Pre-Service Courses

2007	Language Arts J/I, University of Windsor
2003-2004	Introduction to Issues in Education, University of Windsor, Junior Intermediate
2003-2004	Language Arts, University of Windsor, Junior Intermediate
1999-2003	Education across Social and Cultural Differences, MSVU, Secondary Program
2001-2003	Advanced Seminar in Educational Foundations, MSVU, Secondary Program
2001-2003	Inclusive Education, MSVU, Primary Program

Graduate Services

2008-2009	Research Proposal Colloquium, University of Windsor, Joint PhD
2005-2007	Language and Cultural Engagement, University of Windsor, MEd (Two terms)
2006	Approaches to Literacy Development, University of Windsor, MEd (Fall)
2006	Research in Education, University of Windsor, MEd (Summer and Fall)
2004-2006	Socio-cultural Context of Curriculum, University of Windsor, Joint PhD
2004-2006	Critical Issues in Race, Culture & Education: Theory and Practice, University of Windsor, MEd
2004	English Language Arts for Secondary Teachers, University of Windsor, MEd
2003	Approaches to Literacy Development, University of Windsor, MEd
2001-2003	Language, Culture and Education, MSVU, MA Ed.
2001-2003	Race, Culture and Education, MSVU, PhD in conjunction with the University of South Australia
1999-2002	Foundations of Literacy Learning, I & II, MSVU, MA Ed.
2000	Multiculturalism Education, MSVU, MA Ed.

2006-2007	5 students, JI, 5 schools, University of Windsor
2003-2004	12 students, JI, 8 schools, University of Windsor
2000-2003	10 students, Secondary, 3 schools, MSVU

M.Ed. Major Papers

Browning-Morgan, Shantelle. (2005 – 2007). The importance of an anti-racist curriculum in elementary school, Supervisor, Completed.

Taouil, Mona. (2004 – 2005). A Review of the Effects of Childhood Home Based Literacy Activities on Reading Acquisition and Comprehension Supervisor, Withdrawn.

Bhatnagar, Anita. (2003). Examining ways to combat discriminatory behavior in schools, Supervisor, MSVU – Completed.

Derible, Richard. (2002). The application of a multicultural curriculum at Oxford School, Halifax, Supervisor, MSVU – Completed.

El-Kord, Nesreen. (2001). Maritime Muslim Academy in Focus, Supervisor, MSVU – Completed.

Fells, Ken. (2003). Uncovering the Consequences of Limited Access to Education for African Nov Scotia Men, Supervisor, MSVU – Completed.

MacDonald, Catherine. (2002). M.Ed., Perception of school success from the Mi’kmaq community at Millbrook, Nova Scotia, Supervisor, MSVU – Completed.

Olivero, Rachel. (2003). Becoming an anti-racist educator: bridging the gap between theory and practice. Internal Reader, University of Windsor, Completed.

M.Ed. Thesis

Ahmed, Ghazala. (2006 – 2008). Exploring school choice for Muslim children in Windsor, Ontario, Canada. Supervisor, University of Windsor, Completed.

Tolson-Murtty, Marium. (2005 – 2008). Factors influencing black students in Windsor in their pursuit of post secondary education, Committee member, Completed.

Karki, Kabita. (2006-2007). Community Engagement of Youth from African Communities. Supervisor, University of Windsor, Completed.

Adlam, Elizabeth. (2005-2007). Investigating the knowledge elementary teachers possess when implementing differentiated instruction in their classrooms. Supervisor, University of Windsor, Completed.

Benoit, Katia. (2005 – 2007). Colouring outside the lines: Factors influencing attitudes of secondary school female educators towards pursuing administrative positions. Supervisor, Completed.

Jiao, Jicheng. (2005 – 2006) Exploring the Reasons for Students Ethnic Groupings: The Case of Chinese Students at the University of Windsor, Supervisor, Completed. Toussaint-Greene, Maleine. (2005 – 2006). Indicators of teacher multiculturalism practices in elementary schools. Supervisor. Completed.

Hamilton, Beverly. (2004 – 2006). Boys strategies of Learning Reading and Writing: Supervisor, University of Windsor, Completed.

