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Claudia Eppert, PhD., M.Ed., M.A, B.Ed., B.A.

Associate Professor

Education

Secondary Education

About Me

Claudia Eppert is an associate professor in the Department of Secondary Education at the University of Alberta. She graduated with her doctorate from OISE/University of Toronto in 1999, and was an assistant/associate professor at Louisiana State University for eight years, during which time she taught undergraduate and graduate courses in Curriculum Studies and English Language Arts Education. She returned to Canada to become a faculty member at the University of Alberta in 2007. 

Influenced by her experiences living in Germany, Myanmar, the U.S., Canada, Iran, and Singapore during her formative years, Eppert's research over these last two decades has been focused upon the ethical and pedagogical complexities of witnessing social/environmental suffering and trauma through literary, aesthetic, and contemplative engagement, along with exploration of the possibilities of psycho-social and ecological transformation/well-becoming.

Eppert is co-editor of Cross-Cultural Studies in Curriculum: Eastern Thought, Educational Insights (with Hongyu Wang, Lawrence Erlbaum, Taylor and Francis), and co-editor of Between Hope and Despair: Pedagogy and the Remembrance of Historical Trauma (with Roger I. Simon and Sharon Rosenberg, Rowman and Littlefield). Both of these books received an AESA Critics Choice Book Award, and Cross-Cultural Studies in Education also received AERA Outstanding Book Recognition (Curriculum Studies Division). Eppert has served as co-editor (with Daniel Vokey) of the journal, Philosophical Inquiry in Education (formerly known as Paideusis), for which they edited two special issues on Contemplative Practice, Education, and Socio-political Transformation. 

In 2018, Eppert received a Great Supervisor Award from the Faculty of Graduate Studies and Research at the University of Alberta.

Eppert is a long-time practitioner of meditation in the Theravada Buddhist/Insight tradition (and recently completed a two year Deepening Awareness program). She has practiced Tai Chi (Yang style), and currently practices yoga. Her favourite poets are Rumi and Mary Oliver. She enjoys walking in the woods, connecting with spaciousness, and contemplative photography. She advocates for eco-justice.

Graduate students interested in literary/literature education, aesthetics/cultural studies education, curriculum studies, philosophy of education, mindfulness/holistic/contemplative education, ecological education, psycho-social transformative education, or alternate areas related to Professor Eppert's research are welcome to contact her at eppert@ualberta.ca.

Please note: Professor Eppert is currently on sabbatical and not taking any new students.


Academic Credentials

Degrees

1999   Ph.D., Department of Theory and Policy Studies, Ontario Institute for Studies in Education at the University of Toronto
                      Dissertation Title: Learning Responsivity/Responsibility: Reading the Literature of Historical Witness.
                      Supervisor: Roger. I. Simon
1992   M.Ed., Department of Theory and Policy Studies, Ontario Institute for Studies in Education at the University of Toronto
1990   B.Ed., (Secondary English Language Arts Education, Social Studies Education, ESL 1), Faculty of Education, University of Toronto
1987   M.A.,  English Literature, University of Toronto
1984   B.A.,   English Literature, University of New Brunswick


Certificates

1992  German as a Foreign Language Proficiency Certificate, Goethe Institute, Toronto
1990  Ontario Teacher’s Certificate, Faculty of Education, University of Toronto
1989  Teaching English as a Second Language Certificate, Woodsworth College, University of Toronto





Research

Eppert's research is primarily informed by: literary and aesthetic/cultural engagement; postcolonial, feminist, and poststructuralist theories; continental philosophy (eg. Levinas, Weil, Derrida, Gadamer); witness, trauma, and remembrance studies; wisdom texts and traditions (eg. Buddhism, Taoism, the Upanishads); critical pedagogy (eg. Freire), mythopoetics (eg. Joseph Campbell); eco-philosophy/eco-psychology/eco-literacy; and psychoanalytic explorations (eg. Kristeva, Felman). Research methodologies of primary interest include theoretical research, hermeneutics, literary/aesthetic/cultural criticism, textual research, currere, autoethnography, life writing, métissage, heuristics, transformative inquiry, contemplative inquiry, action research, arts-based research.

Research Summary:


Edited Books

Eppert, C. & Wang, H., (Eds). (2008). Cross-cultural studies in curriculum: Eastern thought, 
educational insights. (Curriculum Theory Series) Mahweh, N.J LEA Routledge, Taylor and Francis.

Simon, R.I., Rosenberg, S., & Eppert, C., (Eds.). (2000). Between hope and despair: Pedagogy and the remembrance of historical trauma. Lanham, Maryland: Rowman and Littlefield.


Special Themed Edited Journal Issues

Vokey, D. & Eppert, C. (Eds.). (2013). Contemplative practice, education, & socio-political transformation, part two [Special issue]. Philosophical Inquiry in Education (formerly known as Paideusis: Journal of the Canadian Philosophy of Education Society), 21 (2).

