Dr. Julian Kitchen

Professor (PhD), Department of Educational Studies

Hamilton, ON
Office: HAM20D
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 2nd 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 journal2nd  International Handbook of Teaching and Teacher Education and Initial teacher education in Ontario: The first year of four-semester teacher education programs 

  • Teacher education policy and programs
  • Self-study of teacher education practices teacher
  • Indigenous education
  • Education law
  • LGBTQ issues in education 
  • OCT 
  • Chair, Self-Study of Teacher Education Practices Special Interest Group, AERA 
  • Canadian Association for Teacher Education, CSSE  

 

Books 

Petrarca, D., & Kitchen, J. (Eds.) (2017). Initial teacher education in Ontario: The first year of four-semester teacher education programs. Ottawa, ON: Canadian Association for Teacher Education. ISBN 978-0-9947451-7-0. http://cate-acfe.ca/polygraph-book-series/  

Kitchen, J., Tidwell, D. & Fitzgerald, L. (Editors) (2016). Self-study and diversity II. Rotterdam. The Netherlands: Sense. 

Hodson, J. & Kitchen, J. (2016). Maamaawisiiwin Professional Teacher Development Program, Guide 1: The Vision of Maamaawisiiwin. Thunder Bay, ON : Maamaawisiiwin.  (32 pages) 

Hodson, J. & Kitchen, J. (2016). Maamaawisiiwin Professional Teacher Development Program, Guide 2: The Relationships of Maamaawisiiwin. Thunder Bay, ON : Maamaawisiiwin.(31 pages) 

Hodson, J. & Kitchen, J. (2016). Maamaawisiiwin Professional Teacher Development Program, Guide 3: The Knowledge of Maamaawisiiwin. Thunder Bay, ON : Maamaawisiiwin. (14 pages) 

Hodson, J. & Kitchen, J. (2016). Maamaawisiiwin Professional Teacher Development Program, Guide 4: The Action of Maamaawisiiwin. Thunder Bay, ON : Maamaawisiiwin. (21 pages) 

Kitchen, J. & Bellini, C. (2016). Professionalism, law and the Ontario educator. St. Davids, ON: Highland Press. 

Kitchen, J. & Bellini, C. (2016). Professionalism, law and the Ontario educator: Instructor’s Guide. St. Davids, ON: Highland Press. 

Hodson, J., & Kitchen, J. (2015). Supporting teachers and improving Aboriginal school success in provincial northwestern Ontario schools: A strategy for change. Thunder Bay, ON: Northern Policy Institute. 

Chapters in Books/Monographs     

Kitchen, J. (2017). Critically reflecting on masculinity in teacher education through narrative self-study. In R. Brandenburg, K. Glasswell, M. Jones, M. & J. Ryan (Eds.) Reflective theory and practice in teacher education (pp. 85-101).  Singapore: Springer Nature. 

Petrarca, D.  & Kitchen, J. (2017). A time of change in Ontario’s initial teacher education. In D. Petrarca and J. Kitchen, Initial teacher education in Ontario: The first year of four-semester teacher education programs (pp. 1-16). Ottawa: Canadian Association for Teacher Education. 

Petrarca, D.  & Kitchen, J. (2017). Enhanced initial teacher education in Ontario: Identifying patterns of continuity and change.  In D. Petrarca and J. Kitchen, Initial teacher education in Ontario: The first year of four-semester teacher education programs (pp. 17-52). Ottawa: Canadian Association for Teacher Education. 

Kitchen, J. & Sharma, M. (2017). A welcome change: Brock University embraces teacher education reform. In D. Petrarca and J. Kitchen, Initial teacher education in Ontario: The first year of four-semester teacher education programs (pp. 71-88). Ottawa: Canadian Association for Teacher Education.

Kitchen, J. & Petrarca, D. (2017). Moving forward:  The future of teacher education on Ontario. In D. Petrarca and J. Kitchen, Initial teacher education in Ontario: The first year of four-semester teacher education programs (pp. 349-354). Ottawa: Canadian Association for Teacher Education. 

Holden, M. & Kitchen, J. (2017). Ontario admission practices in a time of change.  In D. Petrarca and J. Kitchen, Initial teacher education in Ontario: The first year of four-semester teacher education programs (pp. 337-348). Ottawa: Canadian Association for Teacher Education. 

Kitchen, J. (2016).  Enacting a relational approach as a teacher education administrator: A self-study.  In D. Garbett and Alan Ovens (Eds.), Enacting self-study as a methodology for professional inquiry (pp. 411-419). Herstmonsceux, UK: Self-study of Teacher Education Practices SIG. 

