Faculty of Education COVID-19 FAQs

Lisa Starr

Title: 
Dr.
Academic title(s): 
Lisa Starr
Contact Information
Address: 

Education Room 243
(514) 398-7046

 
Email address: 
lisa.starr2 [at] mcgill.ca
Department: 
Department of Integrated Studies in Education
Biography: 

Philosophy of Education

Of critical importance to my practice is the facilitation of opportunities for students to challenge their own thinking about teaching and learning. My role is to provide experiences that will not simply show students how to teach but to create a transformative environment so that our future teachers enter into schools and classrooms confident, prepared and ready to inspire. Central to this is an understanding of an unprecedented pluralism in Canadian education. Over 5 million Canadian residents were born overseas and nearly half of the children entering Canadian classrooms do not speak English as their first language (Chambers, 2003). Diversity of this magnitude and importance requires attention to the moral and ethical implications of teaching and is paramount to the preparation of teachers. Experiential learning in student-centered classrooms, critical, compassionate reflexivity as well as spaces to interrogate the emerging identity of the teacher are featured in the theoretical and practical development and design of my courses.

The act of teaching is built upon praxis, action and reflection; as such pre-service teachers enter the university classroom with school experiences that have shaped their ideas of good teaching and learning. Those cognitive, social and experiential elements have important philosophical and practical implications for learning in the field of education. Strategies for effective teaching must be presented but more importantly experienced by the individual to allow them to constructively build upon past knowledge and beliefs about schooling, to critically reflect on them and ideally build new meaning. While much of teaching comes from preparation and practice, even more comes from the transition from abstract conceptualization to concrete knowing. Through reflexive journals and critical discourse, learners are able to examine their own preconceptions and beliefs in relevant situations. The use of problem-based learning and peer teaching are examples of strategies that enable students to develop good pedagogical practices in the context of today’s classroom settings.

My philosophy embraces the complex, ambiguous and uncertain and relies on “authentic, situated assessment” (p.49) that is contextualized for my own teaching environment (Slattery, 1995). Autobiography, narrative inquiry and hermeneutic dialogue have a strong presence in the structure of learning in my courses because they require the type of critical thinking characteristic of postmodern curricular theory. As such throughout tasks and assignments, students are requested to interpret and reflect upon concepts, use their background knowledge to form new meanings and explore the depth of relevant topics as opposed to the breadth of the topic. This constructivist approach emphasizes engagement both with the course material and with the other students in their shared journey towards becoming teachers.

 

 
Degree(s): 

2014 Doctor of Philosophy in Curriculum and Instruction. Faculty of Education, University of Victoria, Victoria, British Columbia
Dissertation: We lead who we are: A collaborative inquiry to inform educational leadership praxis in contexts of diversity
 
2006 Master of Arts in Education, Administration and Supervision.  Faculty of Graduate Studies, University of Phoenix, Phoenix, Arizona
Project: Improving the Application of Student Values in the Context of Academic Malpractice

1993 Bachelor of Education, Physical Education, English & Health. Faculty of Education, University of Regina, Regina, Saskatchewan

 
Areas of expertise: 
  • Sexual and Gender Based Violence
  • Teacher Education
  • Educational Leadership
  • Autoethnography
  • Collaborative inquiry
  • Transformative inquiry
  • Action research
  • Reflexivity
  • Teacher identity
  • Teacher leadership
  • School/institutional partnerships
  • Women in education
 
Current research: 

Current Canadian Research

 

Principal Investigator

NEXTSchools: Studying Educational Change in four Québec High Schools. 2017 to present. Social Science and Humanities Research Council (SSHRC) funded: (1) Partnership Development Grant $198 184 [2019-22 awarded]; (2) Internal Social Sciences and Humanities Development Grant $5 000 [2018-20 awarded].

Description: NEXTschools is predicated on the belief that in order to navigate the complexity of the world today, students need critical thinking and problem solving, collaboration and leadership, agility and adaptability, initiative and entrepreneurialism, effective oral and written communication, and curiosity and imagination (Wagner, 2008). NEXTschools focuses developing these skills through a systems approach to innovation in teaching and learning that will significantly transform how English high school education looks, feels and functions in Québec. NEXTschools unites the following partners: (1) teachers and administrators at Three Rivers Academy (Central Québec School Board), Howard S. Billings Regional High School (New Frontiers School Board) and Heritage Regional High School (Riverside School Board); (2) pedagogical specialists/researchers in educational reform and innovative learning in the Faculty of Education at McGill University; and (3) LEARN (the Leading English Education and Resource Network), a non-profit educational organization charged with supporting English education in Québec. The research goal is to effect and research innovative educational change within a collaborative partnership between school, university and community settings.

 

NEXTschools: Innovative Approaches to High School Education. 2017 to present. Social Science and Humanities Research Council (SSHRC) funded: (1) Connections Grant $24 423 [2018-19 completed]; (2) Partnership Engage Grant $24 400 [2018-19 completed].

Description: NEXTschool is an attempt to answer the call for schools to become more proactive in their approach to constantly changing needs of students and their communities. One of the leading proponents of 21st Century skills, Charles Fadel (2015) defined the 21st century skill set as a four-dimensional construct that includes knowledge, skills, and character; complemented by the proposal of a fourth element which he identifies as ‘meta-learning’, more commonly understood as metacognition or ‘learning to learn’. This concept strikes at the heart of the expectations of a future vision of school in which the singular skill for the 21st Century will be the capacity of adolescents, as emerging adults, to continually identify, understand, and situate themselves throughout their lifetime in an unchartered future world. The goal of this research is to create an in-depth study of the design and implementation of systems wide reform in the Anglophone sector of the secondary education system in Quebec.


