Graduate Supervision – A Canadian Curriculum Theory Project

Howell, L. (2019-2022). After About: Unlearning Colonialism, Ethical Relationality, and the Possibilities for Pedagogical Praxis. Ottawa, ON: University of Ottawa. (SSHRC Funded, recipient of 2023 CATE Dissertation Recognition Award)
Lee, C. (2018-2022). Story-Making Reconciliation with Four Grade 5-6 Youth. Ottawa, ON: University of Ottawa. (SSHRC Funded)
Villella, Melissa. (2021). Piti, piti, zwazo fè niche li (Petit à petit, l’oiseau fait son nid) : Le développement d’une compétence interculturelle et antiraciste de neuf leaders éducatifs et systémiques d’expression française de l’Ontario, formateurs bénévoles en Ayiti. Ottawa, ON: University of Ottawa. (SSHRC Funded)
Vaudrin, Charette, Julie. (2014-2020). Une étude a/r/tographique de la présence de l’anishinaabemowen dans un collège francophone au Québec. Ottawa, ON: University of Ottawa. (SSHRC Funded; Nominated by examining committee for a University of Ottawa Award)
Ruest-Paquett, Anne-Sophie. (2010-2020). Les répercussions identitaires chez des survivantes adultes de harcèlement par les pairs en vertu de l’expression de genre ou de l’orientation sexuelle en milieux scolaires franco-ontariens. Double doctorate in Education Ottawa, ON: University of Ottawa; and Social Work Laval, Quebec: University of Laval. (SSHRC Funded; Nominated for a University of Ottawa Award)
Cheechoo, Keri-Lynn. (2015-2019). (Re)Stor(y)ing “Canadian” Histories: Reproductive (In)Justice and Indigenous Women. Ottawa, ON: University of Ottawa. (SSHRC Funded; Queen’s Indigenous Doctoral Pre-Fellowship Award; Winner of the Canadian Association of Curriculum Studies Dissertation Award, 2020)
Ausman, Tasha. (2014-2017). Contested Subjectivities: Love, Hating, and Learning Mathematics. (Funded by OGS). Ottawa, ON: University of Ottawa.
Forte, Rita. (2011-2017). Understanding Critical Peace Education: A Case Study of a Moroccan School. Ottawa, ON: University of Ottawa.

Sardina, A. (2020-2022). Enacting a Black Excellence and Antiracism Curriculum in Ontario. Ottawa, ON: University of Ottawa. (SSHRC Funded)
Gladu, Jessica. (2018-2020). Living A Cosmopolitan Curriculum: Civic Education, Digital Citizenship and Urban Priority Schools. Ottawa, ON: University of Ottawa.
Lagarde, Natasha. (2015-2017). Indigenous Worldviews: Teachers' Experience with Native Studies in Ontario. Ottawa, ON: University of Ottawa.
Kaia’tano:ron, Brant, Kiera. (2015-2017). ‘But How Does This Help Me?’: (Re)Thinking (Re)Conciliation in Teacher Education. Ottawa, ON: University of Ottawa. (SSHRC Funded; Winner of the Canadian Association of Curriculum Studies MA Cynthia Chambers Thesis Award; Nominated for University of Ottawa Prize)
Larock, Chelsea. (2015-2017). On Becoming a Writer: Collected Stories. Ottawa, ON: University of Ottawa. (Nominated for the Canadian Association of Curriculum Studies MA Cynthia Chambers Thesis Award)
Kom, Brian. (2010-2013). Tuning in to a Hit Parade Pedagogy. Ottawa, ON: University of Ottawa.
Ausman, Tasha. (2010-2012). Indian Diasporic Films as Quantum (Third) Spaces: A Curriculum of Cultural Translation. Ottawa, ON: University of Ottawa.
Gluska, Virginia. (2007-2011). Fiddling with a Culturally Responsive Curriculum. Ottawa, ON: University of Ottawa.
Cuillerier, Katrine. (2008-2010). Framing Curriculum of Queered Performance(s): Problematizing the Language of “Tolerable” Queerness within Mainstream Classrooms. Ottawa, ON: University of Ottawa.
Galvin, Katherine. (2007-2009). Environmental Education from a Postcolonial Perspective: Analyzing the influence of UNESCO’s discourse on the Ontario elementary science curriculum. Ottawa, ON: University of Ottawa. (Funded by OGS)

Mashael, Alfaiz. (2023). Examining Saudi International Students’ Linguistic, Cultural, and Identity Experience in Canada: A Narrative Research Study. Ottawa, ON: University of Ottawa.
Ward, J. (2023). Nòswàhanà-n Wìsakedjàk of Indigenous Elders’ Knowledge of Disabilities, Learning Disabilities, and Dyslexia. Ottawa, ON: University of Ottawa.
Cloutier, Geneviève. (2022). Re-performing Art/Re-search (T)here. Ottawa, ON: University of Ottawa.
Wendzich, Tessandra. (2022). Food for thought: P/PM 150’s implementation in Ontario. Ottawa, ON: University of Ottawa.
