Dr. Nancy Taber

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

Contact for Availability for Graduate Advisement

Dr. Nancy Taber, Faculty of Education, Brock University

St. Catharines, ON
Office: WH 266
905 688 5550 x4218
ntaber@brocku.ca

Dr. Nancy Taber’s research explores the ways in which learning, gender, and militarism interact in daily life, popular culture, museums, educational institutions, and military organizations. She teaches in the areas of critical adult education and sociocultural learning, with a focus on gender and militarism. Her work often draws on her experiences serving in the Canadian military as a Sea King helicopter air navigator. Dr. Taber is a former President of the Canadian Association for the Study of Adult Education and the current Editor-in-Chief of the Canadian Journal for the Study of Adult Education. 

  • ADED 4P92: Gender in Adult Education
  • EDUC 3P96, Advanced Community-Based Internship
  • EDUC 5P00: Introduction to Social and Cultural Contexts of Education, Part 1: Preparing the Ground
  • EDUC 5P01:Introduction to Social and Cultural Contexts of Education, Part II: Developing a Critical Language
  • EDUC 5P14: War, Gender, and Learning
  • EDUC 5P24: Social and Cultural Contexts of Learning
  • EDUC 5P35: Adult Teaching and Learning
  • EDUC 5P36: Critical Perspectives in Adult Education
  • EDUC 5P92: Introduction to Educational Research
  • EDUC 5Q97: Culminating Seminar in Educational Studies
  • EDUC 7P31: Social, Cultural, Political Contexts of Education
  • EDUC 8P02: Diversity Issues in Schooling
  • SJES 5P02: Theorizing Social Justice and Equity Studies
  • Gender discrimination, sexual harassment, and sexual assault in the Canadian Armed Forces, with a focus on policy and educational implications 
  • Gendered representations of masculinities, femininities, and militarism in war and military museums 
  • Discourses of militarism in academia  
  • Intersection of mothers with militarism/militaries 
  • Gendered militarism in popular culture 
  • Using fiction to disseminate research
  • Member of the Canadian Association for the Study of Adult Education 
  • Member of the Canadian Authors Association, Niagara Branch

Peer –reviewed journal articles:
Taber, N. (in press). Learning about military women from memoirs: The “Ideological I.” Review of Education, Pedagogy, and Cultural Studies 

Taber, N. (in press). The Canadian Armed Forces: Battling between Operation Honour and Operation Hop on Her. Critical Military Studies. Available online: https://doi.org/10.1080/23337486.2017.1411117 

Clover, D., Sanford, K., & Taber, N. (in press). Dripping pink and blue: Seeing the unseen of patriarchy though the feminist museum hack. Studies in Adult Education and Learning 

Lane, L , Woloshyn, V. & Taber, N. (2018). Tangles, tears, and messy conversations: Using a media discussion group to explore notions of strong women. Journal of Gender Studies, 27(5), 497-508.  

Taber, N. (2018). After Deschamps: Men, masculinities, and the Canadian Armed Forces. Journal of Military and Veteran Health Research, 4(1), 100-107.  

Taber, N. (2018). Le cochon, a washed up mermaid, and soldier’s bread: Three generations of Acadian women at the intersection of museums and fiction. International Journal of Lifelong Education, 37(1), 4-20.  

Gouthro, P., Taber, N., & Brazil, A. (2018). Universities as inclusive learning organizations for women?: Considering the role of women in faculty and leadership positions in academe.  The Learning Organization, 25(1), 29-39.  

Taber, N., Woloshyn, V., & Lane, L. (2017). Strong Snow White requires stronger marriageable huntsman: Exploring gender in a media discussion group for women. Canadian Journal for the Study of Adult Education, 29(2), 21-36. 

Taber, N., Mojab, S., VanderVliet, C., Haghgou, S., & Paterson, K. (2016). Learning through memoirs: Self, society, and history. Canadian Journal for the Study of Adult Education, 28(2), 19-36.   

Code, M., Landry, A., Reader, B., & Taber, N. (2016). “He’s obviously important”: Student perceptions of a military general as a university namesake. Review of Education, Pedagogy, and Cultural Studies, 38(3), 1-16. 