Co-Investigator

Action Research at Educare: Shifting focus to the learner for the 21st Century. Social Science and Humanities Research Council funded Partnership Engage Grant $24 656 [2019-20 awarded]. Principal Investigator: Dr. E. Woods, McGill University.

Description: Educational jurisdictions around the world are exploring how to prepare students to lead meaningful and fulfilling lives, to be productive contributors in a knowledge economy, and to thrive in an information and technology-intensive globalized world. A new Montreal school, Educare or Edu2 (pronounced edu-car-ai; from of the Latin word meaning “to draw out”) will open its doors in September 2019, launching an innovative educational environment that addresses this challenge head-on, re-thinking in important ways what school can be and to what end. The goal of the proposed action research partnership is for researchers from McGill University and the founder-educators of Edu2 to collaborate in answering the following question: Is the innovative approach adopted by Edu2 successful in its aim to a) effective learning for students, based on each student’s articulation of their academic, personal, and long-term life goals; and b) create an effective 21st C learning environment where learners are happy, feel cared for, and engaged in their learning, while meeting the highest global academic standards, as aligned with the Quebec Education Program? Through the school’s very critical opening year, from the perspective of both teachers and learners (through interviews and observation/fieldnotes), the project will document activities and assess its effectiveness, seeking to determine what is working, and why.

 

Defining the Policy Lines: Examining the Role of News and Social Media, Popular Culture and the Justice System in Reducing and Mobilizing Change or Sustaining Sexual Violence and "Rape Culture" in Universities. Social Science and Humanities Research Council (SSHRC) Partnership Grant $2 490 000 [2016-21 awarded]. Principal Investigator: Dr. S. Shariff, McGill University.

Description: This project engages law, arts and media sector partners, academics and collaborators to propel universities into reclaiming their central role of research and education (as it relates to deeply embedded intersecting forms of misogyny, sexism, homophobia, and related forms of discrimination – often described as “rape culture”. This project and the partnership of 9 universities, 14 community partners, 24 academics and 13 collaborators engages the most comprehensive effort to date to change the culture and practices of sexual violence on Canadian university campuses. Through these efforts we aim to shift the work of policy makers, university administrations and others who have the power to make our campuses and communities safer and more responsive to the needs of all.

 

Understanding Learning in Professional Teacher Education Programs. Social Science and Humanities Research Council (SSHRC) Connections Grant $24 700. [2015 awarded]. Principal Investigator: Dr. K. Sanford, University of Victoria.

Description: Teacher Education programs across Canada (and elsewhere in the world) are in the process of transforming in response to the diverse demands expected of the network information age promoted by digital technology (Trilling & Fadel, 2009). Drawing on the OECD’s call for 21st century learning, Schleicher (2015) astutely observed that a reproduction of the long emphasized cognitive skills “dominated by rote learning before deeper, more invigorating learning could flourish” is outdated. While cognitive skills remain the simplest to teach and test, they are also the easiest to automate and outsource. Education can no longer focus on the reproduction of content knowledge, instead education must evolve to make engagement in learning central, acknowledge and incorporate social and emotional learning, and promote connectedness between subjects and communities (Ontario Ministry of Education, 2014).


Current International Research

 

Principal Investigator

Designing and implementing pedagogical strategies for addressing Sexual and Gender-based Violence in Teacher Training Colleges in Mozambique. Social Science and Humanities Research Council (SSHRC) Insight program $259 166 [2018-2022 awarded].

Description: Broadly, this research responds to three priority areas identified by Global Affairs Canada (2017) in its first feminist development assistance policy: (1) To advance women’s equal participation with men as decision makers in shaping the sustainable development of their societies; (2) To support women and girls in the realization of their full human rights; and (3) To reduce gender inequalities in access to and control over the resources and benefits of development (Government of Canada, 2017). Specifically, we are studying the implementation and impact of three pedagogical intervention tools intended to combat SGBV: (1) Gender Matters: Strategies for Gender Responsive Teaching, (2) a Sexual and Gender-based Violence Tool-kit for IFPs; and (3) Participatory Visual Methodologies: Tools for Local Engagement.

Projects: 

Transforming Girls Education Project 

In partnership with CODE. Funded by Global Affairs Canada. Collaborator with Dr. Claudia Mitchell. November 2019 to August 2022.

Description: Transforming Girls Education Project is a two-year, Global Affairs Canada and CODE co-funded project aiming to dismantle barriers to education for girls while improving the quality of education for both girls and boys in Sierra Leone. This project will be implemented by CODE, McGill University and TALLE— CODE local partner. TGEP aims to improve learning outcomes for girls attending upper primary classes (grades 4 to 6) thus girls typically between 9 and 16 years of age. At the teacher training level, the TGEP works with teacher training institutes (TTI) educators for their heightened awareness of how gender biases shape pedagogy, classroom relationships and opportunity for learning. In the wake of awareness, TTI educators work together, with the support of CODE, to design training modules to support teachers’ inclusive classroom practices and gender responsive pedagogy (GRP). Our area of expertise is the design and development of materials that support specific pedagogies that are both Gender Responsive and differentiated for P4-6 literacy instruction and teaching and learning in Classes 4-6 that address Sexual Reproductive Health Rights and Gender Based Violence.

 

Participatory Research on Education and Agency in Mali (PREAM)

In partnership with Plan Canada. Project funded by the Dubai Cares fund for $863 595 USD. Collaborator with Dr. Claudia Mitchell & Dr. Catherine Vanner. September 2019 – August 2023.

Description: This research project is implemented in Mali by Plan Canada, in partnership with McGill University. To ensure a locally driven, relevant and inclusive project, these partners will work alongside a local research institute and other stakeholders. Using a participatory mixed methods approach, the research will investigate and produce much needed evidence on the relationship between gender, agency, and education in conflict affected contexts. The project’s main research question is: What is the relationship between the agency of adolescents (aged 12-17 years), especially girls, and their experience of primary education in conflict affected settings of Mopti and Ségou, Mali.

