Amir Kalan is Assistant Professor in the Department of Integrated Studies in Education (DISE) at McGill University. His research interests include critical literacy, multiliteracies, second language writing, intercultural rhetoric, multilingual text generation, and multimodal and digital writing. In his research, he mobilizes mainstream qualitative research and alternative qualitative methods such as narrative inquiry, autoethnography, and visual ethnography to study sociocultural, discursive, political, and power relational contexts of literacy engagement. He is particularly interested in learning about the experiences of minoritized and racialized students in multicultural and multilingual contexts and about non-Western forms of language and literacy education.
2018- Ph.D. in Language and Literacies Education, The Ontario Institute for Studies in Education of the University of Toronto
2013- Master of Teaching, The Ontario Institute for Studies in Education of the University of Toronto
- Critical Literacy
- Writing and Rhetoric
- Second Language Writing
- Multimodal and Digital Writing
- Minoritized Students’ Experiences with Literacy
- Literacy Engagement in Times of Crisis
- EDEC 617 (Special Topics) Critical Language and Literacies Education: Pedagogy and Power (Graduate)
- EDEC 629 Writing: Theory, Research, and Practice (Graduate)
- EDSL 630 Qualitative Ethnographic Methods (Graduate)
- EDTL 635 Applied Methods in Second Language Education (Graduate)
- EDSL 332 Literacy 2 Teaching Writing in ESL (Undergraduate)
- EDSL 447 Methods in TESL 1 (Undergraduate)
Writing in Times of Crisis
Writing in Times of Crisis is a project that frames Dr. Amir Kalan’s recent research, starting from August 2020. Writing in Times of Crisis explores writers’ experiences with writing during periods of calamity, instability, uncertainty, and lack of literacy resources. The project contains multiple studies of people who engage with writing and publishing in times of trauma and tragedy. Examples of these studies include: Teaching and learning writing during pandemics; refugees’ engagement with writing in additional languages; minoritized populations’ publishing practices; and exiled writers’ multilingual textual performances. Dr. Kalan studies these writing practices as cases that highlight the nature of writing as a form of resistance and a means of survival. Moreover, in this project, Dr. Kalan showcases examples of writing in periods of crisis to argue that despite the orthodox Western view of writing as rhetorical craftsmanship, most organic forms of writing are personal, diverse, cultural, ideological, and thus genre-fluid.
Gagne, A., Kalan, A., & Herath, S. (Eds.) (in press, 2021). Critical action research challenging neoliberal language and literacies education: Auto and duoethnographies of global experiences. New York: United States: Peter Lang.
Kalan, A. (2021). Sociocultural and power-relational dimensions of multilingual writing: Recommendations for deindustrializing writing education. Bristol, UK: Multilingual Matters.
Kalan, A. (2018). Farsi translation of who’s afraid of multilingual education? Conversations with Tove Skutnabb-Kangas, Jim Cummins, Ajit Mohanty, and Stephen Bahry about the Iranian context and beyond. (H. Weisi, Trans.). Dayton, OH: University of Dayton E-Scholarship.
Kalan, A. (2016). Who’s afraid of multilingual education? Conversations with Tove Skutnabb-Kangas, Jim Cummins, Ajit Mohanty, and Stephen Bahry about the Iranian context and beyond. Bristol, UK: Multilingual Matters.
Peer-reviewed Journal Articles
Kalan, A. (in press, 2021). A Rhetoric of Protest. The College English Association Mid-Atlantic Review.
Kalan, A., Jafari, P., & Aghajani, M. (2019). A collaborative practitioner inquiry into societal and power-relational contexts of an activist writing community’s textual events. International Journal of Action Research, 15(1), 62-80.
Simon, R., Evis, S., Walkland, T., & Kalan, A. (2016). Navigating the “delicate relationship between empathy and critical distance”: Youth literacies, social justice, and arts-based inquiry. English Teaching: Practice and Critique, 15(3), 430-449.
