck Supérieur.

Guibert, P., Desjardins, J., Maulini, O. et Dejemeppe, X. (2019). Questionner et valoriser le métier d’enseignant. Une double contrainte en formation. Louvain-la-Neuve: De Boeck Supérieur.

Dumoulin, M.-J. et Desjardins, J. (2019). Un modèle de codéveloppement professionnel pour la formation continue des enseignants associés au Québec : déjouer l’opposition entre valorisation et questionnement des pratiques ? Dans P. Guibert, J. Desjardins, O. Maulini et X. Dejemeppe (dir.), Questionner et valoriser le métier d’enseignant. Une double contrainte en formation. Louvain-la-Neuve: De Boeck Supérieur.

Desjardins, J., Sauvé, J., Petit, M. (2019). La constitution de groupes de codéveloppement professionnel en accompagnement de stagiaires : quels défis pour quels bénéfices? Dans F. Vandercleyen, M. L’Hostie et M.-J. Dumoulin (dir.), Le groupe de codéveloppement professionnel pour former à l’accompagnement des stagiaires : conditions, enjeux et perspectives (p. 77-103). Québec : Presses de l’Université du Québec.

Desjardins, J., Beckers, J., Guibert, P. et Maulini, O. (2017). Comment changent les formations d’enseignants ? Louvain-la-Neuve: De Boeck Supérieur.

Desjardins, J. (2017). L’évaluation des programmes. Quel impact sur leur évolution ? Dans J. Desjardins, J. Beckers, P. Guibert et O. Maulini (dir.), Comment changent les formations d’enseignants ? (p. 83-97), Louvain-la-Neuve: De Boeck Supérieur.

Desjardins, J., Guibert, P., Maulini, O., Beckers, J. (2017). Des changements espérés aux changements étudiés. Dans J. Desjardins, J. Beckers, P. Guibert et O. Maulini (dir.), Comment changent les formations d’enseignants ? (p. 9-22), Louvain-la-Neuve: De Boeck Supérieur.

Maulini, O., Desjardins, J., Étienne, R., Guibert, P., Paquay, L. (2015). À qui profite la formation continue des enseignants ? Bruxelles : Éditions de Boeck université.

Desjardins, J. « Stimuler l’épanouissement d’une culture de la formation continue » au Québec : visée réaliste ou fantasmatique ? Dans O. Maulini, J. Desjardins, R. Étienne, P. Guibert et L. Paquay (dir.), À qui profite la formation continue des enseignants ? (p. 69-92), Bruxelles : Éditions de Boeck université.

Maulini, O., Desjardins, J., Etienne, R., Guibert, P. et Paquay, L. (2015). Contre le découragement et la routine…  Dans O. Maulini, J. Desjardins, R. Étienne, P. Guibert et L. Paquay (dir.), À qui profite la formation continue des enseignants ? (p. 11-26), Bruxelles : Éditions de Boeck université.

Paquay, L., Perrenoud, P., Altet, M., Étienne, R., Desjardins, J., (dir.) (2014). Travail réel des enseignants et formation : Quelle référence au travail des enseignants dans les objectifs, les dispositifs et les pratiques? Bruxelles : Éditions de Boeck université.

Desjardins, J., Dezutter, O. & Boudreau, A. (2014). Pratiques de formation en contexte de cours universitaires : quelle place au travail réel des enseignants ? Dans L. Paquay, P. Perrenoud, M. Altet, J. Desjardins et R. Etienne (dir.), Travail réel des enseignants et formation : Quelle référence au travail des enseignants dans les objectifs, les dispositifs et les pratiques? (p.157-174). Bruxelles : Éditions de Boeck université.

Desjardins, J. (2013). Des étudiants résistants ? Mais qu’en est-il des dispositifs de formation ? Dans M. Altet, R. Étienne, J. Desjardins et L. Paquay (dir.) : Former des enseignants réflexifs : obstacles et résistances (p.23-38). Bruxelles : Éditions de Boeck université.

Altet, M., Desjardins, J., Étienne, R., Paquay, L., Perrenoud, Ph. (2013). Former des enseignant-réflexifs. Obstacles et résistances. Bruxelles : Éditions de Boeck université.

Thomas, L., Desjardins, J. (2013). Teacher Education in Quebec: A critical examination of a competency-based approach. Dans L. Thomas (dir.), What is Canadian about Teacher Education in Canada? Multiple Perspectives on Canadian Teacher Education in the Twenty-First Century (p. 297-321). Canadian Association for Teacher Education/Association canadienne pour la formation à l’enseignement. https://sites.google.com/site/cssecate/fall-working-conference.

Desjardins, J., Altet, M., Étienne, R., Paquay, L. et Perrenoud, Ph. (dir.) (2012). La formation des enseignants en quête de cohérence. Bruxelles : Éditions de Boeck université.

Desjardins, J. (2012). Définir la cohérence dans les programmes de formation à l’enseignement. Dans J. Desjardins, M. Altet, R. Étienne, L. Paquay et Ph. Perrenoud (dir.) : La formation des enseignants en quête de cohérence (p.29-42). Bruxelles : Éditions de Boeck université.

Desjardins, J., Boudreau, A. (2012). Les écrits réflexifs en formation : de la pratique des étudiants à la nécessité d’une cohérence programme. Dans M. Tardif, C. Borges, A. Malo (dir.) : Le virage réflexif en éducation. Où en sommes-nous 30 ans après Schön? Bilan critique : perspectives théoriques et recherches empiriques. Bruxelles : Éditions de Boeck université.

Habboub, E., Lenoir, Y., Desjardins, J. (2012). Didactique professionnelle en formation à l’enseignement : un regard critique. Travail et Apprentissages, no 10, p. 15-38.

Thomas, L., Deaudelin, C., Desjardins, J., Dezutter, O. (2011). Elementary teachers’ formative evaluation practices in an era of curricular reform in Quebec, Canada. Assessment in Education: Principles, Policy & Practice, 18 (4), p. 381-398.

Desjardins, J. (2010). D’un référentiel de compétences professionnelles à la conception et la mise en œuvre d’un programme de formation à l’enseignement : intérêts et limites. Dans Y. Lenoir et M. Bru (dir.) : Quels référentiels pour la formation professionnelle à l’enseignement ? Toulouse : Éditions universitaires du Sud, p. 124-146.

Desjardins, J. et Lebrun, J. (2009). Évaluer les apprentissages en sciences humaines. In J. Lebrun et A. Araujo-Oliveira (dir.) L’intervention éducative en sciences humaines au primaire : des fondements aux pratiques. Éditions La Chenelière.

Desjardins, J.et Hensler, H. (2009). À la recherche d’une cohérence dans les programmes de formation à l’enseignement. Le rôle des acteurs et la prise en compte des caractéristiques organisationnelles. In R. Étienne, M. Altet, C. Lessard, L. Paquay et Ph. Perrenoud (dir.) : L’université peut-elle vraiment former les enseignants? Quelles tensions? Quelles modalités? Quelles conditions? Bruxelles : Éditions de Boeck université, p. 145-159.

Desjardins, J., Deaudelin, C. et Dezutter, O. (2009). La recherche en éducation : pistes pour un arrimage avec les besoins de formation des enseignants en contexte de réforme. In J. Clanet (dir.) : Recherche / formation des enseignants. Quelles articulations? Rennes : Presses universitaires de Rennes, p. 69-80.

Desjardins, J. et Dezutter, O. (2009). Développer des compétences professionnelles en formation initiale à l’enseignement préscolaire et primaire : regard sur l’organisation des programmes en contexte québécois. Canadian Journal of Education / Revue canadienne d’éducation. Numéro spécial sur la formation à l’enseignement. 32 (4), p. 873-902.

Dezutter, O., Desjardins, J., Lison, C. (2009). La didactique, une discipline de formation aux contours flous dans le contexte universitaire québécois. La lettre de l’AIRDF, 44 (1), p. 9-16.

Desjardins, J. et Boutet, M. (2008). De l’organisation du système de formation à la concertation des acteurs : pour une médiation des savoirs. In Ph. Perrenoud, M. Altet, C. Lessard et L. Paquay (dir.), Conflits de savoirs en formation des enseignants. Entre savoirs issus de la recherche et savoirs issus de l’expérience. Bruxelles : de Boeck Université, p. 155-168.

Desjardins, J. (2008). Former des enseignants compétents : oui mais comment? Vie pédagogique. No 147. http://collections.banq.qc.ca/ark:/52327/bs62478

Deaudelin, C., Desjardins, J., Dezutter, O., Thomas, L., Corriveau, A., Lavoie, A., Bousadra, F. et Hébert, M. (2007). L’évaluation formative des apprentissages chez des enseignants du primaire: analyse de pratiques en contexte de renouveau pédagogique. Nouveaux Cahiers de la recherche en éducation, 10(1), p. 27-45. http://www.erudit.org/revue/ncre/2007/v10/n1/1016856ar.html

Desjardins, J. (2007) Bulletins scolaires : il faut que ça frappe! Éditorial du mois. Site Internet du Centre de recherche sur l’intervention éducative. Décembre 2007.

Desjardins, J. (2006). Les bulletins scolaires : quels sont les véritables enjeux ? Vivre le primaire. 19(2), p. 34-36.

