Dr. Lorenzo Cherubini

Full Professor & Hamilton Campus Coordinator (Ed.D.), Department of Educational Studies

Available for Graduate Advisement

Hamilton, ON
Office: HAM41A
905 547 3555 x3603
lcherubini@brocku.ca 

Professor Cherubini’s research is concentrated primarily in the areas of teacher development, policy analysis and English Education, and is funded by the Social Science and Humanities Research Council of Canada (SSHRC). He has published over 100 articles and proceedings, has authored eight book chapters, written nine books and edited three others. He has also presented more than 80 refereed conference papers across Canada, the United States, Europe, South America, Asia, Africa, and Australia. Dr. Cherubini has been awarded more than $250,000 in external funding from SSHRC.

Teacher Development
Indigenous Education
Education Policy
English Education

American Educational Research Association
American Association of Behavioral Social Sciences
Canadian Association for Teacher Education
Canadian Association for Studies in Indigenous Education
Canadian Society for the Study of Education

Book Chapters
Cherubini, L. (2014). “Indigenous groups’ education: The case of North America” In. C. Brock & R. Griffin (Eds.), Education in Indigenous, Nomadic and Travelling Communities (pp. 149-168). London: Bloomsbury Press.  

Cherubini, L. (2014). “Commentary: Experiencing a shared space for dialogue with First Nations community members.” In D. Smith (Ed.), A Call to Vocation: Narratives of Catholic Educators. Toronto, ON: Pearson, pp.44-46. 

Books
Cherubini, L. (2017). Situating Thinking and Reflection: Studying Teaching and Learning.  Welland, ON: Soleil Publishing. ISBN: 978-894935-98-2. 

Cherubini, L. (2017). Case Study Inquiry Seminars: A Research-to-Practice Model. (Second Edition). Welland, ON: Soleil Publishing. ISBN: 978-1-894935-97-5. 

Cherubini, L. (2014). Aboriginal Student Engagement and Achievement:  Educational Practices and Cultural Sustainability. Vancouver, British Columbia: UBC Press. ISBN: 978-0-7748-2655-6. 

Cherubini, L. (2013). Case-Study Inquiry Seminars: A Research to Practice Model. Welland, ON: Soleil Publishing. ISBN 978-1-894935-71-5 

Cherubini, L. (2013). That Space Which is Thinking: Prospective Teacher Identity. Welland, ON: Soleil Publishing. ISBN  

Papers in Peer Refereed Journals 
Cherubini, L. (2016). Ontario (Canada) education provincial policy: Aboriginal student learning. Journal of 21st Century Education, 1(1), 64-78. 

Cherubini, L. (2016). The Ontario (Canada) Ministry of Education’s ‘A Solid Foundation’ document: An extended commentary. British Journal of Education, Society & Behavioural Science, 14(3), 1-10. 

Cherubini, L. (2016). The imperative to reconcile: ‘Honouring the Truth, Reconciling for the Future. Studies in Social Sciences and Humanities, 4(1), 35-39. 

Cherubini, L. (2016). The whispers in the untold stories: Honouring the truth, reconciling for the future. Int.J.Curr.Res.Aca.Rev. 4(2), 18-24. 

Cherubini, L. (2015). Research in the context of sustainable dialogue: Aboriginal Peoples and educational policy in northern Ontario (Canada). International Journal of Information Technology & Computer Science, 19(2), 13-25. 

Cherubini, L. (2014). Achieving success in obtaining grant funding as a research scholar. Journal of Ethnographic and Qualitative Research, 9(1), 16-27. 

Cherubini, L. (2014). Policy, perception and pedagogy: Aboriginal students’ experiences in northern Ontario (Canada). Conference of the International Journal of Arts and Sciences, 7(2), 151-153. 

Cherubini, L., & Barrett, J. (2014). Teaching and learning in remote northern Ontario schools: Aboriginal teacher perceptions. Native Studies Review, 22(1 & 2), 157-170. 

Cherubini, L. (2013). Promoting engagement: Sustaining conversations and learning. 

American Association of Behavioral and Social Sciences Journal, 17, 1-5. 

Cherubini, L., Kitchen, J., & McGean, S. (2013). Analysis of New Aboriginal Teachers’ Experiences in Ontario: A Process of Becoming. Native Studies Review, 20(2), 137-158. 

