Dr. Denise Armstrong

Professor (PhD), Department of Graduate and Undergraduate Studies in Education

Dr. Denise Armstrong Professor (PhD), Faculty of Education, Brock University

St. Catharines, ON
Office: WH 277
905 688 5550 x5166
denise.armstrong@brocku.ca

Dr. Denise E. Armstrong is a Professor in Administration and Leadership in Education. She has worked in a variety of teaching and administrative roles in K-20 institutions in Canada and the Caribbean as a teacher, head of Student Services, teacher education coordinator and instructor, and secondary school principal.

She is the author of Administrative Passages: Navigating the Transition from Teacher to Assistant Principal (2009).

Co-author of three books: 

  • Working (with/out) the system: Educational Leadership, Micropolitics, and Social Justice
  • Leading and Mentoring for Educational Lives: Inviting Imaginative Acts of Hope in a Connected World (2014)
  • Inclusion in Urban Educational Environments: Addressing Issues of Diversity, Equity and Social Justice (2006)

She also co-edits two book series:

  • Personal, professional, and organizational change and transitions
  • Educational leadership
  • Vice-principal and principal transitions
  • Administrative socialization
  • Leadership for social justice

Books

Ryan, J., & Armstrong, D. (2016). Working (with/out) the system: Educational leadership, micropolitics, and social justice. Charlotte: NC: Information Age.

Novak, J., Armstrong, D., & Browne, B. (2014). Leading and mentoring for educational lives: Inviting imaginative acts of hope in a connected world. Rotterdam, Netherlands: Sense Publishers.https://www.sensepublishers.com/catalogs/bookseries/critical-issues-in-the-future-of-learning-and-teaching/leading-for-educational-lives/

Armstrong, D. (2009). Administrative passages: Navigating the transition from teacher to assistant principal. Studies in Educational Leadership, Vol. 4. Dordrecht, Netherlands: Springer.  http://www.springer.com/us/book/9781402052682

Armstrong, D., & McMahon, B. J. (Eds.). (2006). Inclusion in urban educational environments: Addressing issues of diversity, equity, and social justice. Greenwich, CT: Information Age Publishing. http://www.infoagepub.com/products/Inclusion-in-Urban-Educational-Environments

Published Reports

Armstrong, D. (2015). Transition to the role of principal and vice-principal study.

English Version: https://www.education-leadership-ontario.ca/resources/home/download/97/Role%20of%20Principal_FINAL.pdf.

French version: http://www.education-leadership-ontario.ca/en/resource/transition-au-role-de-direction-decole-et-direction-adjointe/ . Institute for Educational Leadership, ON, Canada.

Journal Articles

Armstrong, D.  (2015). Listening to voices at the educational frontlines: New administrators’ experiences of the transition from teacher to vice-principal. Brock Education: A Journal of Educational Research and Practice, 24, (2), 109-122. https://brock.scholarsportal.info/journals/brocked/home/article/view/429/270

Armstrong, D., Tuters, S., & Carrier, N. (2013; published November 2014). Micropolitics and social justice leadership: Bridging beliefs and behaviours. Journal of Educational Administration and Foundations, 23(2), 35-53.

Ratkovic, S., Armstrong, D., & Hands, C. (2013). Editorial, Special Issue #2, Equity, Engagement, Teaching and Learning: Imagining and Building a Culturally Inclusive Learning Community. Teaching & Learning7(3), i-ix.

Armstrong, D. (2012). Connecting personal change and organizational passage in the transition from teacher to vice principal, Journal of School Leadership22(3), 398-424.

Browne, B., Novak, J., & Armstrong, D. (2013). Closing the gap through culture and climate, Principal Connections16(2), 4-7.

Armstrong, D., Ratkovic, S., & Hands, C. (2012). Editorial, Special Issue #1: Equity, Engagement, teaching & Learning. Teaching & Learning, 7(3), i-vii.

Browne, B., Novak, J., & Armstrong, D. (2012). Leading for educational lives: Inviting imaginative acts of hope in an interconnected world, Principal Connections, 16(1), 4-8.

Davis, K., & Armstrong, D.  (2012). Engaging difference and racial equity: What school leaders need to know and do. Teaching & Learning 7(1), 112-124.

Armstrong, D. (2011). The 5 Pillars of Transition: Using an Integrative Framework to Understand and Support Administrative Transitions. Ontario Principals’ Council Register, 13(4), 23-26.

Armstrong, D. (December, 2010). Rites of Passage: Coercion, compliance, and complicity in the socialization of new vice-principals. Teachers College Record111(12), 1-21.

McMahon, B., & Armstrong, D. (2010). Unravelling the knots and strengthening the ties: Countering democratic racism. International Journal of Urban Educational Leadership, 4(1), 160-172.

Mogadime, D., Mentz, PJ, Armstrong, D. E., & Holtam, B. (2010). Constructing self as leader: Case studies of women who are change agents in South Africa. Urban Education, 45(6), 797-821.