Desjardins, J., Boutet, M. (2006). Le BEPP à l’Université de Sherbrooke. La concertation des acteurs : condition de mise en œuvre d’une approche-programme. In C. Gauthier et M. Mellouki (dir.), Les programmes de formation des enseignants au Québec: conditions et promesses de l’approche de formation par compétences. Ste-Foy : Presses de l’Université Laval, p. 69-94.

Desjardins, J. (2005). La réforme des pratiques d’évaluation des apprentissages : virage ou recommencement? In Y. Lenoir, F. Larose et C. Lessard (dir.) : Le curriculum de l’enseignement primaire: regards critiques sur ses fondements et ses lignes directrices. Sherbrooke : Éditions du CRP, p. 297-318.

Lebrun, J., Lenoir, Y., Desjardins, J. (2004). Le manuel scolaire “réformé” ou le danger de l’illusion du changement : analyse de l’évolution des critères d’évaluation des manuels scolaires de l’enseignement primaire entre 1979 et 2001. Revue des sciences de l’éducation. Vol. XXX, no 2, p.509-534.

Dezutter, O., Desjardins, J., Hensler, H., Beauchesne, A., Garant, C. (2004). Le rapport des étudiants à la réflexion et à l’écriture : une réalité à prendre en compte pour installer des dispositifs efficaces en formation initiale à l’enseignement. Revista pensamiento educativo, vol. 35, p.127-146.

Desjardins, J. (1999). Analyse critique du champ conceptuel de la formation réflexive. Université de Montréal. Thèse de doctorat.

Conference Proceedings

Desjardins, J., Hensler, H., Dezutter, O. et Beauchesne, A. (dir.) (2006). Développer des compétences en enseignement. Quelle place pour la réflexion professionnelle ? Cahiers scientifiques de l’ACFAS. Actes du colloque tenu au Congrès de l’ACFAS, 23 mai 2003.

Hensler, H. et Desjardins, J. (2006). Pourquoi l’approche par compétences oblige-t-elle à reconsidérer le rôle de la réflexion dans la formation des enseignants ? In J. Desjardins, H. Hensler, O. Dezutter et A. Beauchesne (dir.) Développer des compétences en enseignement. Quelle place pour la réflexion professionnelle ? Cahiers scientifiques de l’ACFAS. Actes du colloque tenu dans le cadre du Congrès de l’ACFAS, 23 mai 2003, p. 5-24.

Deaudelin, C., Dezutter, O., Gagnon, C., Desjardins, J., Lebrun, J. et Balslev, K. (2005). Décrire des pratiques d’évaluation formative dans différentes disciplines : de quelques choix autour des entretiens d’explicitation. In Actes du colloque Inter Instituts universitaires de formation des maîtres (IUFM), Former des enseignants professionnels, savoirs et compétences. Du Pays de La Loire. [Cédérom]. Nantes : IUFM.

Research report

Deaudelin, C., Desjardins, J., Dezutter, O., Thomas, L., Morin, M.-P., Lebrun, J., Hasni, A. et Lenoir, Y. (2007). Pratiques évaluatives et aide à l’apprentissage des élèves : l’importance des processus de régulation. Ministère de l’Éducation, du Loisir et du Sport, Fonds québécois de la recherche sur la société et la culture, Programme des Actions concertées « Persévérance et réussite scolaires ». 137 p.

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Photo of Dr. Avril Aitken

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

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:

Accompaniment for and by Educators to Foster Collaborative Professionalism (2021 – 2022) – Co-Investigator

Reading Between the Lines: When Pre-service and Practicing Teachers Think about their Role in Truth and Reconciliation through Metaphor (2019 – 2023) PI

Education for reconciliation in Quebec: Can University-school board collaborations play a role? (2019 – 2022) PI

Teacher Retention and Induction in First Nations Schools (2019 – 2021) Collaboration with CEPN-FNEC (First Nations Education Council) and the Naskapi Nation of Kawawachikamach

Publications

Refereed book chapters

Aitken, A. (2021) Coming into being again and again.  In C. Shields,  J,.G. Yallop, & A. G. Podolski (Eds.) Influences and Inspirations in Curriculum Studies and Teaching: Reflections on the Origins and Legacy of Canadian Scholarship. NY: Routledge.

Aitken, A. & Radford, L. (2021) Social Justice in the Classroom: If “Literature is One Way to Make this Happen,” Should Reading for Justice be Required in Schools? In C. Mullen (Ed.), Handbook of social justice interventions in education (pp. 54­5–566). Amsterdam: Springer.

Donnan, M.E., Aitken, A., & Manore, J. (2020). “If not here, where?  Making decolonization a priority at an undergraduate university” In S. Coté-Meek (Ed.) Approaches to Decolonizing the Academy. Canadian Scholars Press.

Aitken, A. (2020) Accounting for the Self: Teacher Education in a Post-Truth and Reconciliation Context. In A. Phelan & W. Pinar (Eds.) Reconceptualizing teacher education world wide: A Canadian contribution to a global challenge. Ottawa: Presses de L’Université d’Ottawa/University of Ottawa Press.

Aitken, A. & Radford, L. (2019) The curriculum theorist in the classroom:  Encountering the self through a framework for socio-environmental equity. In Hébert, C., Ng-A-Fook, N., Ibrahim, A., Smith, B. (Eds.) Internationalizing Curriculum Studies: Histories, Environments, and Critiques (pp.125-138). London, UK: Palgrave Macmillan.

Strong-Wilson, T., Yoder, A., Aitken, A., Chang-Kredl, S. & Radford, L. (2019). Currere tales: Journeying as pilgrims to the (an)archive. In  T. Strong-Wilson, C. Ehret, D. Lewkowich, & S. Chang-Kredl (Eds.). Making/Unmaking through Provoking Curriculum Encounters (9 – 18). NY: Routledge.

Aitken, A., & Radford, L., (2018) Teaching for Reconciliation: Insights from an Augmented Reality Project – In M. Hanne & A. Kaal (Eds.) Looking both ways: Narrative and Metaphor in Education (pp. 177-190). UK: Routledge.

Aitken, A. & Robinson, L. (in press). “Walking in two worlds” in the plurilingual classroom: Learning from the case of an intergenerational project. In S. Stille & S.M.C. Lau (Eds.) Plurilingual pedagogies: Critical and creative endeavors for equitable language (in) education. Amsterdam: Springer.

Aitken, A. (2017). Remembrance as a Digitally Mediated Practice of Pedagogy. In K. Llewellyn & N. Ng-A-Fook (Eds.) Oral History and Education: Theories, Dilemmas, and Practices (pp. 231-250). London, UK: Palgrave Macmillan.

Radford, L. & Aitken, A. (2015) 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 (pp. 150–160). 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

Aitken, A., M.E. Donnan, & Manore, J.L. (2021). Responding to the Findings of Canada’s Truth and Reconciliation Commission: A Case Study of Barriers and Drivers for Change at a Small Undergraduate Institution. The International Journal of Learning in Higher Education 28(1), 97-111. doi:10.18848/2327-7955/CGP/v28i01/97-111.

Aitken, A., & Radford, L. (2018). Learning to teach for reconciliation in Canada: Potential, resistance and stumbling forward. Teaching and Teacher Education.

Aitken, A. (2015). If Education is the Key to Reconciliation, How Will Professional Development Contribute to Unlocking the Process? Learning Landscapes 9(1), 15-22.

Radford, L. & Aitken, A. (2014). Becoming Teachers’ Little Epics and Cultural Myths — Writ Large in Digital Stories. McGill Journal of Education – Special Issue: “Multimedia in/as Scholarship” 49(3), 641-660.

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 publications

Aitken, A., Dobson, M., Ecuzerra, M., Mitchell, C., Strong-Wilson, T. (2018). Editorial: The arts in curriculum: Aesthetics, embodiment and well-being (Special Issue) Journal of the Canadian Association for Curriculum Studies, 16 (1), 1-5.

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.

Custom Metadata Fields

Photo of Dr. Eva Mary Bures

Dr. Eva Mary Bures

Full Professor – Department Chairperson

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

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.

Custom Metadata Fields

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Dr. Anthony Di Mascio

Full Professor

B.A., B.Ed., M.A. (Toronto), Ph.D. (Ottawa)Dr. Di Mascio joined the School of Education in 2011. He is an educational historian whose research concerns the origins and development of mass schooling. He is particularly interested in the intersection of educational history and politics, and its potential contributions to informed public policy. He currently teaches courses on the foundations of the teaching profession, education policy, and the history of education at both the undergraduate and graduate levels.Contact Information and full bio
Phone: 819-822-9600 ext. 2350

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

Dr. Di Mascio joined the School of Education in 2011. He is an educational historian whose research concerns the origins and development of mass schooling. He is particularly interested in the intersection of educational history and politics, and its potential contributions to informed public policy. He currently teaches courses on the foundations of the teaching profession, education policy, and the history of education at both the undergraduate and graduate levels.

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, he has focused his research on the history of Quebec education and its relevance to ongoing policy debates. In 2012, he 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 funded by the Social Sciences and Humanities Research Council of Canada that examines American influences on the development of education in Quebec.

Recent Publications

Book

(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

(2017). “The Struggle for a Profession: Teacher Education in Quebec.” In Theodore Michael Christou (ed.), The Curriculum History of Canadian Teacher Education (London: Routledge), 111-124.

