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Policy & Curriculum Documents in Canada

File/Review_Alboim_&_McIsaac_2007.pdf

  • Hawthorne, L. (2008). The Impact of Economic Selection Policy on Labour Market Outcomes for Degree-Qualified Migrants in Canada and Australia. Diversity, Immigration and Integration, 14(5), 2-50.

File/Review_Hawthorne_2008.pdf

  • Gera, S., & Songsakul, Th. (2007). Benchmarking Canada’s Performance in the Global Competition for Mobile Talent. Canadian Public Policy, 33(1), 63-84.

File/Review_Gera_&_Songsakul_2007.pdf

File/Review_Shields_2007.pdf

  • McIntosh, T., Torgerson, R., & Klassen N. (2007). The Ethical Recruitment of Internationally Educated Health Professionals: Lessons from Abroad and Options for Canada. Canadian Policy Research Networks Inc. Retrieved April 12, 2008 from http://www.hrhresourcecenter.org/node/1193

File/Review_McIntosh_et_al_2007.pdf

File/Review_Lo_et_al_2007.pdf

File/Review_Liu_2007.pdf

  • Clarke, S. (2007). Immigration Laws and Policies: Immigration Points Systems Canada. Report for Congress. Retrieved March 12, 2008 from http://www.loc.gov/law/congress

File/Review_Clarke_2007.pdf

  • Ontario Ministry of Citizenship and Immigration (2007). McGuinty Government Enriches Ontario Schools With Global Experience Of Internationally Educated Teachers. Press Release June 7, 2007.

http://www.citizenship.gov.on.ca/english/news/2007/n20070607.shtml

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Multimedia References for Teaching of Diversity

• Impact of Cultural Diversity and Multiculturalism on Teaching and Learning

• Learning, Teaching, and Diversity Dilemmas: Making Complex Connections in (Teacher) Education

• Educating Teachers for Diversity

• The Teaching Landscape: Sharon G. Flake on Diversity and Young Adult Literature (IUP-TV)

• Teaching Diversity to High School Students ( Teens ) Featuring Ty Howard

• SOT: FTL by Beaconhouse — “Diversity & Innovation in Teacher Education” (part 1)

• SOT: FTL by Beaconhouse — “Diversity & Innovation in Teacher Education”(part 2)

• SOT: FTL by Beaconhouse — “Diversity & Innovation in Teacher Education” (part 3)

• Inclusion and Diversity in Education – interviews with participating head teachers

• How Do Teachers Serve Linguistically Diverse Learners and Those with Special Needs

• Effective teaching in diverse classrooms

• Teaching Tolerance Award Winner Silvestre Arcos

• Teaching Tolerance Award Winner Soñia Galaviz

• Teaching Tolerance Award Winner Tracy Oliver-Gary

• Teaching Tolerance Award Winner Amber Makaiau

• Teaching Tolerance Award Winner Katy LaCroix

• Teaching Artists: Diversity in Arts Education

• Strategies for Teaching Diverse Learners edpsych 154

• Teaching – why should teachers respect diversity and promote equality?

• Community and Corps Diversity

• Diversity in Teaching: ESL Students

• CA Elementary School Teaching Kids About Gender Diversity

• Exploring Diversity in the Classroom

• 2007 White Teachers/ Diverse Classrooms Preview of DVD

• Diversity in the Classroom

• Teaching Tolerance and Embracing Diversity

• What Diversity Means To Me

• Diversity teacher

• Effective Teaching in Diverse Classrooms

• Whole Brain Teaching: The Basics

• 360 Diversity: Prof Tom Collins

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Articles & Books

Adler, S. M. (2011). Teacher epistemology and collective narratives: Interrogating teaching and diversity. TEACHING AND TEACHER EDUCATION, 27(3), 609-618.

ALLAN, J. (2011). Responsibly competent: Teaching, ethics and diversity. Policy Futures in Education, 9(1), 130-137.

Allen, J. D., & Porter, O. F. (2002). Teaching about diversity issues. Kappa Delta Pi Record, 38(3), 128-33.

