Over 50 SJES faculty are affiliated with this interdisciplinary program while remaining members of their home departments in the faculties of Applied Health Sciences, Education, Humanities, and Social Sciences.
Faculty of Applied Health Sciences
Maureen Connolly is committed to inclusive educational and service provision practices for persons experiencing disability. She has developed numerous programs in Niagara that provide individualized and dignified adaptive movement programs for persons experiencing disability. In addition, she has created professional development programs for practitioners who desire or are required to be inclusive and adaptive.
Maureen Connolly has published in areas of pedagogy and teacher education emphasizing inclusion and relevant, authentic teaching and learning. A recent publication in the journal Adapted Physical Activity Quarterly develops an interdisciplinary dialogue between the fields of critical pedagogy and neurodiversity with a focus on neurodiversity, mental health and mental illness.
Within the SJES program, Maureen is interested in being more involved in supervisory work with graduate students interested in interrogating normalcy and advocating for authentic inclusion.
Joanne Crawford has been an advocate for health equity throughout her career in clinical nursing practice, education and research. Emerging from public health practice, she has been engaged in health services research exploring health disparities related to access to preventive health services among priority populations (Indigenous, newcomer immigrant, and low-income communities) across key jurisdictions in Ontario, and social exclusion of immigrant women in the Niagara Region. She has experience with conducting community-based studies including participatory action research, different review methodologies, focus groups, survey design, and mixed methods.
Michele Donnelly was first attracted to the sociology of sport for the opportunity to study and address social inequality. In the Department of Sport Management, she trains students to engage critically with their own and others’ investments in sport and physical activity. She encourages students to ask questions about who is included and who is excluded from the sport activities and spaces in which students feel so comfortable, reminding them to consider who is not in the room because they do not have access to sport or have not had positive experiences. If students believe that sport can accomplish the goals they claim, e.g., bring people together, they must be able to identify under what conditions, and for what groups of people, this might be possible.
Michele’s research focuses on social inequality, particularly issues related to gender, within Olympic and international sport federation policy and governance, and athlete-driven sport organizations (such as the Women’s Flat Track Derby Association). Ongoing projects in this area focus on gender equality in the Olympic Movement and at the Olympic Games, as well as in the governance of provincial, national, and international sport organizations. She was a principal author of the London 2012 and Sochi 2014 gender audit reports, which now serve as baselines to assess the changes made toward gender equality at the Olympic Games.
Michele also researches alternative sport and sport subcultures (roller derby, skateboarding), with a research focus on girls and women onlyness. She uses qualitative research methods while also studying research ethics and the politics of research with respect to qualitative methods.
Michele will be thrilled to work with graduate students and faculty in the SJES program to employ sport, physical activity, and physical culture as empirical sites for both the study and promotion of social justice and equity.
Curtis Fogel’s research examines crime, corruption, violence, doping, discrimination, and other social and legal issues in the context of sport. He completed graduate degrees in both Sociology (M.A. and Ph.D) and Law (LL.M). He is author of the books Game-Day-Gangsters: Crime and Deviance in Canadian Football (2013) and Controversies in Law and Sport (2017), editor of Critical Perspectives on Gender and Sport (Forthcoming), and co-editor of Imaginative Inquiry: Innovative Approaches to Interdisciplinary Research (2014) and Sexual Violence at Canadian Universities: Activism, Institutional Responses, and Strategies for Change (2017). Three research projects he is currently working on include: 1) On the Sidelines: Sexual Violence in Canadian Youth Sport, 2) Rink Rage: Spectator Violence and Harassment in Canadian Hockey (with Kevin Mongeon), and 3) Blood on the Pitch: Socio-Legal Aspects of Rugby Violence.
Curtis has supervised graduate students on topics including hazing rituals in Canadian hockey, victim blaming of sexual assault survivors, and criminal violence in sport. He is interested in supervising student research in the areas of human rights law, criminal law and justice, sport and social justice, and interpersonal violence that use qualitative interviewing, observations, and/or unobtrusive methods.
Broadly defined, my research focuses on leisure and sport culture in the lives of individuals, families, and communities. I seek to understand diverse social contexts and issues of power and social inclusion, particularly related to constructs of family, children and youth, gender and sexual diversity, and rurality. My work has a social justice orientation and is funded by the Social Sciences and Humanities Research Council of Canada and Sport Canada’s Research Initiative. I was recently appointed to the scientific committee of the Canadian Gender Equity and Sport Research Hub and I am the Vice-President for the Canadian Association for Leisure Studies.
