Archie and Me: A Child, a Teacher, and a Comic Book
Teacher candidates in a freshman Education course encountered the image of Geraldine Grundy, Riverdale High School’s perennial teacher, in their in-class review of 70 years of Archie comics. They saw in Grundy a teacher dedicated to her students’ learning, but questioned why her appearance changed little as compared to her teenage students, contemporized as fashion and cultural shifts dictated. There was a pedagogical purpose for these neophytes to peruse Archie. I wanted them to see that Grundy was part of the political and social landscape of postwar America, when Archie comics had their greatest appeal to children and youth. Archie portrayed the intellectual content of 20th-century childhood. Grundy was a creation of a consensus of childhood accepted among professionals and the society they served. Teachers learned it and like Grundy, replicated it in practice.
With Olivier Michaud, The Way to a Spiritual Life in Academia: Scholars and Stories
Higher education literature documents the presence of stress in academic staff in universities. We locate ourselves as academics who struggle to meet the expectations of the university and seek to live a better life. Our spiritual teachings from our mentors—Marie Battiste, Mi’kmaw education scholar, on nourishing the learning spirit, and Parker Palmer—are wisdom that we have studied and used in research and in class. We seek now to draw on them in our lives. We have created an intimate space that permits us to story our faculty lives. For us, the way to a spiritual life in academia requires that we expose and share issues of stress, exhaustion, and burnout as we know and understand them. We seek considerations for scholars who seek to story a way of living better.
Toward a Usable Past: Teachers of Project Yesteryear and the History of Education
The teachers of Project Yesteryear were respondents to a questionnaire sent by the late Dr. Robert S. Patterson. Patterson was a professor of educational foundations and former dean of the University of Alberta's Faculty of Education. I show how data in the questionnaires may help teacher candidates who seek guidance on how to be effective practitioners in class.
Book Clubs and the Reconciliation Mandate
The inspiration for this project is from the Book of the Year projects in the University of Alberta’s Faculty of Education. I ask the following question: How may a common reading (a book) begin the work of Reconciliation between Indigenous and non-Indigenous peoples in Canada?
I remain interested in First Nations, Métis, and Inuit educational history, self-identification and First Nations, Métis, and Inuit learners, and nourishing the learning spirit.