(2016). “Citizenship Education in Canada, Past and Present.” In Catherine Broom (ed.), Youth Civic Engagement and Disengagement in a Globalized World (London: Palgrave MacMillan), 15-36. (With Catherine Broom and Douglas Fleming).

(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.

(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.

(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.

(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.

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

(2012). “Beyond Church and State: Rethinking Who Knew What When About Residential Schooling in Canada.” First Peoples Child and Family Review 7 (2): 85-96.

(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.

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

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

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

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

(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.

 

Custom Metadata Fields

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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

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.

Custom Metadata Fields

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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 is Associate Professor in the School of Education at Bishop’s University. Before coming to Bishop’s, she worked as an instructor for the teacher education programs at OISE/University of Toronto and for the TESL training at the York Catholic District School Board in Toronto.…Contact Information and full bio
Phone: 819-822-9600 ext. 2385

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 is Associate Professor in the School of Education at Bishop’s University. Before coming to Bishop’s, she worked as an instructor for the teacher education programs at OISE/University of Toronto and for the TESL training at the York Catholic District School Board in Toronto. As a long-time ESL teacher/educator, she has designed and delivered curricula with specific purposes for English language learners across all levels, both overseas and in Canada. Specializing in second language and plurilingual education, she offers courses for Teaching English as a Second Language program at the undergraduate level, including Critical Pedagogical Orientation to Second Language Teaching, Teaching English Grammar, Literature and Language Teaching, Teaching the Young Second Language Learner, as well as other graduate courses related to language and literacy teaching and learning.

Dr. Lau’s doctoral thesis “Practising critical literacy with English language learners: An integrative approach” (2010), together with her commitment to critical scholarships in language studies, won her the 2012 Founders’ Emergent Scholars Award (sponsored by the International Society for Language Studies and Language Studies Foundation). Apart from being a member of a multi-institutional research team on second language reading and writing (Collectif Clé), she is the principal investigator of three recent research projects, variously funded by the Sciences and Humanities Research Council of Canada—SSHRC, Fonds de recherche du Québec – Société et culture–FRQSC, and Pôle régional en enseignement supérieur de l’Estrie (PRESE). These projects examine cross-language and -curricular collaborations between English and French teachers in their employment of plurilingual and translanguaging pedagogies to facilitate students’ bi/plurilingual competence and critical literacy engagements. As she seeks dialogic approaches to theory-building, her chief focus is on collaborative classroom research with school partners. Further, she engages in classroom ethnography to gain insights into how language is used and power relations enacted. To prepare teachers for diverse learners, she conducts research on culturally responsive teacher education and migrant teacher preparation and integration. She has published in the Critical Inquiry of Language Studies, Intercultural Education, The Reading Teacher, The New Educator Journal, Journal of Critical Literacy: Theories and Practices, Journal of Translation and Translanguaging in Multilingual Contexts, etc.

Research

2020-2023

Principal Investigator, Supporting Chinese transnational students’ French additional language learning through the use of plurilingual pedagogies (CAD 24,000)

  • Funded by the Bishop’s University Interdisciplinary Team Grant, the goal of this collaborative action research is to develop plurilingual approaches to support transnational Chinese students in their learning of French by drawing on their plurilingual and pluricultural resources.
  • Co-researchers: Sarah Théberge & Caroline Dault

2020-2022

Co-Investigateur, Renforcer les compétences en lecture et en écriture des adultes en francisation dans le but de favoriser l’engagement et la réussite dans les formations postsecondaires qualifiantes (CAD 50,000)

  • Funded by the Pôle régional en enseignement supérieur de l’Estrie (PRESE) – the Higher Education Hub – Estrie, the project aims to support allophone students in their transition from the francization program to post-secondary education by creating a complementary training program.
  • Research team: Olivier Dezutter and Paule Dion (principal investigators), Sunny Man Chu Lau, Sarah Théberge, & Marie-Maude Cayouette.

2020

Co-researcher, Multilingual Approaches to Assessment and Education Symposium (CAD 13,455)

  • Funded by the Social Sciences and Humanities Research Council (SSHRC) Connection Grant (#611-2019-0619), this project intends to bring together internationally renowned researchers, local policymakers and education system leaders to share and discuss critical issues concerning multilingual approaches to assessment policy and practice.
  • Research team: Saskia Van Viegen (principal investigator), Sunny Man Chu Lau & Angel Lin.

2019-2023

Co-researcher, English language and literature: In-depth learning (CAD 245,629)

  • Funded by the Norwegian Partnership Program for International Teacher Education aimed to explore the ways to promote the use of literature for creative and critical language learning with global perspectives. Our research project involves faculty and student exchanges for knowledge building and mobilization.
  • Research team: Janice Bland (project coordinator), Sunny Man Chu Lau (local project coordinator), Nayr Ibrahim, Corinne Haigh, Charlotta Langejan, & Wendy King

2019-2022

Co-Investigateur, Les effets de la participation à un programme d’anglais intensif sur les compétences en littératie : la situation des élèves en difficultés d’apprentissage et des élèves allophones à la transition du primaire au secondaire (2020-0LITR-279103) (CAD 190,370)

  • Funded by FRQSC-Actions concertées programme de recherche en littératie
  • A longitudinal mixed method study to explore the teaching and learning strategies and environment that promote reciprocal development in reading and writing skills in French and English for allophone students and students with special needs in Intensive English program in Quebec.
  • Research team: Veronique Parent (principal investigator), Olivier Dezutter, Corinne Haigh, Sunny Man Chu Lau, & Lynn Thomas

2019-2021

Principal Investigator, Plurilingual integrated learning: Building cross-language and cross-curricular connections to support allophone and underachieved Cégep students’ language and content learning (CAD 50,000)

  • Funded by PRESE –the Higher Education Hub—Estrie, I continue and extend the previous FRQSC-funded collaborative action research project with Cégep professors to set up a learning community to explore effective plurilingual teaching strategies and create relevant resources to raise metalinguistic awareness, build language connections, and mobilize students’ plurilingual repertoires for effective learning in both language and content areas.

2019
Co-investigateur, Création d’une banque de ressources didactiques pour la formation universitaire des enseignants de langues secondes (CAD 232,000)

  • Funded by Entente Canada- Québec – created an online portal Radar L2  for French and English L2 teaching and learning resources
  • Research team: Olivier Dezutter (principal investigator), Lynn Thomas, Sunny Man Chu Lau, & Corinne Haigh

2017-2020

Co-Investigator : Les pratiques d’enseignement soutenant le développement des compétences en lecture et en écriture des élèves allophones intégrés dans les classes régulières à la transition du primaire et du secondaire (175000$)

  • Funded by the Fonds de recherche du Québec – Société et culture, Actions concertées Lecture-écriture to work alongside French teachers to support allophone students’ integration and transition into mainstream classrooms in elementary and secondary schools.
  • Research team: Olivier Dezutter (principal investigator), Christiane Blaser, Godelieve Debeurme, Corinne Haigh, Sunny Man Chu Lau, Véronique Parent, Lynn Thomas, Isabelle Dufour (CSRS) et Viviane Guimond (CSRS)

2017-2018

Principal Investigator, Bridging the gap: Decolonizing global relations through a joint critical inquiry in ESL education ($9000)

  • Funded by Bishop’s Senate Research Committee (Research and Creative Activity Grants). As the top ranked researcher in SSHRC disciplines in Winter 2017 competition, $5834 came from the SSHRC Institutional Grant awarded to Bishop’s in 2017-18; $3166 came from Bishop’s Foundation in 2016-17.
  • The project aims to investigate how a joint inquiry by both Malawian teachers and Bishop’s education students into the sociopolitical issues of ESL and critical pedagogy might help decolonize the enduring unequal relationship in international education development
  • Co-investigator: Melanie Bennett-Stonebanks

2016-2019

Principal Investigator, French and ESL professors’ cross-curricular collaborations: Enhancing Cégep allophone students’ academic and social integration through plurilingual and multiliteracies pedagogies

Funded by the Fonds de recherche du Québec – Société et culture, Établissement de nouveaux professeurs-chercheurs ($38,656), this research study aims to explore the educational potential of strategic curricular collaboration between French and English Cégep instructors in promoting academic biliteracy learning of their diverse underachieved students through the use of plurilingual multiliteracies approaches that value students’ entire communicative repertories for meaningful learning.

2014-2016

Principal Investigator, Language Connections: French and English teachers’ collaboration for critical bi-literacy learning

This SSHRC-funded (Insight Development Grant – $ 68,559) research project is built on the pilot study I did with two elementary school teachers to investigate the impact of interdisciplinary collaborations on students’ cross-language and curricular connections,  complex bi-literacy and critical literacy learning and their identities of competence as (developing) bilinguals through inquiry in social issues related to social justice.

2014-2017

Co-investigateur, 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 seconde

This SSHRC-funded (Subventions Savoir CRSH, $251,230) research project is led by Dr. Olivier Dezutter from Université de Sherbrooke and other researchers from University of Simon Fraser and Bishop’s University to investigate students’ writing development in their first and second languages at the end of primary education in intensive and/or immersion contexts.

2012-2014

Principal Investigator, Linking languages: Enhancing students’ bi-literacy skills through a collaborative critical literacy project, Bishop’s University

Awarded by the Senate Research Committee Grant ($7,000), this participatory action 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 effort affects students’ biliteracy and critical literacy development.