Faculty of Education
Diane Collier is an Associate Professor in the Faculty of Education at Brock University. She conducts research in the areas of multimodalities and literacies with a special interest in connections across home and school. Using qualitative, collaborative and arts-informed methodologies, her work focuses on the processes of making and literacies, how children use everyday resources (particularly, popular culture), and what can be learned from children about their consumption and production of multimodal, cultural, and digital texts. Diane is interested in ethical considerations of how children and youth participate in research and how power circulates in research relationships.
Debra Harwood conducts research in area of Early Childhood Education (ECE). Often, ECE as a discipline operates on the periphery and outside of the dominant discourses of education. Thus, legitimizing the basic tenants of ECE means challenging the social, political, cultural, and historical forces that have opposed central ideas such as care, professionalism, child agency, place, and intra-active pedagogy. Debra has been involved in research focused on community capacity building initiatives in the Niagara region, specifically focusing on the young child and their worlds, family engagement, educator professionalism, and ethical research practices with young children and their families. Her most recent project involves a three year ethnographic study of young children’s entanglements within a forest, specifically examining how relationships with the more-than-human world might foster ways of being that support a more sustainable planet.
Michael O’Sullivan is an Associate Professor in the Faculty of Education specializing in comparative and international education. He is currently serving as the Associate Dean, Graduate Student Support, Research & International. He recently completed two consecutive SSHRC-funded research projects on the impact on rural marginal villages in Central America of experiential educational visits by global northern students. Dr. O’Sullivan serves on numerous faculty and university-wide committees in his capacity as Associate Dean. He is a long-standing member of the executive of the Board of Directors of Casa-Canadiense/Pueblito Canada, an NGO that supports small-scale community development initiatives in Nicaragua and Guatemala and facilitates overseas experiential education opportunities for secondary- and post-secondary students in those countries.
Dr. O’Sullivan’s research interests involve critical approaches to global education, global citizenship and effecting links of solidarity between global southern popular organization and progressive organizations in the global north.
Nancy Taber is an Associate Professor in the Faculty of Education at Brock University. Her research explores the ways in which learning, gender, and militarism interact in daily life, popular culture, academic institutions, and military organizations. Her work often draws on her own experiences serving in the Canadian military as a Sea King helicopter air navigator. Nancy also collaborates in research about the experiences of girls and women in media discussion clubs that engage in a societal gendered analysis. She is interested in feminist methodologies such as institutional ethnography, feminist discourse analysis, and life history. Nancy has published in journals such as Women’s Studies International Forum, Adult Education Quarterly, International Journal for Lifelong Education, Studies in Continuing Education, Gender and Education, Children’s Literature in Education, and Qualitative Research. She is currently editing a book about gender, education, and militarism in Canadian culture. Nancy is also active with the university’s faculty union, BUFA.
Leanne Taylor teaches courses addressing the sociocultural contexts of education, including diversity and equity issues in schooling and the interrelationship between pedagogy, culture and identity. Her ongoing research explores the social construction of racialized identities; multiracial discourses and critiques of critical ‘mixed race’ theory; transnational and immigrant student aspirations; the experiences of marginalized and ‘at risk’ youth in secondary and postsecondary schools; and the effects of school policies and teacher conduct on student experiences. A key focus of her work addresses how education that strives to be equitable and socially just must continually engage with the complexities of race and ethnicity, including multiracial experiences. She is currently investigating the use of digital media as a way of fostering teacher candidates’ engagement with social justice and equity issues in education.
Susan Tilley has worked as both teacher and curriculum coordinator in public school contexts. Her interest in social justice and equity became more formalized as a result of the critical ethnography she conducted with women attending a school while incarcerated in a federal-provincial prison. She teaches graduate courses in curriculum theory, contemporary issues in curriculum studies and qualitative research methodologies in the Faculty of Education. Her research interests include curriculum, teacher education, antiracism, critical white studies, pedagogical practices, research ethics, qualitative research, teacher research, critical ethnography and education in alternative sites. She served as Graduate Program Director of the MA in Social Justice and Equity Studies July 2010-June 2013.
Faculty of Humanities
Robert Alexander is an Associate Professor in the Department of English Language and Literature. Formerly a reporter, he works in Brock’s Writing, Rhetoric, and Discourse Studies Program where he teaches courses in literary journalism, creative nonfiction, and the history of language study. He has published articles on such topics as eighteenth-century language theory, the construction of gender in contemporary journalistic discourse, and journalist-source relations. His current research projects are focused on journalistic subjectivity and the potential of long-form narrative journalism to contest the anthropocentric bias of mainstream news.
