|
The following directory includes University of
Toronto professors teaching courses for the Ethnic, Immigration, and
Pluralism Studies Collaborative Program. In addition, departmental
representatives are listed, as well as faculty members whose academic
interests concern either ethnicity or immigration.
SOCIOLOGY
& EQUITY STUDIES IN EDUCATION (OISE/UT)
Roland Sintos Coloma
Email
Website
Professor Roland Sintos Coloma is
Assistant Professor of Anti-Racist and Feminist Studies in
Globalization and Education. He teaches SES 1927, Migration and
Globalization, in the Ethnic and Pluralism Studies collaborative
program. Professor Coloma's research and teaching interests focus on
empire and diaspora, race, gender and sexuality, history, and theory.
He is working on two books, Subjects of Empire: Modernity and
Education in American Philippines, a history of the public
school system in the Philippines under United States colonial rule in
the early 1900s, and Postcolonial Challenges in Education,
an edited volume that brings together leading and emerging postcolonial
education scholars in Canada, the United States, and the United
Kingdom. At OISE, Professor Coloma is launching two research projects
on trans-Pacific crossings that address issues of race, gender, and
globalization: Asian diaspora in Canada; sexual tourism in Asia.
Selected
Publications
Coloma, Roland Sintos,
"Invisible Subjects: Filipino/as in Secondary History Texbooks,"
forthcoming.
_____, "Border Crossing
Subjectivities and Research: Through the Prism of Feminists of Color," Race,
Ethnicity, and Education 11.1 (2008): 11-27.
_____, "Putting Queer to Work:
Examining Empire and Education," International Journal of
Qualitative Studies in Education 19.5 (2006): 639-57.
_____, "Disorienting Race and
Education: Changing Paradigms in the Schooling of Asian Americans and
Pacific Islanders," Race, Ethnicity, and Educaton
9.1 (2006): 1-15.
Kari Dehli
Email
Website
Professor Kari Dehli is interested
in
the social organization and effects of education policy, focusing in
particular on how the schooling "makes up" categories, subjects, and
conduct in discursive practices and everyday encounters. A related area
of research is concerned with tracing neo-liberal forms of government
that are focused on improvement and audit across a number of different
sites, including schools, higher education, and popular culture.
Professor Dehli was the first faculty director of the Centre for Media
and Culture in Eudcation, where she coordinated the Media Education
Working Groups, an active network of educators, media activists,
reserachers, and graduate students. The group advocates for critical
media education and media literacy in elementary and secondary schools,
universities, and faculties of education.
Selected
Publications
Kari Dehli, and Doreen Fumia, "Teachers’ Informal
Learning, Identity and Education 'Reform.'" In K. Church, N. Bascia and
E. Shragge, eds, The Politics of Informal Learning
(Springer, forthcoming).
_____, "Race, Parents and the Organization of
Education Policy Discourse in Ontario." In Cynthia Levine-Rasky, ed, Canadian
Perspectives on the Sociology of Education. (Oxford
University Press, forthcoming).
_____ and Alison Taylor, "Toward New Government of
Education Research: Refashioning Researchers as Entrepreneurial and
Ethical Subjects.” In Jenny Ozga, Terri Seddon and Thomas S. Popkewitz,
eds, Education Research and Policy: Steering the
Knowledge-Based Economy. (Abingdon and New York: Routledge,
2006), 105-118.
_____, Guest Editor, "Media Education," Orbit:
OISE/UT’s Magazine for Schools 35.2 (2005).
_____, "Parental Involvement and Neo-liberal
government: Critical Analyses of Contemporary Education," Canadian
and International Education 33.1 (2004): 45-75.
_____, "'Making' the Parent and the Researcher:
Genealogy Meets Ethnography in Research on Contemporary School Reform.”
In Maria Tamboukou and Stephen J. Ball, eds, Dangerous
Encounters: Genealogy and Ethnography. (New York and London:
Peter Lang Publishers, 2003), 133-51.
_____, "An Important Archive of Usefulness:
Regulating Parents’ Participation in Schooling." In Deborah Brock, ed, Making
Normal: Moral Regulation in Canadian Society. (Nelson,
Thomson Learning, 2003), 18-39.
Top | Alphabetical Listing
| Browse by Department
Diane Farmer
Email
Website
Website
Professor Diane Farmer is an
Assistant
Professor in Sociology and Equity Studies in Education and Director of
the Centre de recherches en éducation franco-ontarienne
(CREFO) at OISE. A sociologist specizialing in minorities and
education, she has led a research program on Francophone studies for
more than 20 years. Her initial research focus on francophone
institutions and language policy has expanded to include research on
the sociology of education and the (re)production of social inequities.
Among many other projects, Professor Farmer has researched the parental
engagement of Francophone Immigrant Families in Toronto French language
schools.
