More and more, Canadian education systems are striving to make themselves open and welcoming spaces for Indigenous students. Dr. Marlene Atleo is doing her part by creating university curriculum that incorporates Indigenous history, and in turn, advances social justice and human rights.
Atleo, ?eh ?eh naa tuu kwiss (Ahousaht First Nation, Nuuchahnulth), conducts research that serves the needs of diverse and non-traditional communities in universities, including adult and Indigenous students.
Her other interests include intergenerational transmission of knowledge, cross-worldview mapping, and story work. In another project with collaborators in Germany and Poland, Atleo is studying the identity development of women during the Second World War.
Atleo earned her doctoral, masters, and undergraduate degrees from the University of British Columbia.
From classroom climate to course material, teachers have many opportunities to model social justice to their students. In hopes of creating teachers who take advantage of these opportunities, education professor Dr. Gary Babiuk’s research and teaching focus on teaching for social justice and sustainable well-being.
In one project, Babiuk worked with the department of education at an American university that had a long history of institutional racism.
The resulting publication documents the department’s quest to train future teachers – most of whom were White – to be culturally sensitive, understand the systemic nature of poverty, and boost the often lower achievement amongst minority students.
In another project, Babiuk and colleauges of the Education for Sustainable Well-Being Research Group are creating an index to measure well-being in Canadian primary and secondary schools. By doing so, researchers and schools can track how children’s well-being changes over time, and use this information to influence the public and policy debate on school education in Canada.
Babiuk’s commitment to bridging learning and social justice is also apparent in his community involvements. For example, he chairs the board of LiteracyWorks, a non-profit organization that envisions a Winnipeg where all adults are literate and able to participate fully in their cultural, economic and social worlds.
Dr. Nadine Bartlett joined the Department of Educational Administration, Foundations and Psychology in the Faculty of Education as assistant professor in July 2017. She is an alumna of the University of Manitoba with 22 years of experience in the public school system as a classroom teacher, resource teacher and student-services administrator.
Her research focuses on inclusive, person-centered and strength-based models of support for marginalized children, youth and families. During her doctoral program she was the lead author of an interdepartmental government protocol entitled, Wraparound Protocol for Children and Youth with Severe to Profound Emotional and Behavioural Disorders, published by Healthy Child Manitoba. The Wraparound approach is a holistic model of integrated services and support for children and youth with severe to profound emotional and behavioural disorders. Bartlett’s doctoral research explored the extent to which designated community schools in the Province of Manitoba could support the implementation of the Wraparound Protocol.
Dr. Black is an associate professor in the Faculty of Education and adjunct professor in the School of Art at the University of Manitoba. Black teaches visual arts and new media education, including video art. Her research interests and published works are about the human right issues in visual arts education, the virtual visual arts classroom, new media in education, contemporary art, and digital visual arts pedagogy.
Along with Dr. Miriam Cooley, Black was a curator of an international student new media art exhibition called Eksperimenta!, which was held in Tallinn, Estonia, April to June 2011. Prior to working at the University of Manitoba, she worked as an art director, curator, museum art educator, art consultant, and K-12 teacher for close to twenty years in public and alternative school settings. During her time in the school system, Black served as art director for Inner City Angels, a private artists-in-the-schools program where she was responsible for overseeing 150 artists placed in 250 elementary schools in the Metropolitan Toronto area.
Dr. Cap is a professor in the Department of Curriculum, Teaching and Learning at the University of Manitoba and director of the Imperial Oil Academy for the Learning of Mathematics, Science and Technology.
Cap’s current research interests are teacher education, digital technology and human rights. His mother is a Holodomor survivor and both of his parents are survivors of Nazi labour camps. His passion for human rights is not limited to his research. For example, Cap helped to establish a successful social services network that aids a physically and mentally challenged population in Chernihiv affected by the Chernobyl disaster.
