Professor Profiles

Profile

Brooke Madden, PhD, MEd, BEd, BScH

Assistant Professor

Education

Educational Policy Studies

About Me

PUBLICATIONS

JOURNAL ARTICLES

McGregor, H., Madden, B., Higgins, M., & Ostertag, J. (2018). Braiding designs for decolonizing research methodologies: Theory, practice, ethics. Reconceptualizing Educational Research Methodology, 9(2), 1-21.

Higgins, M. & Madden, B. (2017). (Not So) Monumental agents: De/Colonizing places of learning. Canadian Social Studies, 49(1), 34-38.

Higgins, M., Madden, B., Bérard, M.-F., Lenz Kothe, E., & Nordstrom, S. (2017). De/signing research in education: Patchwork(ing) methodologies with theory. Educational Studies 43(1), 16-39.

Madden, B. (2017). Tracing spectres of whiteness: Discourse and the construction of teaching subjects in urban Aboriginal education. Discourse: Studies in the Cultural Politics of Education 38(5), 642-658.

Higgins, M., Madden, B., & Korteweg, L. (2015). Witnessing (halted) deconstruction: White teachers’ ‘perfect stranger’ position in urban Indigenous education. Race Ethnicity and Education, 18(2), 251-276.

Lenz Kothe, E., Higgins, M., Stiegler, S., Bérard, M.-F., & Madden, B. (2015). A quick guide to speed-dating theorists through thinking with theory in qualitative research: Viewing data across multiple perspectives. Canadian Journal for New Scholars in Education/Revue Canadienne des Jeunes Chercheures et Chercheurs en Education, 6(1), 68-78.

Madden, B. (2015). Pedagogical pathways for Indigenous education with/in teacher education. Teaching and Teacher Education, 51,1-15.

Madden, B. (2014). Coming full circle: White, Euro-Canadian teachers’ positioning, understanding, doing, honouring, and knowing in school-based Aboriginal education. in education, 20(1), 57-81.

Madden, B. & McGregor, H. (2013). Ex(er)cising student voice in pedagogy for decolonizing: Exploring complexities through duoethnography. Review of Education, Pedagogy and Cultural Studies, 35(5), 371-391.

Madden, B., Higgins, M., & Korteweg, L. (2013). “Role models can’t just be on posters”: Re/membering barriers to Indigenous community engagement. Canadian Journal of Education/Revue Canadienne de L'education, 36(2), 211-247.

BOOK CHAPTERS

Madden, B. (In Press). Hybrid encounters: First Peoples principles of learning and teachers’ constructions of Aboriginal education and educator. In S. Carr- Stewart & J. Ottmann (Eds.), Promises & issues: Indigenous education in Canada. Vancouver, BC: UBC Press.

Higgins, M. & Madden, B. (2018). (Not Idling at) the flâneur in Indigenous education: Towards being and becoming community. In A. Cutcher & R. L. Irwin (Eds.), The flâneur and educational research: A metaphor for knowing, being ethical, and new data production. Cham, CH: Palgrave Pivot.

Madden, B.
& Glanfield, F. (2017). Research in Indigenizing teacher education. In D. J. Clandinin & J. Husu (Eds.), SAGE Handbook of research on teacher education. Thousand Oaks, CA: SAGE Publications.

BOOK REVIEWS

Madden, B. (2018).
Review of Visioning a Mi'kmaw humanities: Indigenizing the academy. The Canadian Journal of Native Studies, 37(2), 193-196.

DOCTORAL DISSERTATION

Madden, B.
(2016). (Un)Becoming teacher of school-based Aboriginal education: Early career teachers, teacher identity, and Aboriginal education across institutions. (Unpublished doctoral dissertation). University of British Columbia, Vancouver, Canada.


Research

RESEARCH AREAS AND INTERESTS

  • Indigenous Education and Truth and Reconciliation Education
  • Teacher Education & Teacher Identity
  • Qualitative Research Methodology
  • Curriculum Theory
  • Decolonizing and Anti-Oppressive Approaches

Teaching

COURSES TAUGHT

GRADUATE

EDPS 581 - Introduction to Evaluating Educational Research

EDES 501 - Possibilities for Reconciliation and Peaceful School Communities

UNDERGRADUATE

EDU 211 - Aboriginal Education and the Context for Professional Engagement