There are no postdoctoral fellowships sponsored by the Faculty of Education at this time.

 

September 2009 – August 2011

Colette A. Granger, PhD

Mentor: Prof. Rebecca Luce-Kapler

  

Dr. Colette Granger’s research explores oral, written and digital narratives of teacher candidates and graduate students in Queen’s Faculty of Education, and of undergraduates at the University of Toronto. Via personal narratives, collaborative researcher-student analyses of those narratives, and interviews, her study will examine how the demands of new academic settings, discourses and disciplines, and writing and research genres can disrupt learner self-concept. Additionally, she is looking at how narratives of learning and writing, and a co-constructed analysis of those narratives, can help individuals work through resistances to thinking critically about, and learning from, theory. The project will consider narrative’s potential to convey the dynamics that inform and are informed by learning experiences, with the aim of developing practices that undergraduate, graduate and professional programs can use to support learners in developing critical thinking skills.

 

Colette comes to Queen’s from York University where, in 2007, she defended her dissertation: an autoethnographic study of the phenomenon of silence in multiple arenas of education: desire in learner/teacher relationships; representations of sexuality in early-learning settings; teachers’ resistances to new technologies; and teacher education. That work received a Dissertation Award of Excellence from the Canadian Association for Teacher Education, as well as a York University Dissertation Prize.

 

Her M.Ed. work, also at York, resulted in the publication of her first book: Silence in second language learning: A psychoanalytic reading (2004; Multilingual Matters). Other research interests include theory/practice conflicts and psychical disappointments in learning and teaching; teachers as workers; the role of affect and intersubjectivity in pedagogical relations; psychoanalytic theory as interpretive method; narrative, life writing, and digital storytelling as research methods.

 

Colette has taught Foundations courses (on communication, human development and socialization, and adolescence) and Curriculum Study, in York’s B.Ed. and graduate programs respectively; she has also taught academic writing to undergraduates at the University of Toronto. She will be teaching a seminar in Social Class, Gender and Race in the Faculty of Education at Queen’s in Winter 2010.

 

January 2009 - December 2009

Carlos Martinez Valle, Ph.D.

Mentor: Dr. Rosa Bruno-Jofré

Dr. Carlos Martinez Valle came to the Faculty of Education as a Postdoctoral Fellow from Berlin, Germany. Carlos received his Ph.D. in Political Science and Sociology from Complutense University, Madrid and worked as a research fellow at the Humboldt University, Berlin.

Carlos is planning to finish a project that aims at contributing to the analysis of the language of "regeneration" that has some parallels with neoclassical and modern republicanism. The Ibero-American dimension of this issue has been neglected by the literature. Therefore, the project aligns itself with the rediscovery in the History of Ideas of the republican traditions worldwide.

Based on the modernizing and educational ideology of “regeneration”, Mexican and Spanish governments launched diverse educational initiatives aiming at mobilizing, educating and indoctrinating “backward” populations. One of these initiatives for bringing education in rural societies was the educational campaign. Being these campaigns examples of early contemporary processes of globalization of educational models, which adopted different characteristics in different cultural and political settings, the research will generate a dialogue with different paradigms of internationalization-globalization, re-examining them critically.

The comparative perspective adopted in the project has different methodological objectives.  The first aim is to question the myths and heroic narratives created for fostering these forced or voluntaristic initiatives, which bias great parts of the literature about cultural politics of post-revolutionary Mexico and Republican Spain.  Comparison helps to profile the meaning and the practical implementation of elevated discourses about democracy, citizenship or participation, which characterized the period. The approach is used also not to underline the similarities between the cases but more as a tool for discovering the specificities of each case analyzed.  The project focuses also on rendering a more precise

profile, a theoretical delimitation and evaluation of such models or paradigms as "ceremonial pedagogy", Erziehungsstaten or psychagogy. 

