Faculty

Faculty

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

Custom Fields

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

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

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

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

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

Research

Recent research initiatives include:

Individual Investigation:

  • Teaching practica in Indigenous Communities: Understanding the university–community partnership [2014– 2017]

Co-Investigation:

  • Bishop’s and the Naskapi Nation of Kawawachikamach; An exploration of partnerships [2015-2018]
  • Pre-service Teachers’ Responses to Reconciliation – [2016–2018]
  • Pre-service Teachers’ Stories of Identity through Digital Self-portraits – Part II [2012-2014]

Publications

Refereed book chapters

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

Aitken, A. & Radford, L. (accepted) The curriculum theorist in the classroom:  Encountering the self through a framework for socio-environmental equity. In N. Ng-A-Fook, A. Ibrahim, Pinar, W. F., Smith, B., & Hebert, C. (Eds.). Understanding the Tasks of Curriculum Theorists: A Global Manifesto.  London, UK: Palgrave Macmillan.

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., & Radford, L. (accepted). 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 books

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

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

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

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

Refereed papers presented at scholarly meetings (2008 to present)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Photo of Dr. Eva Mary Bures

Dr. Eva Mary Bures

Associate Professor

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

Custom Fields

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.

Photo of Dr. Anthony Di Mascio

Dr. Anthony Di Mascio

Associate Professor – Department Chairperson

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

Custom Fields

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.

 

Photo of Dr. Trevor Gulliver

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

Custom Fields

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.

Photo of Dr. Corinne Haigh

Dr. Corinne Haigh

Associate Professor – Dean of the School of Education

B.A. (Mount Allison), M.A., Ph.D. (University of Western Ontario)Dr. Haigh became a professor in the School of Education in 2010. She received her B.A. (Hons.) in Psychology from Mount Allison University and then went on to complete her graduate work at the University of Western Ontario, in the areas of Educational and Cognitive Psychology. She recently completed a postdoctoral fellowship at McGill University and the Centre for Research on Language, Mind, and Brain, where she led a project investigating literacy development in elementary school students in French Immersion programs, with a particular emphasis on children at-risk for difficulty with decoding, reading comprehension, or a combination of these skills.…Contact Information and full bio
Phone: 819-822-9600 ext. 2401

Custom Fields

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

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

 

Research

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

Recent Research Initiatives:

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

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

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

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

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

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

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

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

This research project aims to answer the following questions:

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

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

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

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

Recent Publications

Refereed contributions:

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

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

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

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

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

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

Non-refereed contributions:

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

Conference presentations:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Invited talks:

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

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

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

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

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

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

Photo of Dr. Sunny Man Chu Lau

Dr. Sunny Man Chu Lau

Associate Professor

B.A. & M.A. (University of Hong Kong), M.Ed. (Chinese University of Hong Kong), Ph.D. (University of Toronto)Dr. Sunny Man Chu Lau is Associate Professor in the School of Education at Bishop’s University. Before coming to Bishop’s, she worked with the York Catholic District School Board in Toronto in TESL teacher preparation‏, and worked with the teacher education programs at the University of Toronto.…Contact Information and full bio
Phone: 819-822-9600 ext. 2385

Custom Fields

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 with the York Catholic District School Board in Toronto in TESL teacher preparation‏, and worked with the teacher education programs at the University of Toronto. 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 education, she teaches mainly in the program of the BA Double Major in English Second Language Teaching and Secondary Education. To enhance understanding of sociopolitical dimensions in second language learning, she introduced the course Critical Pedagogical Orientation to Second Language Teaching to promote culturally and linguistically responsive teaching. Other courses she teaches include Teaching English Grammar, Literature and Language Teaching, Teaching the Young Second Language Learner, and 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, she is the principal investigator of two recent research projects (funded respectively by the Sciences and Humanities Research Council of Canada—SSHRC and Fonds de recherche du Québec – Société et culture–FRQSC). Both projects, one at the elementary level and the other one at Cégep, 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 ethnographic study in order to gain insights in how language is used. To prepare teachers for diverse learners, she conducts research on culturally responsive teacher education and migrant teacher preparation and integration. 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

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, S. M. C. & Stille, S. (Eds.). (in progress). Plurilingual pedagogies: Critical and creative endeavors for equitable language (in) education. [contract obtained from the Educational Linguistics series of Springer].

Lau, S. M. C. (accepted).  Translanguaging for critical bi-literacy: English and French teachers’ collaboration in transgressive pedagogy. In Lau, S. M. C. & Stille, S. (Eds.) (in progress). Plurilingual Pedagogies: Critical and creative endeavors for equitable language (in) education. Springer.

