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Notes on Contributors

Bernard W. Andrews

is Professor of Education at the University of Ottawa where he teaches undergraduate elementary arts and music certification courses, and graduate arts education, creativity, curriculum theory, and program evaluation courses. His research focuses on educational music, interactive teaching strategies, arts education partnerships, research methods, and teacher development in the arts. He has undertaken two national research initiatives as Principal Investigator: ArtsSmarts Evaluation funded by the J. W. McConnell Foundation; and the New Music for Young Musicians Project funded by the Canada Council in collaboration with provincial arts councils. Bernie has recently completed three projects: New Sounds of Learning: Composing for Young Musicians funded by the Social Sciences and Humanities Research Council (SSHRC); Sound Connections: Composing Educational Music funded by the Trillium Foundation; and Making Music: Composing with Young Musicians funded by SSHRC. These research/creation projects have resulted in the composition of 147 new pieces for educational purposes. Currently, he is Principal Investigator for The Genesis Project: An investigation of contemporary music composition, also funded by SSHRC, which involves the commissioning of 12 new works by composers-in-residence of major Canadian symphony orchestras.

Julia Brook

is an Assistant Professor of Music Education at Queen’s University’s Dan School of Drama and Music. Julia holds a PhD in Education from Queen’s University. She also earned a Master’s degree in piano performance from Brandon University and Master of Arts in piano pedagogy from University of Ottawa. Julia’s primary research program examines the interactions between curriculum and community contexts, specifically in relation to supporting equitable access to arts education. Her research has been funded by the Social Science and Humanities Research Council of Canada and the Consortium for Music Education. Prior to pursing graduate work, Julia worked as a elementary music specialist in Manitoba, Canada. Julia remains active as a collaborative pianist and is a piano instructor.

Susan Catlin

is a long-time learner who, after teachers’ college, moved from Ontario to become an educator in Canada’s Northwest Territories. She lived in Liidli K’ue in Denendeh for fourteen years, completed a Ph.D. in Curriculum at Queen’s, and now lives in Yellowknife, the traditional territory of the Yellowknives Dene. Sometimes, Susan misses living in a place with more people or in a place where big trees turn big red in the fall, but mostly she is extremely grateful for the learning challenges that her life’s work in education in the North affords.

Genevieve Cloutier

is an interdisciplinary artist, facilitator and writer from Ottawa, Ontario. She holds a Media Arts degree from Emily Carr University of Art and Design and an MA(Ed) from the University of Ottawa (2014). She received funding from the Social Science and Humanities Research Council to pursue a PhD on pedagogy, arts-based methods and research. Her writing has been published in Western Front Magazine, Canadian Art Teacher, Canadian Society for Education through Art, Journal of the Canadian Association of Curriculum Studies, and International Journal of Education & the Arts.

Yoriko Gillard

is a visual artist, poet, researcher and teacher. She is a PhD Candidate in Language and Literacy Education at UBC. While teaching Japanese language, Japanese culture, visual arts, and variety of creative practices in various schools and communities, she tries to connect with people in trustful relationships that are reciprocal, respectful, and affectionate. Her “Kizuna activities” are educating people to sincerely care for others by sharing creative minds. The word Kizuna is Japanese and has existed for long time in Japan and people have been using it to express their strong feeling of belonging to their communities, people, lands, and nature. Kizuna became one of the most prominent words in Japanese society after the Great East Japan Earthquake struck Japan in 2011. Yoriko traveled to the Tohoku region of Japan where the earthquake and tsunami hit and spent time in Fukushima to learn about the resilient spirit of Kizuna existing there, and she has been sharing her experiences through her autobiographical writing, poetry, artworks, and performances for the past seven years. Most recently, Yoriko has worked as a student researcher for Landscapes of Injustices ( based at the Nikkei National Museum and Cultural Centre, Burnaby, Canada. She has been uncovering the amazing stories of the resilient spirits that existed in Japanese Canadian communities during 1942–1949 by translating over fifty letters and other historical items like diaries written in Japanese.

Kate Greenway

utilized arts-based research methodologies in both of her graduate degrees. Her Master’s thesis “The Brooch of Bergen Belsen: A Journey of Historiographic Poiesis,” which included original artwork and creative writing, won the Graduate Education Major Research Prize at York University for 2010. After exhibition at the Holocaust Resource Centre at Manhattan College (2010), her artwork was donated to the Director of the Survivors’ Speakers Bureau for educational purposes. Her dissertation “Ephemera: The Searchings of an Adopted Daughter” also included a gallery show of glass art pieces documenting her personal and professional research journey. This glass art was displayed as part of the American Adoption Congress “Out of the Fog” juried exhibition (San Francisco 2014), as well as in solo exhibits at the Samuel J. Sacks Gallery (Toronto 2016), The Toronto Public Library (2016), and the M.O.M. Art Annex (St. Petersburg 2017). She has published numerous articles and creative non-fiction on adoption in Ephemera Journal, Adoption Constellation, and several Demeter Press anthologies, as well as presenting at the North East Modern Language Association (NeMLA), the Alliance for the Study of Adoption and Culture (ASAC), the Canadian Association of Curriculum Studies (CASC – CSEE) and many Motherhood Initiative for Research and Community Involvement (MIRCI) conferences. Other awards include York Graduate Development Fund for Research (2014), Toronto Star Teacher Honour Role (2013), the inaugural MIRCI Gustafson Graduate Student Conference Paper Award for “The Searchings of an Adopted Daughter,” (2012), and the York Alumni “Excellence in Teaching” award (2011).