2008 - 2010

Adam Davidson-Harden

Mentor: Dr. Magda Lewis

Dr. Davidson-Harden is a SSHRC Postdoctoral Fellow in the Faculty of Education. Adam received his B.A. (Honours, English Language and Literature) from, Queen's University, his B.Ed. (secondary teachable subjects: Dramatic Arts and English; Artist in Community Education focus), his M.Ed. from Queen's, and his Ph.D. (Education) from the University of Western Ontario.

His program of work encompasses qualitative investigations at three public universities in Ontario, engaging in dialogue with active and retired faculty and administrators toward exploring  their perceptions of the shifting realities of their workplace and the directions of their universities under the push to situate universities in a global ‘knowledge economy’.  He is working on a collection of articles emerging out of this work that will be published as a book with the title ‘the university as an engine of capitalism: transformations and resistance’. 

Adam’s research interests include political economy of education and international development, peace and conflict, global and peace education, and topics relating to global and social justice.  He lives in Kingston with his wife and two young boys. 

For more information about Adam, please visit his website at: http://resources.educ.queensu.ca/personal/davidsoa

June 2008- May 2009

Nicola V. Mittelsten Scheid, Ph.D.

mittelstenscheid@uni-kassel.de

Mentor: Dr. Peter Chin

Dr. Nicola V. Mittelsten Scheid came to the Faculty of Education as a Postdoctoral Fellow from Wuppertal, Germany. Nicola received her Ph.D. from Oldenburg University (2008). Nicola's research interests focus around the notion of metacognition within science education. Why do students need metacognitive knowledge and do they have metacognitive knowledge? Why do teachers need metacognitive knowledge and do they have metacognitive knowledge? Which implications for teaching and learning processes occur if science education refers to metacognition?

In particular, she's interested in students’ and teachers’ skill of argument and their metacognitive knowledge on arguments. The skill of argument is a main knowing strategy in sciences and, thus, is underpinned by metacognition. During her dissertation she conducted interviews on students’ skill of argument and identified metacognitive levels of the skill of argument. Within my postdoctoral fellowship she conducted a survey about the metacognitive knowledge of secondary science teacher candidates: What do they know about the nature of argument? To what extent are they able to distinguish types, strategies and levels of arguments? To what extent are they aware of quality criteria of arguments?

It follows that her postdoctoral studies also refer to the notion of nature of science which implies that scientific knowledge and its generation is subject to change and context-dependent. This epistemological dimension of knowledge is crucial for sciences since sciences are knowledge producing in nature – for instance, scientific knowledge is produced by argument or by inquiry – and, thus, argument depends on the nature of knowledge generation.

Last but not least, her research also addresses teaching and learning processes:Teaching models such as the model of pedagogical content knowledge have to be transformed to meta-level in order to refer to metacognition.

2007-2008

Annette Chrétien, Ph.D.

Mentor: Dr. Roberta Lamb

Dr. Annette Chrétien is a Métis woman from Sudbury, Ontario. She received her B.Mus. in Performance from the University of Calgary, her M.Mus. in Ethnomusicology from the University of Ottawa, and her Ph.D. from York University. Her research interests focus on the question of Métis identities, particularly in Ontario, using music and storytelling as the vehicles for learning about Métis cultures, histories, and perspectives. Dr. Chrétien’s research interests also include Aboriginal educational policy, and Métis Indigenous Knowledge.  During her Postdoctoral Fellowship at Queen’s, she produced a web-based resource guide for music educators featuring three Métis musical practices. The website is called Moose Trails and Buffalo Tracks, and was created with the support of a Faculty of Education E-Learning Incentive Grant. During her tenure at Queen’s, Dr. Chrétien also published a number of articles, including a book chapter, and presented her research at various conferences and guest lectures.

PUBLICATIONS

Chrétien A. (under construction) Moose Trails and Buffalo Tracks: A Resource Guide On Eastern Métis Musical Practices. Web-based resource guide developed for Queen’s University, http://educ.queensu.ca/project/moose_trails_buffalo_tracks.

Chrétien A. “From the ‘Other Natives’ to the ‘Other Métis’” Canadian Journal of Native Studies, XXVIII, 1 (2008): 89-118.

