Dr. Darlene Ciuffetelli Parker

Professor (PhD, MEd, BEd, Honours BA) and Director of Teacher Education Programs

Available for Graduate Advisement

Darlene Ciuffetelli Parker is professor in the Faculty of Education at Brock University. Her research intricately fosters deeper understanding of various topics relating to systemic barriers in schools (i.e. mental health, poverty, race, ethnicity, identity, gender). Ciuffetelli Parker advances partnerships in communities and readily is an invited keynote/speaker, providing impactful talks to various organizations, national and international.  She has received the Early Career Award of Narrative Research in the American Education Research Association, the Award for Excellence in Teaching at Faculty of Education at Brock University, and the Brock University Award for Distinguished Teaching. She was a prior school administrator, literacy consultant, and teacher in Toronto.

  • Research in equity, diversity and inclusion in schools and educational spaces, with a focus on systemic barriers in systems (i.e. intersectionality on topics such as: poverty, race, ethnicity, gender, identity, mental health)
  • Advancing partnerships with multiple school boards and organizations (non-profit organizations, teacher organizations, ministry and cross-university networks, Ontario College of Teachers), building large communities of practice and advisory boards, related to equity, schooling, positive youth strategy reforms, teacher education, and programming
  • As a principal researcher, conducted what is considered the first Canadian research on poverty and education in elementary school settings (11 schools in 11 district school boards) across Ontario, including southern, eastern, western and northern Ontario (representing low-income communities, Indigenous communities, and racially diverse school communities). Funded by the Elementary Teachers’ Federation of Ontario in support of the Ontario Ministry of Education, the project garnered 8 refereed journal publications and a book publication for educators.
  • As a principal researcher of a community of practice, bringing unique partners together: Niagara Catholic District School Board, Durham District School Board, with Brock University’s Social Justice Research Institute. Funded by the SJRI and BSIG grants, DDSB, Dean’s Discretionary Fund. Formed advisory boards representing several organizations (i.e. MISA, Principal’s Associations, Teacher Federations, People for Education) as well as 25 non-profit organizations focussed on poverty reduction strategies resulting in publications, e-book, and community youth symposium hosted at Brock University (district school boards, parents, secondary school students, Brock RAs, graduate students, district school board directors, superintendents and principals, teachers and research faculty)
  • Work with community partnerships furthered and formed a Community of Practice in 2017 and was included as a collaborative with the Ontario Ministry Equity Knowledge Network (RSEKN), a ministry funded knowledge mobilization network servicing Ontario stakeholders (co-investigator Leading for Equity Knowledge Grant, $968,084 total funding of which the southern Ontario collaborative received $75,000).
  • As a co-researcher and evaluator to a Trillium Grant ($514,574.00), and in partnership with the Niagara Prosperity Initiative Evaluation Project, conducted research with 8 Niagara service provider organizations on the topic of literacy knowledge of youth and adults in marginalized populations. Recommendations for poverty reduction, literacy acquisition and life success, have been submitted in a 60 page report for the Niagara Region and the Ontario Trillium Foundation, one manuscript is in review, and three further manuscripts are published/in progress.
  • Expertise as a narrative inquirer researcher is embedded in scholarship of teaching at Brock University. Multiple publications on narrative method, literacy narratives and narrative and teaching from 2010 onward, as well as co-edited a book publication, e-book, and case study book. This narrative scholarship has resulted award recognition: the international Narrative Research Early Career Award American Education Research Association, the Excellence in Teaching (Brock U) and the institutional Brock University Award for Distinguished Teaching
  • American Educational Research Association
  • Canadian Education Researchers’ Association
  • Canadian Association for Teacher Education
  • Canadian Society for the Study of Education
  • International Studies on Teachers and Teaching (ISATT)
  • Language and Literacy Researchers (LLRC), CSSE
  • Narrative Inquiry Special Interest Group, AERA
  • Ontario College of Teachers

Books:

Ratman, T., Chan, E., Ciuffetelli Parker, D. (Eds). (2022). Social justice in teacher education: Equity, diversity, inclusion. Frontiers Education. Lausanne: Frontiers Media SA. doi: 10.3389/978-2-88976-749-6 [Equal Authorship]

Ciuffetelli Parker, D. (in review). Justice in secondary school settings: Case studies of equity, income, systemic barriers, and youth strategies [working title]. Canadian Scholars/Women’s Press, Toronto, ON.

Chapter Contributions to Peer-Edited Books:

Craig, C., Flores, M.A., Marcondes, M., & Ciuffetelli Parker, D.  (2023). Cases of four international reforming contexts: Prelude to the pandemic and beyond. pp. 1432-1456. The Palgrave Handbook of Teacher Education Research. Palgrave Macmillan, Oxford, UK.  978-3-031-16192-6.

Craig, C., Flores, M.A., Marcondes, M., & Ciuffetelli Parker, D.  (2020). The impact of reform policies on teachers and their practices: Case studies from four countries. In Andron, D.R., & Gruber, G. (Eds). Education beyond crisis: Challenges and directions in a multicultural world. pp. 3-31. ISATT Series. Brill/Sense Publishing. Leiden.

Ciuffetelli Parker, D., Ankomah, W. (2019). Are we doing it right: Diversity, curriculum making, and teacher education.  In Mueller, J., & Nickel, J., (Eds). Globalization and Diversity: What Does It Mean for Teacher Education in Canada? pp. 290-315. Canadian Association for Teacher Education. Ottawa.