Cherubini, L. (2012). Implications of discourse: A trilogy of educational policy. Alberta Journal of Educational Research, 58(1), 160-164. 

Cherubini, L. (2012). Postsecondary Aboriginal educational policy in Ontario: Policy and practical Implications. Aboriginal Policy Studies, 2(1), 42-55. 

Published Refereed Conference Proceedings
Cherubini, L. (2018). School practices and education policy: Aboriginal students’ challenges and successes. Research Association for Interdisciplinary Studies, Princeton University, NJ, 58-71. 

Cherubini, L. (2018). Prospective teachers’ perceptions: A critical literacy framework. Research Association for Interdisciplinary Studies, Georgetown University, Washington, DC, 103-111. 

Cherubini, L. (2017). A complicated sense of reconciliation. International Conference on Modern Education Studies, Jeddah, Saudi Arabia. Pages Forthcoming. 

Cherubini, L. (2017). A holistic approach to an Indigenous methodology: Students as partners. International Symposium on Economics and Social Science, 95-98. 

Cherubini, L. (2016). Ontario (Canada) education provincial policy: Aboriginal student learning. Journal of 21st Century Education, 1(1), 64-78.  

Cherubini, L. (2016). The Ontario (Canada) Ministry of Education’s ‘A Solid Foundation’ document: An extended commentary. British Journal of Education, Society & Behavioural Science, 14(3), 1-10. 

Cherubini, L. (2016). The imperative to reconcile: ‘Honouring the Truth, Reconciling for the Future. Studies in Social Sciences and Humanities, 4(1), 35-39. 

Cherubini, L. (2016). The whispers in the untold stories: Honouring the truth, reconciling for the future. Int.J.Curr.Res.Aca.Rev. 4(2), 18-24.  

Cherubini, L. (2016). The Truth and Reconciliation Commission of Canada’s Report: Historical context and contemporary implications. Proceedings of the Annual Conference of the Institute for Public Policy and Economic Analysis, 180-185. 

Cherubini, L. (2016). A matter of difference: Ontario Aboriginal education policy. Proceedings of the International Conference on Arts, Education and Social Science, 1-4. 

Cherubini, L. (2016). Reflecting upon the (research) conversations.Proceedings of the International Conference on Social Science and Economics, 14-18. 

Cherubini, L. (2015). Aboriginal students’ perceptions in Northern Ontario: Affirmation and achievement vs resignation and defiance. Proceedings of the Annual meeting of the Canadian Society for the Study of Education, University of Ottawa, Ottawa, Ontario. 

Cherubini, L. (2015). A unique case-based seminar model: Preservice teacher education. Proceedings of the Annual meeting of the Canadian Society for the Study of Education, University of Ottawa, Ottawa, Ontario. 

Cherubini, L. (2015). Ontario Aboriginal education policy: Respectful and engaging classrooms. Proceedings of the International Hoddaido Forum on Organizational Behavior. Psychology, and Education, 114-117. 

Cherubini, L. (2015). Legislative policies and reconciliation committees: Contested spaces for Aboriginal Peoples in Canada. Education and Development Conference Proceedings, 190-193.  

Cherubini, L. (2015). Aboriginal education and Ontario (Canada) policy: A social reproduction theory analysis. The American Educational Research Association. 

Cherubini, L. (2015). Bi-epistemic research in a policy context: Current findings and subsequent studies. The International Society for the Social Studies Annual Conference Proceedings, 1, 32-39. 

Grants Obtained  

2012- Principal Investigator, Analyzing the Impact of New Educational Policy on Aboriginal Youth in Northern Ontario Schools: An Inter-disciplinary and Bi-Epistemic Approach toward Building Capacity.  (Co-Applicants: Michael Manley-Casimir, John Hodson, Katherine Bennett – McMaster University).  SSHRC – $202,749 

2018 – 2019- Principal Investigator, Prospective Teachers’ Perceptions and   

Experiences: A Critical Literacy Framework. Research and Development Grant, Brock University: Internal – $1,000 

  • EDBE 8F74: Teaching English I Intermediate/Senior 
  • EDBE 8P83: Teaching English II Intermediate/Senior 
  • EDBE 8P50: Teaching and Learning: Schools and Communities  Intermediate/Senior