Chrétien A.and R. Papen. (in press). “Le voyage de la ‘Chanson de la Gornouillère’ de Pierre Falcon, barde métis.” Actes du Colloque (Se) Raconter des H/histoires. Histoire et  histoires dans les littératures francophones du Canada.

Chrétien A.  “Moose Trails and Buffalo Tracks: Métis Music and Aboriginal

Educational Policy.” In Perspectives on Contemporary Aboriginal Music in

Canada. (eds.) Anna Hoefnagels, M. Sam Cronk and Beverley Diamond. (forthcoming)

Chrétien A. “Archival Recordings of Métis Songs at the Canadian Museum of

Civilization.” Canadian Journal for Traditional Music. (forthcoming)

CONFERENCE PRESENTATIONS AND LECTURES

“Web-based Resources in Aboriginal Education.” Poster Session for E-learning grant recipients, Queen’s University, December, 2008.

“Métis miziksharing.” Women’s Gathering, Minwaashin Lodge, Ottawa, June, 2008.

“Moose Trails and Buffalo Tracks: A Resource Guide About Eastern Métis Music.” Faculty Seminar, Faculty of Education, Queen’s University, April 29, 2008.

“Critical Theories and Meaning in Culture, Curriculum and Cognition.” Graduate Seminar Lecture, EDUC 850, Faculty of Education, Queen’s University, Nov. 13, 2007.

“Quand les Métis chantaient: une analyse de quelques chansons traditionelles.” Conference paper, University of Ottawa, «Se raconter des H/histoires » conference, October 20, 2007.

“Recording Métis History: Métis Songs, Music Educators, and the Construction of Métis Identities.” Faculty Seminars, Queen’s University, Kingston, Ontario, September 21, 2007.

Beverley Haun, Ph.D.

Mentor: Dr. Shehla Burney

Dr. Beverley Haun received her B.A. from Trent University (1975), her B.Ed. from Queen’s University (1978), her M.A. from Trent University (1999), and Ph.D. from the University of Toronto/OISE  (2005). Her research interests broadly concern the representation of Indigenous Peoples within Euro-American narratives and images, and the consequences of such depictions for public education and national understanding. She is currently working on a book examining American comic book representations of ‘Easter Island,’ and on a textbook project relating to Canadian Aboriginal textual presence.

During her Queen’s Postdoctoral Fellowship she:

• Presented a conference paper at the VII International Conference on Easter Island and the Pacific, “Easter Island in the Comics: 65 Years of an Island’s Career in the American Imagination.” This will be published in a book of the proceedings by the Easter Island Foundation (in press).
• Used a Faculty of Education E-Learning Incentive Grant to organize a presentation on Wikis, Podcasts, and Photoshop to stimulate and facilitate student outcomes in differentiated units of study.
• Gave a guest lecture called “Positioning the ‘Manufacturing of Nationalism’ in the Post 9/11 USA within the context of Postcolonial Pedagogy,” to the graduate course, Media, Culture and Technology
• Gave a guest lecture called “Power Lines and the Doubled Expectation: critical literacy, metacognition, social justice and power dynamics as expectations in the revised Ontario Secondary English Curriculum,” to a Culture, Language and Education Foundations course
• Gave a public lecture called “Erasing Others: Easter Islanders and the American Comic Imagination.”
• Published a book, Inventing ‘Easter Island,’ University of Toronto Press, 2008. Pp 320
• Published two omnibus reviews, both in the  journal Canadian Literature. The first, “Apocalyptic Consumption,” is a review of Sinclair Dumontais’, The Parachute , Katrina Onstad’s, How Happy to Be, and Barry Webster’s, The Sound of All Flesh,<http://www.canlit.ca/reviews-review.php?id=13519>. The second, “Pebbles and Panes,” is of Carol Bruneau’s, Glass Voices,Christiane Frenette’s and The Woman Who Walks on Glass Books, (in press).
• Beverly is currently working as an adjunct professor in the Queen’s-Trent Concurrent Education Program and serving on the Board of Directors of the Canadian Canoe Museum