Jobel, Janna. (2022). A Phenomenological Inquiry into High School Teachers’ Lived Experiences of Social Emotional Learning. Ottawa, ON: University of Ottawa.
Gani, Rapheal. (2022). Whose Francophone Perspectives? Inquiring into the History, Meanings and Implementation of an Alberta Social Studies Curriculum Mandate. Ottawa, ON: University of Ottawa.
Grant, Nichole. (2022). Reconfiguring Antiracism: Cyborgs, Response-ability, and Canada’s Parliament Hill. Ottawa, ON: University of Ottawa.
Currie, Mark. (2021). Cracking the Colonial: (Re)Creating Antiracist Sociohistorical Geographies. Ottawa, ON: Université of Ottawa.
James, Catherine. (2020). Paying Lip Service to Education: An investigation of teacher candidates’ perceptions of 21st century learning. Ottawa, ON: Université of Ottawa.
Bergen, Jennifer. (2020). Looking inward versus looking outward: Experiences of White teacher candidates encountering civic education, social justice, and anti-racist pedagogy in two Canadian teacher education programs. Ottawa, ON: Université of Ottawa.
Valeri, Aleisha. (2020). Educating About/For Food Security Through Environmental Education: A Qualitative Study of Teacher Education Programs in Ontario. Ottawa, ON: Université of Ottawa.
Sabra, Houda. (2020). Cracking the conventional: Journeying through a bricolage of multiliteracies in an international languages school in Canada. Ottawa, ON: Université of Ottawa.
Tateishi, Douglas. (2019). What Happened to Antiracist Education? The 1993 Antiracism and Ethnocultural Equity Educational Reform in Ontario School Boards. Ottawa, ON: Université of Ottawa.
Isacsson, Katherine. (2019). A bridge to Nowhere: Experiences of the Transition from High School to Adult Life for Young Adults with Intellectual Disabilities in Ontario. Ottawa, ON: Université of Ottawa.
Campbell-Ghazinour, Ashley. (2019). Be/Longing to Places : The pedagogical possibilities and his/her/stories of shifting cultural identities. Ottawa, ON: Université of Ottawa.
Shehzad, K. Ghani. (2019). Role of Learning Management Systems for Formative Assessment in Higher Education. Ottawa, ON: Université of Ottawa.
Simoes Fortes, Lilia Alexandra (2018). Expérience internationale et transformations identitaires: le cas de doctorants brésiliens au Canada. Ottawa, ON : Université of Ottawa.
Nadon, Catherine (2018). Recherche développent d’un modèle didactique de l’enseignementapprentissage de l’expérience esthétique de l’art postmoderne dans le cadre de la formation en arts visuels au collégial. Ottawa, ON: Université of Ottawa.
Furo, Annette. (2017). Decolonizing the Classroom Curriculum: Indigenous Knowledges, Colonizing Logics, and Ethical Spaces. Ottawa, ON: University of Ottawa.
Spector, Noah. (2017). Collaboration between professional cultures: An investigation of families’ experiences of inter-agency, collaborative mental health care. ON: University of Ottawa.
Comber, Julie. (2016). North Rupununi Wildlife Clubs: Makushi Amerindians’ Perceptions of Environmental Education and Positive Youth Development in Guyana. Ottawa, ON: University of Ottawa.
Cafley, Julie. (2015). Leadership In Higher Education: Case Study Research of Canadian University Presidents with Unfinished Mandates. Ottawa, ON: University of Ottawa.
Francis, Andrew. (2015). Paths of Becoming: A hermeneutic phenomenological inquiry into teacher candidate professional self-understanding. Ottawa, ON: University of Ottawa.
Glithero, Lisa. (2015). Exploring the Development of Student Agency from the Perspective of Young Canadian Eco-Civic Leaders. Ottawa, ON: University of Ottawa.
Smith, B. (2015). The Making of Our Home and Native Land: Textbooks, Racialized Deictic Nationalism and the Creation of the National We. Ottawa, ON: University of Ottawa.
Yazdanian, Shenin. (2015). Body-Image-Text: Exploring Female Adolescents on Facebook and Concurrent Identity Formation (CIF). Ottawa, ON: Université of Ottawa.
Boucher, Michelle. (2015). Le Care et L’éthique du care chez les directions d’écoles élémentaires de langue française diversifiées en Ontario. Ottawa, ON: Université of Ottawa.
Gélinas Proulx, Andréanne. (2014). Modèles hypothétiques de la compétence et d’une formation interculturelles pour des directions et future directions d’école de langue française au Canada. Ottawa, ON: Université of Ottawa.
Rottmann, Jennifer. (2014). Beyond the last page: Understandings of Teachers’ Experiences in Book Clubs and Pedagogical Links. Ottawa, ON: University of Ottawa.
Alvi, Saba. (2013). Voguing the Veil: Exploring an Emerging Youth Subculture of Muslim Women Fashioning a New Canadian Identity. Ottawa, ON: University of Ottawa.
