Refereed Articles

Fenwick, T. (in press). Ethical Dilemmas of Critical Management Education. Management Learning.

Fenwick, T. (2004). Towards a critical HRD. Adult Education Quarterly, 54 (3), 174-192

Fenwick, T. (2004). Discursive work for educational administrators: Tensions in negotiating a partnership agreement. Discourse, Studies in the Cultural Politics of Education, 25 (2), 171-188.

Fenwick, T. (2004). Learning in portfolio work: Anchored innovation and mobile identities. Studies in Continuing Education, 26 (2), 229-241.

Fenwick, T. (2004). Teacher learning and professional growth plans: Implementation of a provincial policy. Journal of Curriculum and Supervision, 19 (3), 259-282.

Fenwick, T. (2004). What will happen to the girls? Gender, work and learning in Canada’s ‘New Economy’. Gender and Education, 16 (2).

Fenwick, T. & English, L.M. (2004). Dimensions of Spirituality: A Framework for Adult Educators. British Journal of Theological Education, 1(1) pp 36-51

English, L.M., Fenwick, T.J., Parsons, J. (2004). Fostering spirituality in a pastoral care context. Pastoral Care in Education: The Journal for Pastoral Care & Personal/Social Education, 22 (1), 34-39.

Fenwick, T. (2003). Flexibility and individualisation in adult education careers: The case of portfolio workers. Journal of Education and Work, 16 (2), 165-184.

Fenwick, T. (2003). Innovation: Examining workplace learning in new enterprises. Journal of Workplace Learning, 15 (3), 123-132.

Fenwick, T. (2003). The good teacher in neo-liberal risk society: A Foucaultian analysis of professional growth plans. Journal of Curriculum Studies, 35 (3), 335-354

Fenwick, T. (2003). Emancipatory potential of action research: A critical analysis. Journal of Organizational Change Management, 16 (6), 619-632.

Fenwick, T. (2003). Reclaiming and re-embodying experiential learning through complexity science. Studies in the Education of Adults, 35 (2), 123-141

Fenwick, T. (2003). Professional growth plans: Possibilities and limitations of an organizationwide employee development strategy. Human Resource Development Quarterly, 14 (1), 59-78.

Fenwick, T. (2002). Transgressive desires: New enterprising selves in the new capitalism. Work, Employment and Society.

Fenwick, T. (2002).Canadian women negotiating working knowledge in enterprise: interpretive and critical readings of a national study. Canadian Journal for the Study of Adult Education, 16 (2).

Fenwick, T. (2002). Problem-based learning, group process and the mid-career professional: Implications for graduate education. Higher Education Research and Development 21 (1), 5-21.

Fenwick, T. (2002). Lady, inc.: Women learning, negotiating subjectivity in entrepreneurial discourses. International Journal of Lifelong Education, 21 (2), 162-177

Fenwick, T. (2001). Work knowing on the fly: Post-corporate enterprise cultures and co-emergent epistemology. Studies in Continuing Education, 23 (1), 243-259.

Fenwick, T. (2001). Knowledge and the enterprising self: Workplace refugees navigating entrepreneurial discourses. Studies in the Education of Adults. 33 (2), 127-134.

Fenwick, T. (2001). Teacher supervision through professional growth plans: Balancing contradictions and opening possibilities. Educational Administration Quarterly, 37 (3), 401-424.

 Fenwick, T. (2000). Expanding conceptions of experiential learning: A review of five contemporary perspectives. Adult Education Quarterly, 50 (4), 243-272.

Fenwick, T. (2000). Adventure guides, outfitters, firestarters, and caregivers: Continuing educators’ images of identity. Canadian Journal of University Continuing Education, 26 (2), 3-35.

Fenwick, T. (1998). Women composing selves, seeking authenticity: A study of women’s development in the workplace. International Journal of Lifelong Education, 17 (3), 199-217.

Fenwick, T. (1998). Managing space, energy, and self: Beyond classroom management with junior high school teachers. Teachers and Teacher Education, an International Journal of Research and Studies, 14 (6), 619-631.

Fenwick, T. & Lange, E. (1998). Spirituality in the workplace: The new frontier of HRD. Canadian Journal for the Study of Adult Education, 12 (1), 63-87.

