Marie-Hélène Brunet is Assistant Professor in social science and history education at the Faculty of Education of the University of Ottawa since August 2018. Her doctoral thesis focused on the understanding of women’s history by Quebec high school students. She also holds a master’s degree in history. Her research interests relate primarily to history teaching, citizenship education, teacher education, and both history of education and women’s history. Drawing on the concept of historical agency, her current research focuses on the use of historical fiction in the classroom and its potential for understanding asymmetries of power. She is also interested in the use of a pedagogy of discomfort in order to question power relations and more particularly unequal gender representations.
Dr. Michael Cappello is an Associate Professor in the Faculty of Education, University of Regina. As an anti-racist educator, Michael’s work focuses on identifying the racism and colonialism inherent in educational systems while working toward anti-racism, reconciliation, and decolonization. His current research investigates how stakeholders integrate Indigenous perspectives into K-12 policies and practices, and the role of school administrators in meaningfully supporting reconciliation in schools.
Dr. Theodore Christou is a Professor of Social Studies and History Education at Queen’s University. He is the Associate Dean of Graduate Studies and Research in the Faculty of Education with Cross-Appointments to the Departments of History and Cultural Studies. Theodore is a poet, authoring several books in poetry. He is active in the service of the Canadian Foundations of Education and he is the past editor of multiple journals, including the Canadian Journal of Education, the Journal of the Canadian Association of Curriculum Studies, and Antistasis.
Marc-André Ethier, PhD professeur au Département de didactique, Faculté des sciences de l’Éducation, Université de Montréal collabore en général avec Lefrançois. Les grands conseils de la recherche ont financé ses recherches sur le matériel didactique et les programmes d’études, le développement, par les élèves, des compétences liées à la pensée historienne et à l’AC, ainsi que la nature des compétences disciplinaires des enseignants en exercice et leur transposition en classe. Avec Boutonnet, Demers et Lefrançois, il pilote une recherche (CRSH) sur la façon dont les élèves utilisent le matériel didactique (incluant les jeux vidéos sérieux) et les effets de cet usage sur le développement de la pensée historienne et de l’AC. Il est rédacteur en chef de la Revue des sciences de l’Éducation.
Dr. David Lefrançois is a professor of Education Sciences (Université du Québec en Outaouais). His research and publications examine school program content and the methods used to teach and assess learning in elementary and secondary social sciences teaching.
There is also: https://uqo.ca/accueil/fiche/david-lefrancois
Dr. Gabrielle Lindstrom (nee Weasel Head) is a member of the Kainaiwa Nation which is a part of the Blackfoot Confederacy. Her teaching background includes instructing in topics around First Nation, Métis and Inuit history and current issues, Indigenous Studies (Canadian and International perspectives), Indigenous cross-cultural approaches, and Indigenous research methods and ethics. Her dissertation research focused on the interplay between trauma and resilience in the postsecondary experiences of Indigenous adult learners. Other research interests include meaningful assessment in higher education, Indigenous homelessness, intercultural parallels in teaching and learning research, Indigenous lived experience of resilience, Indigenous community-based research, parenting assessment tools reform in child welfare, anti-colonial theory and anti-racist pedagogy. As educational development consultant for Indigenous ways of knowing, Dr. Lindstrom works closely with the Taylor Institute and vice-provosts of teaching and learning and Indigenous engagement to advance Indigenous ways of knowing in campus teaching and learning communities, cultures and practices.
Dr. John Sutton Lutz is a professor in the History Department at the University of Victoria with a research focus on Pacific Northwest from the 1770s to the 1970s, a keen in interest in digital tools and a passion for teaching. He is a founding co-director of the Great Unsolved Mysteries in Canadian History project.
Dr. Michael Marker (Arapaho) is an Associate Professor in the Department of Educational Studies at the University of British Columbia and the Director of Ts”kel First Nations Graduate Studies. He has published essays, journal articles, and book chapters on the ethnohistory of Aboriginal education, the politics of Indigenous knowledge, racism, and traditional ecological knowledge applied to Indigenous leadership in the Coast Salish territory. He helped to develop the Lummi high school and started the Oksale Teacher Education program at Northwest Indian College. He received a Killam research award and was a featured photographic artist in the exhibition “Our Home and Native Land” at the Liu Institute for Global Issues.