Lane, L., Taber, N., & Woloshyn, V. (2015). The challenge of sustaining critique across time and texts: “I never said that” about The Hunger Games. Atlantis: Critical Studies in Gender, Culture, & Social Justice, 119-128. 

Mojab, S. & Taber, N. (2015). Memoir pedagogy: Gender narratives of violence and survival. Canadian Journal for the Study of Adult Education, 27(2), 31-45.  

Taber, N. (2015). Intersecting discourses of gender: Military and academic gendered organizations. International Journal of Lifelong Education, 34(2), 230-246. 

Taber, N. (2015). Pedagogical discourses of gender, peace, and equality: Jane Addams Children’s Book Awards. Journal of Peace Education, 12(1), 1-14.  

Taber, N. (2014). Critiquing war in the classroom: Professor positionality, vulnerability, and possibility. New Horizons in Adult Education and Human Resource Development, 26, (4), 1-17.  

Taber, N., Woloshyn, V., Munn, C. & Lane, L. (2014). Exploring representations of “super” women in popular culture: Shaping critical discussions with female college students who have learning exceptionalities. Adult Learning, 25(4), 142-150.   

Taber, N. (2014). Generals, colonels, and captains: Discourses of militarism, higher education, and learning in the Canadian university context. Canadian Journal of Higher Education, 44(2), 105-117.  

Taber, N. (2014). Tensions between practice and praxis in academia: Adult education, neoliberalism, professional training, and militarism. Canadian Journal for the Study of Adult Education, 26(2), 9-20.  

Taber, N., Woloshyn, V., & Lane, L. (2013). “I think she’s more like a guy” and “he’s more like a teddy bear”: Girls’ perception of gender and violence in The Hunger Games.  Journal of Youth Studies, 16(8), 1022-1037.  

Taber, N. (2013). Detectives, bail bond “persons,” and fairy tales: A feminist antimilitarist analysis of gender in Grimm and Once Upon a Time. Gender Forum: An Internet Journal for Gender Studies, 44, Art. 2, http://www.genderforum.org/index.php?id=731 

Taber, M.J. & Taber, N. (2013). Exploring emergency response: Theories of communities of practice, safety cultures, situation awareness, and tacit knowledge. International Journal of Emergency Management, 9(1), 46-58.   

Woloshyn, V., Taber, N., & Lane, L. (2013). Discourses of masculinity and femininity in  The Hunger Games: “Scarred,” “bloody,” and “stunning.”   International Journal of Social Science Studies, 1(1), 150-160.   

Taber, N. (2013). A composite life history of a mother in the military: Storying gendered experiences. Women’s Studies International Forum, 37, 16-25.  

Books:
Hampson. S., Lebel, U. & Taber, N. (Eds.). (2018). Mothers, military, and society. Toronto: Demeter Press. 

Taber, N. (Ed.). (2015). Gendered militarism in Canada: Learning conformity and resistance. Edmonton: University of Alberta Press. 

Jubas, K., Taber, N., & Brown, T. (Eds.). (2015). Popular culture as pedagogy: Research in the field of adult education. Rotterdam: Sense Publishers.  

Nesbit, T., Brigham, S., Taber, N. & Gibb, T. (Eds.). (2013). Building on critical traditions: Adult education  and learning in Canada. Toronto: Thompson Publishing.  

Chapters in edited books:
Taber, N. (2018). Connecting the past and future through contemporary discourses of motherhood and militarism in Canada:  Bomb Girls and Continuum. In Hampson. S., Lebel, U. & Taber, N. (Eds.), Mothers, military, and society (pp. 111-130). Toronto: Demeter Press. 

Hampson. S., Lebel, U. & Taber, N. (2018). Introduction: Mothers, military, and society in conversation. In Hampson. S., Lebel, U. & Taber, N. (Eds.), Mothers, military, and society (pp. 9-20). Toronto: Demeter Press. 