Selected publications: 

 

PEER REVIEWED Articles

 

Starr, L.J., Rosenberg, A., Levitan, J., MacCannell, E., & Gold, V. (2020). NEXTschool Reform: Situating local perspectives within global trends for 21st century learning. Systemic Change Journal, 2(1), 1-21. Retrieved from https://systemicchange.scholasticahq.com.

Rosenberg, A, & Starr, L.J. (2019, accepted for publication). Educational change and rethinking disciplinarity: A concept analysis. Accepted for publication in the McGill Journal of Education.

Starr, L.J., Rosenberg, A, Gold, V., MacCannell, E., Levitan, J, & Butler Kisber. (2019, submitted for publication). NEXTschool: A review of literature informing innovative approaches to teaching and learning. Submitted for publication in the Canadian Journal of Education.

Incio Serra, N. Levitan, J, Johnson, K, & L.J. Starr. (2019, submitted for publication). Peruvian Indigenous female student lives: A daily exercise in resilience. International Journal of Qualitative Studies in Education.

Starr, L.J., Rosenberg, A., Levitan, J., & Hibberd, A. (2019, in review). NEXTschool: Design thinking, 21st century learning and innovation in high school education. Submitted for publication in the Journal of Educational Change.

Starr, L.J., & Kumar, R. (2018, submitted for publication). Questioning as capacity building: Approaches to educational leadership. Submitted for publication in the International Journal of Leadership in Education: Theory & Practice. http://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=tedl20

Starr, L.J., & Mitchell, C. (2018). How can Canada’s feminist international assistance policy support a feminist agenda? Challenges in addressing sexual violence in four agricultural colleges in Ethiopia. Agenda Feminist Media Retrieved from http://www.tandfonline.com/eprint/xCVHhqxNba9tFNpGfhJ5/full

Sanford, K., & Starr, L.J. (2017). Curriculum theory and teacher education: Reframing the Relationship. Professing Education, 16(1), 36-50. Retrieved from http://nebula.wsimg.com/b7814db01b238e5138ba1c312aea2d9c?AccessKeyId=21C5500F30793F651529&disposition=0&alloworigin=1

Starr, L.J., & DeMartini, A.K. (2015). Addressing the needs of doctoral students as academic practitioners: A collaborative inquiry on teaching in higher education. Canadian Journal for Higher Education 45(3) 68-73. Retrieved from http://ojs.library.ubc.ca/index.php/cjhe/article/view/187554/pdf_27

Sanford, K.S., Hopper, T.H., & Starr, L.J. (2015). Transforming Teacher Education Thinking: Complexity and Relational Ways of Knowing. Complicity: An International Journal of Complexity and Education, 12(2), 26-48. Retrieved from http://ejournals.library.ualberta.ca/index.php/complicity/article/view/23817/19184

Sanford, K., Merkel, E., Starr, L.J., Bonsor Kurki, S. (2015). Serious Games: Videogames for Good? E-Learning and Digital Media, 12(1), 90-106.

Starr, L.J. (2014). Informing Education Research and the Praxis of Leadership through the use of Autoethnography and Phenomenology. Canadian Journal for New Scholars in Education, 5(3), 71-81. Available at http://cjnse-rcjce.ca/ojs2/index.php/cjnse/article/viewFile/266/220

Stanger, N.R.G., Tanaka, M.T., Starr, L.J., & Tse, V.V. (2013). Winter Counts as transformative inquiry: The role of creative imagery as an expression of adaptive change. Complicity: An International Journal of Complexity and Education, 10(1//2), 87-110.

Starr, L.J. (July, 2010). The use of autoethnography in educational research: Locating who we are in what we do. Canadian Journal for New Scholars in Education, 3(1).

Starr, L.J. (Fall, 2010). An examination of tension in the space between leadership philosophy and the cultural reality of schools. Academic Leadership. 8(4). Retrieved from http://www.academicleadership.org/884/an-examination-of-tension-in-the-space-between-leadership-philosophy-and-the-cultural-reality-of-schools/

Starr, L.J. (Winter, 2009). A critique the International Baccalaureate Learner Profile as a curricular document: Context, hegemony, hermeneutics and the 4 Rs. Yonsei Journal of International Studies, 2(2), 115-124.

 

PEER REVIEWED Book Chapters

Starr, L.J. & Mitchell C. (2019, accepted for Publication). Traveling in Circles Along Roads Less Traveled in Awe of Open Spaces. In Mitchell, C, Giritli Nygren, K, Moletsane, R. (eds.) Where am I in the Picture? Researcher Positionality in Rural Studies. Toronto, ON: University of Toronto Press

Starr, L.J., Sanford, K., & Kane, R. (2019, accepted for publication). Roots, shoots and rhizomes: A metissage of women’s leadership in the academy. Submitted for publication in Sister Scholars: Untangling Issues of Identity as Women in Academe. New York, NY: DIO Press.

Starr, L.J. (2019). Locating who (I am) in what (I) do: An autoethnography encounter with relational curriculum. In T. Strong-Wilson, C. Ehret, D. Lewkowich & S. Chang Kredl (Eds.), Making/Unmaking Curriculum through Provoking Curriculum Encounters (pp. 103-115). William Pinar/Routledge for the Studies in Curriculum Theory series. New York, NY: Routledge.

Sadati, S.M.H., Mitchell, C., & Starr, L.J. (2019). Storylines: Young People Playing into Change in Agricultural Colleges in Rural Ethiopia to Address Sexual and Gender Based Violence . In J. Rowsell, & E. Morrell (eds), Stories from Inequity to Justice in Literacy Education (pp. 51-67). Cambridge, MA: MIT Press.