Cap is an acknowledged leader, distinguished educator and respected researcher in vocational-technical and international education. In 2010, he was the first foreigner selected to receive a Humanitarian Award from the Chernihiv Oblasna Rada and the Oblasna Derzavna Adminstratsia (Chernihiv provincial council and provincial government) in Ukraine. Cap was also honoured for his instrumental work in establishing the Chernihiv State Teacher Innovation Award Project at Hohol State University in Nizhen, Ukraine and then at Chernihiv State Pedagogical University in Chernihiv, Ukraine.
Dr. Curnow’s scholarship sits at the nexus of the Learning Sciences, social movement studies, and equity studies. Her research examines how people come to understand social problems systemically and how they learn about issues of race and colonialism, gender and patriarchy, and class and capitalism through their activism. Joe has worked as a social movement, labour, and community organizer.
Dr. Deer is originally from Kahnawake, Que. In addition to his instructional duties in the B.Ed. program, he has conducted research on citizenship education for Aboriginal students in Manitoba.
Dr. Deer is editor of First Nations Perspectives: The Journal of the Manitoba First Nations Education Resource Centre. His doctoral dissertation is titled Citizenship Development for Aboriginal High School Students in the Province of Manitoba: An Exploratory Study. In 2005, he was research assistant for RESOLVE (Research & Education for Solutions to Violence & Abuse) Saskatchewan.
Along with Kevin Lamoureux from the University of Winnipeg, Frank hosts a podcast titled, The Frank and Kevin Show, In Colour—an informal discussion of issues related to Aboriginal education and Native studies. Frank is also the editor of First Nations Perspectives: The Journal of the Manitoba First Nations Education Resource Centre.
Frank is an active researcher. He received internal university funding for his study incorporating Ojibwe teachings and practices into curriculum and he is currently researching how Indigenous languages can be revitalized in schools and communities as a Canada Research Chair in Indigenous Education. He is also a member of the Education for Sustainable Well-Being Research Group, an interdisciplinary research group housed in the Faculty of Education.
What role can and should human rights play in measuring youth well-being in schools? This question is the core of Dr. Thomas Falkenberg‘s project Human Rights and Well-Being in Schools, which is funded through the Centre for Human Rights Research small grants program.
Instead of solely focusing on economic factors as measures of societal progress, policy makers have started measuring progress through measures of well-being and experiences. Some of these measures assess the well-being of children and youth inside and outside school systems. However, these measures do not assess holisitic well-being, often ignoring human rights issues. To determine the role of human rights in measuring student well-being, Falkenberg surveyed Canadian human rights scholars and experts. He is currently analysing the data.
Falkenberg is an associate professor in education at the University of Manitoba. He also co-ordinates the Education for Sustainable Well-Being Research Group and is developing a new graduate program centred on these important themes.
Dr. Fitznor co-chairs a committee of Aboriginal faculty and staff and their allies who have been working since 2009 on a proposal to house the archives of Canada’s Truth and Reconciliation Commission on Indian Residential Schools once the commission wraps up its work in 2013.
She began her academic career with the University of Manitoba access program in 1982, where she was first an academic counselor, then director. From 1992 to 1998, she joined the Faculty of Education teaching cross-cultural/Aboriginal education. She then joined the Ontario Institute for Studies in Education in the fall of 1998 in a newly established position of Aboriginal Education to develop that focus. She returned to the University of Manitoba in 2003 to teach Aboriginal education. Her areas of specialization include: Aboriginal and indigenous education; access and equity issues in education; anti-racism in education; Aboriginal and diversity perspectives in program/curriculum/institutional planning; and adult education and community development.
In 2010, Dr. Fitznor and fellow U of M education professor Dr. Marlene Atleo spoke at the Centre for Human Rights Research round table Unfinished Business about human rights to socio-historical integrity in education — grafted onto indigenous history and territory.
Dr. Honeyford is an assistant professor of language and literacy in the Faculty of Education at the University of Manitoba.
She recently received a small grant from the Centre for Human Rights Research to support a collaboration with Dr. Wayne Serebrin called Writing for Social Justice and Human Rights: Critical Conversations to Create Collaborative Writing Projects in Manitoba.