My research explores the entangled discourses of sovereign power and transnational migration. I examine national and international state-based texts and the responses and reverberations of these texts in public discourses. I am interested in the ways that “official” texts that would once have spoken to a select, “expert” audience have become widely and idiosyncratically available to various publics because of the increasing and at times unplanned digitalization of such documents. I am particularly interested in the ways that the publicity of such texts influences public discourses of immigration, labour, race, gender, ethnicity, and language, and how they might influence perceptions of home, away, us and them.
My current major research project, “(Il)legal, (Ir)regular, (Un)documented: Rhetorics of Sovereignty and Transnational Migration,” examines tensions that emerge in national and international discourses of transnational migration. I welcome supervisions around the intersections of rhetorical studies and social justice, including work linked to border studies, transnational migration, human rights, transnational feminism, the nation and its nationalisms, the critical study of global Englishes, and postcolonial studies.
Keri Cronin teaches courses on the history of visual culture. Her research interests focus on the ways in which visual representations of the nonhuman world have historically shaped, challenged and, at times, subverted dominant human attitudes towards the species they share the planet with. Her current work explores the role of visual culture in late 19th– and early 20th– century animal advocacy campaigns.
Ronald Cummings is an Assistant Professor in the Department of English Language and Literature at Brock. He teaches courses on Postcolonial Studies, Caribbean Literature, Queer Theory and Contemporary writing. His scholarly research focuses on questions of race, gender and sexuality with particular reference to Caribbean and Black Atlantic contexts. He is currently completing a monograph on Queer Jamaican Writing and co-editing a book project on Race, Historical Memory and Futures in Canada. He is part of the Leverhulme-funded International Research Network on Caribbean In/Securities and Creativity (CARISC).
Tamara El-Hoss has been teaching undergraduate courses on postcolonial Francophone literatures and cultures at Brock since July 2005 and has taught graduate courses on postcolonial theories and literatures in SCLA (Studies in Comparative Literature and the Arts) for the last decade. Her research recognizes that the current global migrant crisis has inspired numerous comics artists/journalists and graphic novelists to draw and tell the stories of refugees and migrants to a Western audience. As a medium, comics, bandes dessinées and graphic novels cross linguistic barriers, give a voice to the voiceless, and facilitate communication across boundaries. Her current research project, entitled “Visual Vox Digital Archive: Displacement in Comics, Graphic Novels, Bandes Dessinées and Zines”, is to curate a multi-layered open source digital archive on ‘drawing displacement’ in Africa and the Middle East that will be accessible to students, scholars, artists and the general public.
The archive will include material in comics (traditional North American soft cover format), graphic novels (longer format resembling a traditional book, often with a single storyline), bandes dessinées (French language comics) and zines (self-published work combining texts and images) for a bilingual collection, located on Brock’s server. The Visual Vox Digital Archive will be the first digital archive of its kind, especially in that it provides a space for under-represented perspectives, e.g. from African and Middle Eastern migrants and artists. Tamara is the co-editor of a bilingual collection of essays entitled Im/migrant Passages: Crossing Visual, Spatial and Textual Boundaries (forthcoming in July 2020, Small Walker Press).
Tami Friedman teaches 20th-century U.S. history at Brock. Her courses cover U.S. history since 1865, U.S. foreign policy, the Cold War, the 1960s, women in North America and class and capitalism in the United States. She also teaches a graduate course on women and work in U.S. history. Her interests include labour history, women’s history, racial/ethnic history and the social history of economic change. Her research examines the causes and consequences of industry migration within the United States after World War II, with an emphasis on workers, communities and industrial policy at the local, state, regional and federal levels. Her publications explore the relationship between economic restructuring and such developments as the decline of organized labour, the rise of the modern Right and the limits of unionism in the U.S. South. Possible areas of supervision include: deindustrialization, capital flight, economic development policy, corporate globalization, corporate power, union growth and decline, sexual and racial/ethnic divisions of labour, women and work, working-class culture and class formation/identity.
Joe Norris, recipient of the 2015 Tom Barone Award for Distinguished Contributions to Arts Based Educational Research from the Arts Based Educational Research SIG of the American Educational Research Association (AERA), teaches drama in education, applied theatre and research methods at Brock University. He advocates the arts as ways of knowing, doing and being and encourages playful, creative, participatory and socially aware stances toward self and Other. His book, “Playbuilding as Qualitative Research: A Participatory Arts-based Approach” purports that playbuilding is a legitimate research methodology and received The AERA’s Qualitative Research SIG’s Outstanding Book Award in 2011. It documents how data generation, its interpretation, and its dissemination, all can be mediated through theatrical means. Using forum theatre he invites audiences to reconceptualize both the issues and themselves after the performance. His work with duoethnography furthers his interest in designing dialogic qualitative research methodologies that assist in the reconceptualization of the world and of self. His and Rick Sawyer’s book, ‘Understanding Qualitative Research: Duoethnography’, received the 2015 AERA Division D’s Significant Contribution to Educational Measurement and Research Methodology Award.
