EDITORS

in Democracy 2.0

EDITORS

Paul R. Carr

is a Full Professor in the Department of Education at the Université du Québec en Outaouais, Canada, and is also the UNESCO Chair in Democracy, Global Citizenship and Transformative Education. His research is broadly concerned with political sociology, with specific threads related to democracy, media literacy, peace studies, intercultural relations, and transformative change in education. He has had published several co-edited books and an award-winning, single-author book, Does your vote count? Democracy and critical pedagogy. He is the Principal Investigator of a five-year SSHRC research project entitled Democracy, political literacy and quest for transformative education, and is co-founder of the Global Doing Democracy Research Project.

Michael Hoeschsmann

is an Associate Professor in the Faculty of Education at Lakehead University (Orillia). His research focuses on digital and media literacies, cultural studies and education in formal and non-formal settings. His teaching interests are in social studies; multicultural and anti-racist education; and Media Education 2.0. His published books include Media Literacies: A Critical Introduction. He is a board member of the non-profit organization Media Smarts: Canada’s Centre for Digital and Media Literacy, and the Canadian Co-Chair of the North American network of UNESCO GAPMIL (Global Alliance of Partnerships for Media and Information Literacy).

Gina Thésée

is a Full Professor in the Department of Education and Pedagogy at University of Quebec à Montreal (UQAM) in Montreal, Canada. She is the past Director of the Bachelor in Secondary Education program at UQAM, and is currently a member of the Teacher-Education Committee (CAPFE), an advisory committee to the Quebec Ministry of Education in Quebec, which reviews all teacher-education programs in the province. Her research focuses on interculturalism, epistemology, social justice, and science education, and she has published widely in these areas. She is a Co-Investigator of the research project Democracy, political literacy and quest for transformative education, and Co-Chair of the UNESCO Chair in Democracy, Global Citizenship and Transformative Education.

CONTRIBUTORS

Jon Austin

has an early childhood education background, and is currently an Associate Professor of Education at the University of Southern Queensland, Australia. He has over thirty years experience in teacher education at both the undergraduate and postgraduate levels. His particular areas of interest and expertise include critical pedagogies, anti-racist and anti-sexist education, indigenous methodologies, the ‘new ethnographies,’ and whiteness studies. His most recent work includes a funded project working with remote Australian Aboriginal communities in Far North Queensland as they consider the cultural and educational potential of the Internet, to which they have only just been connected.

Raul Olmo Fregoso Bailon

is a Normalista and a writer. He is currently a Lecturer in Critical Latina/o-American Pedagogies for the South at the Universidad Pedagógica Nacional, Mexico. He previously worked as an instructor at the University of Texas at Austin. He received his Ph.D. from the University of Texas at Austin in cultural studies in education, and M.A. in Latin American Studies, and a B.A. in Law from the University of Guadalajara as well as a B.A. in Pedagogy from the Escuela Normal Superior of Jalisco. He has conducted fieldwork in the majority of Latin American countries, and is author of ?Que tan Diferente es México de la Venezuela de Chávez?

Ivan Bomfim

is a Professor-collaborator in the Graduate Program in Journalism at the Ponta Grossa State University (UEPG), Brazil. He holds a post-doctorate in Communication Sciences from Unisinos University and a Ph.D. in Communication and Information from the Federal University of Rio Grande do Sul (UFRGS). He graduated with majors in Journalism and History.

Casey Burkholder

is a Lecturer in the Faculty of Education at the University of New Brunswick. During a two-year period as a classroom teacher in Hong Kong, she saw her ethnic minority students systematically excluded from full participation in the school, and watched as multiple students were pushed out for minor offenses. In her doctoral work at McGill University’s Department of Integrated Studies in Education, she has embarked on a study about ethnic minority young people’s schooling experiences in Hong Kong, and how these experiences have shifted their sense of self, belonging, and citizenship through qualitative and arts-based approaches (cellphilming: participatory video using cellphones).

Felipe de Jesús Alatorre Rodríguez

holds a Bachelor’s degree in Agronomy and a M.A. in Public and Policy Management. He is an Associate Professor at ITESO in Guadalajara, México, where his teaching focuses on citizen participation and civil society. He is certified in rural development, management training in civil society organizations, training on citizenship, and the design of virtual environments. He is the director of the editorial board of the Plural Analysis Review at ITESO, and was also the Electoral District Advisor in four federal elections. His research interests include social organizations, citizen participation, and citizen social movements within Guadalajara, México.

