Hot off the press


Career Self-Management and Development of Multicultural Knowledge and Practice: Experience of Professional Counsellors. Canadian Journal of Family and Youth, 12 (1), 124-146.

Associate Professor Priya Mani

The focus of this research project explores counsellors’ experiences and application of multicultural competencies when working with diverse clients. Using a descriptive qualitative case study approach (Yin, 2009), thirty professional counsellors engaged in semi-structured interviews. They reflected on various factors drawn upon in developing and incorporating a multicultural base of knowledge to inform their practice when working with diverse clients. This research study examines what it means to be a multicultural counsellor, including their perception of challenges and outcome expectations in developing a multicultural framework to situate their practice, and cultivation of professional resilience in their work with diverse clients. The article concludes with a discussion for future work in the area and presents a broadened scope of counsellor career adaptive behaviors implemented in effectively working with diverse clients.

Post-Colonial Decolonizing Influence: An Exploration of Queer Sexuality in the Film Stryker. Postcolonial Directions in Education, 8(1), 95-119.
Associate Professor Robert Mizzi, co-author
Through an analysis of Noam Gonick’s independent Canadian film Stryker (2004) as public pedagogy, and in comparison to real life narratives, the authors illustrate how queer sexualities and genders are constructed according to Western hetero-colonial tropes that either silence Indigenous Two-Spirit people or position them as an exotic ‘other’ in queer and non-queer Canadian contexts.  Through this comparison the authors shed light on problematic (mis)representations of Indigenous Two-Spirit people in cinema and how this may impact ‘real life’ encounters and assumptions about Two-Spirit people, and suggests some implications for decolonizing Western influence on Indigenous sexuality and gender identity.
continuing higher education

Queer eye on inclusion: Understanding gay and lesbian student and instructor experiences of Continuing Education. Journal of Continuing Higher Education, 67(2/3), xxx-xxx. doi: 10.1080/07377363.2019.1660844.
Associate Professor Robert Mizzi, co-author
Little is known about the experiences of lesbian and gay faculty and students in Continuing Education. In order to address this gap, this article introduces and discusses a research project conducted to understand the struggles and accomplishments of both lesbian and gay male faculty and students in Continuing Education (CE) in University settings. Six CE Instructors and six CE students were recruited to participate in in-depth interviews from universities across western Canada. Using grounded theory for data analysis, two broad themes emerged: 1) CE in Western Canada excludes LGBTQ content in their student and instructor orientation processes despite being placed in “progressive” institutions; and 2) safety concerns appear commonplace in such environments due to the heteronormative organizational culture of CE. Despite these drawbacks, study participants demonstrated strategies to minimize risk and find safety and support. Study findings suggest that CE review its work and learning structures to include queer-inclusive pedagogies and content.


Research-based theatre as educational research innovation. Encyclopedia of educational innovation, 2019.

Assistant Prof. Graham Lea, co-contributor.

Abstract: This chapter articulates three general approaches to engaging in research-based theatre (RBT) and shares background and excerpts from two such projects to provide insight into possibilities and challenges when engaging in RBT in education.

Navigating Uncertainty: Sensemaking for Educational Leaders. Brill/Sense, 2018.

Professor David Mandzuk, co-author.

Abstract: In Navigating Uncertainty: Sensemaking for Educational Leaders, the authors introduce a 5-step sensemaking approach for managing the kinds of challenging problems, dilemmas and crises that occur daily in educational systems.


Community Schools: New Perspectives on the Wraparound Approach. Exceptionality Education International, 28(2), 2018.

Assistant Prof. Nadine Bartlett, co-author.

Abstract: An increasing number of children and youth have mental health disorders. To address this issue, federal and provincial mental health policymakers in Canada have recommended: (a) improving the coordination of services, and (b) increasing the role that schools play in providing supports. One way to operationalize these recommendations is to implement the wraparound approach in the context of a full-service community school. The findings indicate that community schools engage in practices that align with the 10 guiding principles of wraparound. Given the broad-based partnerships in community schools and their focus on collaborative action, they hold promise as sites with the potential to lead the implementation of the wraparound approach.