Eppert, C. & Vokey, D. (Eds.). (2012). Contemplative practice, education, & socio-political transformation, part one [Special issue]. Philosophical Inquiry in Education (formerly known as Paideusis: Journal of the Canadian Philosophy of Education Society), 20 (1).


Book Chapters, Articles, & Published Conference Proceedings (Selected)

Eppert, C. (in press). Forest walks in the Anthropocene: Meditations on joy, grief, and a restorative educational politics. In M. Bussey & C. Mozzini (Ed.) A phenomenology of grace: The body, embodiment and transformative futures. Palgrave MacMillan.

Eppert, C. (2018). On lack and joy: Contextualizing educators’ suffering and well-being. Journal of the American Association for the Advancement of Curriculum Studies 12, (2), 1-23. doi: 10.14288/jaaacs.v12i2.190619

Eppert, C. (2018). Rumination on pedagogical rhythms. In E. Hasebe-Ludt & C. Leggo (Eds.). Canadian curriculum studies: A métissage of inspiration/imagination/interconnection (p. 34). Toronto, ON: Canadian Scholars’ Press.

Eppert, C. (2017, May 5). Well-being, curriculum, & transformative envisioning in the Anthropocene. Symposium on Student Mental Well-Being and Well-Becoming, Faculty of Education, University of Manitoba

Eppert, C.,Vokey, D., Nguyen, T.T.A. & Bai, H. (2016). Intercultural philosophy and the nondual wisdom of basic goodness: Implications for contemplative and transformative education. In O. Ergas & S. Todd (Eds.), Philosophy East/West; Exploring intersections between educational and contemplative practices (pp. 129-151). West Sussex, United Kingdom: John Wiley and Sons. (Reprint of journal article)

Eppert, C. Vokey, D., Nguyen, T.T.A. & Bai, H. (2015, May). Intercultural philosophy and the nondual wisdom of basic goodness: Implications for contemplative and transformative education. Journal of Philosophy of Education, 49 (2), 274-293. doi: 10.1111/1467-9752.12141

Bai, H., Eppert, C., Scott, C., Tait, S., Nguyen, T. (2014). Towards intercultural philosophy of education. Studies in Philosophy and Education: An International Journal, 34 (6), 635-650. doi: 10.1007//s11217-014-9444-1

Eppert, C. (2013). Awakening education: Toward a rich tapestry of mindful and contemplative engagement for social/environmental transformation. In J. Lin, E. Brantmeier, & R. Oxford (Eds.), Re-envisioning higher education: Embodied pathways to wisdom and social transformation (pp. 337-351). Charlotte, N.C.: Information Age Publishing (Transforming Education for the Future Series).  

Eppert, C. (2012). ‘Walking the talk’: East-west reflections on forgiveness, remembrance, and forgetting. In P. Ahluwalia, S. Atkinson, P. Bishop, P. Christie, R. Hattam, & J. Matthews (Eds.), Reconciliation and pedagogy (pp. 65-94). New York: Routledge. 

Eppert, C. (2010). The ‘war within’: Ethical and spiritual responsibilities to children in an age of terror and consumerism. International Journal of Children's Spirituality, 15 (3), 219-232. doi: 10.1080/1364436X.2010.524637

Eppert, C. (2010). Heartmind literacy: Compassionate imagining & the four Brahmavihāras. Paideusis: Journal of the Canadian Philosophy of Education Society, 19 (1), 17-28.

Eppert, C. (2009). Remembering our (re)source: Eastern meditations on witnessing the integrity of water. In M. McKenzie, H. Bai, P. Hart, & B. Jickling (Eds.), Fields of green: Re-storying culture, environment, and education (pp. 191-210). Hampton Press.

Eppert, C. (2008). Emmanuel Levinas, literary engagement, literature education. In D. Egéa-Kuehne (Ed.), Levinas and education: At the intersection of faith and reason (pp. 67-84). New York: Routledge, Taylor & Francis.

Eppert, C. (2008). Fear, (educational) fictions of character, and Buddhist insights for a witnessing curriculum. In C. Eppert & H. Wang (Eds.), Cross-cultural studies in curriculum: Eastern thought, educational insights (1st ed. pp. 55-108). Mahweh, N.J.: Lawrence Erlbaum, Taylor and Francis.

Eppert, C. & Wang, H. (2008). Openings into a curriculum of the way. In C. Eppert & H. Wang (Eds.), Cross-cultural studies in curriculum: Eastern thought, educational insights (1st ed. pp. xvii-xxii). Mahweh, N.J.: Lawrence Erlbaum, Taylor & Francis.