Dr. Heather McGregor is an Assistant Professor of Curriculum Theory in the Faculty of Education at Queen’s University. Her research and publishing portfolio spans the fields of Arctic and Indigenous education, historical thinking and historical consciousness, and teaching history in the Anthropocene. Whatever her focus, Dr. McGregor maintains a commitment to, and curiosity about, decolonizing approaches to teaching, learning and research.
Dr. Lorna R. McLean is a full professor in the Faculty of Education at the University of Ottawa. Her research interests include historical representations of citizenship and global citizenship education, gender, peace education, and pedagogy for teaching history.
Ian McKay, Ph.D. (Dalhousie), F.R.S.C., L.R. Wilson Chair of Canadian History, has taught at McMaster University since 2015. His books look at tourism and history, militarism and commemoration, liberalism and neoliberalism, and the Canadian and global history of social justice movements. He directs the Wilson Institute for Canadian History, which is committed to rethinking Canadian history in a transnational framework.
Dr. Nicholas Ng-A-Fook is a Professor of Curriculum Theory at the University of Ottawa. His research specializes in life history and curriculum studies. He draws on life writing research (autobiography, ethnography, oral history, and narrative inquiry) to collaborate on different educational history projects Indigenous and first-generation immigrant communities. He is committed toward addressing the 94 Calls to Action put forth by the Truth and Reconciliation Commission in partnership with the local Indigenous and school board communities. He has co-published several award-winning books such as, but not limited to: Oral History and Education: Theories, Dilemmas, and Practices. He currently hosts the Fooknconversation podcast, where he interviews colleagues about their scholarly work in relation to their lived experiences inside and outside of our university classrooms and research.
Dr. Kevin O’Neill has a background in Learning Sciences, and has been working with Vancouver-area history teachers on classroom-based research for nearly two decades, primarily in relation to technology-enhanced history curriculum. A primary goal of this work has been improving students’ epistemological conceptions in the domain of history.
Dr. Jennifer Pettit is the Dean of Arts and Professor of History and Indigenous Studies at Mount Royal University. Jennifer’s research interests are concerned primarily with education and government policy for Indigenous peoples and land-based learning. She is also a research director for the Great Unsolved Mysteries in Canadian History project, recipient of the Pierre Berton Award.
Ingrid Mara Robinson is an Assistant Professor in the Faculty of Education at St. Francis Xavier University. She teaches undergraduate and graduate level courses in the areas of Social Studies education and educational leadership and administration. Her research interests include culturally relevant pedagogy, Indigenous educational leadership, and Social Studies education.
Dr. David Scott’s research investigates how educators interpret and pedagogically respond to new curricular mandates including recent directives to engage Indigenous perspectives and historical experiences, as well as that of Francophone communities. In undertaking this work, he has sought to understand the historically constituted and culturally situated interpretive lenses that guide teachers’ beliefs and practices.
Dr. Jennifer Tinkham is currently an Assistant Professor of Social Studies Education at Acadia University. She has published several journal articles and book chapters about Mi’kmaw education in Nova Scotia, counter-narratives in Canadian history and rural school closures. Jennifer is a former elementary teacher and has been working in Social Studies Teacher Education since 2006.
Dr. Jennifer Tupper received her Bachelor of Education in 1994, and her PhD in 2004 from the University of Alberta. She earned an MA in Education from the University of British Columbia in 1998 with a focus on Curriculum Studies. She has been a high school teacher in Edmonton, a curriculum consultant in Alberta and Saskatchewan, a teacher educator, an associate dean and dean at the University of Regina, and is currently Dean at the University of Alberta. Her research in citizenship education, treaty education, and anti-colonial education has been broadly shared and taken up by educators around the world.
Dr. Lee Windsor holds the Fredrik S. Eaton Chair in Canadian Army Studies at the University of New Brunswick at the Gregg Centre for the Study of War and Society. He works alongside Cindy Brown and Blake Seward on the Gregg Centre’s War and the Canadian Experience Teachers Professional Development Program.
Dr. Paul Zanazanian is an Associate Professor in the Department of Integrated Studies in Education at McGill University. His research focuses on examining the links between historical consciousness and the construction of knowledge, history practitioners’ social and pedagogical positioning; and issues of identity, agency, and community development and vitality.