Fenwick, T. & Parsons, J. (1998). Boldly solving the world: A critical analysis of problem-based learning in professional education. Studies in the Education of Adults, 30 (1), 53-66.

Fenwick, T. & Parsons, J. (1997). Using ideas from business to encourage critical thinking in the social studies. International Journal of Social Education, 11 (2), 76-90.

Haughey, M. & Fenwick, T. (1997). Issues in forming school district consortia to deliver distance education: Lessons from Alberta. Journal of Distance Education, XI (1), 57-82.

Butterwick, S., Fenwick, T., & Mojab, S. (2003). Canadian adult education research in the 1990s: Tracing liberatory trends. The Canadian Journal for the Study of Adult Education, 17(2), 1-19.

Fenwick, T. (1997). Women learning through ministry: New images, new meanings. Clergy Journal, LXXIV (1), 37-40.

Books

English, L., Fenwick, T., & Parsons, J. (2003). Spirituality and adult education. Melbourne, Florida: Krieger.

Fenwick, T. (2003). Learning through experience: Troubling assumptions and intersecting questions. Florida: Krieger.

Fenwick, T. (Ed.). (2001). Sociocultural perspectives on learning through work. San Francisco: Wiley / Jossey-Bass.

Fenwick, T. & Parsons, J. (2000). The art of evaluating adult learners: A handbook for educators and trainers . Toronto, Ontario: Thompson. (244 pages)

Fenwick, T. (Ed.) (1996). Work and leisure. Toronto, Ontario: McGraw-Hill Ryerson. (248 pages)

Fenwick, T. (Ed.) (1993). Families in transition. Toronto, Ontario: McGraw-Hill Ryerson.

Monographs

Fenwick, T. (2001). Experiential learning: A critical review of theory and practice. ERIC Clearinghouse on Adult, Career, and Vocational Education, Information Series No. 385. Columbus Ohio: ERIC. (69 pags)

Research Reports

Fenwick, T. (2002). Feminist gender-based analysis: The process, participants and impacts of a teacher development project in Hebei, China . Submitted to the Canadian International Development Agency, Ottawa, Ontario. (15 pages)

Fenwick, T. (2002). New understandings of learning in work: Implications for education and training. Submitted to the Faculty of Education, University of Alberta, for a Coutts-Clarke Fellowship (123 pages)

Fenwick, T. (2001). Teacher development in China, Outcomes and implications: Interim Report on Project Activity, File No. E4936-K060293, 2000-2002. Submitted to Canadian International Development Agency, Ottawa, Ontario. (13 pages)

Fenwick, T. & Smulders, A. (2001). Celebrating learning: Teachers and principals working through teacher professional growth plans. Submitted to the Elk Island School District and the Alberta Teachers’ Association. Edmonton: University of Alberta. (60 pages)

Fenwick, T. (2000). Magic in mid-career: Problem-based learning, the changing self, and non-traditional graduate education. Edmonton: University of Alberta. (102 pages)

Book Chapters

Fenwick, T. (in press). Complexity, knowledge and RPL. In J. Harris & P. Ran, Theorising RPL.

Fenwick, T. (in press). Organizational learning; and, Workplace learning. In L.M. English (Ed.). Encyclopedia of Adult Education.

Fenwick, T. (in press). Experiential learning. In J. Kincheloe and R. Horne (Eds.), Encyclopedia of Educational Psychology.

Fenwick, T. (2004). Gender and the new economy/enterprise discourses in Canada: Implications for workplace learning and education. In R. D. Lakes & P. Carter (Eds.), Globalizing Education for Work: Comparative Perspectives on Gender and the New Economy (pp. 131-154). Mahwah, NJ: Lawrence Erlbaum.

Fenwick, T. (in press). Teachers and teenagers: Lessons on space from the trenches. In A. Bernier & C. Ortiz (Eds.), Making Space for Teens: Recognizing Young Adult Needs in Library Buildings . Los Angeles, CA: Greenwood Press.

Fenwick, T. & Tennant, M. (2004). Understanding adult learners. In G. Foley (Ed.), Dimensions of Adult Learning: Adult education and training in a global era Adult Education and Training (pp. 55-73). Sydney: Allen & Unwin.