Renee Desmarchelier

is a Senior Lecturer in Critical Pedagogies at the University of Southern Queensland, Australia. Her background is in science and science education, focusing on critical educative aims. Before arriving at the School of Linguistics, Adult and Specialist Education, she taught Indigenous Studies through the Centre for Australian Indigenous Knowledges at the same university. Her scholarly interests include Indigenous knowledges, critical pedagogy, and participatory and Indigenous research methodologies. Her research has centred on how teachers negotiate Indigenous knowledges in their classroom praxis and the cultural interface between Indigenous and non-Indigenous ways of knowing.

Lauren Howard

was born in Birmingham, England, and has lived in Ontario, Canada, for the past fourteen years. She recently graduated from the Ontario Institute for Studies in Education (OISE) with a Master’s degree in Social Justice Education. Her research interests pertain to critical anti-racism, studies regarding whiteness and white superiority, colonialism, neoliberalism, climate change, and democracy. She was a member of Paul R. Carr and Gina Thésée’s Democracy, Political Literacy and Transformative Education research project from 2013 to 2016.

Cally Jetta

has been a secondary teacher for the past ten years. Her work as an Aboriginal Education Coordinator aims to empower Aboriginal students through culturally inclusive education, and increase awareness of Aboriginal culture, languages, and perspectives among non-Aboriginal staff and students. In 2015, she became the administrator, in a collaborative role, of the Facebook page Blackfulla Revolution, and since that time has shared many original articles relating to Aboriginal education, current issues, and personal experiences that have established a strong online community with a large following dedicated to learning about and supporting Aboriginal advocacy.

Peter McLaren

is Distinguished Professor in Critical Studies, Co-Director of the Paulo Freire Democratic Project, and International Ambassador for Global Ethics and Social Justice at Chapman University. He is the author and editor of nearly fifty books and his writings have been translated into over twenty-five languages. He has received a number of awards and honors, and his work has been honored by the creation of La Fundación McLaren de Pedagogía Crítica in 2004 in México. He is one the world’s leading authorities on Marxist education and critical pedagogy.

Anne Munene

is a doctoral student at the Institute for Reconciliation and Social Justice, University of Free State, South Africa. Having worked extensively with communities in overt, protracted conflict in Eastern Africa, the Democratic Republic of Congo, and a few countries within the Horn of Africa, she finds herself in a research trajectory that aims to re-humanize what is subjected and subordinated to the periphery. Her focus is on critically engaging with theoretical lenses of transitional justice, decolonization, radical democracy, feminism, and subalterns. As a visual artist, she uses photography as an extension to cultural-political reflections and resistance to the ‘normal.’

Kalli Paakspuu:

After studying film production and obtaining a degree in English at the University of British Columbia, Kalli Paakspuu’s doctoral dissertation traced the shifting rhetorics in portraits, illustrations, and photography as political forces impacted, enabled, or disabled cultural mediation between Settler and North American Indigenous peoples. She has published widely in film and media, and is the Program Director of EstDocs Film Festival. She is currently making a documentary about Estonian/Canadian composer and choral conductor Roman Toi featuring his music.

Gary W. J. Pluim

is a researcher, writer, and teacher in the realm of international education, with special interests in global citizenship, education for democracy, socio-cultural approaches to education, and human rights education. His research is published in numerous scholarly journals including Intercultural Education, Curriculum Inquiry, and the Journal of Global Citizenship & Equity Education. Since 2013, he contributed to the SSHRC-funded research project entitled Democracy, Political Literacy and the Quest for Transformative Education. He is a Lecturer in the Faculty of Education and the Department of Interdisciplinary Studies at Lakehead University (Orillia).

William M. Reynolds

teaches at Georgia Southern University. He has authored, co-edited, and co-authored several books, including most recently: Forgotten Places: Critical Studies in Rural Education (2017); Practicing Critical Pedagogy: The Influences of Joe L. Kincheloe (2016); Expanding Curriculum Theory: Dis/positions and Lines of Flight (2016); and Critical Studies of Southern Place: A Reader (2014). He is the editor of a book series with Intellect Books entitled Critical Cultural Studies: Toward Transformative Curriculum and Pedagogy; co-editor with Brad Porfilio of a series with Lexington Books entitled Youth Culture and Pedagogy in the 21st Century; and editor of a series, Critical Media Literacies with Brill | Sense Publishers.