Starr, L.J. (2018). What my grandmother continues to teach me: Understanding teaching and learning as inherently relational. In D.C. Young, W.L. Kraglund-Gauthier & T.G. Ryan (Eds.), Readiness for the Field: Perspectives from within the Triangle of Teacher Education (pp. 161-176). Champaign, IL: Common Ground.

Starr, L.J., & Sanford, K. (2019). Understanding conditions that enable transformational shifts in teacher education programs and practices. In Ann E. Lopez & Elsie L. Olan (eds.), Challenges of Transformative Change in Teacher Education (pp. ). Charlotte, NC: Information Age Publishing.

Starr, L.J., Pillay, D., Raissadat, H., & El Muhammady, F. (2017). Objects as spaces for traversing self and other. In D. Pillay, K. Pitthouse-Morgan & I. Naicker (ED.), Object Medleys: Interpretive Possibilities for Educational Research (pp.115-128). Dordrecht, Netherlands: Sense Publishers

Starr, L.J., & Bortolin, K.M. (2017). Going in and coming out: Understanding ourselves as Mama Scholars. In C. DeRoche & E. Berger (eds.), The Parent-Track: Timing, Balance and Choice within Academia. Waterloo, ON: Wilfred Laurier University Press

Sanford, K., Starr, L.J., & Mimick, K. (2015). New approaches to cross-context teacher education: Opening collaborative leanring spaces and places for community building and meaning making. In L. Thomas & M. Hirschkorn, (Eds.), Change and progress in Canadian teacher education: Research on recent innovations in teacher preparation in Canada (pp. 40-79). Canadian Association for Teacher Education. Retrieved from https://drive.google.com/file/d/0B3yy1OPnpomCdVFhal9KaU1KRUk/view

Sanford, K.S., Starr, L.J., & Bonsor Kurki, S. (2015). Gender Issues in Initial Teacher Education in Canada: A Research Lens. In T. Falkenberg (Eds.), Handbook of Canadian Research in Initial Teacher Education (pp.261-276). Retrieved from https://drive.google.com/file/d/0B3yy1OPnpomCbUwxS3BRdVpnTnc/view

Tanaka, M.T., Tse, V.V., Stanger, N.R.G., Piché, I., Starr, L.J., Farrish, M & Abra, M. (2014). The Edge of Counselling: Mindful Negotiation of Emotions Towards Transforming Learning~Teaching. In L. Thomas, (Ed.), Becoming teacher: Sites for development of Canadian Teacher Education (pp.469-502). E-book published by the Canadian Association for Teacher Education at https://sites.google.com/site/cssecate/fall-working-conference

 

Book Reviews

Starr, L.J. (2015). Leadership for Change in Teacher Education: Voices of Canadian Deans of Education [Review of the book, Leadership for Change in Teacher Education: Voices of Canadian Deans of Education, edited by S. Elliott-Johns]. Canadian Journal of Education, 38(4), 1-4. Retrieved from http://www.cje-rce.ca/index.php/cje-rce/article/view/2175/1809

 

Opinion/Editorials

Harvey, B., Starr, L.J., & Levitan, J. (2020, January 21). Opinion: Preparing our students for the climate future. Montreal Gazette. Retrieved from https://montrealgazette.com/opinion/opinion-preparing-our-students-for-the-climate-future

 

Reports

Starr, L.J. Mitchell, C., & Macentee, K. (2019, August). Participatory Visual Methodology and Gender Training for Teacher Training Institutes Workshop 3. Metodologia Visual Participativa e Formação em Gênero nos IFPs. Prepared for the Better Education through Teacher Training and Empowerment for Results (BETTER) project Training Report.

Levitan, J. Gold, V., MacCannell, E., & Starr, L.J. (2019). NEXTschool Preliminary Report: Student Voice and Engagement Consultation Activity. Prepared for the Three Rivers Academy, Trois Riviere, Quebec.

Starr, L.J., Levitan, J., Rosenberg, A, Gold, V., & MacCannell, E. (2019). NEXTschool Initiative: Literature Review. Prepared for LEARN.

Starr, L.J. & Mitchell, C. (2019). Understanding gender equality and gender-based violence in Mozambican IFPs: Findings from focus groups and narrative responses at Chibututuine, Chitima, Cumba, and Pemba IFPs. Prepared for the Better Education through Teacher Training and Empowerment for Results (BETTER) project.

Starr, L.J. Mitchell, C., Macentee, K., & Thompson, J. (2018). Participatory Visual Methodology and Gender Training for Teacher Training Institutes Workshop 2. Metodologia Visual Participativa e Formação em Gênero nos IFPs. Prepared for the Better Education through Teacher Training and Empowerment for Results (BETTER) project Training Report.

Starr, L.J., & Mitchell, C. (2017). Agricultural Transformation Through Stronger Vocational Education (ATTSVE) project: Report on Survey/Assessment on Gender Based Violence in four ATVET Colleges: Woreta, Nedjo, Wolaita Sodo and Maichew. Developed through the ATTSVE Project by Dalhousie University, Faculty of Agriculture and McGill University, Faculty of Education.

Wood, E., Allard, N., Benson, F., Czemmel, N., Sobat, E., Sicilia, C., Starr, L.J., Tovar, M., Thon, J., & Turner, C. (2017). Report of the ESAAC Subcommittee on Assessment. Prepared for the Enrolment Services and Academic Affairs Committee.

 

Manuals

Thompson, J., Mitchell, C., & Starr, L.J. (2019). Cellphiming: Uma Ferramenta para a Abordagem da Igualdade de Género. Guião do Facilitador. Developed as part of the Better Education through Teacher Training and Empowerment for Results (BETTER) project funded by Global Affairs Canada and directed by the Canadian Organization for Development through Education (CODE) in partnership with Associação Progresso, Maputo, Mozambique.