Fenwick, T. (2003). Learning in complexity: Work and knowledge in enterprise cultures. In P. Kell M. Singh & S. Shore (Eds.), Adult Education @ 21 st Century: Global Futures in Practice and Theory. New York: Peter Lang.

Fenwick, T. (2002). Using student outcomes to evaluate teaching: A cautious exploration. In P. Cranton & C. Knapper (Eds.), Fresh Approaches to Teacher Evaluation . San Francisco: Jossey Bass.

Fenwick, T. (2001). Questioning the concept of the learning organization. In C. Parrie, M. Preedy, & D. Scott (Eds.), Knowledge, Power and Learning (pp. 74-88). London, UK: Paul Chapman/SAGE.

Fenwick, T. (2001). Tides of change: New themes and questions in workplace learning. In T. Fenwick (Ed.), Sociocultural Perspectives on Learning through Work (pp. 3-17). San Francisco: Wiley / Jossey-Bass.

Fenwick, T. (2001). Responding to journals in adult education. In L. English & M. Gillen (Eds.), New Understandings of Journals in Adult and Continuing Education (pp. 37-48). San Francisco: Jossey-Bass.

Fenwick, T. (2000). Putting meaning into workplace learning. In A. Wilson & E. Hayes, (Eds.), The Handbook of Adult and Continuing Education (pp. 294-311). San Francisco: Jossey-Bass.

Fenwick, T. (2000). Dynamic assessment: Putting learners at the centre of evaluation. In T. Barer-Stein, (Ed.) The Craft of Teaching Adults, (Second edition) (pp. 77-94). Toronto, Ontario: Culture Concepts.

Fenwick, T. (1997). Questioning the learning organization concept. In S. M. Scott, B. Spencer, & A. Thomas (Eds.), Learning for Life: Readings in Canadian Adult Education (pp. 140-152). Toronto, Ontario: Thompson.

Parsons, J. & Fenwick, T. (1996). Grace under pressure: The academic educator enabling hope in an anxious world. In N. Quarengesser (Ed.), Pathways of Grace and Knowledge: The Christian Presence in Academia (pp. 92-113). Edmonton, Alberta: Concordia University College.

Refereed Conference Proceedings

Fenwick, T & Mirchandani, M. (2004). Race, gender and networks in portfolio work: Difficult knowledge. Proceedings of the 45 th Adult Education Research Conference , Victoria: University of Victoria.

Fenwick, T & Lange, E. (2003). Just work. In L. Servage, T. Fenwick and J Schiebelbein (Eds.), Proceedings of the Changing Face of Work and Learning conference. Edmonton: University of Alberta.

Fenwick, T. (2003). Innovation: Brave new language of lifelong learning. In B. Piette, (Ed.), Proceedings of the Standing Conference on University Teaching and Research in the Education of Adults. Bangor, Wales: University of North Wales.

Fenwick, T. (2003). Anchoring the object of innovative knowledge: The case of portfolio workers. In Proceedings of the 3 rd International Conference of Researching Work and Learning Conference (pp. I: 96-105). Tampere, Finland: University of Tampere.

Fenwick, T. (2003). Dancing with the devil? Towards a critical HRD. Proceedings of the 44th Annual Adult Education Research Conference. San Francisco: San Francisco State University.

Fenwick, T. (2002). Gypsies and shape-shifters: Adult educators in the new economy. Proceedings of the Standing Conference on University Teaching and Research in the Education of Adults (pp. 449-450). Stirling, UK: University of Stirling.

Fenwick, T. (2002). Gypsy scholars: Careful dances outside the research machine. In S. Mojab & W. McQueen (Eds.), Proceedings of the 21 st Conference of the Canadian Association for the Study of Adult Education (pp. 116-121). Toronto, ON: OISE/University of Toronto.

Fenwick, T. (2002). Gender and learning in the workplace In S. Mojab & W McQueen (Eds.), Proceedings of the 21 st Conference of the Canadian Association for the Study of Adult Education (pp. 208-211). Toronto, ON: OISE/University of Toronto.

Fenwick, T. (2001). Critical questions for educators approaching the spiritual In L. West and N. Miller (Eds.), Proceedings of the Standing Conference on University Teaching and Research in the Education of Adults (pp. 449-450). London, UK: University of East London.