His SSHRC funded research “Reuniting form and content: Generating, mediating, and disseminating social science research and arts-based performance genres through digital media” is expanding the understanding and use of video in research and his website, www.joenorrisplaybuilding.ca, contains videos of arts-based research performances of his own collaborative work and that of colleagues. Driving his research agendas is the belief that an unreflected-life is a life half-lived and that we need the Other to assist us in understanding that which we cannot comprehend alone.
Dr. Pendakis is an assistant professor of Theory and Rhetoric at Brock University and a research fellow at Shanghai University of Finance and Economics. In terms of methodology, Dr. Pendakis works within the tradition of critical theory, drawing particularly on Adorno and Benjamin, though he also draws broadly from the tradition of ancient and modern Western political philosophy, discourse analysis, and cultural studies. His research focuses on contemporary political and economic culture, with a special interest in the history and theory of modern centrism.
Writings on Badiou, Heidegger, Hegel and others or on topics ranging from the new entrepreneurialism to dialectics have been published or are forthcoming in Criticism, Imaginations, Politics and Culture, South Atlantic Quarterly, and Mediations. He is also a co-editor of Contemporary Marxist Theory: A Reader on Bloomsbury Press. Presently he is at work co-editing the Bloomsbury Companion to Marx and putting together a monograph on contemporary political centrism entitled Critique of Centrist Reason. Andrew is open to supervising projects within the fields of critical theory, cultural studies, discourse analysis or Marxism especially projects with an eye to the linkages between cultural phenomena and neoliberalism.
Maria del Carmen Suescun Pozas trained as a visual artist (B.F.A.), art historian (M.A. and Ph.D.), and historian (Ph.D.). Her teaching at the undergraduate level focuses on the social and cultural history of Latin America from the sixteenth century up to the present, in particular the Colonial and Republican periods; revolutions; and race, class and gender. At the fourth year and graduate level, her teaching focuses on Canada-Latin America and Caribbean relations; social change; narrative and the visual field; multi- and/or inter-disciplinary approaches; and comparative analysis. Her publications explore the cultural history of 1930s-1940s Colombia; art, politics, and gender; memory and history; art, art history and history as complementary disciplines; grounded approaches to development issues; solidarity, empathy in art and culture; and Latin America and the Caribbean made in Canada.
She has supervised graduate work of students at Brock and internationally in History, History and Art History as complementary disciplines, and on Film and Literature in comparative perspective. She also supervises international exchange students. She welcomes directed graduate reading courses and graduate supervision in her disciplines and subjects of interest. She is also interested in supporting graduate students develop collaborative/team research and community partnerships locally and internationally, and get involved in helping advance knowledge, develop talent, and forge connections from an early stage of their training as junior scholars.
Gyllian Raby is a Canadian theatre artist of Welsh origin. She was the founding artistic director of One Yellow Rabbit Performance Theatre in Calgary (1981-88), chronicled in Martin Morrow’s book “Wild Theatre”. At OYR, she devised original work using a creative process of “contracting audiences with available light”. Her interests include theatre a feminist prescriptive political exploration of social justice, the group dynamics of devising, theatre about Science culture, and adapting classics to contemporary contexts in a “writing back” process. As Artistic Director of Northern Light Theatre in Edmonton (1988-93), Gyllian collaborated with Ray Bradbury and Robert Lepage on large scale tours. Following this, she worked across Canada and in the USA as a freelance director, dramaturge, and playwright/adaptor.
She has taught on faculty at University of Manitoba, University of King’s College, University of Cincinnati, Xavier University Ohio, and Queen’s University. At Brock University since 2001, her SSHRC-funded project Commotion resulted in a documentary film that received the Prestige gold medal film award for educational documentary film, 2015.
Her adaptation of Nicolai Erdman’s The Suicide played in Cincinnati (U.S.) Cork (Ireland) and Florida (U.S.) and London (U.K.). Her plays The Ash Mouth Man (co-authored with Danielle Wilson) and We Who Know Nothing About Hiawatha Are Proud to Present Hiawatha (company devised) were produced by Ontario’s In The Soil Festival as was A Glass of Wine with Noam Chomsky (2019, with Fede Holten-Andersen).