Winter 2012-2014

Researcher, Collectif de Recherche sur la Continuité des Apprentissages en Lecture et en Écriture

A member of a multi-institutional team funded by a FRQSC grant ($67,076) to develop collaborative research programs on sustained literacy engagement among students at different grade and proficiency levels.

2010-2014

Researcher, International Research Network–Diverse Teachers for Diverse Learners

  • The network was first set up in 2009 with the Canadian SSHRC Partnerships Development Grant and is now maintained by research grants from partner countries which include Scotland, Iceland, Finland and Norway.
  • Presented with research partners at the 14th International Metropolis Conference: Migration and Mobility (2009), the 2012 Nordic Educational Research Congress in Copenhagen, Denmark., and Fourth Diverse Teachers for Diverse Learners Conference, University of Strathclyde, Glasgow, Scotland (2014).
  • Took part in the working committee meetings in November 2009 and March 2012 in Copenhagen, Denmark to discuss research collaborations.

2012-2013

Principal Investigator, Language Portrait: Preparing Diverse Teachers for Diverse Learners, Bishop’s University

This project was developed out of the international research network Diverse Teachers for Diverse Learners to focus on the use of life history to prepare teachers of diverse students.

2011-2012

Principal Investigator, Teaching English-as-a-second-language: A Critical Approach,  Mae Sot Education Project, Bishop’s University

Funded by the Pathy’s Family Foundation to carry out a critical action research on the training program offered for volunteers to teach ESL from a critical pedagogy perspective

2009-2010

Research Assistant, Engaging Literacies: Identity Texts as Catalyst and Medium for Academic Performance, OISE/UT

Supervisor: Dr. J. Cummins (Canada Research Chair in Literacy Education)

  • The project was funded by the Canadian Research Center (CRC)
  • Worked with an ESL teacher & students in writing identity texts using Desktop Author
  • Collected, transcribed, coded and analysed data; presented research findings in conferences

2008-2009

Principal Investigator, Practising Critical Literacy with English Language Learners: An Integrative Approach, OISE/UT

Thesis Supervisor: Dr. J. Cummins, Canada Research Chair in Literacy Education

Doctoral research on critical literacy education with beginning immigrant English language learners using a participatory action research method.

Recent Publications

Book and Book Chapters

Lau, M. C., Tian, Z. & Lin, A. (in press). Intersections between critical literacy, language diversity and translanguaging. In J. Z. Pandya, R. A. Mora, J. Alford, N. Golden, R. de Roock (Eds.) The Handbook of Critical Literacies. Routledge.

Lau, S. M. C., & Van Viegen, S. (Eds.). (2020). Plurilingual pedagogies: Critical and creative endeavors for equitable language (in) education. Springer International Publishing.

Lau, S. M. C., & Van Viegen, S. (2020). Plurilingual pedagogies: An Introduction. In S. M. C. Lau & S. Van Viegen (Eds.), Plurilingual pedagogies: Critical and creative endeavors for equitable language in education (pp. 3-22). Springer International Publishing.

Moore, D., Lau, S. M. C., & Van Viegen, S. (2020). Mise en écho des perspectives on plurilingual competence and pluralistic pedagogies: A conversation with Danièle Moore. In S. M. C. Lau & S. Van Viegen (Eds.), Plurilingual pedagogies: Critical and creative endeavors for equitable language in education (pp. 23-45). Springer International Publishing.

Lau, S. M. C. (2020). Translanguaging for critical bi-literacy: English and French teachers’ collaboration in transgressive pedagogy. In S. M. C. Lau & S. Van Viegen (Eds.), Plurilingual pedagogies: Critical and creative endeavors for equitable language in education (pp. 115-135). Springer International Publishing.

Van Viegen, S., & Lau, S. M. C. (2020). Philosophy, principle and practice – ‘3Ps’ to implement plurilingual pedagogies. In S. M. C. Lau & S. Van Viegen (Eds.), Plurilingual pedagogies: Critical and creative endeavors for equitable language in education (pp. 323-339). Cham: Springer International Publishing.

Lau, S. M. C. (2020). Emotional labour in critical language teaching and research: The power of feeling in collaborative action research. In K. W. Clausen and G. Black (Eds.), The future of action research in education: A Canadian perspective (pp. 158-170). McGill-Queen’s University Press.

Lau, S. M. C. (2020). Translanguaging as a decolonization project?: Malawian teachers’ complex and competing desires for local languages and global English. In Z. Tian, L. Aghai, P. Sayer, & J. L. Schissel (Eds.), Envisioning TESOL through a translanguaging lens global perspectives (pp. 203-228). Springer.

Lau, S. M. C. (2017). Classroom ethnography on critical literacy teaching and learning. In S. A. Mirhosseini (Ed.), Reflections on qualitative research in language and literacy education (pp. 77-90). Springer. 10.1007/978-3-319-49140-0

Journal Articles

Lau, S. M. C., Botelho, M. J., & Liaw, M. J. (in press). Text production as process: The language, literacy, and identity opportunities in a bilingual elementary classroom. Journal of Language, Identity, and Education.

Lau, S. M. C., Brosseau, M.-C., Maegerlein, E., LeRisbé, M., & Blandford, M. (2020). Supporting immigrant students’ academic and social integration: ESL and French college teachers’ collaboration in promoting cross-linguistic teaching of language and strategies. Canadian Modern Language Review, 76(4), 293–312. doi:10.3138/cmlr-2020-0001. (https://www.utpjournals.press/doi/abs/10.3138/cmlr-2020-0001)

Ballinger, S, Lau, S. M. C., & Quevillon Lacasse, C., (2020). Cross-linguistic pedagogy: Harnessing transfer in the classroom. Canadian Modern Language Review, 76(4), 265-277. doi:10.3138/cmlr-76.4.001-en. (https://www.utpjournals.press/doi/abs/10.3138/cmlr-76.4.001-en)

Lau, S. M. C. (2020). Translanguaging as transmediation: Embodied critical literacy engagements in a French-English bilingual classroom. Australian Journal of Applied Linguistics, 3(1), 42-59. Doi.org/10.29140/ajal.v3n1.299. (https://www.castledown.com/journals/ajal/article/?reference=299)

Lau, S. M. C. (2019). Convergences and alignments between translanguaging and critical literacies work in bilingual classrooms. In Z. Tian and H. Link, Positive synergies: translanguaging and critical theories in education. Journal of Translation and Translanguaging in Multilingual Contexts. 5(1). [Special issue], 67-85. doi:10.1075/ttmc.00025.lau https://www.jbe-platform.com/content/journals/10.1075/ttmc.00025.lau

Dezutter, O., Lamoureux, K., Thomas, L., Lau, S. M. C., & Sabatier, C. (2018). Le rapport à l’écriture d’élèves de sixième année du primaire suivant un apprentissage intensif d’une langue seconde, Nouveaux cahiers de la recherche en éducation, 20(2), 4-23.doi: https://doi.org/10.7202/1053586ar. (https://www.erudit.org/fr/revues/ncre/2017-v20-n2-ncre04092/1053586ar/)

Thomas, L. & Lau, S. M. C. (2017). Les pratiques d’écriture en français et en anglais langue seconde d’élèves de sixième primaire participant à un programme d’anglais intensif. Vivre le primaire, vol. 30 no4, p.60-62. Association québécoise des enseignantes et des enseignants du primaire. (https://aqep.org/revues/vivre-primaire-vol-30-no4/)

Lau, S. M. C., Juby-Smith, B., & Desbiens, I. (2016). Translanguaging for transgressive praxis: Promoting critical literacy in a multi-age bilingual classroom. Critical Inquiry for Language Studies. DOI: 10.1080/15427587.2016.1242371. (http://www.tandfonline.com/eprint/XSc8rny4I4nyXHYRYVhB/full)

Lau, S. M. C. (2016).  Language, identity, and emotionality: Exploring the potential of language portraits in preparing teachers for diverse learners, The New Educator, 12(2), 147-170, DOI: 10.1080/1547688X.2015.1062583
(http://www.tandfonline.com/doi/full/10.1080/1547688X.2015.1062583.)

Lau, S. M. C. (2015). Intercultural education through a bilingual children’s rights project: reflections on its possibilities and challenges with young learners. Intercultural Education, 1-14. doi:10.1080/14675986.2015.1109774 (http://www.tandfonline.com/eprint/YhiwD4AjkmIkYwn5puRe/full)

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.

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://dx.doi.org/10.1080/02619768.2014.882313)

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), 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, 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.

Report

Lau. S. M. C. (2012). Mae Sot Educational Project evaluation report on teaching English-as-a-second-language training of student volunteers: A critical approach. Bishop’s University- Champlain College (Lennoxville)—a report submitted to the Pathy Family Foundation for the critical action research project I did on the Mae Sot Education Project in 2011.

Textbook & Professional Material

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

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.