Fenwick, T. (2001). Navigating the enterprise discourses: women’s journeys in learning and work. In L. West and N. Miller (Eds.), Proceedings of the Standing Conference on University Teaching and Research in the Education of Adults (pp. 111-115). London, UK: University of East London.

Fenwick, T. (2001). Transgressive possibilities: pedagogy of desire in post-corporate enterprise culture. A. Rose (Ed.), Proceedings of the 42 nd Annual Adult Education Research Conference (pp. 131-138). Lansing, MI: University of Michigan.

Fenwick, T., Butterwick, S. & Mojab, S. (2001). Canadian research in adult education in the 1990’s: A cautious cartography. In T. Nesbit (Ed.), Proceedings of the 20th Anniversary Canadian Association for the Study of Adult Education (pp. 86-92). Quebec City: Laval University.

Fenwick, T., English, L. & Parsons, J. (2001). Dimensions of spirituality: a framework for adult educators. In T. Nesbit (Ed.), Proceedings of the 20th Anniversary Canadian Association for the Study of Adult Education (pp. 78-85). Quebec City: Laval University.

Fenwick, T. (2000). Work knowing on the fly: co-emergent epistemologies in post-corporate enterprise cultures. In C. Symes (Ed.), Proceedings of the Working Knowledge Conference (pp. 155-162). Sydney, Australia: University of Technology at Sydney.

Fenwick, T. (2000). Women crafting new work: The learning and development of women entrepreneurs. T.J. Sork, V.-L.Chapman, & R St. Clair (Eds.), Proceedings of the 42nd Annual Adult Education Research Conference (pp. 112-117). Vancouver, British Columbia: University of British Columbia.

Fenwick, T. (2000). Women learning themselves: Exploring relations between desire and knowledge production of women entrepreneurs. K. Sanford, H. Blair, & B. Schendler (Eds.), Proceedings of “Engendering Education”, the Canadian Association for the Study of Women and Education International Institute (pp. 78-84). Edmonton, Alberta: University of Alberta.

Fenwick, T. (1999). Reflection plus 4: Classifying perspectives in experiential learning. A. Rose (Ed.), Proceedings of the41st Annual Adult Education Research Conference (pp. 115-120). Chicago, Illinois: University of Northern Illinois.

Fenwick, T. (1998). Fixing the world? Problem-based learning in professional education. Proceedings of the 17th Annual Conference for the Canadian Association for the Study of Adult Education (pp. 101-106). Ottawa, Ontario: University of Ottawa.

Fenwick, T. & Lange, E. (1997). Spirituality, learning, and the new HRD: A critical perspective. Proceedings of the 16th Annual Conference of the Canadian Association for the Study of Adult Education (pp. 94-101). St. John’s, Newfoundland: Memorial University.

Fenwick, T. (1996). Intention, disjuncture, and positionality: Women learning in the workplace. Proceedings of the 36th Annual Adult Education Research Conference (pp. 114-120). Tampa, Florida: University of South Florida.

Fenwick, T. (1996). Winds of passion, songs of peace: Women’s development of self in the workplace. Proceedings of the 15th Annual Conference for the Canadian Association for the Study of Adult Education (pp. 119-127). Winnipeg, Manitoba: University of Manitoba.

Fenwick, T. & Parsons, J. (1996). Images of identity: Metaphors of adult educators to describe practice. Proceedings of the 36th Annual Adult Education Research Conference. May, Tampa, Florida.

Book Reviews

Fenwick, T. (2004). Adult learning, technology and working class life, by Peter Sawchuk. Adult Education Quarterly.

Fenwick, T. (2003). Work-based learning: The new higher education? edited by David Boud and Nicky Solomon. Studies in Continuing Education, 25 ( 1), 150-153.

Fenwick, T. (2002). Women’s contemporary lives: Within and beyond the mirror by Christina Hughes. Studies in the Education of Adults.

Fenwick, T. (2001). The strategic use of learning technologies, edited by Elizabeth J. Burge. Journal of Distance Education, 16 (2), 73-74.

Fenwick, T. (2000). Discovering radical contingency: Building a postmodern agenda in adult education by Richard Bagnall. Adult Education Quarterly, 50 (3), 231-235.

Fenwick, T. (2000). Using consultants to improve teaching by Christopher Knapper and Sergio Piccinin. University Affairs, (November 2000), 41 (9), p. 38.