Susan Spearey’s research interests focus on literary/cultural responses to contemporary histories of mass violence, on the one hand, and to projects of transitional justice and social reconstruction, on the other. She also works on pedagogy, witnessing and the ethics of reception. Courses taught include Literature of Trauma and Recovery, Postcolonial Literature, South African Literatures of Transition, Textualizing Post-conflict Histories, Social Justice and the Arts, literary theory and graduate seminars on research skills.
Donna Szoke is an Associate Professor in Visual Art, in the Marilyn I. Walker School of Fine and Performing Arts. As an artist-researcher, her practice includes video, animation, writing, installation, experimental collaboration, drawing and printmaking. Her work exhibits in public art, interactive video installation, outdoor site-specific video installation, film festivals and galleries. Her ideas investigate immanence, encounter, failure, haptic perception and non-visual knowledge in moving images. Her recent body of work includes locative media and site-specific interactive media art in public venues. This terrain of art-as-encounter resonates with dance, theatre and other multi-medial expressions in that it is located in the overlapping terrain between the body, the image and contemporary technology. Her work has shown in Canada, US, France, Germany, Hungary, Croatia, Cuba, UAE and Turkey. She has received numerous research awards and grants for her work, including SSHRC, BC Arts Council, Ontario Arts Council and Canada Council for the Arts.
Faculty of Social Sciences
- Kate Bezanson
- Simon Black
- Robyn Bourgeois
- David Butz
- Liz Clarke
- Nancy Cook
- Lauren Corman
- Kendra Coulter
- Dan Cui
- Hevina Dashwood
- Stefan Dolgert
- Andrea Doucet
- Hannah Dyer
- Ifeanyi Ezeonu
- Margot Francis
- Jennifer Good
- Charlotte Henay
- Chelsea Jones
- Tim Kenyon
- Anthony Kinik
- Tamari Kitossa
- Pascal Lupien
- Voula Marinos
- Shannon Moore
- Scott Neufeld
- Trent Newmeyer
- Shauna Pomerantz
- Rebecca Raby
- Mary-Beth Raddon
- Alison Braley-Rattai
- Karen-Louise Smith
- John Sorenson
- Gökbörü Sarp Tanyildiz
- Ebru Ustundag
Kate Bezanson is Associate Professor, Associate Dean in the Faculty of Social Sciences, and a faculty affiliate with the Social Justice and Equity Studies program. Specializing in political economy, gender, social/family/labor market policy and constitutional law, she is co-investigator (with Dr. Andrea Doucet) on a 7-year partnership Social Sciences and Humanities Research Council (SSHRC) funded grant on the best policy mix for diverse Canadian families.
Dr. Bezanson also serves as a University Senator and serves on the editorial board of the Canadian Review of Sociology.
Her current research involves assessments of gender, Canadian social policy, federalism, public law, governance, budgeting and taxation, social reproduction, parental and other leaves, and child care.
My current research employs a feminist political economy approach to the study of work and labor in urban, national, and transnational contexts. At the highest level of abstraction, I use the feminist political economy as an interdisciplinary, historical, and comparative approach to studying social relations of production and social reproduction. More specifically, my research explores how race, class, gender, citizenship/migration shape social reproduction and the organization of both paid and unpaid work.
My work is also concerned with praxis and resistance and particularly union strategies and “alt-labour” formations such as worker centers and other non-union labour organizations. I also have a longstanding research interest in the labour of sport and professional athletes as workers.
Associate Professor, Women’s and Gender Studies
Office: MC D330
Dr. Bourgeois, also known by her indigenous spirit name “Laughing Otter Caring Woman,” is a mixed-race Cree academic, activist, author, and artist born and raised in Syilx and Splats’in territories in the southern interior of British Columbia, and connected through marriage and her children to the Six Nations of the Grand River. She holds a Bachelor of Arts (BA) in Sociology from Okanagan University College (now UBC-Okanagan), a Master of Arts (MA) degree in Sociology from UBC-Vancouver, and a Ph.D. in Social Justice and Equity Studies in Education from the Ontario Institute for Studies in Education (OISE) at the University of Toronto. Alongside her scholarly training, Robyn has undertaken a life-long learning journey in indigenous ways of knowing and doing, both within her own nation (Nehiyaw/Cree) and other indigenous nations across Canada.
Dr. Bourgeois’ primary areas of scholarly interest include violence against indigenous women and girls; indigenous feminisms; and indigenous women’s political leadership; alongside issues of gender and violence generally (with a particular focus on serial murder, state-based violence, violence perpetrated by women, and violence in popular culture). As a survivor of sexual exploitation and other forms of violence, Robyn has committed her life to end all forms of violence and has been involved in indigenous and/or feminist political organizing from the grassroots to international levels for more than twenty years.