Avery, D. R., King, E. B., & Gulick, L. M. V. (2010). The divide between diversity training and diversity education: Integrating best practices. Journal of Management Education, 34(6), 891-906.

Bailey, W. J., LaFasto, F., Henry, G. S., & Kelly, D. (1992). Diversity: INTRODUCTION: DIVERSITY, AN OLD ISSUE WITH A NEW FACE. Human Resource Management (1986-1998), 31(1-2), 21.

Bamberg, R., Pitts, B. B., & Maloney, E. M. (2002). Curriculum resources for cultural diversity education. Journal of Allied Health [NLM – MEDLINE], 31(2), 117.

Benincasa, L. (2002). Teaching preschoolers about diversity: A view from greece. Journal of Education for Teaching, 28(2), 103-22.

Bierema, L. L. (2010). Diversity education: Competencies and strategies for educators. Advances in Developing Human Resources, 12(3), 312-331.

Bierema, L. L. (2010). Resisting HRD’s resistance to diversity. Journal of European Industrial Training, 34(6), 565-576.

Black, T., & Rangarajan, N. (2007). Exploring organizational barriers to diversity: A case study of the new york state education department. Review of Public Personnel Administration, 27(3), 249-263.

Border, L. L. B. (1999). Taking diversity seriously: New developments in teaching for diversity. New Directions for Teaching and Learning, 1999(80), 83-89.

Boris, E. R., Masako, R. O., & Christopher, M. W. (2011). 2011 APSA teaching and learning conference track summaries: Track: Diversity, inclusiveness, and equality. PS, Political Science & Politics, 44(3), 657.

Boysen, G. A. (2011). Diversity topics covered in teaching of psychology courses. TEACHING OF PSYCHOLOGY, 38(2), 89-93.

Castro, A. J. (2010). Themes in the research on preservice teachers’ views of cultural diversity: Implications for researching millennial preservice teachers. Educational Researcher, 39(3), 198-210.

Chang, J. (2006). A transcultural wisdom bank in the classroom: Making cultural diversity a key resource in teaching and learning. Journal of Studies in International Education, 10(4), 369-377.

Cook, A., & Callister, R. R. (2010). Increasing positive perceptions of diversity for religious conservative students. Creative Education, 1(2), 93-100.

Cross, M. (2004). Institutionalising campus diversity in south african higher education: Review of diversity scholarship and diversity education. Higher Education, 47(4), 387-410.

D, L. N. (2006). Linguistic diversity and teaching

Daniel, F. (2011). Diversity as technology: A new perspective. Journal of Diversity Management, 6(2), 31.

Dawson, B. L., Thomas, K. M., & Ny, M. T. (2010). An inclusive strategy of teaching diversity. Advances in Developing Human Resources, 12(3), 295-311.

Deakins, E. (2009). Helping students value cultural diversity through research-based teaching. HIGHER EDUCATION RESEARCH & DEVELOPMENT, 28(2), 209-226.

Denson, N., & Chang, M. J. (2009). Racial diversity matters: The impact of diversity-related student engagement and institutional context. American Educational Research Journal, 46(2), 322-353.

Dogra, N., & Carter-Pokras, O. (2005). Stakeholder views regarding cultural diversity teaching outcomes: A qualitative study. BMC Medical Education, 5(1), 37-37.

Dogra, N., Conning, S., Gill, P., Spencer, J., & Turner, M. (2005). Teaching of cultural diversity in medical schools in the united kingdom and republic of ireland: Cross sectional questionnaire survey. BMJ (Clinical Research Ed.), 330(7488), 403-404.

Dogra, N., & Karnik, N. (2004). Teaching cultural diversity to medical students. Medical Teacher, 26(8), 677-677.

Dogra, N., Reitmanova, S., & Carter-Pokras, O. (2010). Teaching cultural diversity: Current status in U.K., U.S., and canadian medical schools. Journal of General Internal Medicine, 25 Suppl 2, 8-168.

Dora Pulido-Tobiassen, & Janet Gonzalez-Mena. (1999). Teaching diversity: A place to begin. Scholastic Early Childhood Today, 14(3), 44.

