Meet the Researchers
Dr. Laura Pinto is an Assistant Professor at the University of Ontario Institute of Technology's (UOIT) Faculty of Education and the recipient of a 2009 Canadian Governor General’s Gold Medal for her academic work. Her research focuses on democracy and social justice in both education policy and practice. The author/co-author of 11 books and several dozen articles, her latest books are ‘From Discipline to Culturally Responsive Engagement’ (Corwin, 2013) and ‘Curriculum reform in Ontario: common sense processes and democratic possibilities’ (University of Toronto Press, 2012) which was shortlisted for the Speaker's Book Award of the Ontario Legislature.
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Dr. Pollock began her career in education began as a public school teacher. As a practitioner, she taught Mathematics and Science in Nova Scotia, CA; Newfoundland and Labrador, CA; and Essex, England. Her research explores the intersection of power, access, and engagement in relation to work and learning in the field of education. Her motivation for this line of inquiry stems from my work experiences in education and belief that systemic inequities and differences can prevent individuals and groups from accessing and engaging in both work and learning opportunities.
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Dr. Sue Winton, Co-Investigator
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Sue Winton is Associate Dean of Research and Community in the Faculty of Education at York University in Toronto, Ontario, Canada. Her research examines policy influences, practices, and implications for critical democracy. In a current project, Dr. Winton is investigating how social and historical contexts influence policy advocacy efforts and outcomes. In a second project, Dr. Winton and colleagues from the University of Ontario Institute of Technology and Western University are investigating the complexities of policy enactment in Ontario secondary schools. This research aims to shed new light on how policy is interpreted, prioritized and “done” in real-world contexts.
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Dr. Stephanie Tuters, Project Manager
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Stephanie Tuters is interested in educational leadership, teaching, and policies that further social justice and equity in Ontario schools, and the relationship between understanding, recognition, and action. She has over five years of experience managing large-scale research projects. During this time, she has been in charge of re-designing, creating, and maintaining websites; managing communications via listservs; managing budgets and expenses; designing research instruments; collecting, analysing, and reporting data. Stephanie has publications in practitioner journals, research journals, and books relating to educational leadership, teaching, policy, social justice, and equity. Stephanie has presented her research at large-scale academic focused conferences such as CSSE and AERA, as well as more practitioner focused conferences such as the National Congress on Rural Education.
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