Lau, S. M. C. (in press). 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. 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). Dordrecht, Netherlands: Springer. 10.1007/978-3-319-49140-0

Journal Articles

Lau, S. M. C. (in press). 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 (TTMC) – Special issue

Lau, S. M. C., Botelho, M. J., Liaw, M. J. (Manuscript under review). Text production as process: The language, literacy, and identity opportunities in a bilingual elementary classroom. [submitted to the Journal of Literacy Research]

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

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:

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., 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., 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.

Photo of Dr. Darren Millington

Dr. Darren Millington

Full Professor

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

Custom Fields

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

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

Research

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

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

Photo of Dr. C. Darius Stonebanks

Dr. C. Darius Stonebanks

Full Professor

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

Custom Fields

A Full Professor of Education at Bishop’s University and an Adjunct Professor at McGill University’s Department of Integrated Studies in Education, Dr. C. Darius Stonebanks is a graduate of Concordia University (BFA, MAed) and McGill University (PhD). Having worked in schools, from Pre-K to CEGEP, his university lectures focus heavily on bringing theory into practice. A scholar in such areas of critical practice, indigenous studies, decolonization, qualitative methodologies, ethics, cultural studies and Islamophobia, Dr. Stonebanks infuses these analyses into his lectures and challenges real world application.

He has authored James Bay Cree and Higher Education: Issues of Identity and Culture Shock and co- edited Teaching Against Islamophobia and the National Association for Multicultural Education award winning Muslim Voices in Schools. On James Bay Cree and Higher Education, esteemed author and Order of Canada recipient, Boyce Richardson wrote, “A wise and courageous book on native students and higher education (…) I have seldom read a better account of why native students don’t do well in non-native education”.

The Director of Transformative Praxis Malawi since 2009, Dr. Stonebanks has led multi-university, interdisciplinary Action Research based endeavours in the rural region of Kasungu, Malawi, connecting social justice theory to practice (http://www.transformativepraxis.com), which has resulted in the development of a Knowledge Sharing Campus. He is also the Primary Investigator on the SSHRC funded ethnographic research project examining the secular nature of Canadian public schools, titled Research On Secularism in Education, or ROSE (http://www.seculareducation.com).

In the spring and summer, Dr. Stonebanks can usually be found doing field research, but in the fall and winter when he is not engaged in academic pursuits, he is usually “coaching” his beloved Montreal Canadiens through the television.

Teaching

Since his arrival at Bishop’s University in 2005, Dr. Stonebanks has twice won the SRC Divisional Teaching Award, the William & Nancy Turner Teaching Award and named an honorary member to the Golden Key International Honour Society.

Research

Dr. C. Darius Stonebanks’ research areas include the examination and practice of qualitative research methods, especially in regards to authentic voice, voice appropriation, social justice, decolonization, Islamophobia, Global Indigenous studies, and critical practices as it relates to revealing the nature and function of schooling. He has supervised, co-supervised, sat as a committee member, and acted as an external examiner for twenty-plus graduate students.

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

Current Major Research Projects:

  • A Pan-Canadian analysis of secularist teacher perspectives on public schooling (SSHRC)
  • Transformative Praxis Malawi (The Ahmad Jahan Foundation (primary))

Current Books and Special Edition Journals in Progress/Development:

  • Secular Schools in a Religiously Saturated Era
  • Ethics and Action Research
  • Symbolic Interactionism’s contribution to understanding Islamophobia

Current Articles in Progress/Review:

  • “Secularism and Securitization: The imaginary threat of religious minorities in Canadian public schools as a means to maintain White, Christian privilege”
  • “Why Peoples of the Middle-East should be cautious of the allure of Critical Pedagogy; Turning the Critical lens inwards”
  • “Leadership and Community Agency: Coping with the ‘Big Bwana’ title in study abroad programs”
  • “The Muslim through Superhero Comics; Viewing Self and Other through the Panel Frames”
  • “Quebec Education Program in Practice: Who Missed the Boat?”
  • “A Windows and Mirrors approach to Teach Against Islamophobia through Graphic Novels and Comic Books”

Publications (select):

Stonebanks, C. Darius. (2018). “The Dilemma of Christmas in the Secular Public School”. In (Eds) Ryan, James & Griffiths, Darrin. Case Studies of Inclusive Educators & Leaders. Burlington, Ontario: Word & Deed Publishing Inc.

Stonebanks, C. Darius. (2018). “Reading Shiva Naipaul; a reflection on Brownness and leading an Experiential Learning Project in Malawi”. in (Ed) Stanley, Phiona. Questions of Culture in Autoethnography. Abingdon: Routledge

Bennett-Stonebanks, M.& Stonebanks, C. Darius (2018). Self-Defining as Professionally Secular in the Public Space: Reflecting on Teacher Identity and Practice in (Ed) Ellyn R. Lyle The Negotiated Self: Employing Reflexive Inquiry to Explore Teacher Identity. Netherlands: Sense Publishing.

