Samuel Rocha
Philosophy of education; Phenomenology, Latin American philosophy of education; Theology; Jazz.
Dr. Rocha is interested in making and offering descriptions of education, study, teaching, curriculum, and schooling.
Amy Scott Metcalfe
Higher education; Policy studies; Visual research methods; Internationalization.
Her research focus is Canadian and international higher education as seen at the levels of policy, systems, institutions and individual academics. A related area of interest is the changing academic profession and the interrelationship between research activity and researcher identity. Dr. Metcalfe is currently developing a methodology for visual research in higher education, building upon visual ethnography, poststructuralism, and the visual arts.
André Mazawi
Citizenship and democracy; Higher education; International and comparative education; Leadership and organizations; Research methodologies; Sociology of education.
His research explores how economic, cultural, ideological, geopolitical, and political frameworks shape educational governance, policies, and restructuring reforms, with particular emphasis on education in the Arab region and Mediterranean, in both school and higher education settings. Within this context, Dr. Mazawi critically interrogates the notion of “educational innovation” and its emergence as a policy tool in the restructuring of schools, the teaching profession, and curricula.
Michael Marker
Ethnohistory; Indigenous education; Place based knowledge; Culturally responsive education.
Dr. Marker’s research brings to light ecological education and place based pedagogies in the Coast Salish region. This work has informed historians of education about both transnational Indigenous identities and the contrasting experiences from U.S. and Canadian residential schooling policies. His forthcoming works are focused on Indigenous leadership, traditional knowledge, and methodological considerations.
Mona Gleason
History of education; History of children; Critical youth studies; Gender and education.
Dr. Gleason is an historian of education and of children and childhood. Through her many publications, she has demonstrated that helping professionals’ efforts to safeguard the interests of youngsters and families, however well meaning, often failed when deeper social inequalities were denied or simply continued unabated. This failure to address systemic inequalities in children’s lives continues to the present day.
Blye Frank
Education; Gender and women’s studies; Boys’ and men’s sociology of health; Masculinities and schooling; Gender and schooling; Sexualities and schooling; Professional development in education.
A scholar and advocate for social justice and equity with over four decades working in education, Dr. Frank’s main area of scholarship is the sociology of boys’ and men’s health. Along with a national research team, he has developed the theoretical framework of Health, Illness, Men and Masculinities (HIMM), which centres masculinity as a social determinant of health. He is an experienced educator and administrator who brings a strong commitment to excellence in research, teaching and academic leadership.
Jason Ellis
History of education; Special education; Inclusive education; Disability studies; Educational reform; Policy; Urban education.
A historian of education, his research on school reform and children with disabilities highlights how urban schools were reorganized a century ago to accommodate pupil differences and how reform shaped the development of modern special education. Dr. Ellis’s research assigns young people a central place in history, examining their struggles and successes and using these to measure the nature and extent of educational change. Other interest: historical approaches to education policy analysis.
Jennifer Chan
Social movements; Human rights; Gender; Antiracism; Multiculturalism; Global health; Asia.
Her research looks at community mobilization of human rights norms in advancing socio-political change. Dr. Chan has examined a wide range of social movements from feminism to antiracism, HIV and AIDS, indigenous rights, labor, and environmentalism. Her scholarship has had a major impact in our understanding of how international human rights norms can bring about local political change through painstaking educational processes.
Shauna Butterwick
Adult education; Lifelong learning; Women’s learning; Social movement learning; Arts-based pedagogy; Community-based adult education.
Dr. Butterwick is an adult education scholar who uses feminist approaches to her study of adult learning, particularly women’s learning. She has studied welfare programs, workplace learning, and learning in social activism. Much of her research is conducted in partnership with community organizations where she seeks to build reciprocal relations between university and community. She has also written about the power and value of arts-based pedagogy for adult learning.
Lesley Andres
Sociology of higher education; International comparative higher education; Higher education policy; Survey, life course, mixed methods and longitudinal research; Welfare and production regimes.
Her research focuses on the intersecting domains of participation in post-secondary education, equitable opportunities, and the relationship between institutional structures and individuals as agents. Dr. Andres’s main research project is the 22 year longitudinal study – the Paths on Life’s Way Project – which provides a detailed account of individuals’ lives, choices, and post secondary education and work experiences across different points in time since high school graduation.