Durska, M. (2009). Diversity management: Key concepts. Kobieta i Biznes, (1-4), 36.

Elhoweris, H., Whittaker, C. R., & Salend, S. (2009). Religious diversity in schools: Addressing the issues. Intervention in School and Clinic, 44(5), 314-319.

Gasker, J., & LaBarre, H. A. C. (2010). The elephant in the room: Understanding barriers to students’ articulation of diversity. Creative Education, 1(2), 69-74.

Glick, B. J., & Day, N. E. (2000). Teaching diversity: A study of organizational needs and diversity curriculum in higher education. Journal of Management Education, 24(3), 338-352.

Green, C., & Sandra, B. O. (2005). Teaching religious diversity through children’s literature. Childhood Education, 81(4), 209.

Hughes, P., & MacNaughton, G. (2007). Teaching respect for cultural diversity in australian early childhood programs: A challenge for professional learning. Journal of Early Childhood Research, 5(2), 189-204.

Hume, E. (2001). Teaching about diversity

Hunter O’Hara. (2006). Diversity education teacher preparation. Multicultural Education, 14(1), 39.

Infusing tolerance, diversity, and social personal curriculum into inclusive social studies classes using family portraits and contextual teaching and learning. (2005). Teaching Exceptional Children, 37(4), 59.

James, D. A., & Olivia, F. P. (2002). Teaching about diversity issues. Kappa Delta Pi Record, 38(3), 128.

John, J. B. (2003). Rewards of teaching diversity. Multicultural Education, 10(3), 31.

Johnson, L. (2002). Art-centered approach to diversity education in teaching and learning. Multicultural Education, 9(4), 18-21.

Johnson, S. A., & Romanello, M. L. (2005). Generational diversity: Teaching and learning approaches. Nurse Educator, 30(5), 212.

Jones, H. (2004). A research-based approach on teaching to diversity. Journal of Instructional Psychology, 31(1), 12-19.

Karl, A. S., & Toni, A. H. M. (2000). Diversity. Journal of Engineering Education, 89(3), 257.

Kubal, T., Stone, R. T., Meyler, D., & Mauney, T. T. (2003). Teaching diversity and learning outcomes: Bringing lived experience into the classroom. TEACHING SOCIOLOGY, 31(4), 441-455.

Lee, J., Kane, J., Drane, D., & Kane, R. (2009). Seeing is believing: Using film for teaching issues of diversity in sport. JOURNAL OF HOSPITALITY LEISURE SPORT & TOURISM EDUCATION, 8(1), 97-107.

Limburg, F., & Clark, C. (2006). Diversity initiatives in higher education: Teaching multicultural education online. Multicultural Education, 13(3), 49.

Lumby, J., Sood, K., & Morrison, M. (2006). Diversity and diversity management: Messages from recent research. Educational Management Administration & Leadership, 34(3), 277-295.

Lynn, M. (1998). Teaching through diversity. College Teaching, 46(4), 123-127.

Lynn, M. (1998). Teaching through diversity. College Teaching, 46(4), 123-27.

M, T. B., Rebecca, J. O., & Condon, D. (2010). Diversity management: Seeking validation. Journal of Diversity Management, 5(1), 23.

Mack, K. (2000). Teaching evidence: Inference, proof and diversity. Legal Education Review, 11(1), 57.

Marbley, A., Burley, H., Bonner,Fred A.,,II, & Ross, W. (2010). Teaching diversity across disciplines: Reflections from african-american faculty in four different academic settings. Educational Forum, 74(1), 63-80.

Marks, A. R. (2005). Desperately seeking diversity. The Journal of Clinical Investigation, 115(3), 480-480.

McDonald, K. S., & Hite, L. M. (2010). Diversity in the HRD curriculum: Concluding thoughts and next steps. Advances in Developing Human Resources, 12(3), 385-391.

McDonald, K. S., & Hite, L. M. (2010). Perspectives on HRD and diversity education. Advances in Developing Human Resources, 12(3), 283-294.

Milner, H. R. (2010). What does teacher education have to do with teaching? implications for diversity studies. Journal of Teacher Education, 61(1-2), 118-131.

