Photo Credit: Heather Stuart
RESEARCH
The central purpose of my research, often informed by postmodern, critical, and feminist perspectives, is to explore the inter-related workings of power, discourses and identities, particularly as they relate to teachers' and children's experiences in/of schooling.
The Neoliberal Creep in Canadian Education: Dismantling Discourses of Inequity - SSHRC Insight Grant (2022)
This current research project aims to document the ways in which neoliberal ideologies are creeping into and undermining public education in Manitoba, while also providing alternative ways in which to conceive of and enact education that fosters more ethical and equitable considerations.
• 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 discourses and power work to create the teaching subject. This work, emerging from the interstices of teacher education and curriculum theory, is important in relation to understanding teacher identity and teacher “becoming”.
• Critical Perspectives of Children within Systems of Education – Situated within reconceptualist understandings of children, my research explores the conceptions of identities of children (defined as those under the age of 18 years of age), how these are discursively formed, and the ways in which this relationship between discourse, power and identity effectively marginalize and disenfranchise children from the very systems that are meant to serve them.
The Neoliberal Creep in Canadian Education: Dismantling Discourses of Inequity - SSHRC Insight Grant (2022)
This current research project aims to document the ways in which neoliberal ideologies are creeping into and undermining public education in Manitoba, while also providing alternative ways in which to conceive of and enact education that fosters more ethical and equitable considerations.
• 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 discourses and power work to create the teaching subject. This work, emerging from the interstices of teacher education and curriculum theory, is important in relation to understanding teacher identity and teacher “becoming”.
• Critical Perspectives of Children within Systems of Education – Situated within reconceptualist understandings of children, my research explores the conceptions of identities of children (defined as those under the age of 18 years of age), how these are discursively formed, and the ways in which this relationship between discourse, power and identity effectively marginalize and disenfranchise children from the very systems that are meant to serve them.