Creative Works

The blog posts below were published by the Belonging, Identity, Language, Diversity Research Group (BILD) based a McGill University that invites contributions related to critical sociolinguistics:

Lau, S. M. C. (2020, April 19). Language in the times of COVID-19: To unite or to divide. [Blog post] http://bild-lida.ca/blog/uncategorized/language-in-the-times-of-covid-19-to-unite-or-to-divide-by-dr-sunny-man-chu-lau/

Lau, S. M. C. (2019, December 16). “But what is your real name?”: Honoring transnational students’ complex agentive acts of identity negotiations in (re)naming practices. [Blog post]. http://bild-lida.ca/blog/uncategorized/but-what-is-your-real-name-honoring-transnational-students-complex-agentive-acts-of-identity-negotiations-in-renaming-practices-by-dr-sunny-man-chu-lau/

Lau, S. M. C. (2019, March 24). Translanguaging instinct [Blog post]. http://bild-lida.ca/blog/uncategorized/translanguaging-instinct-what-does-doodling-have-to-do-with-language-learning-by-dr-sunny-man-chu-lau/

Lau, S. M. C. (2018, Nov 15). Stickiness of language and culture: Identity in the making [Blog post]. http://bild-lida.ca/blog/uncategorized/stickiness-of-language-and-culture-identity-in-the-making-by-sunny-man-chu-lau/

Lau, S. M. C. (2016). Foreword. In L. McTeigue, B. Smith, & I. Desbiens, S. M. C. Lau (Eds.). Home to home – An anthology of children’s writing (p. 8). Quebec, Canada: PréciGrafik.

McTeigue, L., Smith, B., Desbiens, I, & Lau, S. M. C. (Eds.) (2016). Home to home. Quebec, Canada: PréciGrafik.

Lau, S. M. C. (Ed.) (2012). From Burma to Mae Sot: Stories of myself. Chiang Mai, Thailand: Wanida Press. [Edited Book—anthology of Burmese children’s bilingual stories and artwork with foreword written by J. Cummins, Canada Research Chair in Literacy Education]

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

INVITED TALKS:

Lau, S. M. C. & Van Viegen, S.  (2020, December). Plurilingual pedagogies: Critical and creative endeavors for equitable language (in) education. Talk given at the Plurilingual Lab, McGill University, Quebec, Canada.

Van Viegen, S. & Lau, S. M. C. (2021, April). Plurilingual pedagogies: Critical and creative endeavors for equitable language (in) education. Talk given at the York University Applied Linguistics Lecture Series, Ontario, Canada.

Van Viegen, S. & Lau, S. M. C. (2020, November). Plurilingual pedagogies: Critical and creative endeavors for equitable language (in) education. Talk given at the Department of Linguistics, Ghent University, Brussels, Belgium.

Lau, S. M. C. & Liaw, M. (2020, October). Academic publications: Processes and practices of revision and resubmission as refining the argument. Talk given at the Doctoral Seminar on Writing for Publication, College of Education, University of Massachusetts Amherst, MA: United States.

Lau, S. M. C & Van Viegen, S. (with Lin, Angel) (2019 Sept) [Live streamed webinar], Translanguaging pedagogy: Becoming critical linguistic ethnographers with our students. https://youtu.be/rkP3d-J_zd8.

Lau, S. M. C. (2019 Jan). Participatory action research: Promotion of language teachers’ self-efficacy and advocacy for socially just plurilingual pedagogy. Paper presented at Webinar Series of the Action Research Community, European Centre for Modern Languages of the Council of Europe (ECML).

Lau, S. M. C. (2018, November). Affordances of plurilingual pedagogy for critical literacy engagement in second language classrooms. Talk given at the Speaker Series organised by The Department of Education at Concordia University and Plurilingual Lab, Montreal, Quebec, Canada.

Lau, S. M. C. (2018 October). Critical literacies for K-12 English language learners: Challenging pedagogical boundaries. Talk given at the Lecture Series by the Five College Lecture Fund and the Language, Literacy, & Culture Concentration and Department of Teacher Education & Curriculum Studies of the College of Education at University of Massachusetts Amherst, University of Massachusetts Amherst, MA: United States.

Lau, S. M. C. & Liaw, M. (2018, October). From conference presentation to manuscript: Responding to reviews along the way. Talk given at the Doctoral Seminar on Writing for Publication, College of Education, University of Massachusetts Amherst, MA: United States.

As Visiting Researcher at the Faculty of Education at Simon Fraser University (SFU) (2018 April-May), I was invited to give the following talks at the Centre of English Language Learning, Teaching and Research (CELLTR) and the Institute for Studies in Teacher Education (ISTE), delivering the following talks:

Lau, S. M. C. (2017, May). Grounded critical literacies: Contextualizing critical approaches to additional language learning in two Canadian classrooms. Talk delivered at the Institute for Studies in Teacher Education (ISTE) & CELLTR, Simon Fraser University, Burnaby, British Columbia.

Lau, S. M. C. (2017, May). Language portraits: Critical affective engagements in TESOL preparation. Talk delivered to graduate students in the course titled “Sociocultural Perspectives of Second Language Education” (Dr. Joel Hartse) in the English as an Additional Language MA TESL/TEFL program, School of Education, Simon Fraser University, Burnaby, British Columbia.

Lau, S. M. C. (2017, April). Critical literacies for second language learners. Talk delivered at the graduate seminar in the Centre of English Language Learning, Teaching, and Research (CELLTR) Lab, Simon Fraser University, Burnaby, British Columbia

Lau, S. M. C. (2017, May). A glocal orientation to teaching ELLs: Connecting (neo)colonialism and neoliberalism through intellectual and affective engagements. Paper presented at the  Canadian Association of Teacher Education (CATE) Panel of the 2017Canadian Society for the Study of Education (CSSE) Annual Conference, Ryerson University, Toronto, Ontario, Canada.

Lau, S. M. C. (2017, March). Transgressive translanguaging: Connecting English and French literature-based discussions for critical literacy learning.  Paper presented at the Comparative International and Development Education Centre (CIDEC) Seminar Series, Ontario Institute for the Studies in Education, University of Toronto, Ontario, Canada.

Lau, S. M. C. (2017, March). Translanguage to transgress: Critical literacy work in a French-English bilingual classroom. Paper presented at the Centre for Educational Research on Languages and Literacies Informal Seminars, Ontario Institute for the Studies in Education, University of Toronto, Ontario, Canada.

Lau, S. M. C. (2017, February). Critical literacy for additional language teaching and learning.  Paper presented at a Graduate course entitled– Critical Pedagogy, Language and Cultural Diversity, Department of Curriculum, Teaching and Learning, Ontario Institute for the Studies in Education, University of Toronto, Ontario, Canada.

Lau, S. M. C. (2017, Jan). Critical literacy for English language learners: A mission possible!. Paper presented at the Research Seminar, Faculty of Education, University of Hong Kong, HKSAR.

Lau, S. M. C. & Liaw, M. (2016, Oct). From conference presentation to manuscript: Responding to reviews along the way. Talk given at the Doctoral Seminar on Writing for Publication, 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 Writing, College of Education, University of Massachusetts Amherst, Massachusetts, United States.

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. (2012, October). Theories and practices of critical literacy work with English language learners. Paper presented at the Doctoral Seminar on Critical Literacies, College 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.

INVITED PROFESSIONAL WORKSHOPS:

Lau, S. M. C., (2019, June). Snuggle up with good stories: Mirrors, windows and doors for deep learning of the self and the world. Workshop for the Parent-Teacher Association, St, Stephen’s Girls’ College, Hong Kong.

Lau, S. M. C., (2019, May). Plurilingual and pluricultural perspectives of language teaching and learning. Talk given at the Discourses on Diversity: Plurilingual Perspectives Mini-Conference organised by the East European and Slavic Studies, Vanier College, Montreal.

Lau, S. M. C., Brosseau, M., LeRisbé, M., Blandford, M., Maegerlein, E., & Lebeau, A. (2019, May). Collaborations interdisciplinaires entre les professeurs de français et d’anglais : favoriser l’intégration scolaire et sociale des cégépiens allophones grâce à une approche plurilingue et aux littératies multiples. Communication présentée au Comité école et société, Cégep de Sherbrooke, Québec.

Lau, S. M. C., Brosseau, M., LeRisbé, M., Blandford, M., Maegerlein, E., & Lebeau, A. (2019, May). Collaborations interdisciplinaires entre les professeurs de français et d’anglais : favoriser l’intégration scolaire et sociale des cégépiens allophones grâce à une approche plurilingue et aux littératies multiples. Communication présentée au Comité de la formation générale, Cégep de Sherbrooke, Québec.

Lau, S. M. C., Brousseau, M., LeRisbé, M., Blandford, M., Maegerlein, E., & Lebeau, A. (2018, May). L’application de croisements de stratégies d’enseignement du français et de l’anglais langue seconde pour supporter les cégépiens allophones [Employing crosscutting links in teaching French and English Second Language to support allophone college students]. Workshop for the Département de lettres, littérature et communication, et le Département des langues modernes, Cegep de Sherbrooke, Québec, Canada

Thomas, L. & Lau, S. M. C. (2018, April). Les perceptions des élèves participant à un programme d’anglais intensif quant à l’écriture et à leur image de scripteur. In O. Dezutter et L. Thomas (Chairs), Lire et écrire dans plusieurs langues. Journée de transfert de connaissances. Université de Sherbrooke, Québec, Canada.

Lau, S. M. C. & Bennett-Stonebanks, M. (2017, June). Critical pedagogical orientations to TESL. PD workshops for Chilangu elementary school teachers, Malawi, Africa.

Lau, S. M. C. (2017, Apr). Supporting English language learners. PD workshop, Kell’s Academy, Montreal, Quebec, Canada.

Lau, S. M. C. (2017, Jan). Reading for deep understanding. PD workshop. English Department, St. Stephen’s Girls College, Hong Kong.

