Christine Corso is a former public school teacher and current PhD candidate at OISE/University of Toronto. She is a Canada Graduate Scholar studying the impacts of COVID-19 on student motivation and engagement.
Claire Crooks is the Director of the Centre for School Mental Health and Professor in Education at Western University. She is a registered psychologist and researches effective, feasible approaches to preventing violence and promoting mental well-being among youth.
Kevin Lamoureux is a faculty member at the University of Winnipeg, an award-winning scholar, and a well-known public speaker. He has served as Associate Vice President for the University of Winnipeg, Education Lead for the National Centre for Truth and Reconciliation, and Scholar in Residence for several school divisions, and has consulted for governments and organizations across Canada. Lamoureux is committed to reconciliation and contributing to an even better Canada for all children to grow up in.
Kristina R. Llewellyn, PhD, OCT is Full Professor of Social Development Studies at Renison University College, University of Waterloo. An award-winning author, Llewellyn researches and teaches in the field of equity and education, with a focus on restorative justice, feminist theory, and history education.
Rasha Qaisi is a PhD student in Educational Studies focusing on social/cultural/political contexts of education. Rasha has been working on The Multiliteracies Project as a graduate research assistant for two years, and her research interests include multiliteracies, adult education, critical literacy, and social justice education.
Susan M. Holloway, PhD, is an Associate Professor in the Faculty of Education at the University of Windsor. She is the Principal Investigator on a current SSHRC Insight grant, and her research interests include multiliteracies, second language acquisition theory, content area literacy, adult education, and critical and feminist theory.
Tracy Vaillancourt is Full Professor and Tier 1 Canada Research Chair in School-Based Mental Health and Violence Prevention at the University of Ottawa. She is also the chair of the Royal Society of Canada’s working group on Children and Schools.
Lauren McNamara is a Research Scientist at the Diversity Institute at Ryerson University. Her work is focused on the dynamic role of children’s school-based relationships, particularly the ways in which they influence inclusion, equity, well-being, and school engagement. She is an Ashoka Fellow, an executive of the Ontario Healthy Schools Coalition, and a member of the Royal Society of Canada’s working group on Children and Schools.
Joe Barrett, EdD, is an Associate Professor at Brock University. His research and service duties are oriented around school health policy and health and physical education pedagogy.
Jeff Fitton is a passionate teacher who believes in the infinite capacity of his students and seeks to create innovative educational experiences. He is also a loving father and husband who enjoys reading, the outdoors, and volunteering.
Katie Attwell is an enthusiastic educator to English learners, and is currently a Department Head and teacher with the Halton District School Board. She is also the co-host of The EduGals podcast: a podcast dedicated to helping support educators as they navigate technology in the classroom.
Rachel Johnson is a passionate chemistry educator with over ten years of classroom experience, currently working as an Innovation Coach with the Halton District School Board. Rachel is also the co-host of The EduGals podcast: a podcast dedicated to helping support educators as they navigate technology in the classroom.
Nick Mann is a health, nutrition, and fitness coach, and the Founder of TeacherFit and StudentFit Advocate. The mission of both of these programs is to provide daily mental, emotional, and physical wellness programs to impact educators and their students. Find out more at: https://edcan.teacherfit.com and https://schools.teacherfit.com/advocate
Danna Thoma is the 2019 Johns Hopkins Social Innovation Lab Winner and a former Baltimore City Public School teacher turned founder of a global initiative to support the mental health and wellness of educators. Her organization, Happy Teacher Revolution, is on a mission to increase teacher happiness, retention, and professional sustainability by providing educators with the time and space to feel, deal, and be real about the social and emotional demands they face on the job.
James Speidel is Assistant Manager of Community Schools Partnership (CSP), Surrey Schools, B.C. James has been with CSP for seven years and has helped lead the department to develop after-school programming for various schools in the district.
Jennifer Plosz, MSc, has been working in education for 24 years, as a math coach and as a classroom teacher (both elementary and secondary). Having struggled herself with dyslexia, Jennifer is passionate about supporting and nurturing neurologically diverse students in mathematics, and is specifically interested in how to grow images in students’ minds for mathematical ideas.
