Joannie completed her PhD at the University of Alberta in 1999 where she studied interpretive inquiry, postmodern representation, as well as advanced methods in multiple regression. She has a Masters of Science in Kinanthropology (1987) from the University of Ottawa where she worked with Dr. Terry Orlick (of Cooperative Games fame), and a Bachelor of Physical Education from the University of Manitoba (1982). She also has a Teachers' Certificate from the Faculty of Education at the University of Manitoba (1983).
Joannie has taught:
1) Culturally Relevant Physical Education and Health
2) Research in Kinesiology and Recreation Studies
3) Developmental Games and Activities
My research program investigates issues of access to quality and culturally relevant physical education for Aboriginal and other under-represented youth in physical education. Over the past ten years, I have conducted a variety of inter-connected studies, including: An interpretive investigation of the experiences of Aboriginal youth in physical education programs in Manitoba; A community-based, participatory action research project that explored cultural approaches to urban Aboriginal physical activity, sport and recreation; an investigation of the absence of race and diversity in faculties of physical education across Canada.
My research program intersects with and is informed by my teaching and community work. In these three areas, my work has been informed by Gloria Ladson-Billngs’ theories of culturally relevant pedagogy, and I am working to adapt key elements of culturally relevant teaching to the physical education context. I also use critical race theory and anti-racist education to inform my understanding of how to create more equitable opportunities for all children and youth in physical education. In undertaking this inter-connected work, I address two fundamental questions: 1) how can we recruit and retain more Aboriginal and under-represented groups (e.g., racialized minorities, “newcomer” youth) into the field of physical education (and recreation, kinesiology) and 2) how can we better prepare our majority white European physical education graduates to work well with diverse populations (thus leading to the delivery of more culturally relevant physical education programs for children and youth from diverse backgrounds)?
In order to address these questions, I adopt the approach of a methodological and theoretical ‘bricoleur’ ... drawing upon diverse research methods and theoretical lenses to build a research design that best fits the context of the specific research question.
My current research focuses on the development and delivery of the Aboriginal youth mentorship programs (AYMP), also known as Rec and Read. Working with Indigenous and northern communities and school partners, my research colleagues and I are collectively exploring how to adapt the Rec and Read mentorship model for delivery in diverse First Nations, Metis and northern communities as well as multicultural contexts within Winnipeg.
2014MacJannet Prize for Global Citizenship - $7500 first prize for Rec and Read Mentorship Programs (please link to this url:
2014 Reh Fit Healthy Living Award – recognizing the volunteer contributions of the Rec and Read High School Mentors (please link to this url:
R. Tait MacKenzie Scholars Address at the PHE Canada national conference, October, 24th, 2013.
Halas, J., McRae, H. & Carpenter, A. (2012). The quality and cultural relevance of physical education for Aboriginal youth: Challenges and opportunities. In J. Forsyth & Audrey Giles (Eds.), Red and White: Aboriginal Peoples and Sport in Canada. (pps. 182-205). Vancouver: UBC Press.
Halas, J. (2014). R. Tait McKenzie Scholar’s Address: Physical and Health Education as a Transformative Pathway to Truth and Reconciliation with Aboriginal Peoples. Physical and Health Education Journal, 79 (3), 41-49.
Douglas, D. & Halas, J. (2011): The wages of whiteness: confronting the nature of ivory tower racism and the implications for physical education, Sport, Education and Society, DOI:10.1080/13573322.2011.602395
Carpenter, A., & Halas, J. (2011). Rec and read mentor programs: Building on the strengths, energy and talents of Aboriginal youth. Reclaiming Children and Youth, 20(1), 20-24.
Halas, J. (2011). Aboriginal youth and their experiences in physical education: “This is what you’ve taught me”. PHENex Journal, 3(2), 1-22.
Halas, J. & van Ingen, C. (2009). Gentle interventions: Reclaiming disengaged youth at an adolescent treatment centre/school. Reclaiming Children and Youth, 18(3), 34-37.
Halas, J. (2009). I am Un-Canadian: (A middle of the night reflection from CAHPERD Conferences past. PHEN/ex Journal, 1 (1). Available at http://ojs.acadiau.ca/index.php/phenex/issue/view/7/showToc
Halas, J., & Kentel, J. (2008). Giving the body its due: Autobiographical reflections and utopian imaginings. In, G. Fenstermacher, R. Colvin, J. Wiens & D. Coulter (Eds.), Why do we educate in a democratic society? Volume 1, pp. 208-223. Malden, MA: National Society for the Study of Education and Blackwell Press.
Carpenter, A., Rothney, A., Mousseau, J., Halas, J., & Forsyth, J. (2008). Seeds of encouragement: Initiating an Aboriginal youth mentorship program. Canadian Journal of Native Education, 31(2), 51-69.
Halas, J., Butcher, J., Lowe, H., & Clement, M. (2007). Toward a culturally relevant pedometer intervention for middle school students, AVANTE, 11(3), 47-65.
van Ingen, C. & Halas, J. (2006). Claiming Space: Aboriginal students within school landscapes. Children's Geographies, (4), 3,379-398.
Orchard, T., Halas, J., & Stark, J. (2006). Minimizing the Maxim model? Interpreting the sexual body rhetoric of teenage moms through physical education. In Linda K. Fuller, Sport, Rhetoric, and Gender: Historical Perspectives and Media Representations, pps. 131-142. New York: Palgrave/Macmillan, Global Publishing at St. Martin's Press.
Halas, J. (2006). Developing a white race consciousness: A Foundation of culturally relevant physical education for Aboriginal youth. In Ellen Singleton & Aniko Varpalotai (Co-editors). Stones in the sneaker: Active theory for secondary school physical and health educators, pps. 155-182. London: The Althouse Press.
Halas, J., & Gannon, G. (2005/2006). Principles of physical fitness development: Implications for fitness assessment. Physical and Health Education Journal, 71(4), 4-9.
DeCorby, K., Halas, J., Dixon, S., Wintrup, L., & Janzen, H., (2005). Generalist teachers and the challenges of teaching quality physical education. The Journal of Educational Research., 98(4), 208-220.
Halas, J. (2004). Questioning our assumptions: Unconventional lessons from the swamp of practice. JOPERD, 75(4), 14-18, 21.
Halas, J. (2002). Engaging troubled youth in physical education: an alternative program with lessons for the traditional class. Journal of Teaching in Physical Education, 21, 267-286.
Halas, J. (2001). Shooting hoops at the treatment centre: Sport stories. Quest, 53, 77-96.
Halas, J. (2001). Playtime at the treatment center: How physical activity helps troubled youth. AVANTE, 7(1), 1-13.
Halas, J. & Hanson, L. (2001). Pathologizing Billy: enabling and constraining the body of the condemned. Sociology of Sport Journal,18(1), 115-126.
Halas, J. (1998). “Runners in the gym”: Tales of resistance and conversion at an adolescent treatment center school. Canadian Native Education Journal, 22(2), 210-222.
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