Authors and Contributing Writers
Authors
Shelley Hasinoff, PhD, has been an educator for over 30 years at all levels and in three Canadian provinces. She has been a resource teacher, a coordinator for gifted and talented students, a faculty associate in the Middle Years program at the University of Manitoba, a principal of a private school, and an Assessment and Evaluation Consultant and Coordinator of the Independent Education Unit for Manitoba Education and is currently an independent education consultant. She co-authored Slices of Life: Managing Dilemmas in Middle Grades Teaching: Cases for Professional Development with David Mandzuk, as well as a number of articles in academic journals. Dr Hasinoff and her husband, Brian, live in Winnipeg. They have a son, Sam, and a daughter, Amy.
David Mandzuk, PhD, taught in the public school system in Winnipeg for 20 years. In 2000 he joined the Faculty of Education at the University of Manitoba as an assistant professor in Middle Years education, in 2003 he was appointed Associate Dean (Undergraduate Programs), in 2006 he became an Associate Professor, and in 2013 he was appointed dean of the faculty. He has published widely in national and international journals, he co-authored Slices of Life: Managing Dilemmas in Middle Grades Teaching: Cases for Professional Development with Shelley Hasinoff, and he is the chair-elect of the International Council on Education for Teaching (ICET). Dr Mandzuk lives in Winnipeg with his wife, Lynda, and their two daughters, Jayne and Andrea.
Contributing Writers
Sandra Bruneau, EdD, is the Executive Director of ABCDE (Association of BC Deans of Education) and has long experience in teacher education, first as an administrator in UBC’s Faculty of Education and then as Associate Dean of Education, University College of the Cariboo (now Thompson Rivers University) in Kamloops, BC. Since the 1970s Dr Bruneau has been active in the Canadian Philosophy of Education Society (CPES). She presents regularly at education conferences on topics such as critical thinking, teacher education, moral education, and teacher courage. She writes poems and short stories about education and is an advocate for using poetry and stories in teaching educational foundations to prospective and experienced teachers. In 2013 CPES presented her with the organization’s Award for Distinguished Service.
Theodore Michael Christou, PhD, is an Assistant Professor at Queen’s University. He began his academic career at the University of New Brunswick in 2009. His teaching and research pertain to the history and philosophy of education. Before beginning his doctoral studies, he worked as a teacher in the Toronto and Durham District School Boards. He is the author of The Problem of Progressive Education (University of Toronto Press, 2012), a historical consideration of Ontario’s educational history, and of An Overbearing Eye (Hidden Brook Press, 2013), a book of verse and short fiction. Dr Christou is also the co-editor (with Shawn Michael Bullock) of Foundations in Teacher Education: A Canadian Perspective (Canadian Association for Teacher Education).
Kurt Clausen, PhD, has been a member of the Faculty of Education at Nipissing University since 2001, and is past chair of Graduate Studies at that institution. Specializing in foundations of education, he has also taught educational administration and curriculum development at the University of Ottawa, and History/Humanities courses at McGill University and Dawson College. Presently writing a book on Ontario’s educational history, he has published widely on foundational areas of education and spoken nationally and internationally on the subject. Dr Clausen has been editor of the Canadian Journal of Action Research since 2003 and has promoted increased recognition of teachers as professionals.
Anne-Marie Dooner, PhD, has been an educator in the public school system for 10 years. She has taught both single-grade and three-year multi-age classroom communities in French Immersion Middle Years settings, and has been a vice principal in both Middle and Senior Years schools. The title of her dissertation, Caring Teacher–Student Relationships and the Influence of Teachers’ Identities: A Grounded Theory Approach reflects her research interests in teachers’ authority and teacher-student relationships. She has also worked as a registered nurse specializing in blood cancers, as well as a stained glass artist, designing and creating windows. She lives in Winnipeg with her husband, Peter, and their children, Michael, Thomas, Patrick, and Hannah-Mary.
Michelle Forrest, PhD, is an Associate Professor at Mount Saint Vincent University in Halifax. She began her career as a classically trained singer who performed in eastern Canada, London, England, and in Moscow during the Soviet era. She completed her BEd at Dalhousie University and taught English and Drama for seven years in Nova Scotia public and independent high schools. Dr Forrest brings her experience as a working artist to her writing in philosophy of education, focusing on performance and the role of chance in collaboration. Her other research interests include controversy in education, the place of the arts in teaching students to be critical, and feminist perspectives on the philosophy of education.
William Hare, PhD, is Professor Emeritus at Mount Saint Vincent University in Halifax. His research and teaching have focused on philosophy of education, particularly the ideal of open-mindedness and the nature of good teaching. He has published numerous journal articles and books, including Open-mindedness and Education (1979), In Defence of Open-mindedness (1985), Attitudes in Teaching and Education (1993), and What Makes a Good Teacher (1993). His most recent work (co-edited with John Portelli) is Philosophy of Education: Introductory Readings (fourth edition, 2013). Dr Hare served as President of the Canadian Philosophy of Education Society (CPES) from 1984 to 1986 and received the CPES Distinguished Service Award in 2004.