Megan Ryland

is a Master of Arts student in the Department of Educational Studies at the University of British Columbia. She was the Program Coordinator for #HerDigitalVisions, a digital citizenship program for youth run by Access to Media Education Society in Vancouver. With experience as a youth facilitator, her approach to research emphasizes understanding both the theory and practice of media and digital literacy. Her research interests include public pedagogy, new media, digital literacy, citizenship, social movements, and media studies. She is also the author of Beauty and the Beast: Ending the Love/Hate Relationship between Girls and their Bodies.

Ibrahim Sakawa Magara

is a career peacebuilder with many years of practical work experience both in academia and in practice. He holds a Master of Arts degree in Peace Studies and International Relations from Hekima University College, a constituent of the Catholic University of Eastern Africa. He has a background in Philosophy and Theology as well as a certificate in Leadership and Management. He is a Research Associate and Adjunct Lecturer at St. Paul’s University. He is a Co-Founder and Partner at Amani Africa Consultancy, based in Nairobi, Kenya, where he is actively engaged in peace research and peace policy advice. He also works at Catholic Relief Services (CRS) as a Program Officer for Inter-Religious Community Action (CIRCA), which is an inter-religious, peacebuilding project being implemented by CRS in Kenya and Niger.

Lynette Sampson

is currently an Assistant Lecturer, the Assistant Course Co-ordinator of the Caribbean Civilisation course, and a Master’s of Philosophy in History candidate at the University of the West Indies, St. Augustine campus. Her career has followed three paths: youth development, media practice and tertiary level teaching. These three paths have converged around her desire to use mass media to develop students’ critical thinking skills and challenge stereotypical representations of Caribbean people. She has taught Media and Communication Studies courses at the tertiary level for fifteen years, and, since 2014, has been teaching Caribbean Civilisation at The University of the West Indies.

Salomé Sola-Morales

is an Associate Professor and the Assistant Dean of Research in the School of Journalism at the University of Santiago de Chile. Her teaching and research focus on communications theory and the Internet, culture, identity, and politics. She obtained her Ph.D. in Media, Communications, and Culture in 2012 from the Autonomous University of Barcelona, Spain, where she was an Assistant Professor and Fellow between 2008 and 2013. Prior to moving to Chile, she worked at the International University of Cataluña as an Assistant Professor. Since September, 2013, she has been the Principal Investigator of a research project on political participation and Chilean youth. Her work has been published internationally.

Shirley R. Steinberg

is a Research Professor of Critical Youth Studies at the University of Calgary. She is the author and editor of many books in critical pedagogy, urban and youth culture, and cultural studies. Originally a social/improvisational theatre creator, she has facilitated happenings and flashmobs globally. A regular contributor to CBC Radio One, CTV, the Toronto Globe and Mail, The Montreal Gazette, and Canadian Press, she is an internationally known speaker and teacher. She is also the founding editor of Taboo: The Journal of Culture and Education, The International Journal of Youth Studies, and the Managing Editor of The International Journal of Critical Pedagogy. The Co-Founder of The Paulo and Nita Freire International Project for Critical Pedagogy, she is also the Co-Organizer of International Institute of Critical Pedagogy and Transformative Leadership, and is committed to a global community of transformative educators and community workers engaged in radical love, social justice, and the situating of power within social and cultural contexts, specifically involving youth.

Peter Pericles Trifonas

is a Professor at OISIE/University of Toronto. His subject areas of interest include literacies, ethics, philosophies of education, cultural studies, and technology. His many books include: Converging Literacies: A New Ethics of Reading and Writing; International Handbook of Cultural Studies and Education; Deconstructing the Machine (with Jacques Derrida); International Handbook of Semiotics; CounterTexts: Reading Culture; Revolutionary Pedagogies: Cultural Politics, Instituting Education, and the Discourse of Theory; The Ethics of Writing: Derrida, Deconstruction, and Pedagogy; Institutions, Education, and the Right to Philosophy (with Jacques Derrida); Roland Barthes and the Empire of Signs; Umberto Eco & Football; Pedagogies of Difference.

Democracy 2.0

Media, Political Literacy and Critical Engagement

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