Mitchell, C., & Starr, L.J. (2018). Toolkit to Address Sexual Harassment and Gender Equity in IFP Colleges in Mozambique. Developed as part of the Better Education through Teacher Training and Empowerment for Results (BETTER) project funded by Global Affairs Canada and directed by the Canadian Organization for Development through Education (CODE) in partnership with Associação Progresso, Maputo, Mozambique.

Mitchell, C., & Starr, L.J. (2018). Toolkit to Address Gender-Based Violence in Agricultural Colleges in Ethiopia. Developed through the ATTSVE Project by Dalhousie University Faculty of Agriculture and McGill University Faculty of Education.

Mitchell, C., & Starr, L.J. (2018). Participatory Visual Methodologies Toolkit. Developed as part of the Better Education through Teacher Training and Empowerment for Results (BETTER) project funded by Global Affairs Canada and directed by the Canadian Organization for Development through Education (CODE) in partnership with Associação Progresso, Maputo, Mozambique.

Starr, L.J., & Mitchell, C. (2018). Gender Matters: Guidelines for Gender Responsive Teaching in Mozambican IFPs. Developed as part of the Better Education through Teacher Training and Empowerment for Results (BETTER) project funded by Global Affairs Canada and directed by the Canadian Organization for Development through Education (CODE) in partnership with Associação Progresso, Maputo, Mozambique.

Starr, L.J., & Mitchell, C. (2018). Gender Matters: Gender Concerns in the Ethiopian Occupational Standards and Guidelines for Gender Responsive Teaching., Training and Learning Materials Developed through the ATTSVE Project by Dalhousie University Faculty of Agriculture and McGill University Faculty of Education.

Thompson, J., Mitchell, C., & Starr, L.J. (2017). What is a cellphilm? Developed as part of the Better Education through Teacher Training and Empowerment for Results (BETTER) project funded by Global Affairs Canada and directed by the Canadian Organization for Development through Education (CODE) in partnership with Associação Progresso, Maputo, Mozambique.

Conferences: 

Peer reviewed

Brophy, K., Negash, E., Sadati, S. M. H., Starr, L.J., Mitchell, C. (2020, May). Gender-Transformative Programming and Well-Being: Case Study of Four Ethiopian Agricultural Colleges. Poster accepted to the Canadian Psychological Association’s 81st Annual National Convention. Montreal, QC.

Starr, L.J., & Levitan, J. (2019, September). People before policy: Engaging in educational change with relationships in mind. Single paper presented at the Positive Leadership for Flourishing Schools Forum, Queens University, Kingston, ON. September 18-20, 2019.

Starr, L.J., Levitan, J., Rosenberg, A., Gold, V, & MacCannell, E. (2019, May). NEXTschools: Innovation approaches to high school education. Single paper presented at the Canadian Association for Teacher Education (CATE) at the Canadian Society for the Study of Education Annual Conference, University of British Columbia, Vancouver BC. June 1-5, 2019.

Starr, L.J., Levitan, J., Rosenberg, A., Gold, V, & MacCannell, E. (2019, May). NEXTschools: Innovation approaches to high school education. Single paper presented at the Action Research Network of the Americas annual conference. McGill University, Montreal, QC. June 26-28, 2019.

Starr, L.J., Mitchell, C., & Thompson, J. (2019, April). Understanding Gender-Based Violence (GBV) at four IFP campuses in Mozambique. Panel presentation presented to the Comparative and International Education Society. San Francisco, California. April 14-18, 2019.

Harvey, B., Levitan, J., & Starr, L.J. (2019, April). Educational leadership program development: Taking educational leadership beyond the school and towards social justice. Paper presented at roundtable session, Developing Social Justice Leaders, at the American Educational Research Association annual conference. Toronto, ON. April 5-9, 2019

Johnson, S., Starr, L.J., Pugh, H, Bos, L., (2017, May). Completing the global goals through integrated development projects and higher education programs. Panel Presentation at the Annual Colleges and Institutes Conference, Ottawa, ON. April 30-May 2, 2017.

Starr, L.J. (2017, February). Locating who (I am) in what (I) do: An autoethnography of a relational teacher educator. Single paper presented at the 8th Biennial Provoking Curriculum, McGill University, Montreal, QC. February 17-19, 2017.

Starr, L.J., & Riches, C.J. (2017, May). Acknowledging the Enabling Constraints in Program Renewal for Teacher Education. Single paper presented at the Canadian Association for Teacher Education (CATE) at the Canadian Society for the Study of Education, Ryerson University, Toronto, ON. May 27-31, 2017.

Starr, L.J., Sanford, K., & Kane, R. (2017, May). Blue skies and rolling seas: Being a change agent in the leadership of teacher education programs. Single paper presented to the Canadian Association for the Study of Women and Education (CASWE) for presentation at the Canadian Society for the Study of Education, Ryerson University, Toronto, ON. May 27-31, 2017.

Starr, L.J., & Kraig, C. (2017, May). Both sides of the educational fence: Understanding 21st century leadership through duoethnography. Single paper accepted to the International Congress for School Effectiveness and Improvement (ICSEI), Ottawa, ON. January 7-10, 2017.

Starr, L.J., & Kraig, C. (2016, May). Both sides of the educational fence: Understanding 21st century leadership through duoethnography. Single paper presented at the Canadian Association for the Study of Women and Education (CASWE) for presentation at the Canadian Society for the Study of Education, University of Calgary, Calgary, AB. May 29-June 2, 2016.

Starr, L.J. (2016, May). Locating who (I am) in what (I) do: An autoethnography of a teacher educator Single paper presented at the Canadian Association for Teacher Education (CATE), Special Interest group for Self-Study in Teacher Education (SSTEP) for presentation at the Canadian Society for the Study of Education, University of Calgary, Calgary, AB. May 29-June 2, 2016.

