Executive members 2017-2018:
Kathy Sanford (UVictoria) – President
Kathy Sanford is a Professor in the Faculty of Education at the University of Victoria in British Columbia, Canada. Her research interests include issues of gender, gender and pedagogy/assessment. She also researches in the areas of new literacies and technologies, learning through videogames, ePortfolios, non-formal education, and teacher education. Kathy has been involved with CASWE since 2000, when she co-hosted the Institute, and she held the office of CASWE president from 2001-2003.
Ruth Kane (University of Ottawa) – President -Elect
Full Professor at the Faculty of Education, University of Ottawa, Ruth Kane has worked in Teacher Education in New Zealand and Australia before moving to Canada in 2006 as Director of Teacher Education. Her research interests focus on Teacher Education, beginning teacher induction and student voice, particularly as related to urban schools. Ruth has lead a number of national (NZ) and provincial (Ontario) research studies and is currently part of the team evaluating New Zealand’s postgraduate teacher education programmes (2014-2017). She was recently awarded a five-year SSHRC grant to investigate the development of mobile media spaces for civic engagement in urban priority schools.
Lisa Starr (McGill) – Past President and Canadian Journal of Education Representative
Lisa Starr is a former secondary school teacher, she received a Master of Arts degree in administration and supervision while working overseas. Her teaching career led her from Canada to Pakistan, Kuwait and Mongolia and created a passion for the study of the relationship between identity and culture, particularly in relation to educational effectiveness and school leadership. Of critical importance to her practice as an educator is the facilitation of opportunities to challenge thinking around three questions: What are we doing? Why do we do what we do? How can we do the things that we do better? She is a faculty member at McGill University in the Department of Integrated Studies in Education. Her interest in women in education is driven by her experiences as a mother and academic and in contributing to an ongoing dialogue about the importance of women and gender in the development of teaching identity. She can be reached at email@example.com or via twitter @ljstarr
Laurie Hill (St. Mary’s University) – Co-Director of Programming
I have been a member of CASWE since 2001. Prior to a recent move toSt. Mary’s University in Calgary, I served as a CASWE Ambassador at the University of Calgary, Werklund School of Education where I taught in the Bachelor of Education Program. As well as acting as CASWE Ambassador with my colleague Dr. Tonya Callaghan for three years, I have also served as Secretary for CASWE during the past two years and have acted as a reviewer of member proposals for many CASWE conferences. As a ‘member at large’, I would like to continue to work towards ensuring that diverse needs, interests, and voices are heard in the ongoing revitalization and expansion of CASWE. I believe that that there is renewed public interest presently in issues related to women in education, gender identity, and sexuality and that CASWE can contribute to this conversation in meaningful ways. I would be honored to work with other members of CASWE to support issues that benefit the association as a whole.
Hong Fu (U Victoria) – Co-Director of Programming
- Profile to follow
Nicola Walker (U Victoria) – Director of Communication
- Profile to follow
Andre Grace (UAlberta) – QSEC President
Dr. Grace is Canada Research Chair in Sexual and Gender Minority Studies (Tier 1) and Professor and Faculty Director at the Institute for Sexual Minority Studies and Services (www.ismss.ualberta.ca) in the Faculty of Education, University of Alberta. His most recent book is Growing into Resilience: Sexual and Gender Minority Youth in Canada (University of Toronto Press, 2015). In 2014 he received the American Association for Adult and Continuing Education Cyril O. Houle Award for Outstanding Literature in Adult Education for his book Lifelong Learning as Critical Action: International Perspectives on People, Politics, Policy, and Practice (Canadian Scholars’ Press, Toronto, 2013). Dr. Grace believes in keeping research and advocacy in dynamic equilibrium. He uses findings from research funded by the Social Sciences and Humanities Research Council of Canada to inform youth programming, including Camp fYrefly (www.fyrefly.ualberta.ca), a national leadership retreat for sexual and gender minority youth that he co-founded in 2004. His research also informs the Comprehensive Health Education Workers project (www.chewproject.ca)—funded by the Alberta Community HIV Fund—that he currently operates as intervention and outreach focused on meeting the sexual and mental health needs of youth participants. His email is firstname.lastname@example.org.
Lynn Thomas (USherbrooke) – Director of Finance
A graduate of the University of British Columbia, Dr. Lynn Thomas has been teaching at the Université de Sherbrooke in Sherbrooke, Quebec for the past twelve years where she is a full professor and coordinator of the undergraduate and graduate programmes in TESL, and coordinator of internships in the Master’s of Education programme. Previous to this position, she was director of the School of Education at Bishop’s University. She was a member of the executive of the Canadian Association for Teacher Education (CATE) for eight years, holding the positions of communications director, vice president, president and past president. During her time on the executive of CATE, Lynn participated in the redesign of the graduate awards to recognise new research in the field of teacher education and also chaired the committee that created the new lifetime achievement award for research in teacher education. In the role of past president she has organised working conferences on research on Teacher Education in Canada for the past three years, leading to two publications of collected chapters written by participants, with a third volume to appear this spring. Lynn is currently a member of the Collectif CLÉ, an international research group that studies reading and writing across the curriculum, in one or more languages and at all stages of schooling. Lynn is fluently bilingual in English and French, and her research interests include literacy in second languages, the development of professional identity in teachers, and self-study of teacher education practices.
Jessica Prioletta (McGill) – Director of Membership
Jessica Prioletta is a first year doctoral student in the Social Justice Education and Women and Gender Studies program at the University of Toronto. She completed her master’s degree in Education and Society and Women and Gender Studies at McGill University. Her master’s thesis examines the effects of the Québec Education Program on teacher practice and preschool play, particularly as it pertains to gender. Her master’s work builds on her bachelor’s degree in Early Childhood and Elementary Education as well as her experiences as a preschool teacher. As a research assistant at McGill University she has also done other gender related work such as examining Canadian youth voices online as well as assisting in a gender training project in Ethiopia. For her doctoral research she is interested in examining the relationship between gender-based violence and play-based learning in the kindergarten classroom. Jessica has recently joined CASWE as the Graduate Student Representative for the CASWE institute where she will coordinate and liaise with other graduate students in making recommendations to the CASWE membership about how graduate members can be included and supported by CASWE activities. Jessica can be contacted at email@example.com
Caroline Riches (McGill)- Member at Large
My research is focused on teacher education program design, innovation and efficacy, indicators of success in novice teacher practice, and teacher professional development. My current work includes a MELS funded project entitled ‘Professional Competency
Development and Transfer of Knowledge: Preparing the Next Generation of Cooperating Teachers’ and a longitudinal project investigating the impact of our teacher education program on newly graduated teachers in the field, both with Fiona Benson. I am also interested in issues of second language and bilingual education as they relate to the social and political contexts of Quebec and Canada. Caroline can be contacted at firstname.lastname@example.org.
Philippa Parks (McGill) – Graduate Student Representative
Philippa can be reached at email@example.com
- Profile to follow
Maggie McDonnell (McGill) – Graduate Student Representative
- Profile to follow