Non-refereed Publications

Fenwick, T. (2003). Critical questions for pedagogical engagement of spirituality. Adult Learning.

Fenwick, T. (2000). Doing it my way: Women entrepreneurs defying old models and measures of business success. Canadian Women’s Quarterly Newsmagazine, Winter 2000, 24-25.

Fenwick, T. (1997). Service, social change, and sentiment: A portrait of adult education in Canada. Hebei Journal of Adult Education, (Shejiazhuong, People’s Republic of China), 5, 42-46.

Fenwick, T. & Parsons, J. (1999). Using dynamic assessment in the social studies classroom. Canadian Social Studies, 34 (1), 153-155.

Fenwick, T. & Parsons, J. (1999). A note on using portfolios to assess learning. Canadian Social Studies, 33 (3), 90-92.

Fenwick, T. & Parsons, J. (1999). Peer assessment without tears: Making it work. Journal of the Alberta Association for Continuing Education, 26, 29-42.

Fenwick, T. & Parsons, J. (1997). Nine modes that evaluate individual student learning in social studies. Canadian Social Studies, 31 (4), 178-80.

Fenwick, T. & Parsons, J. (1998). Starting with our stories: Towards more authentic evaluation in adult education. Adult Learning, 26 (4), 25-30.

Fenwick, T. & Parsons, J. (1998). Portfolio assessment? Let us proceed with caution. Adult Learning, 26 (2), 17-22.

Fenwick, T. & Parsons, J. (1996). Dynamic assessment: The new way to evaluate adult learning in changing organizations. Journal of the Alberta Association for Continuing Education, 24, 17-30.

Fenwick, T. & Parsons, J. (1995). Critical reflection by teachers of adults: Shaping practice using the power of images. Journal of the Alberta Association for Continuing Education, 23, 31-40.

Fenwick, T. & Parsons, J. (1995). Applying communication activities to learning processes in Senior High Social Studies. Perspectives, 27, (1), 25-29.

Fenwick, T. & Parsons, J. (1995). Reloading our canon: The influence of Shakespeare on Alberta’s English students. Alberta English, 34 (1), 22-26.

Fenwick, T.& Parsons, J. (1995). What social studies teachers need to know about language arts. The Southern Social Studies Journal, 20 (2), 64-76.

Fenwick, T. & Parsons, J. (1995). Teaching social studies by teaching writing. The Manitoba Social Science Teacher, 21 (3), 22-29.

Paper Presentations at Conferences and Seminars

• International Presentations

The mirror cracked: Troubling assumptions about experiential learning. Keynote address, Annual Conference of the Center for Research in Lifelong Learning, Glasgow Scotland, June 27, 2003.

Critical education in the workplace. Presented to the graduate students, Pennsylvania State University, Harrisburg, Pennsylvania, February 12, 2002.

Critical questions for educators approaching the spiritual. Presented to the Standing Conference on University Teaching and Research in the Education of Adults, University of East London, July 3, 2001.

Navigating the enterprise discourses: Women’s journeys in learning and work. Presented to the Standing Conference on University Teaching and Research in the Education of Adults, University of East London, July 2, 2001.

Transgressive possibilities: Pedagogy of desire in post-corporate enterprise culture. Presented to the Adult Education Research Conference, University of Michigan, June 2, 2001.

Teacher development in China. Presented with J. Parsons to the American Educational Research Association, Seattle Washington, April 25, 2001.

Teacher growth plans as policy: A micro-political analysis. Presented to the American Educational Research Association, Seattle Washington, April 25, 2001.

Work knowing on the fly: Co-emergent epistemology. Presented at the Second Annual Working Knowledge Conference, University of Technology at Sydney, December 10, 2001.

Women crafting new work: The learning and development of women entrepreneurs. Presented to the Adult Education Research Conference, University of British Columbia, May 29, 2000.

Reflection plus 4: Classifying perspectives in experiential learning. Presented to the Adult Education Research Conference, University of Northern Illinois, May 22, 1999.

Intention, disjuncture, and positionality: Women learning in the workplace. Presented to the Adult Education Research Conference , University of South Florida, May 17, 1996.