Taber, N. (2018). Institutional ethnography, autoethnography, and narrative: An argument for incorporating multiple methodologies. In K. Hughes, J. Coulton, J. Goodwin & J. Hughes (Eds.), Contemporary approaches to ethnographic research. Sage Publications.   

Taber, N. (2016). Women military leaders in the Canadian Forces: Learning to negotiate gender. In D. Clover, S. Butterwick, D. Chovanec, & L. Collins (Eds.), Women, Adult Education, and Leadership in Canada (pp. 46-56). Toronto: Thompson Publishing. 

Taber, N. (2015). Introduction: Learning, gender, and militarism. In N. Taber (Ed.), Gendered Militarism in Canada: Learning Conformity and Resistance (pp. xv-xxviii) Edmonton: University of Alberta Press. 

Taber, N. (2015). Official (masculinized and militarized) representations of Canada: Learning to be a “good” citizen. In N. Taber (Ed.), Gendered Militarism in Canada: Learning Conformity and Resistance (63-81) Edmonton: University of Alberta Press. 

Taber, N. (2015). Conclusion: Final thoughts and connecting threads. In N. Taber (Ed.), Gendered Militarism in Canada: Learning Conformity and Resistance (pp. 229-233). Edmonton: University of Alberta Press. 

Taber, N. (2015). Pedagogies of gender in a Disney mash-up: Princesses, queens, beasts, lost boys, and witches. In T. Brown, K. Jubas, & N. Taber (Eds.), Popular culture as pedagogy: Research in the field of adult education (p. 119-133). Rotterdam: Sense Publishers. 

Jubas, K., Taber, N., & Brown, T. (2015). Introduction: Approaching popular culture as pedagogy. In K. Jubas, N. Taber, & T. Brown (Eds.), Popular culture as pedagogy: Research in the field of adult education (pp. 1-10). Rotterdam: Sense Publishers. 

Taber, N. (2014). bell hooks: Feminist critique through love. In S. Totten & J.E. Pedersen (Eds.), Educating about social issues in the 20th and 21st centuries- Vol 4: Critical pedagogues and their pedagogical theories (pp. 253-274). Information Age Publishing, Inc.  

Taber, N. (2013). Learning war through gender: Masculinities, femininities, and militarism. In T. Nesbit, S. Brigham, N. Taber,  & T. Gibb. (Eds.), Building on critical traditions: Adult education and learning in Canada (pp. 139-148). Toronto: Thompson Publishing.  

Nesbit, S. Brigham, N. Taber,  & T. Gibb. (2013). The continuing imperative of Canadian adult education and learning. In T. Nesbit, S. Brigham, N. Taber,  & T. Gibb, (Eds.), Building on critical traditions: Adult education and learning in Canada (pp. 355-360). Toronto: Thompson Publishing.

Taber, N. (2013). Mulan, western military mothers, and gendered militarism: The warrior myth of equality. In J.M. Aston & E. Vasquez (Eds.), Masculinity and femininity: Stereotypes/myths, psychology and role of culture (pp. 95-110). New York: NOVA Science Publishers, Inc.  

Research funded by SSHRC Connections and Insight Grants, as well as internal Brock University and Faculty of Education grants

  • ADED 4P92, Gender in Adult Education 
  • EDUC 3P96, Advanced Community-Based Internship 
  • EDUC 5P00, Introduction to Social and Cultural Contexts of Education, Part I: Preparing the Ground 
  • EDUC 5P01, Introduction to Social and Cultural Contexts of Education, Part II: Developing a Critical Language  
  • EDUC 5P14, War, Gender, and Learning 
  • EDUC 5P24, Social and Cultural Contexts of Learning 
  • EDUC 5P35, Adult Teaching and Learning 
  • EDUC 5P36, Critical Perspectives in Adult Learning 
  • EDUC 5P92, Introduction to Educational Research 
  • EDUC 5Q97, Culminating Seminar in Educational Studies 
  • EDUC 7P31, Social, Cultural, Political Contexts of Education 
  • EDUC 8P02, Diversity Issues in Schooling 
  • SJES 5P02, Theorizing Social Justice and Equity Studies