Dr. Julian Kitchen

Professor (BEd, PhD), Department of Educational Studies

Available for Graduate Advisement

Burlington, ON
905 547 3555 x3633
jkitchen@brocku.ca 

Julian Kitchen, PhD (Toronto) has been actively involved in teacher education since 1999 as both a teacher educator and scholar. He the author of Professionalism, Law and the Ontario Educator (now in 3rd edition). His commitment to social justice issues is reflected in his teaching and numerous studies concerning Indigenous and LGBTQ issues. He is editor of Studying Teacher Education journal, International Handbook of the Self-Study of Teaching and Teacher Education Practices, and two volumes of Initial Teacher Education in Ontario.

  • Teacher education policy and programs
  • Self-study of teacher education practices teacher
  • Education law
  • LGBTQ issues in education
  • Teacher education
  • OCT
  • Executive Committee, Self-Study of Teacher Education Practices Special Interest Group, AERA
  • Canadian Association for Teacher Education, CSSE
  • Editor, Studying Teacher Educationjournal (Routledge)
  • Series Editor, Self-Study of Teaching and Teacher Education Practices (Springer)

Kitchen, J. & Bellini, C. (2023). Professionalism, law and the Ontario educator, 3rd edition.  Highland Press.

Kitchen, J. & Petrarca, D. (Eds.) (2022). Initial teacher education in Ontario: The Four Semester Teacher Education Programs after Five Years. Canadian Association for Teacher Education.

Kitchen, J., Fitzgerald, L. & Tidwell, D. (Eds.) (2022). Self-study and diversity III: Inclusivity and diversity in teacher education. Brill Sense.

Kitchen, J. (Ed.) (2021). Writing as a method for the self-study of practice. Springer.

Kitchen, J., Berry, A., Bullock, S., Crowe, A.,Taylor, M,  Guojonsdottir, H.& Thomas, L. (2020). International Handbook of Self-Study of Teaching and Teacher Education Practices, Second Edition. Springer.

Kitchen, J. & Ragoonaden, K. (Eds.) (2020), Mindful and relational approaches to social justice, equity and diversity in teacher education. Lanham, MA: Lexington.

Chapters

Kitchen, J. (2022). Improving teacher education through self-study. In D. Mayer (Ed.), Encyclopaedia of Education (Fourth Edition). Elsevier.

Kitchen, J. (2022).  Critically inquiring as community through self-study communities of practice. In B. Butler and S. Bullock (Eds.), Learning through collaboration in self-study:  Communities of practice, critical friendships, and collaborative self-study (pp. 221-233. Springer.

Kitchen, J. & Petrarca, D. (2022). Enhancing teacher education in Ontario: Sharing our stories. In J. Kitchen and D. Petrarca (Eds.) Initial teacher education in Ontario: The four-semester teacher education programs after five years.  Canadian Association for Teacher Education.

Petrarca, D. & Kitchen, J. (2022). Enhanced initial teacher education in Ontario: Revisiting patterns of continuity and change five years later.  In J. Kitchen and D. Petrarca (eds.) Initial teacher education in Ontario: The four-semester teacher education programs after five years.  Canadian Association for Teacher Education.

Kitchen, J. & Petrarca, D. (2022). Practicum in Ontario: patterns across programs.  In J. Kitchen and D. Petrarca (eds.) Initial teacher education in Ontario: The four-semester teacher education programs after five years.  Canadian Association for Teacher Education.

Petrarca, D. & Kitchen, J. (2022). Practicum in Ontario’s teacher education programs: Identifying practices that enhance deep learning. In J. Kitchen and D. Petrarca (eds.) Initial teacher education in Ontario: The four-semester teacher education programs after five years.   Canadian Association for Teacher Education.

Brown, H. & Kitchen, J. (2022). Continuity and change: Teacher education at Brock University. In J. Kitchen and D. Petrarca (Eds.) Initial teacher education in Ontario: The four-semester teacher education programs after five years.  Ottawa: Canadian Association for Teacher Education.

Kitchen, J., Fitzgerald, L. & Tidwell, D. (2022). Self-studies in diverse voices for inclusive teacher education. In J. Kitchen, L.  Fitzgerald & D. Tidwell (Eds.),  Self-study and diversity III: Inclusivity and diversity in teacher education (pp. 1-15). Brill Sense.

Kitchen, J. (2022). Drawing on privilege to advance social justice: Reflections on my identity and practice as a privileged teacher educator In J. Kitchen, L.  Fitzgerald & D. Tidwell (Eds.), Self-study and diversity III: Inclusivity and diversity in teacher education (pp. 16-43). Brill Sense.

Kitchen, J. (2021). Introduction: Writing as a method for the self-study of practice. In J. Kitchen (Ed.) Writing as a method for the self-study of practice (pp. ix-xix). Springer.

Kitchen, J. (2021). From textile to tapestry: Writing as a way of knowing in self-study. In J. Kitchen (Ed.) Writing as a method for the self-study of practice (pp. 3-15). Springer.