Reports and Policy Briefs:

Ciuffetelli Parker, D., Gosine, K. Gallagher,T.  Conversano, P & Vardi, A. (2020). Report for the Niagara Prosperity Initiative Evaluation (Phase 2D). Report Prepared for the Niagara Region and Ontario Trillium Foundation. (60 pages).

Ciuffetelli Parker, D. (2019). Positive Youth Development Strategy Early Years-Grade 12. Policy/Development Strategy. Durham District School Board. (27 pages).

Ciuffetelli Parker, D. (2018). Durham Youth Strategy Research Partnership. Final Research Report for the Durham District School Board. (74 pages).

Ciuffetelli Parker, D. (2017). DDSB Youth Strategy – Research Partnership with Brock University. Administrative Report to Trustees. (15 pages).

Papers in Peer Refereed Journals:

Gosine, K., Ciuffetelli Parker, D., Gallagher, T. (2022). Bridging and bonding: A case for prioritizing social capital cultivation in non-profit literacy programming. International Journal of Community Well-Being. pp. 1-22. Springer Nature Switzerland. https://doi.org/10.1007/s42413-022-00186-2

Ciuffetelli Parker, D., & Conversano, P. (2021). Narratives of systemic barriers in schools: Income equity, diversity, inclusion, and the call for a post-pandemic new normal. Frontiers in Education Journal. Vol.6, Article 70466, pp. 1-19. https://www.frontiersin.org/articles/10.3389/feduc.2021.704663/full

Ciuffetelli Parker, D. (2019). Reveal, revelation, reformation: a narrative framework. Fine Print.

40 (1) 14-20.

Ciuffetelli Parker, D., Murray Orr, A., Mitton-Kukner, J., Griffin, S., Pushor, D. (2017).

Problematizing complexities and pedagogy in teacher education programs: Enacting knowledge in a narrative inquiry teacher education discourse community. Canadian Journal of Education.40 (2). 30 pages. https://cje-rce.ca/journals/volume-40-issue-2/problematizing-complexities-and-pedagogy-in-teacher-education-programs-enacting-knowledge-in-a-narrative-inquiry-teacher-education-discourse-community/

Ciuffetelli Parker, D. (2017). The impact of professional development on poverty, schooling, and literacy practices: Teacher narratives and reformation of mindset. Taylor & Francis Publication: Cogent Education. Vol.4 (1) 1-19.

http://dx.doi.org/10.1080/2331186X.2017.1279381

Ciuffetelli Parker, D. & Craig, C. (2017). An international inquiry: Stories of poverty – poverty stories. Urban Education. Vol. 52(1) 120 –151.

Online access publication pre 2017: http://uex.sagepub.com/search/results?fulltext=Ciuffetelli+Parker+%26+Craig&submit=yes&journal_set=spuex&src=selected&andorexactfulltext=and&x=0&y=0 

External Funding:

  • 2018 – Third Party Evaluator/Researcher (with 8 interdisciplinary co-evaluators across Brock U). Niagara Prosperity Initiative Evaluation. Local Poverty Reduction Fund (see https://www.ontario.ca/page/local-poverty-reduction-fund ). Trillium Grant, Province of Ontario. $514,574.00
  • 2017 – Co-Investigator. KNAER Community of Practice. Leading for Equity Knowledge Grant. Ottawa U (PI)).  Community of practice collaborators for Southern Ontario Region (Western University PI): Brock University; Durham District School Board, Niagara District School Board, Niagara Poverty Reduction Network. $75,000.00.
  • 2017 – Principal Investigator. The Youth Summit: Poverty, Wellness and Community Connections. Niagara Poverty Reduction Network. Collaborative network funding. $1500
  • 2016 – Principal Investigator. Durham Youth Strategy: Poverty and Education in Secondary School Settings. Durham District School Board Research Grant Contract. $28,084.00

Internal Funding:

  • 2017 – Principal Investigator. Youth Summit: A social Justice Strategy to Address Poverty and Mental Health in Secondary Students in secondary school education. Social Justice Research Institute Community Grant. $2000.00
  • 2017 – Principal Investigator. Youth Summit: How Socioeconomic Factors Affect Well Being & Academic Success. Discretionary Strategic Initiative Fund. Faculty of Education. $2500.00
  • 2017 – Principal Investigator. Ontario Youth Strategy: A human rights framework to address poverty and mental health in secondary school education GRAD fund, Faculty of Education. $1850.00
  • 2017 – Principal Investigator. R&D fund, Faculty of Education. $ Ontario Youth Strategy: A human rights framework to address poverty and mental health in secondary school education. $1000.00
  • 2016 – Principal Investigator. Narratively deconstructing unconscious assumptions of poverty and mental health in secondary school education. Social Justice Research Institute seed grant. $7000.00
  • 2015 – Principal Investigator. Narrative inquiry teacher education discourse community: Preparing future teachers as curriculum makers. BSIG seed grant $3660.00

Masters Courses Taught and Developed

  • EDUC 5P81 – Personal Narratives in Educational Research, 2009, 2010, 2013, 2015, 2016, 2017

Teacher Education Courses Taught and Developed

  • EDUC 8P15 – Teaching, Learning, and Schooling, 2005 -2011
  • EDBE 8P15 – Teaching and Learning, Schools and Communities, 2012-present
  • EDBE 8P20 – Language Arts Junior/Intermediate, 2013, 2014, 2015, 2017/18
  • EDUC 8D09 – Principles & Practices for Professional Certification, 2005 to 2010
  • EDUC 8F08 – Foundational Methods in Teaching and Learning, 2005, 2006, 2007, 2008