Sanford, K., Starr, L.J., & Mimick, K. (2016, May). Asking, telling, challenging, and listening: Curriculum theorizing of teacher education programs. Single paper presented at the Canadian Association for Curriculum Studies (CACS) for presentation at the Canadian Society for the Study of Education, University of Calgary, Calgary, AB. May 29-June 2, 2016.

Starr, L.J., DeLuca, C., Ng-A-Fook, N., Deer, F., & Kirk, J. (May, 2016). Insights into academia from multiple Canadian perspectives. Single paper presented at the Canadian Committee for Graduate Students in Education (CCGSE) for presentation at the Canadian Society for the Study of Education, University of Calgary, Calgary, AB. May 29-June 2, 2016.

Starr, L.J. (2015, July). We lead who we are: A collaborative inquiry to inform educational leadership praxis. Single paper proposal submitted to Division K – Section 2: Teacher Leadership Within and Beyond the Classroom at the American Educational Research Association Annual Conference, Washington DC. April 8-12, 2016.

Carter, M.R., & Starr, L.J. (2015, July). Gender, Identity and the Arts and Leadership Experiences of Females in Canadian Faculties of Education. Single paper accepted for the SIG – Research on Women and Education at the American Educational Research Association Annual Conference, Washington DC. April 8-12, 2016.

Starr, L.J. (2015, April). Understanding the complexity of teaching through self-study research. Single paper accepted by the 2nd Annual International Conference on Education: Current and Future Challenges in Teacher Education. Montreal, QC. April 30 and May 1, 2015.

Starr, L.J. & Mimick, K. (2015, May). Understanding the purpose and meaning of education in the 21st century: Duoethnographies from multiple perspectives of educational learners and leaders. Single paper accepted for the International Association for the Advancement of Curriculum Studies Conference: The Task of the Curriculum Theorist in the 21st Century. University of Ottawa, Ottawa, ON. May 26-29, 2015

Starr, L.J. (2015, March). Understanding your story: Using self-study methodologies in educational research. Single paper submitted to the 14th Annual Education Graduate Students Society Conference. Beyond reading: Aligning literacies across disciplines in the 21st Century. McGill University, March 13-14, 2015.

Demartini, A., & Starr, L.J. (2015, March). Examining Teacher Literacies in Higher Education. Single paper submitted to the 14th Annual Education Graduate Students Society Conference. Beyond reading: Aligning literacies across disciplines in the 21st Century. McGill University, March 13-14, 2015.

Starr, L.J. (2015, May). We lead who we are: A collaborative inquiry to inform educational leadership praxis. Single paper submitted to the Canadian Association for the Study of Educational Administration (CASEA) for presentation at the Canadian Society for the Study of Education, University of Ottawa, Ottawa, ON. May 30-June 3, 2015

Starr, L.J. & Mimick, K. (2015, May). Understanding the purpose and meaning of education in the 21st century: Duoethnographies from multiple perspectives of educational learners and leaders. Single paper submitted to the Canadian Association for the Curriculum Studies (CACS) for presentation at the Canadian Society for the Study of Education, University of Ottawa, Ottawa, ON. May 30-June 3, 2015

Carter, M. & Starr, L.J. (2015, May). Gender, identity, leadership and arts intersections: Understanding the experiences of female Canadian leaders across faculties of education. Single paper submitted to the Canadian Association for the Study of Women and Education (CASWE) for presentation at the Canadian Society for the Study of Education, University of Ottawa, Ottawa, ON. May 30-June 3, 2015.

Hopper, T., Sanford, K., & Starr, L.J. (2015, May). Transforming Teacher Education Thinking: Complexity and Relational Ways of Knowing. Single paper submitted to the Canadian Association for Teacher Education (CATE) for presentation at the Canadian Society for the Study of Education, University of Ottawa, Ottawa, ON. May 30-June 3, 2015.

Sanford, K., Starr, L.J., & Mimick, K. (2015, May). New approaches to cross-context teacher education: Opening collaborative learning spaces and places for community-building and meaning-making. Single paper submitted to the Canadian Association for Teacher Education for presentation at the Canadian Society for the Study of Education, University of Ottawa, Ottawa, ON. May 30-June 3, 2015.

Hopper, T., Sanford, K. Starr, L.J. (2014, May). Electronic-portfolio development in three professional programs: Creating the conditions for connection and ownership. Single paper accepted by the Canadian Association for Teacher Education for presentation at the Canadian Society for the Study of Education, Brock University, St. Catherines, ON. May 24-28, 2014.

Sanford, K., Starr, L.J., & Bonsor Kurki, S.B.K. (2014, May). Where is gender in teacher education? Single paper accepted by the Canadian Association for Teacher Education for presentation at the Canadian Association for the Study of Women in Education, Brock University, St. Catherines, ON. May 24-28, 2014.

Book images: 
Graduate supervision: 

Supervisor, PhD - In progress

Kumar, R. PhD Education Studies student (year 3). Working title: Living on both sides of the screen: An ethnographic study of the impact of personal and professional identities on teacher candidates’ pedagogical practices

McDonnell, M. PhD Education Studies Candidate (year 4). Dissertation Title: Loose in the Joints and Very Shabby: Teacher identity and assessment practices. Current Position: Lecturer/ Program Coordinator, Composition And Professional Writing, Department of English Concordia University.

Nural Laila, A. PhD Education Studies student (year 2). Working dissertation title:

Philip, L. PhD Education Studies student (year 3). Working dissertation title Principals perspectives: Discourse on cultural responsiveness, social justice and inclusion in Catholic schools

Ramazan, M. PhD Education Studies student (year 3). Working dissertation title: Educational Policy and its reflection in day-to-day secondary Schools Principals’ practices in the Context of Afghanistan

 

Co-Supervisor, PhD - In progress

Gold, V. PhD Education Studies. Working title: Understanding the impact of school  reform on teacher education programs. {Fast tracked to Doctoral  program from MA program}. Co-supervision with Dr. J. Levitan, Department of Integrated Studies in Education.