Mitry, D. J. (2008). Using cultural diversity in teaching economics: Global business implications. Journal of Education for Business, 84(2), 84-89.

Nancy, T. N., Sharon, L. Y., Chanel, F. A., & Assemi, M. (2009). Fostering and managing diversity in schools of pharmacy. American Journal of Pharmaceutical Education, 73(8), 1.

Nelson Laird, T.,F. (2011). Measuring the diversity inclusivity of college courses. Research in Higher Education, 52(6), 572-588.

Northedge, A. (2003). Rethinking teaching in the context of diversity. Teaching in Higher Education, 8(1), 17-32.

Ofori-Dankwa, J., & Lane, R. W. (2000). Four approaches to cultural diversity: Implications for teaching at institutions of higher education. Teaching in Higher Education, 5(4), 493-99.

Pass, S. (2009). Teaching respect for diversity: The oglala lakota. Social Studies, 100(5), 212-217.

R, F. L. (2011). Raising the bar on diversity. Diverse Issues in Higher Education, 28(11), 23.

Robert, D. W. (2002). Teaching tolerance. Teacher Librarian, 30(2), 53.

Rod Parker-Rees. (1997). Back to good teaching: Diversity within tradition

Roeck, K. T. (2009). Embracing diversity. Journal of LGBT Youth, 6(1), 1-6.

Salma, I. G. (1999). Teaching about culture, ethnicity & diversity

Sharma, S. (2006). Teaching diversity–Im/Possible pedagogy. Policy Futures in Education, 4(2), 203-216.

Sheets, R. H. (2009). What is diversity pedagogy? Multicultural Education, 16(3), 11-17.

Sheila Littlejohn-Blake. (2004). Celebrate diversity. Childhood Education, 80(3), 146D.

Skerrett, A. (2009). Biographical orientations to secondary english teaching within a mosaic context of diversity. English Education, 41(3), 281-303.

Smolen, L. A., Colville-Hall, S., Liang, X., & Donald, S. M. (2006). An empirical study of college of education Faculty’s perceptions, beliefs, and commitment to the teaching of diversity in teacher education programs at four urban universities. The Urban Review, 38(1), 45-61.

Sobel, D. M., Taylor, S. V., & Anderson, R. E. (2003). Shared accountability: Encouraging diversity-responsive teaching in inclusive contexts. TEACHING Exceptional Children, 35(6), 46-54.

Stewart, M. M., Crary, M., & Humberd, B. K. (2008). Teaching value in diversity: On the folly of espousing inclusion, while practicing exclusion. ACADEMY OF MANAGEMENT LEARNING & EDUCATION, 7(3), 374-386.

Suyemoto, K. L., & Kiang, P. N. (2003). Diversity research as service learning. Academic Exchange Quarterly, 7(2), 71-75.

Tatar, M., & Horenczyk, G. (2003). Diversity-related burnout among teachers. Teaching and Teacher Education, 19(4), 397-408.

Teaching diversity. (1991). Teaching Education, 4(1), 2-13.

Tummala-Narra, P. (2009). TEACHING ON DIVERSITY: The mutual influence of students and instructors. Psychoanalytic Psychology, 26(3), 322-334.

Williams, R., & Dogra, N. (2006). Applying policy and evidence in developing cultural diversity teaching in undergraduate medical education in the UK. Evidence & Policy: A Journal of Research, Debate and Practice, 2(4), 463-463.

Xu, S. H. (2001). Exploring diversity issues in teacher education. Reading Online, 5(1)

Young, M. A., Madsen, J., & Young, B. L. (2010). Implementing diversity plans: Principals’ perception of their ability to address diversity in their schools. NASSP Bulletin, 94(2), 135-157.

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DTDL – Final Seminar

The final seminar in the ESRC Seminar Series: Diverse Teachers for Diverse Learners will be held on Monday and Tuesday, 12 and 13 November 2012 at the University of Oxford, England. The  focus will be ‘Teacher Diversity:  What have we learned and what of the future?’