Melanie D. Janzen, PhD, is a graduate of the University of British Columbia. Her dissertation received the Outstanding Dissertation Award from the Qualitative Research Special Interest Group of the American Educational Research Association. Currently, she is the Director of the School Experiences Office and an Assistant Professor in the Faculty of Education at the University of Manitoba. Dr Janzen’s research, published nationally and internationally, focuses on ideas of teacher becoming, teacher identity, and teacher responsibility, specifically in regard to the ethical responsibilities integral to being a teacher. As a former classroom teacher and learning support teacher, she enjoys working with students, teachers, and school leaders in both university and public school settings.
Luanne Karn, MEd, has worked in the field of education in Ontario and Manitoba for over two decades. After completing her BA in Sociology and Women’s Studies at the University of Toronto, she worked as a coordinator and advocate developing community-based adult education programs in downtown Toronto. She completed her Bachelor of Education at the University of Toronto (OISE) and her Master’s of Education at the University of Manitoba. She has worked as a classroom teacher in vocational and special education settings and is currently working as a resource teacher at the secondary school level in Manitoba. She and her partner, Heather, live in Winnipeg with their daughter, Anna Elizabeth.
Donald Kerr, PhD, is an Associate Professor and Chair of the Department of Professional Development in Education in the Faculty of Education at Lakehead University in Thunder Bay. He has taught in faculties of education at the University of British Columbia, the University of Calgary, and the University of Victoria. He is a former secondary mathematics teacher, with experience teaching in both alternative-educational programs and traditional high schools; more recently, he has served as a trustee of the Lakehead District School Board. Dr Kerr has published nationally and internationally on topics in philosophy of education and on teaching philosophy of education.
Helen Raptis, PhD, began teaching in 1985 after earning a BA (in French Language and Literature) and a British Columbia Teaching Certificate. She earned an MEd in 1991, and a PhD in 2001. She is currently an Associate Professor at the University of Victoria. An award-winning educator, she has taught at the elementary, secondary, and post-secondary levels in Australia, Canada, France, and the United States. She has held a number of SSHRC grants, most recently for a historical investigation of the integration experiences of Aboriginal children and teachers in northern British Columbia from 1949 to 1969. Dr Raptis has published widely on historical and contemporary questions pertaining to minority and Indigenous education, education policy, and effective schools.
Alan Sears, PhD, is a Professor of Social Studies Education in the Faculty of Education at the University of New Brunswick. His research and writing are in the areas of citizenship education, teacher education, educational history, and policy studies in education. He is currently principal investigator on an SSHRC project designed to map how young people in Alberta and the Maritimes conceptualize democratic participation and is a co-investigator on a similar project looking at how young people and teachers conceptualize diversity in Canada. Dr Sears is Editor of the journal Citizenship Teaching and Learning and co-editor of the recent book Globalization, the Nation-State and the Citizen: Dilemmas and Directions for Civics and Citizenship Education published by Routledge.
Shirley Van Nuland, PhD, joined the University of Ontario Institute of Technology (UOIT) in 2005 after many years of experience in various positions as a teacher and principal in Ontario’ elementary and secondary schools, an education officer with the Ontario Ministry of Education, a sessional instructor at several universities, and an Assistant Professor at Nipissing University. While at Nipissing, she was presented the Chancellor’s Award for Excellence in Teaching (2004). She also received the 2012 Publications Award and the 2013 Service Award from the Canadian Association of Foundations of Education. Currently Dr Van Nuland teaches in the Bachelor of Education program at UOIT. Her research focuses on codes of conduct, Charter issues, and teacher and teacher candidate development.
Andrew Volk, MEd, completed his first degree at the University of Winnipeg in 2004 and completed his Master’s of Education on educational bureaucracy at the University of Manitoba in 2014. He worked as a substitute teacher before being hired as a Teacher-Librarian in an elementary school, where he also ran enrichment and technology programs. He is currently a full-time Middle Years teacher and a part-time instructor in the Faculty of Education at the University of Winnipeg. He has published in the University of Winnipeg’s Student Anthology and in the proceedings of the University of Manitoba’s Education Graduate Student Symposium. He lives with his wife and son in Winnipeg.
Diane Wishart, PhD, has been teaching in the Department of Educational Policy Studies in the Faculty of Education at the University of Alberta in Edmonton since 2006. In 2009, her book called The Rose That Grew from Concrete: Teaching and Learning with Disenfranchised Youth was published by the University of Alberta Press. This book documents her experiences teaching disenfranchised urban youth who dropped out of school and then became more engaged in their education in an alternative high school setting. Dr Wishart has also published in national and international journals and has presented widely at academic and professional conferences. She lives in Edmonton with her husband, Steven, her daughters, Frances and Sydney, and her son, Alec.