Campaeu, Iveta. (2004 – 2005). The Teaching of Moral Values in Secondary School: Teacher Practices and Beliefs, Supervisor, University of Windsor, Withdrawn.

Carroll, Darin. (2004 – 2005). The Effects of Explicitly Teaching and Promoting Phonemic Awareness to Disadvantaged Senior Kindergarten Students at a Compensatory School. Supervisor, University of Windsor, Completed.

Yang, Xiaodong. (2004 – 2005). A critical examination of cultural conflicts experienced by international Chinese graduate students at the University of Windsor. Committee member. Completed.

Winney, Kelly (2003 - 2005). Junior Teachers of Perspectives Critical Literacy, Supervisor – Completed.

Swales, Kate (2002 – 2005) Women in Family Centered Care: Issues around Community, Power and Support. Co-Supervisor, MSVU – Completed.

Sidhu, Banjot, (2002) Beyond Program: Teachers’ Perceptions of Conditions which Impact Special Education, Co-Supervisor, MSVU – Completed.

Doctoral Dissertations

Dhinsa, Glenda. (2006 – Present). To be determined. Supervisor. In progress.

Sinha, Bipasha. (2006 – Present). Perception and Experience of Sexual harassment of Female University Students. External examiner, University of Calcutta. In progress.

Smylie, Lisa. (2005 – Present). Teenage sexual relationship experiences and sexual health. Committee member. In progress.

Zeng, Min. (2006 – Present). Chinese Students’ Willingness to Communicate in English in Canada. Supervisor. In progress. Zhong, Lan. (2006 – Present). To be determined. Supervisor. In progress.

Windle, Sheila. (2003 – 2005). The English Language Acquisition Process as Experienced by Korean University Students: A Grounded Theory, Committee Member, University of Windsor, Completed.

My teaching philosophy is based on the principles of critical pedagogy, critical literacy, and diversity education. 

i. Critical pedagogy views education as essentially political and the development of critical thinking skills is seen as central to transformative teaching and learning. In following the concept of critical pedagogues, especially as espoused by Antonio Gramsci, I believe that teachers are intellectuals engaged in creating an “alternative collective will”. My goal in teaching is to create awareness of the political and transformative nature of education. I believe that students should be aware of their own political and personal stances and how these mediate the process of teaching and learning practices. I bring to my teaching the belief that the application of critical pedagogy concepts such as “critical skills”, “student empowerment”, “power sharing”, is embedded in the ways in which teachers view the students they teach in relation to how they themselves are positioned within the broader social structures – as knowing professionals, gendered and cultural practitioners. To me, therefore, teaching is a political act that involves a critical examination and negotiation of power relations. Understanding how power relations are negotiated in the classroom becomes central to teaching and learning.

ii. In critical literacy, being literate involves the ability to read and write as well as the possession of, and engagement in a variety of discursive practices. As in critical literacy, I believe that in the learning process, students should have opportunity to acquire, analyze, critically evaluate and apply new knowledge in their subject areas. Additionally, students should also have opportunity to examine, choose and engage in certain literacy discourses, and reflect on their practices and experiences. With teacher candidates for example, my philosophy is that it is important for them to learn a variety of strategies to use in the teaching of specific subjects as well as be able to know which strategies to use at a given time and for what reasons. That is, teacher candidates should experience different teaching methods and theories, have opportunity to examine and analyze their teaching practices, as well as be able to explain to themselves and to others the validity and legitimacy of the use of specific teaching and learning strategies. Conversely, critical literacy espouses the didactic relationship between teachers and students: teachers teach and simultaneously learn from students and students learn from as well as teach their teachers. 

iii. Diversity education is about recognizing and understanding the differences that exist in teaching and learning because of the diverse cultures, family experiences, multiple intelligences and learning styles. In embracing diversity education, I want teacher candidates to critically examine and acknowledge the historical positioning of different groups in society. In this regard, I see teaching to be about raising consciousness and facilitating the redress of socio-cultural iniquities based in historical processes of colonization and subordination. Thus by raising consciousness of the students I work with, I believe that they too can participate in the struggle for social justice through, for example, heeding the voices of students from traditionally marginalized groups. This, I believe, eventually leads to the construction of new voices for liberation and democracy (Dlamini, 2002).