Rola Koubeissy, PhD, is a postdoctoral fellow and instructor in the Département d’éducation et formation spécialisées at the Faculté des sciences de l’éducation at the Université du Québec à Montréal. She is interested in teachers’ professional development on issues related to diversity and social justice in the areas of education, intercultural pedagogy, critical pedagogy, and socio-academic integration of immigrant students in a multi-ethnic context.
Jennifer Markides, PhD, is a member of the Métis Nation of Alberta and Assistant Professor in the Werklund School of Education and the Faculty of Social Work at theUniversity of Calgary. Her research focuses on the experiences of youth post-disaster and enhancing Indigenous education in schools.
Shirley R. Steinberg , PhD, is the Werklund Research Professor of Critical Youth Studies at the University of Calgary. Her research examines equity, social justice, media and popular cultural literacy, and the cultural studies of youth. An advocate of youth activism and empowerment, she is the author of many books and articles about youth.
|Toronto International Women Film Festival – Best Documentary Director Award Winner 2021|
The Sage International Handbook of Critical Pedagogies
Shirley R Steinberg & Barry Down, Editors
London: Sage Publishing 2020
The Stigma of Genius: Einstein, Consciousness and Critical Education
Shirley R Steinberg, et al
New York: Peter Lang Publishing 2021
A History of Progressive Music and Youth Culture by Dennis Carlson
Shirley R. Steinberg, Editor
New York: Peter Lang Publishing 2020
Steinberg, S.R. (2020). “Exodus at home: a narrative introspection on what matters.” In Qualitative Research Journal. https://www.emerald.com/insight/1443-9883.htm
Steinberg, S.R. (2021). ‘Hopeful Provocations for a Dialogue with Critical Pedagogy.” In Academicus International Scientific Journal 12.24 (2021).
Steinberg, S. R. (2020). “On the Ground Literacies: Moderating with Media and Theatre to Embody Critical Pedagogy.” In: International Journal of Roma Studies. Vol 2, No 1 March 2020. https://www.hipatiapress.com/hpjournals/index.php/ijrs/article/view/5161
Steinberg, S. R (2021). “Chapter 1: The North American Notion of Youth: Creating a Transformative and Critical Youth Pedagogy for Leadership.” In Knapp, G. and Krall, H. (Eds). Youth Cultures in a Globalized World: Developments, Analyses and Perspectives. Cham,
Switzerland: Springer Publishing.
Toronto International Women Film Festival – Best Documentary Director Award Winner 2021
Northwest Fest (Edmonton) – Official Selection 2021
Screening Scholarship Media Festival (University of Pennsylvania) – Official Selection 2021
Docs Without Borders – Official Selection 2021
WRPN Women’s International Film Festival- Official Selection 2021
International Festival of Winter Cinema (Edmonton) – Official Selection 2021
Venice Short Film Festival – Semi-finalist 2021
The Impact Doc Awards –Award of Recognition 2021
Chicago Indie Film Awards – Semi-finalist 2021
Beyond the Curve International Film Festival (Paris) – Finalist 2020
Tokyo International Short Film Festival – Official Selection 2020
New York Independent Cinema Awards – Official Selection 2020Montreal Independent Film Festival- Honorable Mention 2020
Deborah L Butler has many years of teaching experience, particularly in supporting diverse learners in secondary and post-secondary settings. She is currently a Professor in the Faculty of Education at the University of British Columbia (UBC). At UBC, she had led the Faculty’s innovative inquiry-based programs designed to support educators interested in fostering self-regulated learning (http://ecps.educ.ubc.ca/human-development-learning-and-culture/hdlc-graduate-programs/concentration-in-self-regulated-learning-srl/ ). In her collaborative research with educational partners, she has studied how to support academic success by students with diverse learning needs in support and inclusive classrooms, how and why supporting self-regulated learning is so key to empowering learners, and how teachers can work together, in communities of inquiry, to construct practices that achieve positive outcomes for students. Since joining UBC in 1994, she has published two books and over 40 influential articles and book chapters, presented over 100 refereed papers at national or international conferences as well as 83 presentations to community groups, the public or government, and produced over 100 research reports for educational partners and/or government.