Selected
Publications
Diane Farmer and Normand Labrie, "Immigration in
Ontario's French-language Schools: Relationship between School, Family,
and Settlement Organizations in Fostering Instutional Change," La
Revue des sciences de l'éducation, Special
issues edited by Fasal Kanouté (forthcoming).
_____ and N. Belanger, "L'exercice du
métier d'éleve, processus de socialisation
et sociologie de l'enfance," La Revue des Sciences de
L'éducation de McGill 39.1, (2004), 45-68.
_____, "Pédagogie interculturelle:
Revue de la litteacute et identification des composantes essentielles
des programmes d'é de l'école franco-ontarienne au palier
élémentaire," Document de recherche
présenté au French-Language Policy and Programs Branch,
Ontarion Ministry of Education, 2003.
_____, "Schools and Francophone Immigrant Families
in Toronto," Paper presented at the Sixth Metropolis Conference, June
2003.
Top | Alphabetical Listing
| Browse by Department
George Dei
Email
Website
Professor George Dei is Chair,
Department of Sociology and Equity Studies (OISE/UT). He teaches SESE
1921 The Principles of Anti-Racism Education for the Ethnic and
Pluralism Studies collaborative program. Professor Dei's teaching and
research interests are in the areas of anti-racism, minority schooling,
international development, and anti-colonial thought.
Selected
Publications
Dei, George, and Nuzhat Amin, eds. The
Poetics of Anti-Racism. Halifax: Fernwood, 2006.
_____, Alireza Asgharzadeh, Sharon
Eblaghie-Bahador, and Riyad Shahjahan. Schooling and
Difference in Africa: Democratic Challenges in Contemporary Context.
Toronto: University of Toronto Press, 2006.
_____, Ali Abdi, and K. Puplampu, eds. African
Education and Globalization: Critical Perspectives. Lanham
MD: Lexington Books, 2006.
_____, and Arlo Kempf, eds. Anti-Colonialism
and Education: The Politics of Resistance. The Netherlands:
Sense Publishers, 2006.
_____, and Gurpreet Singh Johai, eds. Critical
Issues in Anti-Racist Research Methodologies. New York: Peter
Lang, 2005.
_____. Schooling and Education in
Africa: The Case of Ghana. Trenton NJ: Africa World Press,
2004.
Top | Alphabetical Listing
| Browse by Department
Monica Heller
Email
Website
Professor Monica Heller teaches
SESE
1952 Language, Culture, and Education, and CTL 3803 Ethnography in the
Language Discipline for the Ethnic and Pluralism Studies collaborative
program. She is cross-appointed to the Department of Anthropology and
the Centre de recherches en education franco-ontarienne. Professor
Heller's work focuses on the role of language in the construction of
social difference and social inequality in the post-nationalist,
globalizing new economy. Her ethnographic, sociolinguistic research
mainly examines these processes as they unfold in francophone Canada,
but she is also involved in work in these areas in western Europe and
in their relevance for policy in the areas of language and education
and training.
Selected
Publications
Heller, Monica, ed. Bilingualism: A
Social Approach. Basingstoke: Palgrave Macmillan, 2007.
_____, and Alexandre Duchene, eds. Discourses
of Endangerment: Ideology and Interest in the Defence of Languages.
London; New York: Continuum, 2007.
_____. Linguistic Minorities and
Modernity: A Sociolinguistic Ethnography. Second edition.
London: Continuum, 2006.
_____. Crosswords: Language, Education,
and Ethnicity in French Ontario. Berlin; New York: Mouton de
Gruyter, 2003.
Top | Alphabetical Listing
| Browse by Department
Sherene Razack
Email
Website
Professor Sherene Razack teaches
SESE
1926 Race, Space, and Citizenship: Issues for Educators for the Ethnic
and Pluralism Studies collaborative program. She is also the faculty
representative for SESE. Professor Razack's research and teaching
interests lie in the area of race and gender issues in the law. She has
published articles on Canadian national mythologies and immigration
policies of the 1990s, race, space, and citizenship, and marginality
and the politics of resistance.
Selected
Publications
Razack, Sherene. "'Your client has a profile':
Race and National Security in Canada," under review by Studies
in Law, Politics, and Society.
_____. "The 'Sharia Law Debate' in Ontario: The
Modernity/Premodernity Distinction in Legal Efforts to Protect Women
from Culture," Feminist Legal Studies 15/1 (2007):
3-32.
_____. "How is White Supremacy Embodied?
Sexualized Racial Violence at Abu Ghraib," Canadian Journal
of Women and the Law 17.2 (2007): 341-63.
_____. "Geopolitics, Culture Clash, and Gender
after 911," Social Justice Review 32.4 (2005):
11-32.
_____. Dark Threats and White Knights:
The Somalia Affair, Peacekeeping, and the New Imperialism.
TOronto: University of Toronto Press, 2004.
_____, ed. Race, Space, and the Law:
Unmapping a White Settler Society. Toronto: Between the
Lines, 2002.
Top | Alphabetical Listing
| Browse by Department
|