David Butz teaches sonic geographies, geographies of international development, political ecology of the Global South and qualitative research design. He has completed two SSHRC-funded research projects, one that examined colonial and contemporary labour relations in the mountains of northern Pakistan, and another dealing with the constitution of spatiality in Jamaican reggae music. He has also investigated the implications of corporate restructuring for General Motors auto workers in St. Catharines, Ontario. The three projects are linked by interest in the geographies of exploitation, resistance and self-representation.
The latter concern has led to publications relating to research ethics and the method of autoethnography. Professor Butz has also published on irrigated mountain agriculture and sustainable development and is involved with grassroots political and environmental activism in Gilgit-Baltistan, Pakistan. He is currently co-investigator with Nancy Cook on an SSHRC-funded study of the impacts of road construction on social organization in an agricultural village in northern Pakistan. He and Dr. Cook are also studying the implications of food relief for local agricultural production in northern Pakistan, and are in the midst of on an “autophotography” project, also in northern Pakistan and funded by the Brock Council for Research in the Social Sciences. He is on the Faculty Steering Committee of Brock’s Social Justice Research Institute, Editor-in-Chief of the journal Studies in Social Justice, and editorial board member of three journals.
Liz Clarke (PhD Wilfrid Laurier University) teaches classes in popular narrative, serial storytelling, film history, film theory, film and TV genres, and gender film and TV. Her research examines women in film and television both on and off the screen. Her current book project is on women in war films from 1908 to 1918. She also researches women writers in film and television from the silent period to contemporary female showrunners.
I am happy to supervise projects in the following areas:
- the war film
- silent film
- screenwriting history (particularly women screenwriters) and women in film and television production
- television and streaming services
Nancy Cook teaches and supervises in the areas of gender and sexuality, qualitative research methodologies, imperialism and globalization, gender relations in Pakistan, critical mobilities studies, and feminist, postcolonial and poststructural theory. She has published a book and several articles on transcultural interactions between Western women development workers and local populations in northern Pakistan. An interest in transcultural interactions extends through more recent work on professional development workers who lived in Pakistan for an extended period of time to understanding how their experiences of working abroad have affected their cosmopolitan lives back in Canada. In her current research she is studying the differential mobility implications of a jeep road linking Shimshal village to the Karakoram Highway in northern Pakistan, and on demobilizations experienced by other villagers in the region in the aftermath of a landslide disaster that destroyed a large section of this highway. This research develops understandings of mobility justice, mobility disaster and the gendered constitution of mobility.
Nancy Cook is a core faculty member in the graduate programs of Critical Sociology and Social Justice and Equity Studies, and an affiliate of the Social Justice Research Institute.
Lauren Corman is an environmental sociologist who teaches in the areas of environmental thought, contemporary social theory, and critical animal studies. Her research centralizes anti-racist, anti-colonial, queer, and feminist understandings of social relations and the more-than-human world. Broadly, her scholarship investigates the agency, resistance, and subjectivities of oppressed groups. Dr. Corman is interested in coalition-building across social and environmental justice movements and links her work to larger anti-capitalist analyses and struggles. She hosted the radio show, Animal Voices (animalvoices.ca), for about a decade. She recently published, “He(a)rd: Animal Cultures and Anti-Colonial Politics,” in Kelly Struthers Montford and Chloë Taylor’s collection, Colonialism and Animality: Anti-Colonial Perspectives in Critical Animal Studies (Routledge, 2020). Dr. Corman is currently working on a text about the cultural histories of particularly vilified animals and their relationships to colonial legacies.
Kendra Coulter holds the Chancellor’s Chair for Research Excellence and is associate professor and chair in the Department of Labour Studies. She is a Fellow of the Oxford Centre for Animals Ethics and a member of the Royal Society of Canada’s College of New Scholars, Artists and Scientists. Her most recent book is Animals, Work, and the Promise of Interspecies Solidarity (Palgrave Macmillan, 2016) and she is the co-editor (with Charlotte Blattner and Will Kymlicka) of Animal Labour: A New Frontier for Interspecies Justice (Oxford University Press, 2020). Her scholarship focuses on how to conceptualize, expand, and create humane jobs — work that benefit both people and animals.
Her current projects are on animal protection work and policy, animals and care work, the plant-based economy, and horse work and wellbeing. Her book Revolutionizing Retail: Workers, Political Action, and Social Change (2014) was awarded the Canadian Association for Work and Labour Studies Book Prize. Dr. Coulter welcomes inquiries from dedicated students interested in humane jobs, animals, and social justice.