MacCannell, E. PhD Education Studies. Working dissertation title: Investigating the  impact of NEXTschools on student engagement. {Fast tracked to Doctoral  program from MA program}. Co-supervision with Dr. J. Levitan, Department of Integrated Studies in Education.

Sabah, S. PhD Education Studies (year 3). Dissertation working title: Teachers' talk and activities with respect to blended learning (i.e., online and face-to-face), professional development and curriculum design pedagogy in a Jewish Studies curriculum. Co-supervision with Dr. E. Caplan, Department of Integrated Studies in Education.

 

Supervisor, MA Thesis - In progress

Farmer, F. MA Educational Leadership. Thesis working title:

Seminara, T. MA Educational Leadership. Thesis working title:

 

Co-Supervisor, MA THESIS - In progress

Alkhayari, H. MA Educational Leadership. Thesis working title: The impact of 21st century skills on pedagogical approaches to EFL learning in higher education. Co-supervision with Dr. J. Levitan, Department of Integrated Studies in Education.

 

Supervisor, MA Thesis - Completed

Benn, J. MA Educational Leadership. Thesis title: An Examination of the impact Student Teachers have on School Culture. Completed August 2018. Current position: Principal, Sherwood Academy Senior Elementary School, Lester B. Pearson School Board. Lasalle, Quebec.

Lee, B. MA Education & Society, Gender & Women’s Studies Concentration: Thesis Title: Autoethnography: increasing social mobility through the improvement of workplace experiences. Completed December 2016.

Mooney, J. MA Educational Leadership. Thesis Title: Emergent Professional Learning  Communities in Canadian Postsecondary Education: Experiences of Faculty, Educational Developers, Support Staff, and Administrators. Completed February 2017. Current position: Doctor of Philosophy, University of Alberta.

Dietzel, C., MA Educational Leadership. Thesis title: Conceptions of education, leadership, and citizenship: Student leadership development for global citizenship. Completed August 2017. Current position: Doctor of Philosophy, McGill University.

Hibberd, A. MA Educational Leadership. Thesis title: How university policymakers  problematize sexual violence on their campus: a policy discourse  analysis. Completed August 2017. Current position: Policy Internship in Education and Higher Education, Government of Alberta

Graham, F. MA Educational Leadership. Thesis title: A self-study: The impact of cultural experiences on my leadership style. Completed August 2017.

Rosenberg, A. MA Education & Society. Thesis Title: Supports and Obstacles to School Reform in the 21st Century: Strategies for Educational Change. Completed April 2019. Current position: Doctor of Philosophy, McGill University. Awards: Joseph-Armand Bombardier Canada Graduate Scholarships Program Master’s Scholarship (2017-19).

Sleep, M. MA Educational Leadership. Thesis working title: A self-study of educational change. Co-supervision with Dr. C. Riches, Department of Integrated Studies in Education. Completed March 2020.

 

Supervisor, MA Non-thesis (Project)

Caesar, A. MA Educational Leadership: Project 1. Completed December 2018

D’Adamo, J. MA Educational Leadership: Project 1

Merritt, C. MA Educational Leadership: Project 1 & 2

Ochayan, Y. MA Education & Society: Project 1. Completed Fall 2017

Pena, A. MA Educational Leadership: Project 1

Sweer, E. MA Teaching & Learning Capstone Research Project

Vinck, J. MA Teaching & Learning Capstone Research Project

Wiseman, M. MA Educational Leadership: Project 1 & 2. Completed Winter, Summer 2017

 

Oral Defense Committee (PHD EDUCATIONAL STUDIES)

Benoit, B. Internal member. Supervisor: Dr. C. Mitchell. May 2016

Title: Understanding the Teacher Self: Learning Through Critical AutoEthnography

Huang, Y-S. Deputy Chair. Supervisor: Dr. A. Asghar July 2019

Title: implementing education for sustainable development

(ESD): A policy ethnography of Taiwan’s environmental education act.

Rivard, L. Internal member Supervisor: Dr. C. Mitchell, June 2016

Saada, J. Internal member. Supervisor: Dr. T. Strong-Wilson, March 2018

Title: Recounting the What and Disclosing the Who : A Heuristic Inquiry into the Connection Between Identity and Literacy Teaching

Usher, K. Internal member. Supervisor: Dr. D. Dillon, September 2016

Title: Teaching for a healthy planet: the power and potential of a non-

Traditional field experience in environmental education on developing

teachers’ practice as agents of change.

Zaver, A. Internal member. Supervisor: Dr. S. Shariff, December 2016

Title: Navigating mandated neutrality and the impact on teacher identity: An analysis of the Ethics and Religious Culture Program in Québec

 

Doctoral Advisory Committee (PHD EDUCATIONAL STUDIES)

Soares-Sanchez, K. PhD Educational Studies. Supervisors: Dr. L. Butler-Kisber & Dr. T.

Strong Wilson

Bandarchian Rashti, N. PhD Educational Studies. Supervisor: Dr. C. Mitchell.

Bourassa, N. PhD Educational Studies. Supervisor: Dr. L. Butler Kisber

Demian, N. PhD Educational Studies. Supervisor: Dr. C. Mitchell.

Grenville, L. PhD Educational Studies. Supervisor: Dr. L. Butler Kisber

Teitlebaum, R. PhD Educational Studies. Supervisor: Dr. C. Mitchell.

 

External Committee Member

Barrett, K. PhD in Educational Leadership, Central Michigan University.