 

Economic and Social Research Council Seminar Series:

Diverse Teachers for Diverse Learners

Research and Perspectives

In each of the jurisdictions of the UK and in the other countries participating in this seminar series (including Canada, Iceland, Norway and Australia) there is increasing ethnic, cultural and linguistic diversity amongst the populations due to a range of political and economic factors.  This diversity is reflected in learner populations in schools.  Yet in the countries under consideration the teaching profession is predominantly white, female and (with the exceptions of Gaelic medium education in Scotland, Welsh medium education in Wales and French immersion in Canada) Anglophone.  Ethnic, cultural and linguistic diversity is not reflected in the teaching profession and where teachers diversifying from this ‘norm’ are employed they have often experienced discrimination in the workforce and there are high rates of attrition.

As the diversity of the student population of schools increases it is essential that the linguistic and cultural needs of all pupils are met.  Many teachers from backgrounds other than the dominant one, bring the potential of linguistic and cultural capital to enhance the teaching profession and the learning of students.  This seminar series has involved employers in addition to academics, teachers and learners and aimed to encourage those with responsibility throughout the UK jurisdictions to view diverse teachers as a resource rather than a deficit and to be able to capitalize on the particular skill sets brought to the profession by diverse teachers.

The series has sought to explore the nature of the existing diversity in the teaching profession and to consider diversity in the life cycle of teachers as professionals from the decision to become a teacher through to leaving the profession, including the continuing professional development and career progression of such teachers.

This final seminar will bring together participants from Seminars 1,2 and 4 along with the evidence from Seminars 3 (teachers) and 5 (school students) and will investigate via a SWOT analysis how to move forward and disrupt the inertia which results in teacher homogeneity.   This seminar will identify the major research questions that now need investigation in order to ensure the programme leads to theoretical and research developments.

Geri Smyth was interviewed  by the  General Teachers Council of Scotland regarding the ESRC Diverse Teachers/Diverse Learners Seminar Series.   The interview is now available as a podcast on the Teaching Scotland website.  Here is the link:

www.teachingscotland.org.uk/podcasts/podcast-diverse-teachers-for-diverse-learners-1012.aspx

 

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DiT Community

We have included some photos and descriptions of our work as it relates to diversity in teaching. Please use the comments feature at the bottom of this page to submit a description of yourself if you are interested in joining the DiT Community. We look forward to meeting you!

Antoinette Gagné |Clea Schmidt | James Cummins | Fred Dervin | Lars Aders Kulbrandstad |
Sunny Man Chu Lau | Kirsten Lauritsen | Samuel Currey Lefever | Darlene Ciuffetelli Parker |
Hanna Ragnarsdóttir | Michael Salvatori | Geri Smyth | Stephanie Soto Gordon |
(Joy) Kangxian Zhao | Diane Dekker | Sama Hamid | Ariel Quinio | Marlon Valencia |

Antoinette Gagné

Antoinette GagnéAssociate Professor
Antoinette Gagné is an Associate Professor with the Department of curriculum, Teaching, and Learning at OISE and, from 2005 to 2012 was the director of the Concurrent Teacher Education Program with a very diverse population of teacher candidates at the University of Toronto. As Academic Advisor for the OISE Student Success Centre from 2005 onward, Antoinette has had the opportunity to work closely with a team of 10 to 15 doctoral candidates to meet the academic and cultural needs of undergraduate and graduate students in education. Antoinette is also involved in research with immigrant teachers and learners along with colleagues in a number of immigrant receiving countries including Scotland, England, Iceland, Norway, Sweden, Finland and Australia. She has also been a member of the Advisory Board for Teach in Ontario, a bridging program for internationally educated teachers in Ontario.

Antoinette has received a number of internal and external grants including those from SSHRC, Canadian Heritage, and TESOL International Research Foundation. Several of these funding projects have led to video resources embedded in the Projects page of this website. One such example is a research project entitled “Closing the Gap: Exploring Strategies to Build Positive Relationships between Parents from Low-voice Immigrant Communities and Teachers of these Communities,” funded by Canadian Heritage. Another project entitled “The Impact of Infusing ESL Issues and Teaching Strategies in Pre-service Teacher Education Programs” examined how pre-service teacher education programs can prepare teachers for the ever-increasing multilingual and diverse student population in schools in North America.

