Professor
Department of Curriculum and Pedagogy (EDCP)
Her research focuses on the intellectual and political freedom of teachers and on the creation of teacher education programs and policies that support that end. Dr. Phelan’s work has explored (a) the formation of identity, (b) the dynamic of judgment and responsibility, and (c) the paradoxes of autonomy (creativity and resistance) in teacher education and in professional life. Her scholarship has contributed to understandings of education for democracy within and beyond the teaching profession.
Contributions:
Phelan, A. (In Press, 2015). Curriculum Theorizing and Teacher Education: Complicating Conjunctions. London, UK: Routledge Press.
Phelan, A. & Sumsion, J. (2008). Critical Readings in Teacher Education: Provoking Absences. The Netherlands: Sense Publishers.
Phelan, A. (2009). The ethical claim of partiality: Practical wisdom, the disciplines and teacher education. Journal of Curriculum Studies, Vol.41, Issue 1, 93-114, February.
Phelan, A., Sawa, R., Barlow, C., Hurlock, D., Myrick, F., Rogers, G. & Irvine, K. (2006). Violence and subjectivity in teacher education. Asia-Pacific Journal of Teacher Education, 34(2), 161-179.
*Phelan, A. (1996). Strange pilgrims: Nostalgia and disillusionment in teacher education reform. Interchange, 27(3-4), 331-348.
Keywords:
Curriculum studies; Teacher education; Philosophy of education; Pedagogy.
anne.phelan@ubc.ca
Departmental profile page
Departmental profile page