Chevrier, M. PhD in Educational Psychology, Learning Sciences. McGill University

Chilanga, E. PhD in Social Work. McGill University. Dissertation title: Understanding

intimate partner violence as a social determinant of child morbidity in rural

Malawi. Successfully defended November 1, 2019.

Hennig, L. MA in Kinesiology & Physical Education. McGill University.

 

EXTERNAL Examiner (PhD in educational studies)

Matang, R. PhD. University of Kwazulu Natal. South Africa. Supervisor: Dr. K.

Pitthouse-Morgan. Dissertation title: Examining the living relationship

between pedagogic values and pedagogy: A self-study of a teacher

educator”.

 

Internal Examiner (PhD in educational studies)

Bryant, K. PhD Education Studies. Supervisor: Dr. T. Strong-Wilson & Dr. C. Mitchell

Title: Storying the rhetorical and institutional: Academics’ experiences

with research and writing at an African university.

Webster, M. Internal member. Supervisor: Dr. B. Low, November 2016

Title: A Decomposition of the practices of high-quality professional

development facilitation for teachers

Zaver, A. PhD Education Studies. Supervisor: Dr. S. Shariff.

Title: Navigating mandated neutrality and the impact on teacher identity: An analysis of the ethics and religious culture program in Québec. Passed December 2016.

 

External Examiner (M.A)

Cicchilliti, M. M.Ed. Kinesiology & Physical Education. Supervisor: Dr. W. Harvey

Title: Perceptions of PETE Students about Boys’ and Girls’ Participation in Elementary and High School Physical Education.

Cuculiza Brunke, A. M.A. Education & Society. Supervisor: Dr. T. Strong-Wilson. Thesis title : “For a Seed to be Born”: Exploring the Links between Emotions and Everyday Creativity in Elementary Teachers’ Classrooms in Peru. April 2017.

Dane, C. M.A. Educational Leadership. Dr. L. Trimble. Thesis title: Mais Madame, Je

suis une fille! The realities of transgender students in High School and

solutions to help staff navigate issues at school. July 2018

Friedman, D. M.A. Education & Society. Supervisor: Dr. B. Low. Title: Embodied Hip-Hop: Gender, race and street dance in an urban arts school. October 2017.

Hua, S. M.A. Education & Society. Supervisor: Dr. T. Strong-Wilson. Thesis title: A

Narrative Exploration into the Experience of Being a Young Teacher in Rural

China. September 2019.

Laurion, J. M.A. Education & Society. Supervisor: Dr. C. Mitchell. Thesis title: "Queer Moments" in foreign classrooms: investigating lived experiences of EFL teachers in South Korea. March 2017.

Takeuchi, H. M.A. Second Language Education. Supervisors: Drs. Susan Ballinger & Mela

Sarkar. Thesis title: Learning to be “Distinctly Other”: Stories of Japanese

Students in English-Medium Missionary Schools. August 2018.

Wang, Q. M.A. Education & Society. Supervisor: Dr. S. Shariff & Dr. C. Ehret.

Thesis title: Exploring Rape Culture in Fashion Advertising and it’s Influence on Gender Identity of Female Adolescents.

Zhang, Y. M.A. Education & Society. Supervisor: Dr. S. Smith-Gilman.

Thesis title: A comparison of female representations in award- winning children's literature from China and North America, from the 2000s to present. December 2019.

 

Selected talks and presentations: 

Starr, L.J. 4th International Cellphilm Festival. The use of cellphilms in exploring and exposing gender inequity in Ethiopia. December 2016

Starr, L.J.  Networks 4 Change: International dialogue ‘From the Ground Up’ Policy Making Led by Girls and Young Women in Addressing Sexual Violence. Panel: Critical issues in addressing sexual violence with girls and young women: New directions. November 2016

Starr, L.J. Place High School, Lester B. Pearson High School. STEAM2 Learning & pedagogy. October 2016

Starr, L.J. ABCs of the PhD. Panel: How to transition from your PhD to post-Phd: Considering academic and non-academic job opportunities for the future. April 2016.

 
Awards, honours, and fellowships: 

Dissertation Recognition Award Canadian Association for Teacher Education 2015

Faculty of Education Nominee for the Principal's Prize for Excellence in Teaching 2017

 

 

 
Professional activities: 

Executive Member

  • Canadian Association for the Study of Women and Education (CASWE)
    • Member at large 2018-present | Past President 2016-18 | President 2013-16
  • Canadian Association for Teacher Education (CATE)
  • Graduate Student Representative 2012 to present
  • Canadian Association for Foundations in Education (CAFE)
  • Graduate Student Representative 2011-2012
  • Canadian Committee of Graduate Students in Education (CCGSE)
  • Mentorship Award Committee Chairperson 2010-2012

Reviewer:
McGill Journal of Education 2013
Canadian Association for the Study of Educational Administration (CASEA) Conference 2012
Canadian Association for the Study of Women and Education (CASWE) Conference 2012, 2013
Canadian Committee of Graduate Students in Education Mentorship Award 2009
Canadian Journal for New Scholars in Education 2010 to present
Western Canadian Association of Student Teachers Conference 2009
Canadian Journal for New Scholars in Education 2009 to present
Educate, The Journal of Doctoral Research in Education 2010 to present

Member:
Canadian Society for the Study of Education (CSSE) 2008 to present
Canadian Association for the Study of Educational Administration (CASEA)
Canadian Association for Teacher Education (CATE)
Canadian Association for Foundations in Education (CAFE) 2009 to present
Canadian Association for the Study of Women and Education (CASWE) 2009 to present
Canadian Committee of Graduate Students in Education (CCGSE) 2008 to present
Overseas Association for College Admission Counseling (OACAC) 2008 to 09
Online Conference System, West CAST 2009

Chair:
Faculty of Education Bicentennial Committee 2017-2019

 
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