Antoinette has also written extensively about diversity issues in education and the experiences of immigrant children, teachers and families in the Canadian education system.

 

Clea Schmidt

Clea SchmidtAssociate Professor
Clea Schmidt is an Associate Professor in the Faculty of Education at the University of Manitoba. She researches issues of diversity among teachers, learners, and families, particularly those from culturally and linguistically diverse backgrounds. Between 2005-2011, she served as Co-ordinator of the Academic and Professional Bridging Program for Internationally Educated Teachers. She has conducted research with school communities impacted by high numbers of immigrant learners, and published widely in on topics related to teacher development, educational equity policies, and the complexities of conducting research with diverse participant groups.

 

Jim Cummins

Jim CumminsProfessor

James Cummins is Professor and Canada Research Chair in the Curriculum, Teaching and Learning department at the Ontario Institute for Studies in Education (OISE) at the University of Toronto. Dr. Cummins’ research focuses on literacy development in multilingual school contexts as well as on the potential roles of technology in promoting language and literacy development.

Dr. Cummins holds a Canada Research Chair (Tier 1) and has been a recipient of the International Reading Association’s Albert J. Harris award (1979). He also received an honorary doctorate in Humane Letters from the Bank Street College of Education in New York City (1997).  In recent years, he has been a co-investigator on a large-scale SSHRC-funded project entitled “From Literacy to Multiliteracies: Designing Learning Environments for Knowledge Generation within the New Economy.” He is currently involved in a project to validate the Ontario Ministry of Education’s Steps to English Proficiency assessment tool. He is also conducting a research review on English Language Learners’ academic trajectories.

 

Fred Dervin

Fred DervinProfessor
Fred Dervin is a Professor of Multicultural Education at the University of Helsinki (Finland) and Director of the Education for Diversities (E4D) research group. He specializes in language and intercultural education, the sociology of multiculturalism and linguistics for intercultural communication and education. Dervin has published extensively on identity, the ‘intercultural’ and mobility/migration. His latest books: Politics of Interculturality(co-edited with Anne Lavanchy and Anahy Gajardo, Newcastle: CSP, 2011) and Impostures Interculturelles (Paris: L’Harmattan, 2012). http://blogs.helsinki.fi/dervin/

 

Lars Anders Kulbranstad

Lars Anders KulbranstadProfessor
Lars Anders Kulbrandstad is professor of Nordic languages in an educational perspective at Hedmark University College in South-Eastern Norway. He has a long career in teacher education with a focus on language awareness and language attitudes in multilingual contexts. Professor Kulbrandstad has conducted several of research projects and published a number of books and articles in these topic areas, most recently “National or general tolerance for variation? Attitudes to dialect and foreign accent in the media” (2011), “If you like dialect, you tolerate accent” [Norwegian title: Liker du dialect, tåler du aksent] (2011) and «Broken language» (2009).

 

Sunny Man Chu Lau

Sunny Man Chu LauAssistant Professor, School of Education, Bishop’s University, Quebec
Sunny Man Chu Lau joined Bishop’s University in 2010, teaching courses on TESL preparation and education foundations. Before working at Bishop’s, she did her PhD study in the Second Language Education Program at the Ontario Institute for Studies in Education in the University of Toronto (OISE/UT). She has been actively involved in teacher education as well as research relating to ESL teaching and learning. She has worked with a Toronto school board on a TESL instructor preparation program as well as with OISE/UT in preparing teachers to teach English language learners (ELLs) across the curriculum. Her doctoral research was on practicing critical literacy work with ELLs. Other research interests include multi-literacies and second language learning, immigrant teacher professional preparation and integration, and collaborative critical inquiry as research methodology and as teacher preparation process. The research project she is working on now is preparing native English-speaking volunteer teachers who work with Burmese migrant students in Thailand to teach English from a critical literacy and pedagogy perspective. You may reach Dr. Lau at slau@ubishops.ca

 

