Notes on Contributors

in The Negotiated Self
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Notes on Contributors
Cecile Badenhorst

is an Associate Professor in the Adult Education/Post-Secondary program in the Faculty of Education at Memorial University. Her research interests are post-secondary and adult learning experiences, particularly graduate research writing, academic literacies, and qualitative research methodologies. She has written Research Writing (2007), Dissertation Writing (2008), and Productive Writing (2010), and is also co-editor of Research Literacies and Writing Pedagogies for Masters and Doctoral Writers (2016).

Melanie Bennett-Stonebanks

is a multiple award winning teacher and has been part of the education community in Quebec for over 20 years where she has enjoyed her role as an elementary teacher, lecturer at McGill and Bishop’s University as well as pedagogical consultant at Quebec’s Ministry of Education. Melanie has worked to support an understanding and the application of strong pedagogy incorporating 21st century literacy into today’s classrooms. Her research focus presently deals with ways of mentoring pre-service and novice teachers through reflexive inquiry and developing effective teaching and learning strategies.

Liel Biran

is an educator at the Lev-HaSharon Democratic School in Even-Yehuda, Israel, and an environmental activist. He is an army veteran with an M.Sc. in Computer Science from Bar Ilan University, Israel, and extensive work experience in the software development industry. Biran now teaches science and technology to K-9 and coordinates educational activities for the early childhood cohort.

Beverley Brenna

is a Professor in Curriculum Studies, College of Education, University of Saskatchewan where her research interests involve literacy teaching and learning, and Canadian children’s literature. She is also the author of a dozen books for young people (for further information see www.beverleybrenna.com).

Casey Burkholder

is a faculty lecturer at the University of New Brunswick whose research explores the intersections of gender, identity, DIY media-making, civic engagement, youth, and Social Studies education. She first became invested in the relationships between space, belonging, and civic engagement at a young age when growing up in Canada’s North. During her two years as a classroom teacher in Hong Kong, Casey saw her ethnic minority students systematically excluded from school activities and language instruction, and watched as many students were pushed out of the school. She wondered about the difference between the Hong Kong government’s policy to include ethnic minority youth in schools and their lived experiences. This question served as the foundation for Casey’s Master of Arts work, which she undertook in Educational Studies at Concordia University. In her doctoral work at McGill University’s Department of Integrated Studies in Education, Casey embarked on an action-oriented project of creating youth-led media-making about issues of identity, belonging, and civic engagement with cellphone videos (cellphilms).

Amy Burns

is a faculty member and the Director of Field Experience with the Werklund School of Education. Her research interests include non-traditional educational environments and the effects of policy on educational reform. Her primary areas of focus are pre-service teacher education, with an emphasis on the pre-service teacher/partner teacher experience, and educational leadership for staff wellness.

Christine Cho

is an Associate Professor at Nipissing University’s Schulich School of Education. A practicing visual artist and a former elementary school teacher, Christine utilizes visual media and critical pedagogy to expand upon diverse ways of knowing and trouble “the way things are” in schools. Her research contributes to current educational conversations on racial, ethnic, and linguistic representation in schools specifically exploring the constructions and understandings of teacher identity, including immigrant teacher aspirations.

Anthony Clarke

is a professor and the co-director of the Centre for the Study of Teacher Education (CSTE) in the Department of Curriculum and Pedagogy, University of British Columbia. His research interests include student teacher mentorship, the practicum, cooperating teachers, and self-study. He actively participates in various capacities often involving new ways of exploring teacher education initiatives.

Julie K. Corkett

holds a Bachelor of Office Management (1992), Bachelor of Arts, honours psychology (1995), Masters of Education in psychopedagogy (1997), Bachelor of Education (1998), and a Ph.D. in Learning, Development and Assessment (2006). Dr. Corkett has worked as an intermediate and high school teacher and is currently a tenured associate professor at the Schulich School of Education. Dr. Corkett’s research interests pertain to literacy, pedagogy, technology, special education, and educational psychology. She has published several peer-reviewed articles pertaining to special education, reading, self-efficacy, technology in the classroom, and chronic illness. She has also published peer-review articles pertaining to English language learning, international practica, teacher performativity, and student responsibility. Dr. Corkett has presented her research at numerous international and national conferences and has been an invited guest lecturer both nationally and internationally.

Kathryn Crawford

is Director of Field Education, as well as lecturer in the area of Learning Theory and Application. She is a doctoral student with a research focus on the complexities of field-institution relationships in pre-service teacher preparation. She is also interested in examining classrooms as environments for emerging pre-service teacher identity, and developing other ways of knowing in preservice teacher learning.