Kitchen, J. & Taylor, L. (2021). Preparing preservice teachers for social justice teaching:

Designing and implementing effective interventions in teacher education. In C. Mullen (Ed.), Handbook of social justice intervention in education (pp. 955-980). Springer. https://doi.org/10.1007/978-3030-29553-0_70-1

Kitchen, J. (2020). Studying the self in self-study: Self-knowledge as a means toward relation teacher education. In O. Ergas and J.K. Ritter, J.K. (Eds.). Exploring self toward expanding teaching, teacher education and practitioner research (pp. 91-104). Emerald.

Kitchen, J. (2020). Envisioning writing as a way of knowing in self-study. In C. Edge, A. Cameron-Standerford, & B. Bergh (Eds.), Textiles and tapestries. EdTech Books. Retrieved from https://edtechbooks.org/textiles_tapestries_self_study/chapter_106

Kitchen, J. (2020. Foreword. In M. Sharma  A. Zbacnik, Education for diverse classrooms: A case study approach to equity and inclusion in education (pp. ix-xi). Rowan & Littlefield.

Kitchen, J. (2020). Preface. In J. Kitchen, A. Berry, S. Bullock, A. Crowe, M. Taylor, H., Guojonsdottir, & L. Thomas Kitchen, A. Berry, S. Bullock, A. Crowe, H., Guojonsdottir, & M. Taylor (Eds.), International handbook of self-study of teaching and teacher education practices, 2nd edition (pp. xi-xiii). Rotterdam, The Netherlands: Springer.

Kitchen, J. (2020). Self-study in teacher education and beyond. In J. Kitchen, A. Berry, S. Bullock, A. Crowe, M. Taylor, H., Guojonsdottir, & L. Thomas Kitchen, A. Berry, S. Bullock, A. Crowe, H., Guojonsdottir, & M. Taylor (Eds.), International handbook of self-study of teaching and teacher education practices, 2nd edition (pp. 1023-1044). Rotterdam, The Netherlands: Springer.

Kitchen, J. (2020). Pedagogy of teacher education in exemplary programs.  In J. Kitchen, A. Berry, S. Bullock, A. Crowe, M. Taylor, H., Guojonsdottir, & L. Thomas (Eds.), International handbook of self-study of teaching and teacher education practices, 2nd edition. (pp. 1159-198. Rotterdam, The Netherlands: Springer.

Martin, A. & Kitchen, J. (2020). LGBTQ themes in the self-study of teacher educators:  A queer review of the literature. In J. Kitchen, A. Berry, S. Bullock, A. Crowe, M. Taylor, H.,

Guojonsdottir, & L. Thomas (Eds.), International handbook of self-study of teaching and teacher education practices, 2nd edition (pp. 1159-1198). Rotterdam, The Netherlands: Springer. https://doi.org/10.1007/978-981-13-6880-6-19

Kitchen, J. (2020) Introduction. In J. Kitchen and K. Ragoonaden (Eds.), Mindful and relational approaches to social justice, equity and diversity in teacher education (pp. 1-12). Lanham, MA: Lexington.

Kitchen, J. (2020). A relational approach to social justice in teacher education.  In J. Kitchen and K. Ragoonaden (Eds.), Mindful and relational approaches to social justice, equity and diversity in teacher education (pp. 13-30). Lanham, MA: Lexington.

Articles

Kitchen, J. & Brown, N. (2022). Blind spots and eye-openers: Attending to the concerns of racialized teacher candidates in a social justice course. Studying Teacher Education, 18(1). http://dx.doi.org/10.1080/17425964.2022.2044586

Kitchen, J. (2020). Attending to the concerns of teacher candidates in a social justice course: A self-study of a teacher educator.  Studying Teacher Education, 16(1), 6-25. https://doi.org/10.1080/17425964.2019.1691134

Holden, M., & Kitchen, J. (2019). Access and equity in Ontario teacher education: Teacher candidates’ perceptions. Alberta Journal of Educational Research, 65(1), 1-21.

Holden, M., & Kitchen, J. (2018). Where are we now? Changing admission rates for underrepresented groups in Ontario teacher education. Canadian Journal of Educational Administration and Policy, 185, 45-60.

  • 2021-2022: Co-Project Manager, TEd ViV (Teacher Education Video Vignettes) (PI: Diana Petrarca (Ontario Tech University). e-Campus Ontario Virtual Learning Strategy – $39,784.
  • 2016-17: Principal Investigator,  Changes in application, admission, and acceptance rates of underrepresented groups in the new four-semester teacher education programs. Ontario Human Capital Research and Innovation Fund — $27, 833
  • 2016-17: Principal Investigator, Biwaase’aa/Maamaawisiiwin Education & Research Innovation. Ontario Ministry of Education– $100,000.
  • EDUC/EDBE 8Y07/8Y41: Professionalism, Law and the Ontario Educator
  • EDBE 8P78: School and Society