Kirsten Lauritsen

Kirsten LauritsenAssociate Professor
Kirsten Lauritsen is a social anthropologist and an associate professor at the University College of Nord-Trøndelag (HiNT). She has been a researcher and senior researcher at SINTEF and later the Norwegian University of Science and Technology, Trondheim and HiNT siden 1995. Her main research topics are related to immigration and refugee studies; reception centers for asylum seekers, unaccompanied minors, ethnicity and cultural diversity in kindergartens. She teaches social Science, and has led several research- and development projects on cultural competence. She has published several books and articles in Norwegian and English, Kvinneliv i eksil, Gyldendal 2006 (with Berit Berg og Torunn Fladstad), Eksil og livsløp, Universitetsforlaget 2009 (with Berit Berg),Barnehage, Barndom, Inkludering, Universitetsforlaget 2011 (ed.: Tora Korsvold) and Cultural Complexity in Norwegian Kindergartens (in: Children & Society).

 

Samuel Currey Lefever

Samuel Currey LefeverAssistant Professor
Samuel Currey Lefever is an Assistant professor at the University of Iceland and has taught English and language teaching methodology in the School of Education since the year 2000. He has a MA in Education with emphasis on Teaching English as a Second Language from the University of Kansas, USA. He has done research on the English skills of young children in Iceland and on English teaching at the preschool and primary school levels. He has also worked in the area of second language learning and is currently looking at young immigrants’ language use and participation in Icelandic schools and society.

 

Darlene Ciuffetelli Parker

Darlene Ciuffetelli ParkerAssociate Professor, Department of Teacher Education, Brock University
Darlene Ciuffetelli Parker is an Associate Professor in the Faculty of Education, Brock University. She recently completed two projects over four years on students and families affected by poverty, and educators who work in school communities affected by poverty in Ontario. The projects, funded by the Elementary Teachers’ Federation of Ontario, resulted in a book entitled Poverty and Schools in Ontario: How Seven Elementary Schools are Working to Improve Education (Ciuffetelli Parker & Flessa, 2011). Most recently she has written and presented on a policy brief published by the Niagara Community Observatory. Dr. Ciuffetelli Parker’s research interests include teacher education, marginalized communities, diversity, and literacy education. She engages, teaches, and publishes works on narrative discourse experiences with teachers, administrators, parents, community workers, teacher candidates and graduate students on relevant regional, national and global issues in education. Dr. Ciuffetelli Parker was an administrator, literacy consultant, and elementary teacher in Toronto for over fifteen years before joining the faculty of education at Brock University as a professor. She obtained her PhD from the Department of Curriculum and Teacher Development at the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT).

 

Hanna Ragnarsdóttir

Hanna RagnarsdóttirAssociate Professor
Hanna Ragnarsdóttir is an Associate Professor at the University of Iceland, School of Education. She completed a B.A. degree in anthropology and history from the University of Iceland in 1984, an M.Sc.degree in anthropology from the London School of Economics and Political Science in 1986 and a Dr.philos in education from the University of Oslo in 2007. Her research has mainly focused on immigrants (children, adults and families) in Icelandic society and schools, multicultural and intercultural education and school reform. She is Head of Faculty of Education Studies since 2008 and Head of Research Centre for Multicultural Studies since 2007.

 

Michael Salvatori

Michael Salvatori Registrar and CEO, Ontario College of Teachers
Michael Salvatori was appointed to the position of Registrar and Chief Executive Officer at the Ontario College of Teachers in June of 2009. He has held several positions in education during his 25 year career: elementary and secondary French immersion and core French teacher, vice-principal, principal, Director of the Ontario College of Teachers’ membership services department and assistant professor in the Department of French Studies and the Faculty of Education at York University’s Glendon College.

Fluent in four languages, Michael holds MEd and BEd degrees from the University of Western Ontario and a BA from the University of Toronto. He earned a PhD in 2007 in Curriculum, Teaching and Learning from the Ontario Institute for Studies in Education, University of Toronto specializing in second language education.

Michael is an avid reader and a prolific writer. He’s the author and co-author of numerous textbooks and teacher resources. His passion is teaching French as a second language and he has focused on second-language learning opportunities throughout his career. Michael believes in giving back to the education community and serves as the president of the board of directors of the Canadian Association of Second Language Teachers and is the co-chair of the Ontario Education Research Panel.