Stonebanks, C.; Stonebanks, M., & Lau, S. M. C. (2016 June). Leadership and emancipatory curriculum (Level 1)delivered for head teachers and teachers of Chilanga schools in Malawi, Africa.

Lau, S. M. C. (2014 May). Literature for critical literacy: Moving beyond surface understanding. Workshop delivered at the conference of the Commission Scolaire de Sherbrooke, Sherbrooke, Quebec.

Lau, S. M. C. (2014, Janvier). L’atelier sur l’intégration de la grammaire dans l’approche par compétences II, Département des Langues Modernes, Cégep de Sherbrooke, Sherbrooke.

Lau, S. M. C. (2013, Novembre). L’atelier sur l’intégration de la grammaire dans l’approche par compétences I, Département des Langues Modernes, Cégep de Sherbrooke, Sherbrooke.

SCHOLARLY CONFERENCE PRESENTATIONS:

Lau, S. M. C. (2020, August accepted, postponed to 2021). Coordinated Translanguaging pedagogy for critical learning and uniform exams: A balancing act. In S. M. C. Lau & S. Van Viegen (Chairs), The dynamics of purification and hybridization in language education policy: Teaching for social justice in both polarities. A symposium organized for the 2020 Multidisciplinary Approaches in Language Planning and Policy conference (LPP2020), McGill University, Montreal, Quebec, Canada.

Lau, S. M. C., Brosseau, M., LeRisbé, M., Blandford, M., Maegerlein, E., & Lebeau, A. (2020, May, accepted, postponed to 2021). Collaborations à travers des frontières institutionnelles, départementales et linguistiques pour la promotion des connaissances plurilingues et interculturelles des cégépiens allophones. Communication préparée pour Constance Lavoie, Olivier Dezutter, & Miles Turnbull (responsables), Approche plurilingue en contextes scolaires, Colloque dans L’Association de promotion et défense de la recherche en français (ACFAS), Université de Sherbrooke et Université Bishop’s, Sherbrooke, Québec, Canada

Lau, S. M. C., Brosseau, M., LeRisbé, M., Blandford, M., Maegerlein, E., & Lebeau, A. (2020, May, accepted, postponed to 2021). Promouvoir les connaissances plurilingues et interculturelles des cégépiens allophones: Stratégies d’enseignement et d’apprentissage transversales favorisant la littératie en français et en anglais. Communication préparée pour Christine Hudon, Miles Turnbull, Marie-France Bélanger, & Sophie Vincent (responsables), S’unir pour innover: la collaboration régionale et les pôles d’enseignement supérieur a été retenu dans la catégorie Enjeux de la recherche, Colloque dans L’Association de promotion et défense de la recherche en français (ACFAS), Université de Sherbrooke et Université Bishop’s, Sherbrooke, Québec, Canada

Tian, Z., & Lau, S. M. C. (2020, March, accepted & postponed to 2021). Transvisuality in translanguauging: Children’s artistic representations of Chinese characters for potential critical learning. Paper prepared for the 2020 American Association for Applied Linguistics (AAAL), Denver, CO, USA.

Lau, S. M. C. (2019, August). Rethinking language policy and teacher training for heteroglossic bilingual education. In M. Sakar (Chair), Plurilingual voices versus bilingual policy: A call for more flexible language policies in Canada and Quebec. Panel organized at the 2019 Multidisciplinary Approaches in Language Policy and Planning Conference, OISE/University of Toronto, Ontario, Canada.

Lau, S. M. C. (2019, June). Transversal reading and writing strategies: French and ESL teachers’ co-development of plurilingual pedagogy to support immigrant students’ integrated learning. Paper presented at The International Conference on Multilingual Acquisition and Multilingual Education 2019, Hong Kong Education University, New Territories, HKSAR.

Lau, S. M. C. (2019, June). Translanguaging as transmediation: Embodied critical literacy engagements in a French-English bilingual classroom. Paper presented in Lau, S. M. C. (Chair), Critical translanguaging pedagogy: Transmediating among semiolinguistic resources for transformative teaching and learning. Symposium in the 2019 International Society for Language Studies Conference, Open University of Hong Kong, HKSAR.

Lau, S. M. C., Brosseau, M., LeRisbé, M., Blandford, M., & Maegerlein, E. (2019, June). Supporting allophone students’ academic and social integration: ESL and French college teachers’ collaboration in promoting cross-language reading and writing strategies. In Ballinger, S. Quevillon Lacasse, C. & Lau, S. M. C. (Chairs), The French-English connection: Research on Canadian cross-linguistic pedagogy. Symposium for the Canadian Association of Applied Linguistics Conference (CAAL-ACLA), University of British Columbia, Vancouver, British Columbia, Canada.

Lau, S. M. C. (2019, May). (Chair) Innovative practices for second language teachers: Pedagogical approaches built on plurilingual learners’ linguistic repertoire. Panel organised at the 8th Second Language Pedagogy Conference, Université de Sherbrooke, Quebec, Canada.

Lau, S. M. C., Brosseau, M., LeRisbé, M., Blandford, M., & Maegerlein, E.  (2019, May). Promoting cegep allophones’ bilingual learning and plurilingual identities of competence through dynamic curricular convergences between English and French. Paper presented at the 8th Second Language Pedagogy Conference, Université de Sherbrooke, Quebec, Canada.

Lau, S. M. C. (2019, April). Decolonizing English language hierarchy and identities: Legitimizing the hidden translanguaging practice of Malawian teachers. In Tian, Z. (Chair), (Re)Theorizing translanguaging from non-Anglo contexts/perspectives. Paper presented at the 2019 American Education Research Association (AERA) Annual Conference, Toronto, Ontario, Canada.

Lau, S. M. C. (2018, Dec). Translanguaging for critical bi-literacy: English and French teachers’ collaboration in transgressive pedagogy. In Song, Kwongok (Chair), Critical translanguaging: Bridging translanguaging, critical literacies, and social justice pedagogy. Paper presented at the 68th Annual Conference of Literacy Research Association, Palm Springs, CA, USA.

Lau, S. M. C. (2018, Oct). English for Real Purposes: Critical engagement with immigrant ESL teenagers in race and bullying issues. In Chang, B. (Chair), Intersections of race, culture, and equity with Chinese communities across transnational contexts: From primary to tertiary education in Australia, Canada, Hong Kong, and the United States. Paper to be presented at the 25th Biennial Canadian Ethnic Studies Association Conference: Immigration, Ethnic Mobilities, and Diasporic Communities in a Transnational World. Banff, Alberta, Canada.

Lau, S. M. C., Brousseau, M., LeRisbé, M., Blandford, M., & Maegerlein, E. (2018, May). Cross-curricular collaborations between French and ESL college teachers in supporting allophone students through plurilingual pedagogies. Paper presented at The 2018 CCERBAL Conference -Translanguaging: Opportunities and challenges in a global World. The Centre for Research and Studies in Bilingualism and Language Planning, University of Ottawa, Canada.

Lau, S. M. C. (2017, Dec). Connecting the two language solitudes: English and French college teachers’ collaborative efforts to support allophone students’ bilingual learning. Paper presented at the 2017 World Education Research Association Focal Meeting & HKERA International Conference, The Educational University of Hong Kong, China.

Lau, S. M. C. (2017, Dec). Language biographies/portraits: Studying power and emotion in tandem for heightened critical praxis. In symposium C. Schmidt (Chair), Intersectionality in pre-service and graduate teacher education: Fostering critical lenses in transnational contexts. Symposium conducted at the 2017 World Education Research Association Focal Meeting & HKERA International Conference, The Educational University of Hong Kong, China.

Lau, S. M. C. (2017, July). Language, identity, and emotionality: Engaging student teachers with language portraits to foster appreciation for plurilingualism. In S. M. C. Lau (Chair), Transforming language and teacher education through innovative asset-oriented plurilingual pedagogies. Symposium conducted at the 18th World Congress of Applied Linguistics: Innovation and Epistemological Challenges, Barra da Tijuca, Rio de Janeiro, Brazil.

Lau, S. M. C. (2017, July). English-French translanguaging for critical inquiry into social justice issues using children’s literature. Paper presented at the 18th World Congress of Applied Linguistics: Innovation and Epistemological Challenges, Barra da Tijuca, Rio de Janeiro, Brazil.

Lau, S. M. C., Thomas, L., Dezutter, O., Sebatier, C. & Haigh, C. (2017, July). Elementary intensive ESL learners’ scriptural practices and conceptions of writing in first and target languages. Paper presented at the 18th World Congress of Applied Linguistics: Innovation and Epistemological Challenges, Barra da Tijuca, Rio de Janeiro, Brazil.

Lau, S. M. C. (2017, May). Transgressive translanguaging in a bilingual classroom: Language learning for critical social practice. In S. M. C. Lau (Chair), Critical literacy across continents: Breaking traditional dichotomies in reading pedagogies. Symposium conducted at at the 2017 Canadian Society for the Study of Education (CSSE) Annual Conference, Ryerson University, Toronto, Ontario, Canada.

Lau, S. M. C., Botelho, M. J. & Liaw, M. J. (2017, May). Identity and Curriculum Work in Text Production: Insights from a French-English Bilingual Elementary School. In M. J. Botelho, (Chair), Identity text reconsidered: Theoretical, methodological, and analytical implications. Paper presented at the 2017 Canadian Society for the Study of Education (CSSE) Annual Conference, Ryerson University, Toronto, Ontario, Canada.