Patricia Danyluk

grew up in northern Manitoba where she spent the early part of her career working with remote First Nations and Métis communities. Dr. Danyluk joined the Werklund School of Education in 2014 after working at the Laurentian School of Education for 10 years. She completed her PhD at Laurentian University, her Master’s in Adult Education at St. Francis Xavier, and her B.Ed. at Nipissing University. Patricia is currently the Director of Field Experience for the Community Based Bachelor of Education.

Sara Florence Davidson

is a Haida educator and scholar. She holds a PhD in Literacy Education from the University of British Columbia and has been teaching at the university level since 2014. She also has nine years’ experience teaching in the K-12 system at the upper intermediate and secondary levels in humanities in rural British Columbia and Yukon. Her research interests include: Indigenous education; adolescent literacy education; culturally responsive teaching and research practices; and narrative writing and research.

Adrian Downey

is a PhD student at University of New Brunswick in the faculty of education. He is Mi’kmaw and formerly of the Qalipu Mi’kmaw First Nation. His academic interests are in contemporary Indigenous issues, Indigenous knowledges, Indigenous spiritual philosophy, as well as in curriculum theory, white privilege, and arts-informed and Indigenous methodologies. Adrian recently completed his Master of Arts in Education at Mount Saint Vincent University where his graduate thesis, Speaking in Circles: White Privilege and Indigenous Identity, won the 2017 msvu thesis award. Before returning to graduate school, Adrian taught Grade 6 and elementary music in the Cree School Board.

Andrea Dunk

is a PhD student in Curriculum Studies, College of Education, University of Saskatchewan; she is also an Itinerant Teacher, supporting children with learning disabilities, in Saskatoon Public Schools.

Guopeng Fu

is a teaching and learning postdoctoral fellow in the Faculty of Land and Food Systems at the University of British Columbia. His research focuses on teacher agency, especially science teacher agency in curriculum reform settings, in-service teacher professional development, Graduate Teaching Assistant (GTA) professional development, and the Scholarship of Teaching and Learning (SoTL).

Joanna K. Garner

holds a Ph.D. in Educational Psychology from The Pennsylvania State University. Currently, she is the Executive Director of The Center for Educational Partnerships at Old Dominion University in Norfolk, Virginia. Her research on educators’ and students’ learning, motivation, and identity forms an integral component of the Center’s engagement with university and community stakeholders. Garner is an active member of AERA and an outgoing Section Editor for The Journal of Experimental Education.

S. Laurie Hill

is an Assistant Professor, Faculty of Education, at St. Mary’s University where she is also Practicum Director. Her research interests include pre-service teacher education, specifically the connections between on campus coursework and field practicum experiences. She is also interested in pre-service teacher professional identity, ways of knowing, student transitions, as well as the variety of learning environments that support undergraduate student success.

David W. Jardine

is a retired Professor of Education whose latest books include In Praise of Radiant Beings: A Retrospective Path through Education, Buddhism and Ecology and, with Jackie Seidel, The Ecological Heart of Teaching: Radical Tales of Refuge and Renewal for Classrooms and Communities.

Avi Kaplan

is an Associate Professor of Educational Psychology at the College of Education, Temple University, PA, USA. Avi’s research interests focus on student and teacher motivation and identity development, with a particular interest in the role of the environment in these processes. His research involves collaborative design-based interventions to promote educators’ and students’ identity exploration around the curriculum. Dr. Kaplan serves as the editor of the Journal of Experimental Education.

Andrejs Kulnieks

is an Adjunct faculty member at Trent University. His research interests include curriculum theory, language arts, literacies, poetic inquiry, Indigenous Knowledge and eco-justice environmental education. His co-edited book with Dan Longboat and Kelly Young is titled Contemporary Studies in Environmental and Indigenous Pedagogies: A Curricula of Stories and Place (Sense Publishers).

Ellyn Lyle

has a longstanding background in innovative education practices, ranging from traditional classrooms, to workplace and community partnerships, and technologically supported learning. In all these contexts, she has remained intensely interested in supporting the development of students and teachers as they contribute to socially equitable and sustainable programs. Ellyn holds a PhD in Education and has been teaching in university since 2010. She is currently Dean in the Faculty of Education. The use of critical methodologies shape explorations within the following areas: praxis; teaching and learning as lived experience; curriculum as living inquiry; issues of identity; and reflexive inquiry.

Derek Markides

is a doctoral student at the Werklund School of Education, University of Calgary, and a Vice-Principal with the Foothills School Division. He has taught mathematics, physics, and is an instructional leader. He is interested in complexity science and the entailments associated with collective knowledge building in mathematics classrooms. His research interests include storytelling, Indigenous literatures, place-based pedagogies, and teacher reflexivity as pushback against hegemonic positivist paradigms in mathematics teaching.