Images of identity: Metaphors of adult educators to describe practice. Presented with J. Parsons to the Adult Education Research Conference, University of South Florida, May 18, 1996.

• National Presentations

Control, Contradiction and Ambivalence: Skill Initiatives in Canada. Presented to the Canadian Association for the Study of Adult Education, May27- June 3, 2006.

Fighting on their own terrain: Critical workplace education amidst new economy discourses. Presented to the Western Conference Leadership in Adult Education, University of Victoria, April 27, 2002.

Fostering teachers’ lifelong learning through professional growth plans: A cautious recommendation for policy. Presented to the Pan-Canadian Education Research Agenda Symposium, Teacher Education/Educator Training: Current Trends and Future Directions, Université Laval (Québec), May 23, 2001.

The learning organization: A critical analysis. Presented to the Canadian Association of University Continuing Education, Edmonton, Alberta, October 16, 2001.

Cry from the workplace. Presented to Jamaican graduate students, sponsored by Mount St. Vincent University, Ochos Rios, Jamaica, April 24-30, 2000.

Recovering our stories, rallying to change [keynote address]. Presented to the Canadian Association for the Study of Adult Education, Université Laval, Quebec, May 25, 2001.

Canadian research in adult education in the 1990’s: A cautious cartography. Presented with S. Mojab and S. Butterwick to the Canadian Association for the Study of Adult Education Université Laval (Québec), May 25, 2001.

Dimensions of spirituality: A framework for adult educators. Presented with L. English to the Canadian Association for the Study of Adult Education, Université Laval (Québec), May 23, 2001.

Women l/earning themselves: Exploring relations between desire and knowledge production of women entrepreneurs. Presented to the Canadian Association for the Study of Women and Education International Institute, University of Alberta, May 26, 2000.

Manufacturing selves or liberating professional practice? New policies for teacher-directed supervision. Presented to the Canadian Association for the Study of Educational Administration, University of Alberta, May 27, 2000.

Magic in mid-career: Group process, graduate education and the changing self. Presented with C. Stuart to the Conference for Lifelong Learning, University of Saskatchewan, November 25, 2000.

Lady, Inc.: Entrepreneurial discourses, women, and subjectivity. Presented to the Canadian Association for the Study of Women and Education, University of Alberta, May 25, 2001.

Fixing the world? Problem-based learning in professional education. Presented to the Canadian Association for the Study of Adult Education, University of Ottawa, May 30, 1998.

Research tasks for adult educators in late modernity. Response to keynote address presented to the Canadian Association for the Study of Adult Education, University of Ottawa, May 29, 1998.

Alternate contexts, alternate models: An examination of women’s leadership styles. Presented to the Canadian Association for the Study of Educational Administration, Memorial University, St. John’s, Newfoundland, June 9, 1997.

Spirituality: The new tool of corporate training for effectiveness. Presented to the Canadian Association for the Study of Adult Education, Memorial University, St. John’s, Newfoundland, June 10, 1997.

Teachers’ meanings of classroom management in junior high schools. Presented to the Canadian Society for Teacher Education, Brock University, St. Catherine’s, Ontario, June 4, 1996.

Metaphors of identity among adult educators. Presented to the Atlantic Educators’ Conference. Acadia University, Wolfville, Nova Scotia, November 3, 1996.

Portfolio assessment in higher education. Presented to the Atlantic Teaching Showcase. Université St. Anne, Church Point, Nova Scotia, October 25, 1996.

Women’s continuous learning in the workplace. Presented to the Canadian Association for the Study of Women in Education, Brock University, St. Catherine’s, Ontario, June 6, 1996.

Images of identity: Metaphors of educators to describe practice. Presented with J. Parsons at the XXXIV Canadian Society for the Study of Education, Brock University, St. Catherine’s, Ontario, June 7, 1996.

Wind of passion, breath of peace: Women’s development of self in the workplace. Presented to the Canadian Association for the Study of Adult Education, University of Manitoba, Winnipeg, Manitoba, June 3, 1996.

The cult of Stephen Covey: A critique. Presented with J. Parsons to the Ontario Theological Seminary/ Institute Christian Studies “Heart and Mind Conference”, Regina, Saskatchewan, May 19, 1995.

Start with issues: A new approach for teaching language arts. Presented to the International Reading Association, Toronto, Ontario, May 8, 1994.