Blandford, M. & Lau, S. M. C. (2017, May). Dramatic performance as a vehicle for promoting critical literacies in the bilingual elementary classroom. Paper presented at the LLRC/ACCLL Pre-conference of the 2017 Canadian Society for the Study of Education (CSSE) Annual Conference, Ryerson University, Toronto, Ontario, Canada.

Alford, J., Schmidt, C and Lau, S. M. C. (2016, Dec). Enacting critical literacy at the intersection of instructional models and local policy: Classroom practice in Sweden, Canada and Australia. Paper presented at the Australian Association for Research in Education (AARE) International Conference – Transforming Education Research, Melbourne, Australia.

Lau, S. M. C. and Blandford, M. (2016, Nov). Translanguaging for equity and social justice: Critical literacy through English-French literature-based dialogues and reading response writing. Paper presented at the National Council of Teachers of English 2016 Annual Convention, Atlanta, Georgia, United States.

Lau, S. M. C. (2016, May). Bridging the divide: How English and French connections promote biliteracies for critical citizenship. Paper presented at the 2016 LLRC/ACCLL Pre-conference of the CSSE Conference. University of Calgary, Canada.

Thomas, L. & Lau, S. M. C. (2016, May). The development of grade 6 Intensive ESL students’ writing skills in both first and second languages. Paper presented at the 2016 LLRC/ACCLL Pre-conference of the CSSE Conference. University of Calgary, Canada.

Lau, S. M. C., Botelho, M. J., & Liaw, M. J. (2016, April). Text production as process: The language, literacy, and identity opportunities in a bilingual elementary classroom. Paper presented at the 2016 AERA Annual Meeting: Public Scholarship to Educate Diverse Democracies. Washington DC.

Lau, S. M. C. (2016, April). Reading for deep understanding: translanguaging for critical English and French literature-based inquiry. In S. M. C. Lau (Chair), Plurilingualism-inspired pedagogy: Creating synergies across languages through creativity and criticality. Paper presented at the 2016 conference of the American Association for Applied Linguistics (AAAL), Orlando, Florida, United States.

Thomas, L. & Lau, S. M. C. (2015, November). Development of writing competencies in francophone children in Intensive English classes. Paper presented at the 43rd Annual Convention of the Société pour le perfectionnement de l’enseignement de l’Anglais, langue seconde, au Québec, Montréal, Québec, Canada.

Lau, S. M. C. (2015, November). English-French connections: Promoting respect for diversity through critical translanguaging in literature-based discussions. Paper presented at the Fourth Combined Conference of the Applied Linguistics Association of Australia (ALAA), the Applied Linguistics Association of New Zealand (ALANZ) and Association for Language Testing and Assessment of Australia and New Zealand (ALTAANZ): Learning in a Multilingual World. Adelaide, Australia.

Dezutter, O., Thomas, L., Haigh, C., Lau, S. M. C., Sabatier, C., Parent, V., Lamoureux, K., Serdane, I. S., & Descoteaux, C. (2015, juin). Quelles informations pertinentes pour étudier l’évolution de la compétence scripturale d’élèves de sixième année primaire engagés dans un programme d’enseignement intensif d’une langue seconde? Présentation aux 5es Rencontres Sherbrooke-Montpellier: Regards croisés sur les travaux de recherche en didactique de la lecture et de l’écriture. Université de Sherbrooke, Sherbrooke, Québec.

Lau. S. M. C. Krueger, B., Juby-Smith, B. & Desbiens, I. (2015, March). Cross-language teacher collaboration: Promoting student identities as emergent bilinguals and agents of social change. Paper presented at the 2015 World Congress of Modern Languages: Collaborating across Languages and Borders. Ontario, Canada.

Botelho, M. J., Lau, S. M. C. & Liaw, M. J. (2015, February). Text/identity/curriculum work of Do It Right! The ABCs of Children’s Rights: The language and literacy opportunities of text production in the bilingual elementary classroom. National Council of Teachers of English Assembly for Research 2015 Conference, New Orleans, Louisiana.

Lau. S. M. C. (2014, May). Making connections between language, culture and identity through language portraits. Paper presented at the Fourth Diverse Teachers for Diverse Learners Conference, University of Strathclyde, Glasglow, Scotland.

Lau. S. M. C. (2014, Mai). Mobilisation des ressources culturelles et linguistiques de la langue première des élèves pour l’apprentissage de la littératie critique et pour la compétence complexe en langue seconde. L. Thomas et S. M. C. Lau (coordinatrices) Le développement de la compréhension orale et écrite en contexte de langue seconde ou étrangère. Presentation au 82e Congrès de l’Acfas, University of Concordia, Montreal, Canada.

Lau, S. M. C. (2014, April). “I am what I speak”: Promoting affirming attitudes towards linguistic diversity using language portraits. Paper presented at the 2014 Celebrating Linguistic Diversity Annual Conference, OISE/University of Toronto, Ontario, Canada.

Lau, S. M. C., Krueger, B., Juby-Smith, B. & Desbiens, I (2014, April). The ABC’s of children’s rights: a bilingual critical literacy project with third graders. Paper presented at the 2014 Celebrating Linguistic Diversity Annual Conference, OISE/University of Toronto, Ontario, Canada.

Lau, S. M. C. (2014, March). Hybrid literacy practices: Enhancing students’ bi-literacy skills through a collaborative critical literacy project. Paper presented at the 2014 conference of the American Association for Applied Linguistics (AAAL), Portland, Oregon, United States.

Lau, S. M. C. (2013, November). How can teachers engage English language learners in critical literacy work!/? In M. Botelho (Chair), Re-imagining critical literacies: Language practices for socio-political imagination and participation. Paper presented at the National Council of Teachers of English 2013 Annual Convention, Boston, MA, United States.

Lau, S. M. C., Krueger, B., Juby-Smith, B. & Desbiens, I. (2013. October). “Do It Right”: A University-School Research Project on Children’s Rights. Paper presented at the 2013 Interdisciplinary Education Conference (North American Chapter of the World Council for Curriculum and Instruction), Montreal, Quebec, Canada.

Lau, S. M. C. (2013, June). Integrated critical literacy practices with English learners: A challenge to the segregated and linear view of literacy development. Paper presented at the 2013 Biennial Conference of the International Society for Language Studies, San Juan, Puerto Rico.

Aitken, A., Kreuger, E., Lau, S. M. C., & Kingsley, J. (2012, June). Collaborative learning: Teacher educators and associate teachers act on a close reading of teacher competencies. In F. Benson, (Chair), Away from the Edge: Relationships and Roles of Associate Teachers / Loin du bord : relations et rôles des enseignants associés. Paper presented at the Canadian Society for the Study of Education Annual Conference, Victoria, British Columbia, Canada.

Lau, S. M. C. (2012, November). Poetry Splash: Don’t be surprised to find a poet in your students!! Paper presented at the 39th Annual Convention of Société pour le perfectionnement de l’enseignement de l’Anglais, langue seconde, au Québec, Québec City, Québec, Canada.

Lau, S. M. C.  (2012, May). Engaging ELLs in reading the word and reading the world. In J. Cummins (Chair), Multilingual, Multimodal Forms of Cultural Production in Culturally and Linguistically Diverse Classrooms: Promoting Identity-affirming Instructional Practice. Paper presented at the Canadian Society for the Study of Education Annual Conference, Waterloo, Ontario, Canada.

Lau, S. M. C. (2012, March). Mobilizing ELLs’ multicultural resources for critical media literacy work. Paper presented at the 2012 TESOL International Convention, Philadelphia, Pennsylvania, US.

Lau, S. M. C. (2012 March). Identities of competence: Capitalizing on immigrant students’ multi-lingual and -cultural resources for critical/literacy development. Paper presented at the 40th Nordic Educational Research Association Congress, Aarhus University, Copenhagen, Denmark.

Lau, S. M. C. (2012, March). Developing immigrant learners’ academic expertise through the promotion of identities of competence. In A. Gagné (Chair), At the margins but longing to belong: Immigrant and refugee youth in Canadian schools. Paper presented at the 14th National Metropolis Conference, Toronto, Ontario, Canada.

Lau, S. M. C. (2011, November). What does critical literacy have to do with English language learners? Paper presented at the 39th Annual Convention of the Société pour le perfectionnement de l’enseignement de l’Anglais, langue seconde, au Québec, Montréal, Québec, Canada.

Lau, S. M. C. (2011, June). Identity-affirming literacy practices for immigrant English-language learners: Critical literacy in action. In S. Stille (Chair), Producing, positioning, and representing knowledge: Collaborative literacy projects with multilingual students and their teachers. Colloquium conducted at the Fourth International Symposium on Bilingualism and Bilingual Education in Latin America (Bilinglatam IV), Oaxaca, Mexico.

Cummins, J., Lau, S. M. C., Dewji, S., Ng, J., & Stille, S. (2010, November). Engaging literacies: How technology and identity texts promote ELLs’ literacy development. Paper presented at the 38th Annual Convention of Société pour le perfectionnement de l’enseignement de l’Anglais, langue seconde, au Québec, Québec City, Québec, Canada.