Eppert, C., Ethridge, K, & Bach, J. (2007). Bridging the gap: Three perspectives on teaching young adult literature for a just and sustainable world. Talking Points (Whole Language Umbrella, National Council of Teachers of English), 19 (1), 10-20. 

Simon, R.I. & Eppert, C. (2005). Remembering obligation: Witnessing testimonies of historical trauma. In R.I. Simon (Ed.), The Touch of the Past: Remembrance, Learning, and Ethics (pp. 50-64). New York, N.Y.: Palgrave MacMillan. (Reprint of 1997 journal article).

Eppert, C. (2004). Leslie Silko's Ceremony: Rhetorics of ethical reading and composition. JAC: A Quarterly Journal for the Interdisciplinary Study of Rhetoric, Literacy, Culture, and Politics, 24 (3), 727-754.

Eppert, C. (2004). (Un)learning home: Paule Marshall's Praisesong for the Widow, Emmanuel Levinas and an ethics of reading for alterity. In B. Ledent (Ed.), Bridges across chasms: Toward a transcultural future in Caribbean literature (pp. 169-183). Liège, Belgium: L3.

Eppert, C. (2004). Altering habits of attention and inattention in education: Simone Weil and Emmanuel Levinas. In H. A. Alexander (Ed.), Spirituality and ethics in education: Philosophical, theological, and radical perspectives (pp. 42-54). Brighton: Sussex Academic Press.

Eppert, C., Lima, M., & Ropers-Huilman, B. (2003). Engendering respect in a service learning community: Teaching and learning in a multidisciplinary partnership. Scholar-Practitioner Quarterly, 1 (4), 89-104. 

Eppert, C. (2003). Histories re-imagined, forgotten, and forgiven: Student responses to Toni Morrison's Beloved. Changing English: Studies in Reading and Culture, 10 (2), 185-194. 

Eppert, C., Casemore, B., & Davis, D. (2002). Negotiating risk: Testimonies towards an ethics of mentoring. JCT: Journal of Curriculum Theorizing, 18 (4), 105-125. 

Eppert, C. (2002). Mourning identities: Commemorative and curricular debates concerning the fall of the world trade centre. In Bogdan, D., Eppert, C. Yang, C. Morton, C. Eppert, Symposium: Aesthetic Education in Times of Terror: Negotiating an Ethics and Aesthetics of Answerability. Philosophy of Music Education Review, 10 (2), (Fall): 128-132. 

Eppert, C. (2002). Entertaining history: (Un)heroic identifications, apt pupils, and an ethical imagination. New German Critique, 86, 71-101. 

Eppert, C. (2002). Reading relations, loss, and responsive/responsible learning. In M. Morris & J. Weaver (Eds.), Difficult memories: Talk in a post-Holocaust era (pp. 45-67). New York: Peter Lang.

Simon, R., Eppert, C., Clamen, M., & Beres, L. (2001). Witness-as-study: The difficult inheritance of testimony. The Review of Education/Pedagogy/Cultural Studies 22(4), 285-322. 

Eppert, C. (2001). Women students composing desire in scholarly writing: A lover’s discourse. Taboo: A Journal of Culture and Education 5(1) 52-72. 

Eppert, C. (2000). Re-learning questions: Responding to the address of past and present others. In R. Simon, S. Rosenberg, & C. Eppert (Eds.), Between hope and despair: Pedagogy and the remembrance of historical trauma (pp. 213-230). Maryland: Rowman and Littlefield.

Simon, R. I., Rosenberg, S., Eppert, C. (2000). Introduction: The pedagogical encounter of historical remembrance. In R. Simon, S. Rosenberg, & C. Eppert (Eds.), Between hope and despair: Pedagogy and the remembrance of historical trauma (pp. 1-8). Maryland: Rowman and Littlefield.

Simon, R.I., & Eppert, C. (1997). Remembering obligation: Pedagogy and the witnessing of testimony of historical trauma. Canadian Journal of Education/Revue canadienne de l’éducation, 22 (2) 175-191.

Bogdan, D. & Eppert, C. (1996). Literacy. In J.J. Chambliss (Ed.), Philosophy of education: An encyclopedia (pp. 360-62). New York: Garland Press.  







Teaching

Graduate and Undergraduate Courses Taught

EDSE: 503/505: Curriculum Foundations
EDSE 501: Witnessing, Imagination, Transformation
EDSE 501: Curriculum of the Heart: Ethics, Emotions, Well-Being
EDSE 401/501: Mindfulness, Wisdom, and Contemplative Pedagogies for a More Compassionate, Just, and Sustainable World
EDSE 501: Witnessing Social Suffering/Trauma Through Literature and the Arts
EDSE 501: Literacy, Literature Education, and Social Change
EDSE 610: Doctoral Research Seminar
EDSE 427/451: Advanced Professional Term in English Language Arts Teaching