Women’s learning in the workplace. Presented to the XXXII Canadian Association for the Study of Educational Administration, University of Calgary, Calgary, Alberta, June 7, 1994.

Integrating issues into the teaching of secondary language arts. Presented to the National Writing/Literacy Conference, Winnipeg, Manitoba, October 23, 1993.

Integrating issues into the teaching of secondary language arts. Presented to the British Columbia East Teachers’ Association, Spring Conference, Vancouver, British Columbia, April 30, 1993.

• Regional Presentations

The art of evaluating adult learners. Presented to faculty at Grant MacEwan College, May 16, 2002.

Women and learning in enterprise. Presented to undergraduate students at Grant MacEwan College, October 30, 2001.

Women business owners in Canada: new models and visions. Presented to the Women’s Association of Science and Engineering, University of Alberta, March 27, 2001.

Politics on the ground floor: Balancing interests in an international teacher development project. Presented to the Dept. of Educational Policy Studies, University of Alberta, March 13, 2001.

Understanding adult learning. Presented to graduate students at St. Stephens Theological College, Edmonton, Alberta, November 1, 2001.

Curriculum development through inter-cultural collaboration. Presented to the Dept. of Secondary Education, University of Alberta, October 25, 2000.

Metaphors of workplace identity: Transformative learning through metaphors. Presented with J. Parsons to the Alberta Association of Adult and Continuing Education Conference, Edmonton, Alberta, May 2, 1995.

Exploring your own learning in the workplace. Presented to staff at Alberta Economic Development and Tourism, May 27, 1995.

The global and the personal: Teaching language through issues. Presented to the Middle Levels Education Association, Banff, Alberta, December 4, 1994.

Program planning. Presented to faculty at Northern Alberta Institute of Technology, May 27, 1993.

Curriculum Resources for Schools and Universities

Fenwick, T. (1994). Adult learning and development . Edmonton, Alberta: University of Alberta. (296 pages)

Fenwick, T. (1992). English 13: You’re in the spotlight. (Student text). Edmonton, Alberta: Alberta Distance Learning Centre. ( 183 pages)

Fenwick, T. (1992). English 13: Dreams and wishes . (Student text). Edmonton, Alberta: Alberta Distance Learning Centre. (165 pages)

Fenwick, T. (1992). English 10: Back to the future . (Student text). Edmonton, Alberta: Alberta Distance Learning Centre. (187 pages)

Fenwick, T. (1991). Language learning strategies for teaching science, in Senior High Science, Technology, and Society Teacher Resource Manual (pp. 116-136). Edmonton, Alberta: Alberta Education.

Fenwick, T. & Conrad, D. (2000) Adult learning, relationships, and community (Understanding and facilitating adult learning I). (Five modules of print materials for on-learning course: (1) Your philosophy of learning and teaching; (2) Overview of learning and facilitating; (3) Emotion, relationship and culture in learning; (4) Cognition and cognitive development; (5) On-line learning. Edmonton: Faculty of Extension, University of Alberta (160 pages).

Fenwick, T. & Conrad, D. (2000) Adult development, change and the workplace (Understanding and facilitating adult learning II). (Five modules of print materials for on-learning course: (1) Theories of adult development; (2) Transformative learning and change; (3) Experiential learning; (4) Workplace learning: (5) Ethical issues in facilitating adult learning.) Edmonton: Faculty of Extension, University of Alberta (160 pages).

Fenwick, T. & Leitenberg, G. (1996). Work and leisure: Teacher’s guide . Toronto, Ontario: McGraw-Hill Ryerson.

Fenwick, T. & Leitenberg, G. (1993). Families in transition: Teacher’s guide. Toronto, Ontario: McGraw-Hill Ryerson.

Fenwick, T. & Parsons, J. (2000). Learning English: It’s easy, it’s fun, Book 3. (Student text). Edmonton: Duval House Publishing (with Hebei Educational Publishing House, China) (100 pages).

Fenwick, T. & Parsons, J. (2000). Learning English: It’s easy, it’s fun, Book 3. (Activity book). Edmonton: Duval House Publishing (with Hebei Educational Publishing House, China), (112 pages).