I am an assistant professor in the Department of Child and Youth Studies. I received my PhD degree in the Theoretical, Cultural and International Studies in Education at the University of Alberta. Before joining the Brock University, I held a SSHRC Postdoctoral Fellowship at the University of California, Berkeley and the University of British Columbia (2015-17). My research interests include immigrant and refugee youth, international students, the intersectionality of race, gender, and class, sociology of education, immigration, integration, and transnationalism, agency/resilience, social justice and equity in education, and qualitative research methodology.
My two ongoing SSHRC projects respectively focus on examining the integration of racialized minority immigrant youth in Canada and the United States, and the immigration and employment transition of international students. As a critical scholar and educator, the purpose of my research is to identify, explore and analyze the marginalization, discrimination and oppression that subordinated groups experience in the North American societies. The goal of my research is to get the silenced voice heard, address social problems (e.g., racism, sexism, classism, and etc.), and look for socially just solutions.
Dashwood’s research interests within international relations encompass international development, the role of non-state actors in global governance, and Canadian foreign policy. Her current research is concerned with corporate social responsibility (CSR) in the extractive sector. Dashwood’s book on corporate social responsibility and Canadian mining companies was recently published by Cambridge University Press 2012. This project was funded by the Social Sciences and Humanities Research Council (SSHRC), through a Standard Research Grant (SRG).
She is a collaborator with the Canadian Business Ethics Research Network (CBERN), the recipient of a $2.3 million SSHRC Strategic Clusters grant over seven years. With CBERN as a partner, Dashwood is a co-investigator in a collaborative, multi-perspective case study project on Canadian mining companies in developing countries. This research was funded by SSHRC’s International Opportunities Fund (IOF). In the first phase of this project, Dashwood conducted research on a Canadian mining company and its CSR activities in Ghana.
Stefan Dolgert is a political theorist. He writes and teaches on democratic theory, the ethics of violence, critical animal studies, posthumanism, environmental politics and ancient Greek political philosophy. His primary interest relating to social justice concerns the “question of the animal” – how humans have historically constituted themselves in opposition to something called “animals” – and how this human/animal dichotomy has legitimated oppression in the form of racism, imperialism, sexism, ableism and speciesism.
He is currently working on three major projects: a manuscript on the rich non-anthropocentric tradition in ancient Greek thought, focusing on Homer, Empedocles, Plato and Aristotle; another manuscript, that critiques the sacrificial model of politics derived from juridical thought; and finally an edited volume that highlights the productive relationship between critical animal studies and disability studies.
Andrea Doucet has published widely on themes of gender/work/care, fathering and mothering, masculinities, parental leave policies, embodiment, reflexivity, ‘responsible knowing’, and knowledge construction processes. Her book Do Men Mother? (2006, 2nd edition, 2018) was awarded the 2007 John Porter Tradition of Excellence Book Award from the Canadian Sociology Association. She is also co-author of two editions of the book Gender Relations in Canada: Intersectionalities and Social Change (2008, 2017) and a forthcoming edited collection on feminist epistemologies entitled “Lorraine Code: Thinking Ecologically, Thinking Responsibly.
Andrea approaches her teaching and research from an eclectic transdisciplinary perspective and background. She has degrees in political science (social and political thought) and creative writing (York), international development studies (Carleton), and a PhD in social and political sciences (Cambridge University, funded as a Commonwealth Scholar). Her research on theories, practices, and ontologies of care has been influenced by her co-parenting of three daughters; her work on methodologies, epistemologies and knowing processes began thirty years ago when she spent nearly six years as a participatory research facilitator, working mainly for the United Nations Development Program in water supply and sanitation projects in Central and South America.
Andrea is currently conducting collaborative research with local community organizations on young motherhood, Black motherhood, feminist and Indigenous approaches to care and eldercare, and class and gender issues in parental leave policies. Her current writing is on non-representational narrative analysis, visual methodologies, family photographs, ecological thinking, and our epistemic responsibilities as researchers and knowers.
Dr. Hannah Dyer is an Assistant Professor in the Department of Child & Youth Studies and holds a PhD from the University of Toronto. Her research employs interdisciplinary methods to investigate how sexuality, gender and nation-state become entangled in theories of child development. Drawing on queer theory and cultural studies, her work examines the affiliations between social belonging and the child’s psychological interiority.