Kalan, A. (2016). Teaching Anglo-American academic writing and intercultural rhetoric: A grounded theory study of practice in Ontario secondary schools. ISCEST Journal, 3(1), 57-75.
Kalan, A. (2014). A practice-oriented definition of post-process second language writing theory. TESL Canada Journal, 32(1), 1-18.
Simon, R., Kalan, A., et al (2014). “In the swell of wandering words”: The arts as a vehicle for youth and educators’ inquiries into the Holocaust memoir Night. Perspectives on Urban Education, 11(2), 90-106.
Kalan, A. (2014). Integrating speaking and listening activities into teaching Anglo-American academic writing rhetoric. International Journal of English Language Teaching, 1(1), 101-107.
Kalan, A. (2013). The impact of Canadian social discourses on L2 writing pedagogy in Ontario. English Language Teaching, 6(10), 32-42.
Kalan, A. (in press, 2021). COVID-19, an opportunity to deindustrialize writing education. In I. Fayed, & J. Cummings (Eds.), Teaching in the post COVID-19 era: World education dilemmas, teaching innovations and solutions in the age of crisis. Springer.
Gagne, A., Kalan, A., & Herath, S. (in press, 2021). Pathways to challenge the neoliberal constriction of education: An introductory multi-ethnography. In A. Gagne, A. Kalan, & S. Herath (Eds.), Critical action research challenging the neoliberal constriction of education: Pushing back and moving forward. New York: Peter Lang.
Troberg, M., & Kalan, A. (in press, 2021). Large online undergraduate courses: The demise of critical pedagogy? In A. Gagne, A. Kalan, & S. Herath (Eds.), Critical action research challenging the neoliberal constriction of education: Pushing back and moving forward. New York: Peter Lang.
Simon, R., Evis, S., Gallagher, B., Walkland, T., Allen, A., Friesen, D., Kalan, A., with youth from the Addressing Injustices Project: Burbidge. M., Farrell, N., Hetman, J., Hosang, M., Morais, T., Parks, V., Raposo, E., Sanchez, L., Simon, R., Stewart-Wilson, G. (in press, 2021). “We can’t ever let this happen again”: Addressing anti-Semitism through arts-based inquiry. In V. Stead (Ed.), Confronting anti-Semitism on campus. New York: Peter Lang.
Kalan, A. (2021). Writing in times of Crisis: A theoretical model for understanding genre formation. In E. B. Hancı-Azizoğlu, & M. Alawdat (Eds.), Rhetoric and sociolinguistics in times of global crisis. IGI Global.
Simon, R., & Kalan, A. (2016). Adolescent literacy and collaborative inquiry. In K. A. Hinchman, & D. A. Appleman (Eds.), Adolescent literacy: A handbook of practice-based research (pp. 398-420). New York: Guilford Press.
Kalan, A., & Troberg, M. (2016). Mobilizing practitioner action research to foster critical pedagogy in a large online undergrad university course. ARNA (Action Research Network of the Americas) Conference Proceedings. (Pages 1-21)
Kalan, A. (2015). Reading poetry in standardized EFL test preparation to increase meaningful literacy engagement. International Journal of Arts and Sciences, 7(6), 275-290.
Major Publications Co-Authored with my Students as Course/Workshop Projects
Kalan, A. (Ed.). (in progress). Critical Food Pedagogy: An ESL Writing Textbook.
Kalan, A. (Ed.). (2018). Undergraduate Voices. Dayton, OH: University of Dayton E-Scholarship. (The publication is a collection of articles written by a group of first-year college students written about the “humanities sides” of their intended STEM majors.)
Kalan, A. (Ed.). (2014). Persian hip hop: Writing as social action [Persian]. Tarmatn Publications.
Films & Videos
Kalan, A. (in progress). A Rhetoric of Protest
Kalan, A. (in progress). Stance as Inquiry: Practitioner Inquiry in Education
Simon, R. (Producer), & Kalan, A. (Director). (2015). After “Night” [Motion picture]. https://www.youtube.com/watch?v=yAQf0aHEtu4