Lau, S. M. C. (2010, November). Critical literacy has no place in an ESL classroom: Myth or fact? Paper presented at the 38th Convention of Société pour le perfectionnement de l’enseignement de l’Anglais, langue seconde, au Québec, Québec City, Québec, Canada.

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Dr. Joanne Pattison-Meek

Assistant Professor

B.A., M.A. (Guelph), B.Ed., Ph.D. (OISE, University of Toronto).Joanne is the current Director of the Practicum Teaching Office. Before joining Bishop’s University’s School of Education, Joanne was a faculty member in the Master of Teaching Program at the Ontario Institute for Studies in Education (OISE), University of Toronto, where she taught courses in educational research literacy and fundamentals of teaching and learning.…Contact Information and full bio
Phone: 819-822-9600 ext. 2067

B.A., M.A. (Guelph), B.Ed., Ph.D. (OISE, University of Toronto).

Joanne is the current Director of the Practicum Teaching Office. Before joining Bishop’s University’s School of Education, Joanne was a faculty member in the Master of Teaching Program at the Ontario Institute for Studies in Education (OISE), University of Toronto, where she taught courses in educational research literacy and fundamentals of teaching and learning. Prior to this, she worked in the field for more than 11 years as a Social Studies teacher in southern Ontario. She left the high school classroom to act as a Curriculum Lead at the school board level and, later, a Program Lead in the research department. She had tremendous opportunities, in these roles, to provide system leadership and to support teachers and programming. As a teacher educator, Joanne works to nurture communities of care in her practice, so pre-service teachers feel recognized, appreciated, and respected, as she hopes their future students will feel, as well.

Joanne received her PhD in Curriculum Studies and Teacher Development from OISE in 2016. Her doctoral research examined pedagogical challenges and opportunities for high school teachers in seemingly homogeneous, Anglophone rural settings to affirm racial and ethnocultural diversity and justice. She continues to study ways Anglophone secondary teachers use a student-centered approach to support students to recognize and consider social differences embedded within their rural communities (e.g., linguistic, sexual and gender diversities, ideological differences). She also explores the ways teachers implement subject matter and pedagogies probing and affirming perspectives in relation to cultural, linguistic, racialized, and religious populations in rural classrooms, where such diversities are considered rare. Rooted in pluralist citizenship teaching and learning, Joanne’s work has provided her with various opportunities to consult with teachers and school boards across North America and Europe, sharing innovative ways to bridge democratic education theory into practice, through navigating diversity/ies in rural classroom settings.

Selected Publications: https://ubishops.academia.edu/JoannePattisonMeek

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Dr. Jessica Prioletta

Assistant Professor

Ph.D. (OISE, University of Toronto), M.A. (McGill University), B.A. (Concordia University), BComm (McGill University)Jessica Prioletta is an Assistant Professor in the School of Education. She joined Bishop’s University in 2020. Before joining the Bishop’s community, Jessica taught at Western University in the Bachelor of Education program and at Toronto Metropolitan (Ryerson) University in the Early Childhood Studies program.…Contact Information and full bio
Phone: 819-822-9600 ext. 2488

Ph.D. (OISE, University of Toronto), M.A. (McGill University), B.A. (Concordia University), BComm (McGill University)

Jessica Prioletta is an Assistant Professor in the School of Education. She joined Bishop’s University in 2020. Before joining the Bishop’s community, Jessica taught at Western University in the Bachelor of Education program and at Toronto Metropolitan (Ryerson) University in the Early Childhood Studies program. Her teaching and research explore social injustices in early childhood education, investigating specifically the hidden curriculum of prekindergarten/kindergarten education and the hidden effects of play-based education. She brings her research and her experiences as a school teacher into the university classroom to foster critical discussions around teaching for social justice in early childhood education.

Jessica completed her PhD at the University of Toronto (OISE) in the Social Justice Education and Women and Gender Studies collaborative program. Funded by the Ontario Graduate Scholarship program, her doctoral research showed the explicit and implicit ways that institutional and interpersonal gender violence permeate kindergarten play-based learning programs. She completed her MA in the Education and Society and Women and Gender Studies collaborative program at McGill University. Her SSHRC-funded master’s research showed how traditional views of gender led to differentiated play practices and unequal learning opportunities in prekindergarten classrooms.

Jessica is currently working on a multiphase project funded by FRQSC, Bishop’s Start-up Fund for New Faculty, and Bishop’s Research and Creativity Grant that examines teachers’ perceptions and practices around sexuality education in kindergarten in Québec. Her research applies critical feminist theory in working towards more equitable educational contexts for early learning.

Selected Refereed Publications:

Prioletta, J. (accepted). ‘They are just five-year-old boys:’ Examining the role of childhood innocence in the early normalization of sexual violence. McGill Journal of Education.

Prioletta, J. (2020). Patriarchy in the preschool classroom: Examining the effects of developmental ideologies on teachers’ perspectives and practices around play and gender. Contemporary Issues in Early Childhood, 21(3), 242–252.

Prioletta, J. (2020). “All I want to be is me”: Interrogating the gender dualism in early learning. In S. Woolley & L. Airton (Eds.), How to teach about gender diversity: Teacher-tested lesson plans for K-12 classrooms. Toronto, ON: Canadian Scholar Press. 

Pyle, A., Pyle, M. A., Prioletta, J., & Alaca, B. (2020). Portrayals of play-based learning: Misalignments between public discourse, classroom realities, and research. American Journal of Play, 13(1), 53–86.

Prioletta, J. (2018). Unequal education in preschool: Gender at play. Girlhood Studies: An Interdisciplinary Journal, 11(2), 79­–94.

Pyle, A., Prioletta, J., & Poliszczuk, D. (2018). The play-literacy interface in full-day kindergarten classrooms. Early Childhood Education Journal, 46(1), 117–127.

Raby, R., Caron, C., Théwissen-Leblanc, S., Prioletta, J., & Mitchell, C. (2018). Vlogging on YouTube: The social change-oriented voices of young Canadians. Journal of Youth Studies, 21(4), 495–512.

Prioletta, J., & Pyle, A. (2017). Play and gender in Ontario kindergarten classrooms: Implications for literacy learning. The International Journal of Early Years Education, 25(4), 393–408.

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Dr. Lisa Taylor

Full Professor – Graduate Program Coordinator

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

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.

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Dr. Miles Turnbull

Full Professor – Vice-Principal Academic and Research

Dr. Miles Turnbull arrived at Bishop’s University in January of 2014 after serving as Dean of Education at the University of Prince Edward Island for two years, where he was also Associate Dean and Coordinator of Graduate Studies. He joined the Faculty of Education at UPEI in 2002 as Associate Professor, after five years as Lecturer and then Assistant Professor in the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education at the University of Toronto (OISE).…Contact Information and full bio
Phone: 819-822-9600 ext. 2227

Dr. Miles Turnbull arrived at Bishop’s University in January of 2014 after serving as Dean of Education at the University of Prince Edward Island for two years, where he was also Associate Dean and Coordinator of Graduate Studies. He joined the Faculty of Education at UPEI in 2002 as Associate Professor, after five years as Lecturer and then Assistant Professor in the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education at the University of Toronto (OISE). From 1992 to 1994, Dr. Turnbull taught French as a second language at Lester B. Pearson College of the Pacific in Victoria, B.C. Dr. Turnbull has a strong record of publication, including several books and a list of refereed articles. The Social Sciences and Humanities Research Council and the Canadian Association of Second-language teachers have both provided funding for his research on second-language teaching and learning. He holds an International Baccalaureate from the Lester B. Pearson College of the Pacific, a B.A. in French from UPEI, an M.A. in Applied Linguistics: Teaching French Second Language from McMaster University and a Ph.D. in Second Language Education from the Ontario Institute of Studies in Education at the University of Toronto. Dr. Turnbull believes strongly in BU’s focus on students and teaching as the core of our mission. He has a special interest in the internationalization of university education, including not only exchange opportunities for students and faculty, but a focus on diversity. Dr. Turnbull is fluently bilingual. His work on French as a second language has enabled him to develop a sensibility for the challenges faced by minority communities.

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Dr. Dawn Wiseman

Associate Professor

BEng (Concordia), MA (Concordia), PhD (University of Alberta). My teaching, research and service are very much interconnected and interrelated. They focus on the manner in which Indigenous and Western ways of knowing, being, and doing might circulate together in STEM/STEAM teaching and learning (kindergarten through post-secondary education) by examining how interactions and interrelationships between policy, practitioners, and practice create, maintain, or collapse the possibilities for such circulation.…Contact Information and full bio
Phone: 819-822-9600 ext. 2903

BEng (Concordia), MA (Concordia), PhD (University of Alberta). My teaching, research and service are very much interconnected and interrelated. They focus on the manner in which Indigenous and Western ways of knowing, being, and doing might circulate together in STEM/STEAM teaching and learning (kindergarten through post-secondary education) by examining how interactions and interrelationships between policy, practitioners, and practice create, maintain, or collapse the possibilities for such circulation. While the research has a heavy theoretical component, it emerges from what educators do in classrooms and how those acts of doing, impact student learning and understandings. I am particularly interested in student-directed inquiry emerging from relationships with place and Land, the development of locally meaningful STEM/STEAM, unlearning colonialism, and the roles and obligations of educators in terms of redressing relationships between Indigenous and non-Indigenous people, peoples, and communities in what is currently Canada. I also very much enjoy examining what we mean by research.

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