Teaching
Graduate Courses
EDUB 7090 Seminar in Reading Processes
EDUA 7840 Qualitative Research Methods in Education
EDUB 7120 Curricular Issues in Teaching English Language Arts
EDUB 7340 Writing Workshop: Writing for/as Human Rights (Summer Writing Institute)
EDUB 7350 Curriculum Development: Writing for/as Human Rights (Summer Writing Institute)
EDUB 7350 Inquiry into Curriculum Redesign (student-initiated course)
EDUB 7150 Seminar in Reading and Response to Literature
EDUB 7180 Seminar in Research in Written Composition
EDUB 7530 Language Rights and Education (student-initiated course)
EDUB 7142 Topics in CTL: Designing Rich Learning Experiences in English Language Arts: Reflective Practice & the New Curriculum
EDUA 7840 Qualitative Research Methods in Education
EDUB 7120 Curricular Issues in Teaching English Language Arts
EDUB 7340 Writing Workshop: Writing for/as Human Rights (Summer Writing Institute)
EDUB 7350 Curriculum Development: Writing for/as Human Rights (Summer Writing Institute)
EDUB 7350 Inquiry into Curriculum Redesign (student-initiated course)
EDUB 7150 Seminar in Reading and Response to Literature
EDUB 7180 Seminar in Research in Written Composition
EDUB 7530 Language Rights and Education (student-initiated course)
EDUB 7142 Topics in CTL: Designing Rich Learning Experiences in English Language Arts: Reflective Practice & the New Curriculum
Post-Baccalaureate Diploma Courses
EDUB 5220: Recent Developments in CTL 1: Designing Rich Learning Experiences in English Language Arts: Reflective Practice & the New Curriculum
EDUB 5220 Recent Developments in CTL 1: Writing Workshop—Writing for/as Human Rights
EDUB 5230 Recent Developments in CTL 2: Curriculum Development—Writing for/as Human Rights
EDUB 5220 Recent Developments in CTL 1: Writing Workshop—Writing for/as Human Rights
EDUB 5230 Recent Developments in CTL 2: Curriculum Development—Writing for/as Human Rights
Undergraduate Courses
EDUB 1210 Teaching English Language Arts in the Senior Years 1
EDUB 2510/3102 Language & Literacy Across the Curriculum
EDUB 2100 Teaching English Language Arts in the Middle Years 2
EDUB 3120 Senior Years Curriculum & Instruction: Languages
EDUB 4050 Middle Years: Creating Classroom Learning Environments—Literacy Across the Curriculum
EDUB 4120 Senior Years: Teaching English Language Arts
EDUB 2510/3102 Language & Literacy Across the Curriculum
EDUB 2100 Teaching English Language Arts in the Middle Years 2
EDUB 3120 Senior Years Curriculum & Instruction: Languages
EDUB 4050 Middle Years: Creating Classroom Learning Environments—Literacy Across the Curriculum
EDUB 4120 Senior Years: Teaching English Language Arts
The Manitoba Writing Project: Summer Writing Institute
JULY 2021: Summer Writing Institute
When our SWI had to be offered online in 2021 due to COVID-19, we re-designed the course as an experience with walking curriculum. In preparation, we read Writing for Pleasure by Ross Young & Felicity Ferguson, Writing Toward Home by Georgia Heard, The Anti-Racist Writing Workshop by Felicia Rose Chavez, A Walking Curriculum by Gillian Judson, and articles from a special issue of the Journal of the Canadian Association for Curriculum Studies on Walking: Attuning to an Earthly Curriculum. We discovered that walking in our own neighborhoods and communities–with focused invitations to be attentive to our senses, to consider what’s lovely/unlovely, to look critically at our human impact, to create mappings to inquire into issues of spatial justice—prompted powerful multimodal writing and teaching demonstrations.