This project will engage in coalitional literacy work with educators to: 1) identify interdisciplinary partners interested in collaborating to develop writing projects for/as social justice and human rights; and 2) facilitate an action research forum for dialogue and planning. The research is guided by two key questions: What are the social justice and human rights issues that matter to us in our local and global communities and how can we create pedagogies that engage learners as democratic citizens in this work? What structures, networks and resources need to be developed to facilitate this process?
Honeyford’s work involves building partnerships with teachers, schools, and communities to design more equitable, advocative and activist pedagogies for youth – including undocumented immigrant youth, youth in alternative education, and youth in afterschool programs – largely through writing, digital photography and multimodal literacies.
She studies how students’ cultural identities impact their learning, and how clasroom teachers can expand their ways of knowing to include and represent diverse youth more effectively. One such method is through new media, which she is exploring in a project titled Writing for Cultural Citizenship: Multimodal Literacies, Identity & Immigrant Youth.
Honeyford taught English Language Arts in the middle and senior years in both the U.S. and Canada. She has conducted research on programs funded by the U.S. Department of Education, National Endowment for the Arts, Poetry Foundation, National Science Foundation and MacArthur Foundation. She received her PhD in literacy, culture, and language education from Indiana University.
Dr. Hlynka is a professor of instructional technology and curriculum theory at the University of Manitoba.
Hlynka is widely published, most notably as co-editor of Paradigms Regained: The uses of illuminative, semiotic and postmodern criticism in instructional technology. This text has been used in many instructional technology graduate courses throughout the U. S. and Canada. His most recent research is on the musicalization of Chornobyl, analyzing North American popular songs to examine how meanings are constructed in trans-national and technological discourses.
From 2000 to 2007, Hlynka served as acting director of the Centre for Ukrainian Canadian Studies at the University of Manitoba. His popular culture study A day in Hollywood, a night in Ukraine… was an invited presentation in Vancouver, Toronto, Edmonton, Saskatoon, Calgary, and Regina. Dr. Hlynka has been a long-time member of the board of directors of St. Andrew’s College, University of Manitoba. He serves on numerous other boards and is listed in Who’s Who in Canada.
Dr. Melanie Janzen joined the Faculty of Education at the University of Manitoba in 2011 in a dual role as director of school experiences and assistant professor in the department of curriculum, teaching, and learning.
She is responsible for co-ordinating the practicum placement of more than 500 teacher candidates in schools each year. Her research considers issues of teacher identities and teachers’ responsibilities to students, to ethical and socially-just curricula, and to the greater project of education.
Before pursuing her post-graduate work, Janzen taught in early years classrooms and served as a learning support teacher. She is passionate about supporting the art community and sustainability. She was co-founder of ArtsJunktion mb, a community-based charitable organization committed to redistributing reusable materials and still serves as co-chair of the board.
Janzen graduated with a PhD (2011) from the University of British Columbia. For her dissertation, Teacher Becoming: Reading the Phantasies and Interruptions of Becoming, she was awarded the Canadian Association Recognition Award for Theses and Dissertations in Teacher Education and the American Educational Research Association Qualitative Research SIG Outstanding Dissertation Award. She earned both her MA (2005) and BEd (1994) from the University of Manitoba.
Dr. Lutfiyya is a professor in the University of Manitoba’s faculty of education. The main goal of her research is to understand factors that help or hinder the social participation of individuals with intellectual disabilities in community life. She was among the first researchers to collect data from individuals with intellectual disabilities.
She and Dr. Karen Schwartz have been awarded a Centre for Human Rights Research small grant to explore how people with intellectual disabilities understand “human rights.” The duo is also working on a proposed book for the Human Rights and Social Justice series at the University of Manitoba.
Lutfiyya was an investigator on the Vulnerable Persons and End of Life New Emerging Team, a five-year research project that explored the availability and accessibility of end-of-life care for people who experience socially-constructed vulnerability. She examined the influence of societal (de)valuation of these vulnerable populations through perceptions and biases.