Principals as Champions of Collaboration for Vulnerable Children and Youth: A Case Study of Community Schools. Canadian Journal of Educational Administration and Policy, 187, 2018.

Assistant Prof. Nadine Bartlett, author.

Abstract: Children and youth with mental disorders require support from multiple service providers, and therefore intersectoral collaboration is required. Findings indicate that the leadership of the school principal was essential in creating a culture of collaboration, and in fostering intersectoral partnerships, which enhanced service provision. However, senior administrative and policy level support from school divisions, and the provincial government for the provision of intersectoral support in community schools was described as limited.

Thawing out: Therapy through theatre with Canadian military veterans. The Arts in Psychotherapy, 62, 2019.

Assistant Prof. Graham Lea, co-author.

Abstract: This article explores Contact!Unload, a theatre project in which military veterans, with the support of artists, community members, and counsellors, performed what it means to transition back to civilian life after serving their country. The play features therapeutic enactment, an approach to addressing psychological injuries veterans might face while serving.

Staging therapeutic enactment with veterans in Contact!Unload. Qualitative Research in Psychology, 2018.

Assistant Prof. Graham Lea, co-author.

Abstract: IThis article shares an excerpt from the research-based theatre production Contact!Unload. The play, developed with military veterans using community theatre approaches, explores experiences of veterans transitioning from active service and living with trauma-related stress injuries. The excerpt included in this article provides a theatricalized example of therapeutic enactment (TE), a central intervention of the Veterans’ Transition Project (VTP).

Contradictions of Solidarity: Whiteness, Settler Coloniality, and the Mainstream Environmental Movement. Environment and Society, 9(1), 2018.

Assistant Prof. Joe Curnow, co-author.

Abstract: In this article, we trace the racialized history of the environmental movement in the United States and Canada that has defined the mainstream movement as a default white space. We then interrogate the turn to solidarity as a way to escape/intervene in the racialized and colonial underpinnings of mainstream environmentalism, demonstrating that the practice of solidarity itself depends on these same racial and colonial systems. We conclude that the contradictions of racialized and colonial solidarity should not preclude settler attempts to engage in solidarity work, but rather become inscribed into environmentalist practices as an ethic of accountability.


Children’s “mis”behaviours: An ethical engagement with the mystery of the other. McGill Journal of Education, 34(1), 2019.

Associate Prof. Melanie Janzen, author.

Abstract: Students’ non-conforming and “difficult” behaviours are often conceptualized through a pathologizing lens of “disability”. What it might mean for an ethical relationship between teachers and “mis”behaving students to be framed by the notion of mystery? Rather than the dehumanizing and objectifying efforts of seeking to know the child through assessments and diagnoses, ethical relationships between teachers and students must be premised on an acknowledgment and curiosity of differences.


Behaving badly: Critiquing the discourses of “children” and their misbehaviours. Cahiers franco-canadiens de l'Ouest, 30(1), 169-191.

Associate Prof. Melanie Janzen, co-author.

Abstract: Discourses of children as deficient and deviant are common within the education system and shape the ways in which educators interact with and respond to children. To illustrate this, we conducted a critical discourse analysis of a provincial policy document that directs schools in the development of Codes of Conduct. We argue for a reconceptualization of the identity of the child as a contextualized and socially embedded being. In doing so, we articulate an opening for ethical engagements with children that rely on our responsibility for the other.


Tugging at our sleeves”: Teaching as a promissory relationship. Teaching Education. Teaching Education, 30(1), 2019

Associate Prof. Melanie Janzen, co-author.

Abstract: Classrooms are complex spaces. These complexities magnify the teacher’s sense of obligation to children and the subsequent experiences of being overwhelmed, which can influence the teacher’s decision to leave the profession. Yet, we believe that a teacher’s obligation to children is inherent to morally defensible teaching. Drawn from a larger research project, we will illustrate the teacher’s experiences of obligation; the ways these are complicated within the matrix of relationships with professional colleagues; and the possibilities for professional disengagement to be considered an act of moral resistance.