Once again, we emerged from the Summer Writing Institute changed. Our readings, our writing, our individual and collective work related to colonization, education, and Truth & Reconciliation, and our critical inquiries into place, power, and writing challenged and encouraged us, invited and inspired us to take risks, and to wander and wonder into new pedagogical territories. We learned powerful lessons about what place can teach us when we go outside, when we attune ourselves to listening differently, when we look closely and again with new lenses and critical perspectives, when we slow down and unplug and realize new forms of connectedness, and when we write--open to knowing and becoming and new possibility. Once again, we look forward to hearing where our writing, walking, and critical place-pedagogies take us.
When our SWI had to be offered online in 2021 due to COVID-19, we re-designed the course as an experience with walking curriculum. In preparation, we read Writing for Pleasure by Ross Young & Felicity Ferguson, Writing Toward Home by Georgia Heard, The Anti-Racist Writing Workshop by Felicia Rose Chavez, A Walking Curriculum by Gillian Judson, and articles from a special issue of the Journal of the Canadian Association for Curriculum Studies on Walking: Attuning to an Earthly Curriculum. We discovered that walking in our own neighborhoods and communities–with focused invitations to be attentive to our senses, to consider what’s lovely/unlovely, to look critically at our human impact, to create mappings to inquire into issues of spatial justice—prompted powerful multimodal writing and teaching demonstrations.
Once again, we emerged from the Summer Writing Institute changed. Our readings, our writing, our individual and collective work related to colonization, education, and Truth & Reconciliation, and our critical inquiries into place, power, and writing challenged and encouraged us, invited and inspired us to take risks, and to wander and wonder into new pedagogical territories. We learned powerful lessons about what place can teach us when we go outside, when we attune ourselves to listening differently, when we look closely and again with new lenses and critical perspectives, when we slow down and unplug and realize new forms of connectedness, and when we write--open to knowing and becoming and new possibility. Once again, we look forward to hearing where our writing, walking, and critical place-pedagogies take us.
JULY 2018: Summer Writing Institute
Our two-week intensive SWI focused on place-based literacies, with much our learning situated at King's Park, near the Fort Garry campus. With my colleague Dr. Jennifer Watt and an amazing group of 26 educators, we explored our own relationships to place; our identities as writers, teachers of writing, and literacy leaders; and our understandings of literacy and knowledge in connection to place. We were inspired in these explorations by several guests, who shared their knowledge and experiences in Indigenous knowledge and education; who led us in learning about weeds and all they can teach us; who taught us to net and identify wild bees and the habitats they need; who shared archival research of the park and taught us how to learn about place through archives; who spoke to us about parks as public and political spaces; and who engaged us in exploring parks mindfully and contemplatively. We were also inspired by our course readings (Yardwork by Daniel Coleman; Manitowapow by Niigaan Sinclair & Warren Cariou; and Poetry of Place by Terry Hermsen). Together, we published an anthology of writing, with pieces developed and workshopped in writing groups over the two weeks. We learned much from one another in our teaching demonstrations and from our guests. We have been excited to hear about where this work has led our participants in their schools and communities.
Photo: Participants in the Summer Writing Institute created pop-up writing installations on campus.
Our two-week intensive SWI focused on place-based literacies, with much our learning situated at King's Park, near the Fort Garry campus. With my colleague Dr. Jennifer Watt and an amazing group of 26 educators, we explored our own relationships to place; our identities as writers, teachers of writing, and literacy leaders; and our understandings of literacy and knowledge in connection to place. We were inspired in these explorations by several guests, who shared their knowledge and experiences in Indigenous knowledge and education; who led us in learning about weeds and all they can teach us; who taught us to net and identify wild bees and the habitats they need; who shared archival research of the park and taught us how to learn about place through archives; who spoke to us about parks as public and political spaces; and who engaged us in exploring parks mindfully and contemplatively. We were also inspired by our course readings (Yardwork by Daniel Coleman; Manitowapow by Niigaan Sinclair & Warren Cariou; and Poetry of Place by Terry Hermsen). Together, we published an anthology of writing, with pieces developed and workshopped in writing groups over the two weeks. We learned much from one another in our teaching demonstrations and from our guests. We have been excited to hear about where this work has led our participants in their schools and communities.
Photo: Participants in the Summer Writing Institute created pop-up writing installations on campus.