Parris, Sandra. (2013). Encouragement, Enticement, and/or Deterrent: A Case Study Exploring Female Experience in a Vocational Education Training (VET) Initiative in Northern England. Ottawa, ON: University of Ottawa.
Sarwar, Gul Shahzad. (2012). Comparing the effect of reflections, written exercises, and multimedia instructions to address learners’ misconceptions using structural assessment of knowledge. Ottawa, ON: University of Ottawa.
Mosimakoko, Botsalano T. (2011). The Discourse of Participation: A Poststructural Study of Teachers’ Involvement in the Implementation of an Educational Reform Initiative. Ottawa, ON: University of Ottawa.
Olson Haper, Anita. (2011). Domestic Violence in Aboriginal Communities: A Context for Resilience in Aboriginal Epistemologies. Ottawa, ON: University of Ottawa.
Shahzad, Farhat. (2010). The War on Terror: Making of collective memory by Young Canadian People. Ottawa, ON: University of Ottawa.

MacDonald, Michelle. (2023, July). Want to do so Much More, but I Just do not Know What to do: Intermediate Teachers’ Interactions with the Outdoors in Winter. Peterborough, Ontario: Trent University.
Purton, Fiona. (2023, April). “Under the guise of change, but not with the intent of change”: Relationship Repair and Renewal in a Mandatory Indigenous Education B.Ed. Course. Toronto, Ontario: University of Toronto.
Martinello, C. S. (2022, November). Archaeology Education in Ontario: A Relational Inquiry of Indigenous Museums and Artifacts. Toronto, Ontario: York, University.
MacDonald, Jennifer. C. (2022, July). Wayfinding for the Continuation of Life: A Curriculum Inquiry to Enrich Experiences and Renew Relations in Outdoor Education. Calgary, Alberta: University of Calgary.
Wainwright, Richard. (2022, January). Ontological Play: Reinventing (Machinic) Arts Based Research in the Posthuman Era. Victoria, British Columbia: University of Victoria.
Markramalla, Mona. (2021, March). Women Teaching Women: Perspectives of Caritas Egypt Adult Literacy Educators on Their Work and Literacy. Montreal, Quebec: McGill University.
Needham, Brandon H. W. (2021, February). Critical Action Research: How One School Community Lives Out the Truth and Reconciliation Commission’s Call to Action. Regina, Saskatchewan: University of Saskatchewan.
Lam, M. A. (2021, January). Friendly Manitoba? A Brandon Case Study on Welcoming Newcomers Outside the Big City. Winnipeg, Manitoba: University of Manitoba.
Stevens, S. (2021, January). Collaborating in the Electric Age: [onto]Riffological Experiments in Posthumanizing Education and Theorizing a Machinic Arts-Based Research. Victoria, British Columbia, University of Victoria.
Steyn, S. (2020, December). Currere as Deracialisation: An autobiographical introspection by a White South African teacher in post-apartheid South Africa. Stellenbosch, South Africa: Stellenbosch University.
Downey, Adrian. (2020, August). Political Pedagogies of Death: Speculating New Curricular Futures. Fredericton, New Brunswick: The University of New Brunswick.
Duggal, Abhilasha. (2019, October). Enacting Equity Policy: A Case Study of Teachers’, Vice Principals’ and Principals’ Perspectives in Three High-Poverty Elementary Schools in Ontario, Canada. London, Ontario: Western University.
Despres-Bedward, Antoine. (2019, August). Exploring Online Engineering Education as Sustainable Development: Reconceptualizing Curriculum at Scale. Toronto, Ontario: University of Toronto.
Abdou, Ehaab Dyaa. (2019, January). How young Egyptians’ interactions with Egypt’s master historical narrative shape their social identities and civic attitudes. Montreal, Quebec: McGill University.
Glover, Noel. (2018, September). Portraits in Development: The Science, Art, and Philosophy of Creating What is Found. Toronto, Ontario: York University.
Sobulis, T. Helena. (2018, July). Longing to Belong: A Phenomenological Inquiry into Reflections of a Cross-Cultural Childhood. Perth, Australian: Curtin University.
Jo-Anni, Joncas. (2018, March). La justice aux études supérieures : l’incidence du contexte d’études sur la réalisation de la carrière scolaire de femmes autochtones universitaires. Québec, Québec: Université Laval.
Chimbganda, Taponeswa. (2017, January). Privileged Space: Psychoanalytic Paradigms for Social Justice in Pedagogy. Toronto, Ontario: York University.
Scott, David. (2016, March). Engaging Aboriginal Perspectives in the Alberta Social Studies Classroom: A Sociocultural Investigation into Conceptual Possibilities and Teacher Beliefs. Calgary, Alberta: University of Calgary.
Arthur, Chris. (2016, February). The Ethics of Entrepreneurship and Financial Literacy Education: A Security and Freedom for the Other. Toronto Ontario: York University.
Ingersoll, Maria. (2014, May). Leaving Home, Teaching Abroad, Coming Home: A Narrative Journal of International Teaching. Kingston, Ontario: Queen’s University.