Transculturalité et enjeux éthiques liés à la diversité culturelle en contexte canadien. Cahiers franco-canadiens de l'Ouest, 30(1), 169-191.

Professor Nathalie Piquemal, co-author.

Abstract: Framed within a context of social realities still too often marked by injustice, marginalisation and the exclusion of minorities in Canada and North America, the following text offers critical reflection on the concepts of multi-, inter-, and trans-culturalism and, in particular, on the ethical issues related to cultural diversity within the Canadian context.


Politicization in Process: Developing Political Concepts, Practices, Epistemologies, and Identities Through Activist Engagement, American Educational Research Journal, 2018

Assistant Professor Joe Curnow co-author

Abstract: Exploring longitudinal video data from the student activist group Fossil Free UofT, this research argues that politicization is a sociocultural learning process.

Cahiers_Ouest Nouveaux-arrivants et enseignement en milieu franco-manitobain: regards croisés sur des pensées et pratiques favorisant la résilience, Cahiers franco-canadiens de l'Ouest, 2017, 29(2), 491-519.

Nathalie Piquemal, author.

Abstract: In light of the theory of resilience and the factors of risk and protection associated with the concept of resilience (Leroux et Théorêt, 2014; Théorêt, 2005), the objective of this study is to provide a critical interpretation of qualitative data collected from educators in a DSFM elementary school on recent educational, social and structural initiatives related to the integration of newcomers.

Scholarship A Critical Approach to Teaching About, Through, and For Human Rights (Canadian Journal for the Scholarship of Teaching and Learning, 2017)

Associate Professor Jerome Cranston and Associate Professor Melanie Janzen, co-authors

Abstract: This paper presents the findings from a collaborative inquiry research study that explored instructors’ perspectives and students’ perceptions of an innovative 10-day graduate level human rights education course for educators. 


Affective Profiles in a Massive Open Online Course and their Relationship with Engagement (Provisionally accepted)

Assistant Professor Virginia Tze, contributing author

Abstract: The purpose of this research was to identify profiles of common achievement emotions (i.e., relief, anxiety, boredom, and guilt) over the duration of one MOOC and examine the differences in academic engagement.

Engaging Pre-Service Teachers in the Drama in Teacher Leadership (University of Alberta, 2017)

Professor Jerome Cranston, contributing author

Abstract: This paper presents the findings of a qualitative research study that examined the effects of a transdisciplinary ethnotheatre workshop designed to support the professional development of school leaders as they navigate the complexities of teacher leadership.

Integrating Aboriginal Perspectives for Educational Wellbeing (ESWB Press, 2016)

Professor Yatta Kanu, author

Abstract: Despite empirical evidence that the integration of Aboriginal perspectives into schools and classrooms positively impacts academic achievement and socio-emotional wellbeing of Aboriginal students, resistance to integration has been observed and documented among teacher candidates in mainstream teacher education programs across Canada. In this paper the author attempts to map out the sources of this resistance and proposes three focal practices in which faculties of education must engage in order to minimize teacher candidates’ resistance and increase their potential for meeting the learning needs of Aboriginal students.

Teaching about refugees: developing culturally responsive educators in contexts of politicised transnationalism (Routledge, 2017)

Professor Clea Schmidt, contributing author

Abstract: This article addresses issues of teaching about refugees in initial teacher education and professional development for practicing teachers. We respond to the who, what, where, when, why and how of teaching about refugees and developing culturally responsive pedagogy in contexts of politicized transnationalism, where the wider politics around integrating Syrian refugees have significant implications for the ways Canadian education systems respond to refugee issues more broadly.