Isabel Martínez-Cuenca

found a new teacher identity away from traditional Second Language Teaching praxis towards engaged pedagogy during her PhD at the State University of New York at Albany. Isabel’s passion for EFL/ESL teaching and teacher development guides her dissertation on the effects of an enrichment instruction program to better support immigrant L2 learners’ transitioning into L2 science classrooms. She is also interested in bi- and multilingualism, L2 conceptual development, and L2 language use.

Heather McLeod

is Associate Professor (arts), in the Faculty of Education, Memorial University. She pursues a critical research agenda and uses arts-based research methods. Her current funded research initiatives include a parents and poetry project, an examination of the process of becoming a researcher, and an Open Studio project with immigrant and refugee youth. She holds awards for excellence in teaching and curriculum design and is the Editor-in-Chief of the Canadian Review of Art Education.

Sandy Miller

is a doctoral student at the Werklund School of Education, University of Calgary. She has been an educator for ten years, teaching high school mathematics at a charter school in Calgary. Her research interests lie in the area of reflective self-study focused on math teacher identity. She believes that learning is experiential, relational, and situated in the world. Her work looks at the entanglements and complexities of infinite interactions found in moments within classroom.

Evelyn Morales Vázquez

is a PhD candidate in the Higher Education, Administration, and Policy Program at the University of California, Riverside. Her current research focuses on the study of the academic professional identities and emotions in the academic profession in the context of neoliberal era.

Lana Parker

teaches multiliteracies and the arts at the Faculty of Education at York University, Toronto, Canada. She has also taught and mentored at the elementary level. In addition to her research on teacher education and teacher identity, Dr. Parker writes about the influences of politics and the media on educational rhetoric and practice, and about bridging critical pedagogy with an intersubjective ethics.

Anita Sinner

is an Associate Professor of Art Education at Concordia University, Montreal. Her research interests include arts-based and artistic research, teacher culture, international art education and community art education. She works extensively with stories as pedagogic pivots, with particular emphasis on artwork scholarship in relation to curriculum studies and social and cultural issues in education.

C. Darius Stonebanks

is a multiple teaching award winning Professor at Bishop’s and Adjunct at McGill University. Among his publications are Teaching Against Islamophobia and Muslim Voices in Schools, which won the NAME’s Philip C. Chinn book award. He is the co-founder of Transformative Praxis: Malawi, an Action Research project that connects social justice theory to practice, and is the PI on the SSHRC funded research project examining the secular nature of Canadian public schools.

Haley Toll

is a PhD student in the Faculty of Education at Memorial University of Newfoundland whose research focuses on arts-based research within supportive multicultural contexts. As a Registered Canadian Art Therapist, Certified Canadian Counselor and Registered Psychotherapist (currently inactive), she has worked with children and adults who have experienced various forms of challenges across Canada and has trained practitioners in Botswana, Thailand, and Mongolia. Haley is also the President of the Canadian Art Therapy Association.

Valerie Triggs

is an Associate Professor in Arts Education, in the Faculty of Education at the University of Regina. Her research interests include initial teacher education, the teacher education practicum experience, the ecological impact of art and aesthetic practice, and the interdisciplinary significance of aesthetic feeling in extending classically scientific modes of research and explanations of learning. In particular, her study is focused on sensitizing the self to indeterminate potential that is generated in movement already underway in other human and more than human practices.

Dana Vedder-Weiss

holds a Ph.D. in Science Education from The Weizmann Institute of Science, Israel. Currently, she is a faculty member at the Department of Education, Ben Gurion University of the Negev, Israel. She studies socio-emotional aspects of student and teacher learning in formal and informal environments through both quantitative and qualitative research approaches. She is involved in leading and studying large-scale research-practice partnerships aiming to support teacher learning and leadership.

Sean Wiebe

lives in Charlottetown and is an associate professor of education at the University of Prince Edward Island. His research interests include curriculum studies, narrative research, poetic inquiry, and a/r/tography. For the last four years he has been the principal investigator for the Digital Economy Research Team, investigating connections between new literacies and the digital economy. Recent publications appear in the Canadian Journal of Education and Language and Literacies Education.

Kelly Young

is a Professor at Trent University’s School of Education and Professional Learning. Her areas of research include language and literacy, curriculum theorizing, leadership in eco-justice environmental education, and arts-based research. The book she co-edited with Andrejs Kulnieks and Dan Longboat is titled Contemporary Studies in Environmental and Indigenous Pedagogies: A Curricula of Stories and Place (Sense Publishers).

The Negotiated Self

Employing Reflexive Inquiry to Explore Teacher Identity

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