Kitchen, J. & Petrarca, D. (2016). Approaches to teacher education. In John Loughran and Mary-Lynn Hamilton (Eds.),  International handbook of teacher education research: Initial teacher education (pp. 137-186). Rotterdam, The Netherlands: Springer 

Kitchen, J. (2016). Mirando al pasado, avanzando hacia el future: Comprendiendo mi narrative como formador de formadores. In C Hirma & R. Fuentealba (Eds,),Formadores de formadoresDesccubriendo la propia voz a traves del self-study (pp.189-204). Santiago, Chile: Organizacion de Estados Iberoamericanos. 

Kitchen, J. (2016). Inside out: My identity as a queer teacher educator. In J. Kitchen, D. Tidwell and L. Fitzgerald (Editors) (2016). Self-study and diversity II  (pp, 11-26). Rotterdam, The Netherlands: Sense. 

Kitchen, J., Fitzgerald, L. &  Tidwell, D. (2016). Self-study and diversity educator: Looking back, looking forward. In J. Kitchen, D. Tidwell and L. Fitzgerald (Editors) (2016). Self-study and diversity II  (pp. 1-11). Rotterdam, The Netherlands: Sense. 

Kitchen, J. (2016). Looking back at fifteen years of relational teacher education: A narrative self-study. In M. Hayler and J. Williams (Eds.), Transitions and transformations: Teacher educators’ journeys of becoming (pp. 167-182). Rotterdam, The Netherlands: Springer. 

Kitchen, J. & Petrarca, D. (2015). Teacher education in Ontario: On the cusp of change. In Thomas Falkenberg (Ed.). Handbook of Canadian teacher education research: Initial teacher education (pp.62-76). Ottawa: Canadian Association for Teacher Education. 

Bellini, C. & Kitchen. J. (2015). The importance of law and school policy in making schools safer for lesbian, gay, bisexual and transgender youth: Lessons from Ontario. In S.C. Bon (Ed.), Contemporary issues in law and education. Charoltte, NC: Information Age.

Research and Technical Reports for Educational Organizations 

Kitchen, J., Hodson, J., Hedican, N, Hodson, E. & Herrara, J. (2017). Maamaawisiiwin Education & Research Innovation: 2016-17 Final Report. St. Catharines, Ontario, Canada: Brock University. (Report for the Ontario Ministry of Education.) 

Holden, M. & Kitchen, J., (2017). Where are we now? Equitable representation in Ontario teacher education: A report on the changes in application, admission, and acceptance rates of underrepresented groups in the new four-semester teacher education programs. St. Catharines, ON: Brock University.  

Holden, M., Kitchen, J., Petrarca, D. & LeSage, A. (2016). Evolving practices: Admissions policies in Ontario teacher education programs. St. Catharines, ON: Brock University. DOI: 10.13140/RG.2.1.4373.8480 

Kitchen, J., Hodson, J. & Hodson, E. (2014).  A holistic study of the Biwaase’aa Program on participating students in Thunder Bay. Thunder Bay, ON: Shkoday Abinojiiwak Obimiwedoon.

Papers in Refereed Journals 

Holden, M. & Kitchen, J. (2016). Choosing how we choose: A review of teacher education admissions literature. Teaching & Learning, 11(1), 16-31. 

Kitchen. J. (2016). Enacting a relational approach as a university administrator. Teacher Learning and Professional Development, 1(2). 73-83. 

Holden, M. & Kitchen. J. (2016). Evolving practices: Admission policies in Ontario teacher education programs, Canadian Journal of Education, 39(4), 1-28.  http;//www.cje-rce.ca 

 

Internal Grants 

2016 – Co-Investigator,  Investigation of Information Sharing and Secure Technology Use Practices by Youth.  Brock Advancement Fund Grant–$5000.  

2015 – Principal Investigator, Improving First Nations success in education, training, and research in northwestern Ontario: A community discussion. Brock University Advancement Fund—$5,000. 

2015 – Principal Investigator, Public Forum on Urban Aboriginal Employment and Education in the Niagara Region.  Social Justice Research Institute Local Engagement Grant/ Faculty of Education Dean’s Discretionary Fund— $4,500. 

2015 – Principal Investigator, Initial Teacher Education Admissions Policies in Ontario. Department of Teacher Education—$15,000. 

External Grant 

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, 833.34 

2016-17 – Principal Investigator,  Biwaase’aa/Maamaawisiiwin Education & Research Innovation.  Ontario Ministry of Education– $100,000. 

2013-2014 – Principal Investigator, A Holistic Study of the Impact of the Biwaase’aa Program on Participating Students in Thunder Bay School. Shkoday Abinojiiwak Obimiwedon – $45,000.

  • EDUC/EDBE 8Y07/8Y41: Professionalism, Law and the Ontario Educator
  • EDBE 8P78: School and Society
  • EDUC 8L09: Principles and Practices for Certification
  • EDUC 5P01: Introduction to Social and Cultural Contexts of Education, Part II: Developing a Critical Language