Canada 150, Eh? Stories by Our New English Language Arts Teachers (Maven Media Books, 2017)

Associate Professor Karen Smith, editor

Abstract: Participating in storytelling is an important activity for English Language Arts (ELA) teachers. As noted storytelling author Thomas King stated: "All we are is stories." This book contains an exciting list of stories and poetry from this year's group of new ELA teachers. The stories have not been edited for content. Everything is from the heart and written to mark the 150th year of Canada.

Language-Arts Writing as Teachers: The Power of Place (Language Arts, March 2017)
Associate Professor Michelle Honeyford,
contributing author

Abstract: This invited “Perspectives on Practice” piece in the journal Language Arts explores how places can be powerful catalysts for writing, inviting us to explore and understand our individual and collective relationships with one another and the world.

Bridging borders: Towards a pedagogy of preparedness for visiting faculty (Journal of Studies in International Education, 2017)

Assistant Professor Robert Mizzi, contributing author

Abstract: Drawing on the theory of border pedagogy, this article takes the scholarship further by proposing and elaborating on a pedagogy of preparedness that may help to facilitate visiting faculty acculturation and analyze dominant and marginal narratives in the new work situation.

 Vulnerable-Children Educational experiences and opportunities in rural Cambodia: families and youth’s voices  (Vulnerable Children and Youth Studies, 2017)

Professor Nathalie Piquemal, contributing author

Abstract: Using semi-structured interviews gathered from youth and families in rural Cambodia, this paper focuses on the specific social circumstances that affect parents’ abilities to support their children’s education, as well as on how youth and young adults make sense of their own educational experiences in a context shaped by economic hardships and by social legacies of the Pol Pot regime. Data analysis shows that while economic factors have a strong impact on children’s educational opportunities, other risk factors include social tensions such as the changing social value of education due to societal scars and schooling inequities. This paper concludes with recommendations for policy and practice.


Indigenous perspectives on education for well-being in Canada (Education for Sustainable Well-Being Press, 2016)

Professor Thomas Falkenberg and Associate Professor Frank Deer, editors

Abstract: This book explores Indigenous perspectives on foundational issues and questions concerning well-being, inquiring into the extent that formal, informal, and non-formal education plays a role in well-being from an Indigenous perspective.


Preparing the transnational teacher: A textual analysis of pre-departure orientation manuals for teaching overseas (Human Resource Development International, 2016)

Assistant Professor Robert Mizzi, contributing author

Abstract: The purpose of this article is to analyze manuals for transnational teachers and to suggest changes to human resource development professionals when producing future manuals.


 In harmony: Inquiry-Based Learning in a Blended Physics and Music Class (IOPScience, 2016)

Associate Professor Richard Hechter, contributing author

Abstract: As music enthusiasts, and physics educators, we developed new resources for a blended music and physics class through inquiry-based learning activities. It is our intention to provide readers with an overview of the activity, a description of exemplar student-designed inquiry-based investigations, and helpful suggestions for potential for use in reader’s classrooms.


Tackling cultural blinders: Towards an understanding of a sexuality, adult education, and intercultural dynamic (American Scholars Press, 2016)

Assistant Professor Robert Mizzi, author

Abstract: The Metagogy Project offers up a process for developing and implementing methods, strategies, and techniques for educating adults.

Theatre Research-Based Theatre: An Artistic Methodology (Intellect, Limited, 2016) 

Assistant Professor Graham Lea, co-editor

Abstract: Research-based theater aims to present research in a way that is compelling and captivating, connecting with viewers on imaginative and intellectual levels at the same time. Research-based theatre brings together scholars and practitioners of research-based theatre to construct a theoretical analysis of the field and offer critical reflections on how the methodology can now be applied. The book shares 12 examples of contemporary research-based theatre scripts and commentaries from an international group of artists and researchers, selected with an eye toward representing different approaches that come from a variety of disciplinary areas.


Disrupting Adult and Community Education: Teaching Learning, and Working in the Periphery (State University of New York Press, 2016)

Assistant Professor Robert Mizzi, co-editor

Abstract: This groundbreaking book critiques the boundaries of where adult education takes place through a candid examination of teaching, learning, and working practices in the social periphery.