Stonebanks, C. Darius. (2017). “Multiculturalism and the Canadian Pre-Service Teacher: Made in the USA?” In (Ed.) Lyle, E. At the Intersection of Selves and Subject: Exploring the Curricular Landscape of Identity. Boston: Sense Publishing

Sheerin, F., Stonebanks, C. D, Jeffery, K., Schouten, K. (2016). “Health and Wellness in Rural Malawi: A Community Health Development Initiative” in RCNi (Journal of Royal College of Nursing).

Stonebanks, C. Darius, Sheerin, F, Bennett-Stonebanks, M & Paradise, J. (2016). “Just give the Money to the Women: Overly simplified advice that works in International Education, Health and Development Initiatives”. in (Eds.) Normore and Watson. Racially and Ethnically Diverse Women Leading Education: Global Perspectives. UK: Emerald Group Publishing.

Stonebanks, C. Darius. (2014). “Confronting Old Habits Overseas: An Analysis of Reciprocity between Malawian Stakeholders and a Canadian University “. in (Eds.) Denzin, Norman & Giardina, Michael. Qualitative Inquiry Outside the Academy. CA: Left Coast Press.

Stonebanks, C. Darius. (2013). “A liberal and critical education, and its impact on foreign based experiential learning projects”. In (Ed.) Lyle, E. Bridging the Theory-Practice Divide: Pedagogical Enactment for Socially Just Education. Nova Scotia: Backalong Books.

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

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

Stonebanks, C. Darius. & Stonebanks, Melanie. (2010). “Religious Identity in schools and the Looking Glass Self”. in (Ed) Daniel Chapman. Teaching Social Theory. NY: Peter Lang Publishing Methodologies (Sage Publications). (10)5

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Scholarly Conference Presentations (select):

Panel Member (2018) “When does a religious holiday become secular in a public school?” International Congress of Qualitative Inquiry. University of Illinois, Illinois, USA.

Panel Member (2018) “The Muslim through Superhero Comics; Viewing Self and Other through the Panel Frames?” International Congress of Qualitative Inquiry. University of Illinois, Illinois, USA.

Keynote Speaker (2017) “Action Research, the REB and the Apprehensions regarding Risk: Anticipating from the Known to the Unknown” Canadian Association for Action Research in Education (Branch of CSSE). Ryerson University, Ontario, Toronto.

Panel Member (2017) “The Secular Teacher: Soldier in the War on Christmas?” Ethnographic & Qualitative Research Conference. University of Las Vegas, Nevada, USA.

Panel Member (2017) “Symposium – Research on Secularism and Education (An Analysis of Secularist Teacher Perspectives on Public Schooling)” Conference on Academic Research in Education, Las Vegas, Nevada, USA.

Plenary Speaker (2016) “The Secular Teacher: Soldier in the War on Christmas?” International Congress of Qualitative Inquiry. University of Illinois, Illinois, USA.

Panel Member (2015) “Research On Secularism and Education”. Workshop on Religion and Diversity. Université de Montréal/University of Ottawa. Quebec, Montreal.

Panel Member (2015) “Leadership and Community Agency: Coping with the ‘Big Bwana’ title in study abroad programs”. International Congress of Qualitative Inquiry. University of Illinois, Illinois, USA.

Panel Member (2013) “Law and Media”. International Conference on Islamophobia, Turkey, Istanbul

Spotlight Speaker (2013) “Praxis Malawi: an Analysis of Reciprocal Learning and Knowledge Transfer”. International Congress of Qualitative Inquiry. University of Illinois, Illinois, USA.

Panel Member (2011) “Nancy Drew doesn’t wear a Hijab”. American Anthropological Association, Concordia University, Montreal, Canada.

Keynote Speaker. (2009) “The Teacher’s Stance in relation to Ethics and Religious Culture”. Provincial forum on the Ethics and religious culture Forum. Ministère de l’Éducation, du Loisir et du Sport. Quebec City, Canada.

Plenary Speaker. (2008) “Racializing Ethics, Evidence and Justice”. International Congress of Qualitative Inquiry. University of Illinois, Illinois, USA.

Plenary Speaker. (2007). “Indigenous Models of Truth, Performance, Wisdom, and Spirituality”. International Congress of Qualitative Inquiry. University of Illinois, Illinois, USA.

Photo of Dr. Lisa Taylor

Dr. Lisa Taylor

Full Professor

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

Custom Fields

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.

Photo of Dr. Dawn Wiseman

Dr. Dawn Wiseman

Faculty

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

Custom Fields

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.