Fenwick, T. & Parsons, J. (2000). Learning English: It’s easy, it’s fun, Book 3. (Teacher’s guide). Edmonton: Duval House Publishing (with Hebei Educational Publishing House, China), (126 pages).

Fenwick, T. & Parsons, J. (1998). Learning English: It’s easy, it’s fun, Book 1. (Student text). Edmonton: Duval House Publishing (with Hebei Educational Publishing House, China) (100 pages).

Fenwick, T. & Parsons, J. (1998). Learning English: It’s easy, it’s fun, Book 1. (Activity book). Edmonton: Duval House Publishing (with Hebei Educational Publishing House, China) (124 pages).

Fenwick, T. & Parsons, J. (1998). Learning English: It’s easy, it’s fun, Book 1. (Teacher’s guide). Edmonton: Duval House Publishing (with Hebei Educational Publishing House, China) (145 pages).

Parsons, J., & Fenwick, T. (2000). Learning English: It’s easy, it’s fun, Book 4. (Student text). Edmonton: Duval House Publishing (with Hebei Educational Publishing House, China), (100 pages.)

Parsons, J., & Fenwick, T. (2000). Learning English: It’s easy, it’s fun, Book 4. (Activity book). Edmonton: Duval House Publishing (with Hebei Educational Publishing House, China), (108 pages).

Parsons, J., & Fenwick, T. (2000). Learning English: It’s easy, it’s fun, Book 4. (Teacher’s guide). Edmonton: Duval House Publishing (with Hebei Educational Publishing House, China), (128 pages).

Parsons, J., & Fenwick, T. (1998). Learning English: It’s easy, it’s fun, Book 2. (Student text). Edmonton: Duval House Publishing (with Hebei Educational Publishing House, China), (99 pages.)

Parsons, J., & Fenwick, T. (1998). Learning English: It’s easy, it’s fun, Book 2. (Activity book). Edmonton: Duval House Publishing (with Hebei Educational Publishing House, China), (96 pages).

Parsons, J., & Fenwick, T. (1998). Learning English: It’s easy, it’s fun, Book 2. (Teacher’s guide). Edmonton: Duval House Publishing (with Hebei Educational Publishing House, China), (141 pages).

Non-print Sources

Critique of the learning organization discourse. Interview on CD-ROM “Leadership in Organizations”, coordinated by Dr. John Bratton, University of Calgary, and funded by Alberta Advanced Education and Career Development, June 1999.

Research and publications of Tara Fenwick. Internet website, www.ualberta.ca/~tfenwick last updated June 2005 .

Research on women entrepreneurs: workplace learning and development. Internet website, http://www.ualberta.ca/~tfenwick/ext/index.htm, last updated May 2002.

Media

Folio, University of Alberta. “Researchers get ‘new economy’ money”, by Stephen Osadetz, news-story reporting my research, May 14, 2002.

Women’s Television Network. Interview broadcast reporting my research on women entrepreneurs’ learning, May 17, 2001.

Bridges, University of Alberta . “Female entrepreneurs: women’s learning in the workplace” by Colleen Hawreluk, news-story reporting my research, Fall, 2001.

New Trails, University of Alberta . “Women entrepreneurs”, news-story reporting my research, Fall 2001.

CBC AM . “Wild Rose Country”, interview broadcast reporting my research, March 15, 2001.

Globe and Mail . “Please stop with the banal training: researcher” by Elizabeth Church, news-story reporting my research, January 18, 2001.

Edmonton Journal . “Tales of entrepreneurial women inspiring” by Jody Warwaruk, news-story reporting my research, January 18, 2001.

Folio , University of Alberta . “Assessing the needs of female entrepreneurs” by Claire Eamer, news-story reporting my research, January 10, 2001.

Calgary Herald. “Starting anew, on her own” by Deborah Yedlin, news-story reporting my research, January 6, 2001.

CBC FM . Interview broadcast, reporting my teacher development project with J. Parsons in China, November 29, 2000.

Folio , University of Alberta . “Millions in China learning English the U of A way: English professors design oral-based curriculum” by Geoff McMaster, news-story reporting teacher development project with J. Parsons in China, October 20, 2000. [Reprinted in New Trails magazine, University of Alberta]

CBC FM . Interview broadcast reporting my research on women entrepreneurs’ learning, October 5, 2000.