Ethnotheatre and Creative Methods for Teacher Leadership (Palgrave Macmillan, 2016)

Associate Professor Jerome Cranston, contributing author

This book addresses the lived challenges to teacher leadership. It illustrates an arts-based research approach that effectively highlights the broader context of relational dynamics between adults at school, using one-act plays to open up difficult conversations on complex issues.Abstract: This book addresses the lived challenges to teacher leadership. It illustrates an arts-based research approach that effectively highlights the broader context of relational dynamics between adults at school, using one-act plays to open up difficult conversations on complex issues.


Penny the Penguin (Peanut Butter Press, 2016)

Assistant Professor Gregory Bryan and Tegwen Gwenhwyfar Bryan, co-authors

This book addresses the lived challenges to teacher leadership. It illustrates an arts-based research approach that effectively highlights the broader context of relational dynamics between adults at school, using one-act plays to open up difficult conversations on complex issues.Abstract: When Prof. Bryan and daughter, Tegwen, created this story about her cherished stuffed animal, Penny the Penguin. This is a book for people who wish to persist with pursuing dreams despite doubts and opposition from others.


Diversifying the Teaching Force in Transnational Contexts (Sense, 2016)

Associate Professor Clea Schmidt, co-editor

Abstract: Diversifying the teaching force has become a priority in many migrant-receiving jurisdictions worldwide with the growing mismatch between the ethnic backgrounds, cultures, languages, and religions of teachers and those of students and families. This volume comprises original research that problematizes issues of diversifying the teaching force and identifies promising practices. This book addresses the lived challenges to teacher leadership. It illustrates an arts-based research approach that effectively highlights the broader context of relational dynamics between adults at school, using one-act plays to open up difficult conversations on complex issues.


Paul Goble, Storyteller (South Dakota Historical Society Press, 2016)

Assistant Professor Gregory Bryan, author

Abstract: In Paul Goble, Storyteller, author Gregory Bryan interviewed Goble, his family, friends, and those whose work he influenced to tell the artist’s story. Building on this foundation, Bryan’s narrative follows the young boy as his penchant for learning led him to a lifelong fascination with the lives and culture of American Indians on the Great Plains.


Neoliberal imaginary, school choice, and ‘new elites’ in public secondary schools (Curriculum Inquiry, 2016)

Assistant Professor Ee-Seul Yoon,, author

This book addresses the lived challenges to teacher leadership. It illustrates an arts-based research approach that effectively highlights the broader context of relational dynamics between adults at school, using one-act plays to open up difficult conversations on complex issues.TAbstract: There has been a growing concentration of high-achieving students attending selective public schools of choice as part of the neoliberal reforms of education. While this growth has had an eroding effect on the aim of inclusivity in public education, few have explored this development as a new segment of elite schooling. This paper fills this gap by drawing from an ethnographic study of school choice that focused on the phenomenology of Vancouver students.


Policy coordination challenges in government's innovation policy - The Case of Ontario Canada. (Oxford Journal of Science and Public Policy, 2016)

Assistant Professor Merli Tamtik, author

Abstract: Policy coordination to support coherent approaches in innovation policy has become a major governance puzzle for most countries. This study examines the relationship between the provincial and federal government in facilitating Canada’s innovation agenda.


Becoming an Academic: the Role of Doctoral Capital in the Field of Education  (Higher Education Research & Development, 2016)

Assistant Professor Ee-Seul Yoon, contributing author

This book addresses the lived challenges to teacher leadership. It illustrates an arts-based research approach that effectively highlights the broader context of relational dynamics between adults at school, using one-act plays to open up difficult conversations on complex issues.TAbstract: This paper draws on Bourdieu’s concepts of field, capital and habitus to examine the learning and enculturation of alumni of a Canadian PhD programme in the discipline of Education. This research suggests that certain existing and acquired academic practices, attributes, dispositions and behaviours collectively form a type of doctoral capital that alumni can then use in the academic marketplace.