Lutfiyya earned her PhD in mental retardation and MSc in special education from Syracuse University. She earned her BA in psychology from the University of Manitoba. Until December 2015, Dr. Lutfiyya is director of graduate studies at the Mauro Centre for Peace and Justice Studies.
Métis pyschologist Dr. Glen McCabe teaches pre-service counsellors in the Guidance and Counselling Program in the Faculty of Education. Dr. McCabe is engaged at the local, regional, national and international levels in research, presentations and program development. His research and writing on Aboriginal traditional healing is internationally recognized through honorable mention in the Amercian Psychological Association’s Jeffrey S. Tanaka Memorial Award and publication in Psychotherapy: Theory, Practice, research and Training. He has also been invited to summit meetings on Prevention of Youth Suicide in Indigenous Communities in North America in Albuquerque, New Mexico and Vancouver, B.C.
Dr. McCabe’s dissertation research was a qualitative study of the therapeutic conditions of Aboriginal traditional healing psychosocial interventions.
His research interests include: worldwide Indigenous healing methodologies and the relationship between them and current conventional psychological approaches; and the role of community and psychosocial factors in levels of academic succces and rate of academic program completion in the Native North American population.
As an associate education professor in curriculum, teaching, and learning, Dr. Barbara McMillan focuses on questions of environmental and sustainability education through her research and teaching.
Can visiting ponds lead kindergarten children to care more about nature? Will integrating local, cultural and traditional knowledge affect Aboriginal and non-Aboriginal students’ success in science? And how might global failure to prioritize environmental issues impact human well-being?
Dr. Robert C. Mizzi is an Assistant Professor in the Department of Educational Administration, Foundations and Psychology. His research examines the politics and practices of equity and diversity in K-12 schools as well as adult learning contexts. He specifically focuses on sexual and gender minority educators (i.e., lesbian, gay, bisexual, transgender) but also examines the experiences of educators who cross borders to teach in foreign contexts.
Mizzi has published three books that focus on educator and social development, including the edited book, Breaking Free: Sexual Diversity and Change in Emerging Nations (QPI Publications/Lambda Foundation). Robert is a Research Associate for the Arthur V. Mauro Centre for Peace and Justice (University of Manitoba) and Perspectives Editor (Adult Education) for the journal New Horizons in Adult Education and Human Resource Development.
Moore was a high school teacher for 19 years, teaching social studies and English in the public-school system in Vancouver. She completed her PhD in 2014 at the University of British Columbia, where she taught many classes in the Faculty of Education as a sessional instructor and adjunct professor. Moore also worked with the British Columbia Teachers’ Federation as a member of the Committee for Action on Social Justice, where she produced teaching materials connected to peace and global education. She is currently an assistant professor of social studies education in the department of curriculum, teaching and learning in the Faculty of Education at The University of Manitoba. Through her research, she has explored: student responses to issues of social justice; media education and media literacies in the social studies context; and the use of digital video production in pedagogy and research. Moore hopes to continue research on the use of social justice and playful pedagogies in formal educational spaces. Following the work of many poststructural theorists, Shannon continues to question the ways in which meticulous data collection and analysis can represent the complex, fluid, and contingent identities and spaces of research.
Dr. Amy Farrell-Morneau is Ojibwe and grew up in Thunder Bay, Ont. Her mother is from Whitewater Lake First Nation, and she is a member of Eabametoong First Nation. Her father is of Irish, English and Scottish descent. She joined the Department of Curriculum, Teaching and Learning in the Faculty of Education in January 2019. She teaches Indigenous Education courses within the Department.
Farrell-Morneau’s research interests include: the exploration and application of Indigenous knowledge, culture, and sacred story into various concepts within Science, Technology, Engineering, Arts, and Mathematics (STEAM) education; the exploration of Indigenous sacred story teachings and storytelling methods into creative narrative works; and, the practical application of Indigenous knowledge, spirituality, and culture into mainstream curricula and teaching practices. Her dissertation “Memengwaawid, To Be A Butterfly: An Indigenous Exploration of Northwestern Ontario Anishinawbe and Muskego or Ininiw Sacred Stories and Teachings in a Contemporary Novel” is both a creative and critical work that explores various cultural and sacred story teachings within a creative work, and which employs both Indigenous methodology and methodological approaches.