Michael T. Hayes

is an Associate Professor in the Division of Education at the University of Hawai‘i at West O‘ahu. He teaches courses in the Social Foundations of Education, and place/community-based education, and also supervises student teachers. His current research is focused on the intersection of identity, imagination and global citizenship.

Nané Jordan

held a very fulfilling SSHRC-funded Postdoctoral Fellowship in Women’s and Gender Studies at the University of Paris 8, France (2014–2016), where she studied and wrote about the creative mother-texts of Hélène Cixous. Her higher education includes a PhD in Curriculum and Instruction from the University of British Columbia, an MA in Women’s Spirituality from New College of California, and a BFA in photography and visual arts from the University of Ottawa. Nané is a practicing photography and textile artist and has taught textile studio arts in art education to teacher candidates and undergraduate students at UBC. She also has a working background in grassroots, pre-regulation Canadian midwifery, which informs her creative, birth-based approach to life and research. As a creative educator and researcher, Nané pursues narrative, arts-based, life writing inquiries and collaborative artistic practices and has published widely in these areas. She often focuses on women’s lives and experiences, artistic and spiritual practices, mothering, birth and Earth-based wisdom, and ways of being. Through the practice of life writing she has sought an artful and relational scholarly path – hoping to bring fuller possibilities for human experience and wellness into educational places and spaces. She co-founded a cutting-edge, process-based women’s art collective called: Gestare (, which means: to carry in the womb. Nané lives with her husband and two daughters in East Vancouver, BC. Nurturing family, community, and creative research is a great source of meaning, adventure, and love in her life.

Sajani (Jinny) Menon

is a PhD candidate at the University of Alberta and a member of the university’s Centre for Research for Teacher Education and Development. For Jinny, a multiplicity of knowing, re-presenting, and sharing knowledge respectfully is important for composing humane understandings. Jinny’s experiences as an elementary teacher concerned with fiduciary and intercultural responsibilities alongside children and families, and her identity as a second-generation South-Asian Canadian, shapes her work. Jinny is honoured to be engaging in a multi-perspectival narrative inquiry into the curriculum-making experiences of South-Asian girls, their mothers, and teacher within and across personal, school, familial, community, and geographical worlds. As a means of illuminating diverse storied worlds and inviting borderland spaces in which to linger, many of her research conversations with co-learners involve children’s literature and heart-full activities. Some of Jinny’s (research) interests include: narrative inquiry, arts-informed thinking and representation, curriculum studies, children’s literature, women’s studies, and issues of identity, diversity, and advocacy.

Caterina Migliore

is an intermediate/senior teacher in Ottawa, Ontario. She holds a double-major in Classics and English from Dalhousie University, a Baccalaureate Degree in Education from The University of Ottawa, and a Masters in Education Degree, within the Leadership, Evaluation, Curriculum, and Policy Studies concentration from The University of Ottawa. Caterina has worked as a scorer for EQAO, and an occasional teacher in both England and Quebec (WQSB). She spent the past year as a full-time teacher at Astolot Educational Centre. In September 2018, Caterina became an occasional teacher for the Ottawa-Carleton District School Board. She is currently working on a novel, which depicts her experiences as a foster child/crown ward under the care of the Durham Children’s Aid Society.

Kathryn Ricketts

has been working for the past thirty-five years in the field of dance, theatre and visual arts, performing and teaching throughout Europe, South America, Africa, Australia and Canada. Her work in studios, galleries, theatres and environmental sites focuses on social/political issues with dance, theatre, text and visual art as the languages. Her Doctoral research furthered this into areas of literacy, embodiment and cultural studies with a method she has coined Embodied Poetic Narrative. She is an Assistant Professor in the Faculty of Education in the University of Regina as the chair of the Dance area. She runs The Listening Lab, a visual and performing arts ‘incubator’ and presents exhibitions and performances in her loft in the John Deere Tractor Building.

Pauline Sameshima

is a Canada Research Chair in Arts Integrated Studies at Lakehead University in Thunder Bay, Ontario. Her work aims to theorize and creatively expand ideas on holistic learning, researching, and living. Specifically, Pauline’s interdisciplinary projects integrate multi-modal translations of data to catalyze creative innovation, generate understandings, and provoke new dialogues. She is the Editor-in-Chief of The Journal of the Canadian Association for Curriculum Studies and curates the Lakehead Research Education Galleries. Website:

Sean Wiebe

is Associate Professor of Education at the University of Prince Edward Island and teaches courses in multiliteracies, curriculum theory, and critical pedagogy. He has been the principal investigator on four Canadian Social Sciences and Humanities Research Council funded projects exploring the intersections of creativity, the creative economy, language and literacies, and arts informed inquiries. His current grant, based on findings generated from multiple sites across Canada, investigates how establishing a creative ethos in schools might support teachers as contributors to Canada’s creative economy.