Armstrong, D. (2004). Constructing moral pathways in the transition from teaching to administration. Values and Ethics in Educational Administration, 3(1), 1-8.

Armstrong, D., & McMahon, B. (2002). Engaged pedagogy: Valuing the strengths of students on the margins. Journal of Thought, 3(1), 53-65.

Contributions to Edited Books

Ryan, J., & Armstrong, D. (2016). Introduction. In J. Ryan & D. Armstrong (Eds.), Working (With/out) the system: Educational leadership, micropolitics, and social justice (pp. xi-xxi)Charlotte: NC: Information Age.

Tuters, S., & Armstrong, D. (2016).  Ethical implications of using micropolitics to achieve social justice aims: School leaders’ perspectives. In J. Ryan & D. Armstrong (Eds.), Working (with/out) the system: Educational leadership, micropolitics, and social justice (pp. 45-65)Charlotte: NC: Information Age.

McMahon, B., & Armstrong, D. (2015). Unpacking replicative and transformative approaches to social justice in Canada and the United States: Administrators’ perspectives. In J. Brooks & M. Brooks (Eds.), Urban leadership for social justice (pp. 185-207).  Charlotte, NC: Information Age.

Armstrong, D., & McMahon, B. (2014). Developing socially just leaders: Integrative antiracist approaches in a transformational paradigm. In A. Normore & N. Erbe (Eds.). Collective Efficacy: Interdisciplinary Perspectives on International Leadership. London: Emerald.

Armstrong, D., & McMahon, B. (2012). Series editors’ preface. In B. McMahon & J. Portelli (Eds.). Engagement for equity: Beyond neoliberal agendas.Charlotte, NC: Information Age Publishing.

Armstrong, D., & McMahon, B. (2012). Series editors’ preface. In Acker-Hocevar, M., Cruz-Janzen, M. & Wilson, C. Leadership from the ground up: Effective schooling in traditionally low performing schools.Charlotte, NC: Information Age Publishing.

Armstrong, D. & McMahon, B. (2012). Series editors’ preface. In Antrop-Gonzales, R. Schools as radical sanctuaries: Decolonizing urban education through the eyes of Latina/o youth. Charlotte, NC: Information Age Publishing.

McMahon, B., & Armstrong, D. (2012). Series editors’ preface. In J. Ryan. Struggling for inclusion: Educational leadership in a neo-liberal world. Charlotte, NC: Information Age.

McMahon, B., & Armstrong, D. (2011). Series editors’ preface. In R. Antrop-Gonzales.Schools as radical sanctuaries: Decolonizing urban education through the eyes of Latina/o youth. Charlotte, NC: Information Age.

Armstrong, D. & McMahon, B. (2011). Series editors’ preface. In C. Hands & L. Hubbard (Eds.). Including families and communities in urban education.Charlotte, NC: Information Age Publishing.

Armstrong, D. (2010). Betwixt and between: Balancing the absurd contrasts of middle space leadership. In K. Anderson (Ed.), The leadership compendium: Emerging scholars of Canadian educational leadership (pp. 118-132). Federicton, NB: Atlantic Centre for Educational Administration and Leadership.

Armstrong, D. (2009). Case commentary: The principal in the middle. In D. Smith & P. Goldlatt (Eds.). Exploring leadership and ethical practice through professional inquiry (pp. 182-183). Montreal, Quebec: Laval University Press.

Armstrong, D., & McMahon, B. J. (2006). Introduction. In D. E. Armstrong & B. J. McMahon (Eds.), Inclusion in urban educational environments: Addressing issues of diversity, equity, and social justice (pp. ix-xvi). Greenwich, CT: Information Age Publishing.

McMahon B., & Armstrong, D. (2006). Framing equitable praxis: Systematic approaches to building socially just and inclusionary educational communities. In D. E. Armstrong, & B. J. McMahon (Eds.), Inclusion in urban educational environments: Addressing issues of diversity, equity, and social justice (pp. 301-319). Greenwich, CT: Information Age Publishing.

Armstrong, D. (2005). Leadership at the crossroads: Negotiating challenges, tensions and ambiguities in the transition from teaching to administration. In H. D. Armstrong (Ed.), Examining the practice of school administration in Canada (pp. 113-128). Alberta, Canada: Detselig Enterprises.

McMahon, B., & Armstrong, D. (2003). Racism, resistance, resilience: The 3Rs of educating Caribbean students within a Canadian context. In T. Bastick & A. Ezenne (Eds.), Teaching Caribbean students: Research on social issues in the Caribbean and abroad (pp. 249-284). Kingston: University of the West Indies.

Book Reviews

Armstrong, D., & Joshee, R. (2009). Review of the book: The RoutledgeFalmer reader in multicultural education: Critical perspectives on race, racism and education by G. Ladson-Billings & D. Gillborn (Eds.). (2005). London: RoutledgeFalmer. Urban Education44(3), 253-258.