Prior to working at the University of Manitoba, she worked as an Indigenous Curriculum Specialist at Lakehead University in which she supported faculty across the university to include Indigenous knowledge within their own curricula and general knowledge. She was a sessional instructor for 10 years at Lakehead University within the Department of Indigenous Learning and also the Faculty of Education. She was a secondary teacher and an Indigenous support staff in both semi-private and public-school systems. She has also spent many years coordinating and participating in various community committees typically held for Indigenous youth and community.
Dr. Nathalie Piquemal’s research and teaching examine education from a human rights perspective. Her specialty is intercultural and international education, with special attention to issues of cultural discontinuities as experiences by minority students. In applying this practically, Dr. Piquemal works with both teachers and immigrants on the cultural and linguistic barriers that minority students face in educational contexts. This work draws upon human rights issues in the realm of education, as is demonstrated by Dr. Piquemal’s current work, which explores the experiences of immigrants with a focus on issues of marginalization, race and privilege. In this line of investigation, Dr. Piquemal uses phenomenological inquiry to better address issues of marginalized voices, particularly in her more recent work with refugees and war-affected families. Dr. Piquemal’s areas of interest also include research ethics; immigration, language and culture; cultural and linguistic discontinuities; and aboriginal education. In other recent work, her research focuses on the adjustment of internationally adopted children, specifically transracial and transcultural issues in family and school life. Dr. Piquemal is originally from France where she completed her Master’s degree in Education and Anthropology. She received her PhD from the University of Alberta in 1999 in both Departments of Education and Anthropology. Her research focused on ethical protocols for research practices that are inclusive of Aboriginal perspectives.
Dr. Clea Schmidt is an Associate Professor of Second Language Education. She teaches courses in language teaching foundations and methodology, leadership and teacher development in second language education, qualitative research methods, and adult and post-secondary education. Dr. Schmidt conducts qualitative research exploring barriers to the integration of internationally educated teachers and issues pertaining to critical applied linguistics. She has co-edited a volume on “Diversifying the Teaching Force in Transnational Contexts: Critical Perspectives” to be published by Sense in Fall 2016.
Dr. Serebrin is an associate professor in language and literacy at the University of Manitoba’s Faculty of Education.
He and colleague Michelle Honeyford co-organized a full-day forum for teachers on writing for social justice and human rights where educators learned cutting-edge methods to nurture the potential of children and youth to transform their world through written words.
Serebrin is working with teachers from 17 schools to create spaces that value children’s and youths’ everyday, local writing discourses and connect them with more specialized and global discourses.
Before joining the University of Manitoba, Serebrin served as a teacher in both early childhood and elementary settings in Halifax, Nova Scotia.
Dr. Ee-Seul Yoon is assistant professor in the Department of Educational Administration, Foundations and Psychology. Her research focuses on school choice and education marketization and how they impact educational inequality & inequity more generally.
She is guest co-editor, with Dr. Christopher Lubienski, of a forthcoming special issue of Educational Policy Analysis and Archives titled “School Diversification and Dilemmas across Canada in an Era of Education Marketization and Neoliberalization.” Yoon’s recent publications examined the impacts of school choice policy on diversity within schools and diverse youths school choices, finding that they reinforce segregation and affect youths’ racial identities.
Yoon recently completed a post-doctoral fellowship, funded by the Social Sciences and Humanities of Research Council of Canada, which explored socio-spatially the extent to which marginalized urban families exercise their access to school choice. She has published in journals including British Journal of Sociology of Education, Discourse: Studies in the Cultural Politics of Education, Children’s Geographies, and Youth and Society. For her PhD research, which examined school choice from the perspective of young people, Dr. Yoon received the AERA Social Context of Education Division’s Distinguished Dissertation Award in 2014.