 

Geri Smyth

Geri SmythProfessor
Geri Smyth is Professor of Education at the University of Strathclyde, Scotland where she is Director of Research in the School of Education.   Geri’s research interests include bilingual education, diversity in the teaching profession and refugee integration.   Recent research projects include Refugees Into Teaching in Scotland (RITeS) and Masculinities in Primary Teaching.   Geri is course leader for the Post Graduate Certificate in Supporting Bilingual Learners at the University of Strathclyde and is co-Editor of the European Journal of Teacher Education.

 

Stephanie Soto Gordon

Stephanie Soto GordonPhD Researcher
Stephanie Soto Gordon completed her PhD at OISE, UofT in Second Language Eduation in 2010. Since 2003, she has been an ESL Department Head and teacher in the TDSB, a project field partner and co-investigator in the Growing New Roots project with OISE, UofT, and ESL communication consultant in the banking industry. Her research interests include identity, motivation, second language education, and teacher education. She is currently involved in a new research project entitled: Learning about the self and the world beyond: Cultural, religious, and social justice clubs in high schools. You may contact Stephanie at stephanie.sotogordon@utoronto.ca

 

Joy Zhao

Joy ZhaoDeveloper
 (Joy) Kangxian Zhao completed her doctorate in Second Language Education the Ontario Institute of Second Language Education at the University of Toronto. She taught English in China for eight years before immigrating to Canada. She has worked on a few research projects of internationally educated teachers and the mental health of immigrants in Canada. Currently, she is completed her dissertation research under the guidance of Dr. Gagné.

 

Marlon Valencia

Marlon ValenciaPhD Student
Marlon Valencia is a PhD Candidate in Second Language Education, as well as Comparative International and Developing Education at the Ontario Institute for Studies in Education of the University of Toronto. His research interests include second language teacher education, language policy and planning, multiliteracies, and language in social identities. He has taught English and Spanish as additional languages (second/foreign) in Canada, Colombia, and the United States. His work also involves pre-service language teacher proficiency assessment, and curriculum design for the teaching of both languages in colleges and universities in North America. You can reach Marlon at: marlonval24@yahoo.com

Ariel Quinio

Ariel QuinioPhD Student
Ariel Quinio is a Ph.D. candidate in Curriculum Studies and Teacher Development at the Ontario Institute for Studies in Education (OISE) of the University of Toronto. He is currently conducting research on sociolinguistic factors and employment trajectory among Internationally Educated Professionals (IEPs) under the supervision Dr. Antoinette Gagne. He obtained a Master of Arts (M.A.) degree in Measurement and Evaluation at OISE/UT and presently holds an Ontario teaching certificate in several disciplines including English as a Second Language (ESL). His research interest includes cultural diversity, systemic barriers on workplace integration of immigrants, employment equity, and multicultural education using both quantitative and qualitative methodology. You can email him at ariel.quinio@utoronto.ca.

 

Diane Dekker

Diane DekkerPhD Student
Diane Dekker is a PhD student in Second Language Education and Comparative International Education and Development at the Ontario Institute for Studies in Education at the University of Toronto. Diane has been working in Asia with teachers for many years on language, education and diversity issues. Her research focuses on mother tongue based multilingual education for developing critical thinking skills as well as for supporting and strengthening the learning of other languages particularly among minority language groups. You can reach Diane at: Diane_Dekker@sil.org

 

Sama Hamid

Sama HamidDeveloper
Sama Hamid is in her final year of the Master of Teaching program at the Ontario Institute of Studies in Education at University of Toronto. She is a primary/junior teacher with a strong passion and educational interest in incorporating diversity in her teaching. She is interested in multicultural/anti-discriminatory education, social justice education, critical literacy, media literacy and inquiry-based learning. Her research investigates how teachers can use media literacy to develop students’ critical thinking skills and bring about social justice issues in the classroom. You can reach Sama at: s.hamid@mail.utoronto.ca

 

 

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