RESEARCH PROJECTS & FUNDING
Informed by critical and feminist post structural theories, the central focus of my research has been to explore the inter-related workings of power and discourses, particularly as they relate to the identities of teachers and children. Thus, my current research interests are reflected in two thematic arcs, specifically teacher education and early years education. My approach to research includes a strong focuses on the training and mentoring of research assistants. I am also committed to knowledge mobilization, ensuring that the results of my work are shared with an array of field partners, including academics and educators.
Research Areas & Expertise
Teacher Education - Often focusing on in-service teachers, I am interested in the ways in which discourses in/form teacher identities, and subsequently illustrate the ways in which interstices of teacher education and curriculum theory, is important in relation to understanding teacher identity and teacher "becoming". Currently, this work is focused on surfacing the moral integrity of teaching in an era where teaching is at risk of increased standardization.
Early Years Education - Drawing on feminist post-structural theories and situated within the reconceptualist movement, my research explores the conceptions of identities of children, how these are discursively formed, and the ways in which this relationship between discourse, power, identity effectively marginalize and disfranchise children from the very systems that are meant to serve them. Most recently, my interest is on the implications of the discursive construction of children within policy, with a particular focus on the failings of our system for children in care.
Children’s Rights - The Convention of the Rights of the Child is an important document in advancing issues of social justice and equity for children. I am interested in a critical engagement with children’s rights. My current questions include: how do rights-based discourses support children in schools? How do rights-based approaches effect children most marginalized, particularly in Manitoba schools? What are the limits, difficulties, and foreseen consequences with rights-based discourses?
Early Years Education - Drawing on feminist post-structural theories and situated within the reconceptualist movement, my research explores the conceptions of identities of children, how these are discursively formed, and the ways in which this relationship between discourse, power, identity effectively marginalize and disfranchise children from the very systems that are meant to serve them. Most recently, my interest is on the implications of the discursive construction of children within policy, with a particular focus on the failings of our system for children in care.
Children’s Rights - The Convention of the Rights of the Child is an important document in advancing issues of social justice and equity for children. I am interested in a critical engagement with children’s rights. My current questions include: how do rights-based discourses support children in schools? How do rights-based approaches effect children most marginalized, particularly in Manitoba schools? What are the limits, difficulties, and foreseen consequences with rights-based discourses?
Current Research Highlights
- M. D. Janzen, Principal Investigator: The anxiety of obligation: Understanding the emotional toil of teaching - M. D. Janzen, Principal Investigator: SSHRC Research Grant Program
- Exploring system change to improve educational outcomes for children in care in Manitoba - K. Levine (Principal Investigator, UM), M. D. Janzen (Co-Applicant), D. Sutherland (Co-Applicant), M. Brownell (Co-Applicant), Social Sciences and Humanities Research Council of Canada (SSHRC), Partnership Development Grant
- Kids in Trouble: Analyzing Schools’ Student Management Policies - M. D. Janzen, Principal Investigator, University of Manitoba Faculty of Education Research Development Fund - Funded by the Faculty of Education
Research Funding
- Exploring system change to improve educational outcomes for children in care in Manitoba - Social Sciences and Humanities Research Council of Canada (SSHRC), Partnership Development Grant (2016) : (Principal Investigator, UM), M. D. Janzen (Co-App.), D. Sutherland (Co-App), M. Brownell (Co-App)
- The emotional toll of obligation and teachers’ disengagement from the profession - Social Sciences & Humanities Research Council (SSHRC) Insight Development Grant (2015), M. D. Janzen (Principal Investigator) & A. Phelan (Co-App., UBC)
- Kids in Trouble: Analyzing Schools’ Student Management Policies - Research Development Fund, University of Manitoba, Faculty of Education (2015)
- The anxiety of obligation: Understanding the emotional toll of teaching, University of Manitoba - SSHRC Research Grant Program (2014)
- Examining the outcomes of the 2014 Summer Institute: The fourth R: A global perspective on teaching and leading human rights education - Centre for Human Rights Research (2014), University of Manitoba, Winnipeg, MB, Janzen, M. (Principal Investigator) & Cranston, J. (Co-Investigator).
- Beyond Schools: Exploring multiple perspectives of community-based practicums, University of Manitoba - Research Grant Program (2013)
- Northern practicum: Teaching and researching with Manitoba’s northern schools and communities, University of Manitoba - Faculty Development Initiative Fund (2013)
- Doctoral Fellowship (2008 - 2010), Social Sciences & Humanities Research Council (SSHRC)
- Endowment Fund Research Award (2004), University of Manitoba, Faculty of Arts