She turns to children’s art and art about childhood to better understand how to repair justice and build hope in the aftermath of violence. Hannah’s forthcoming book, The Queer Aesthetics of Childhood, explores how the aesthetic cultures of childhood can cause us to re-think what we know of gender, race and sexuality. While taking the child’s material vulnerabilities and pressing need for care into account, this work also draws from the humanities’ emphasis on aesthetics, fantasy and futurity. Hannah’s research interests include: Queer theory; child and youth studies; art/aesthetics; racism and racialization; gender and sexuality; cultural studies.
Dr. Ezeonu received his B.Sc. (Honours) from the Anambra State University of Technology (now, Nnamdi Azikiwe University, Nigeria), M.Phil. from the University of Cambridge, England, M.A. from the University of Leeds, England and Ph.D. from the University of Toronto. He has published on issues of social and economic justice in Sub-Saharan Africa (with special focus on the IMF, the World Bank, and the WTO) and the international politics of environmental protection.
Ifeanyi’s research interests include globalization and international development, gang violence, racialized crime, social construction of crime, transnational crime, environmental crime in the Niger Delta area of Nigeria, and contemporary African Diaspora.
Margot Francis is an Associate Professor in Women’s and Gender Studies, cross appointed to the Department of Sociology. She is the author of Creative Subversions: Whiteness and Indigeneity in the National Imaginary (University of British Columbia Press, 2011) and has published in journals such as Native American and Indigenous Studies, Feral Feminisms, and Critical Sociology. Her research interests include: Indigenous and decolonializing perspectives on settler societies, community arts for Indigenous resurgence, alliances between Indigenous and anti-racist movements in sexual violence activism, queer artistic activism.
Her research has been funded by the Social Sciences and Humanities Research Council of Canada. She holds a Ph.D. in Theory and Policy Studies from the Ontario Institute for Studies in Education at the University of Toronto (2002).
Jennifer Good’s research and teaching interests sit at the intersections between the mediated communication, materialism and our relationship with the natural environment. She has published articles exploring the communication and framing of climate change, the role of the Internet in environmental communication/awareness and the relationship between television viewing and the environment. Good’s book Television and the Earth: Not a Love Story was published in 2013. Her current research includes two CRISS-funded projects: an environmental content analysis of prime-time television; interviews with advertisers and environmental activists about their use of digital media. She is also working on a book that explores environmental justice in the lifecycle of electronics. Good has a B.A. in International Relations from U.B.C., a Master’s degree from York University in Environmental Studies and a Ph.D. from Cornell University in Communication.
Charlotte Henay began teaching in 1990 and has been a public K-12 educator/administrator working with Social Justice in underserved communities, of which she is a member. She has an extensive background in Indigenous education, on reserve in this geopolitical space – specifically in Eeyou Istchee and Kwadacha, as well as post-USSR Kyrgyzstan. In these contexts, she worked to increase access through First Nations funded and planned projects for language learning and cultural reclamation. In BC, she contributed to opening the first provincial Aboriginal “choice” school based on a community-driven restorative practice model that she designed in tandem with the Aboriginal Education Board and community leaders. This was a project counter to district culture and self-determining in the interests of community, as directed by Lheidli and Carrier Sekani community.
Charlotte’s M.Ed. from OISE is in Sociology of Equity Studies in Education. Her research was predicated on what she had witnessed in the K-12 system and her own experience as a diasporic Bahamian in the Canadian geopolitical space and in the Caribbean. This research looks at the disproportionate effect of Safe Schools and zero tolerance on racialized youth, particularly in the context of anti-black racism. She has long been committed to the incommensurabilities of decolonization and Afro-Indigenous futurities as more than contingent ways of cultural reclamation. She has worked as a volunteer in community organizations to support systemic engagements.
In her personal work, death work serves as cultural reclamation, balancing – and vehicle for Black-Indigenous land relationships (land as embodied). She is interested in teaching, supervising, and connecting with people in the SJES program at Brock on these themes. She is also interested in the dovetailing of SJES and the Brock Caribbean Canadian Institute to support Caribbean graduate students and post-secondary faculty to work in partnership.
Further to the above, Charlotte’s Ph.D. work looks at witnessing and sitting with the bones/deathwork as protocols for cultural reclamation and Afro-Indigenous futurities in diaspora. The substantive goal of this work shares with social justice/equity the outcomes of equal access, and beyond that, the redesign of alternate worlds in relational frameworks. Charlotte brings to light how Caribbean womxn, as Black diasporic peoples, find their stories silenced and subsumed by Western Judaeo-Christian dominant tropes. Unearthing silences and the missing spaces and times invites, for her, a layered and non-secular recognition of the “sacred” and interdependence of relations that could overturn rampant disaster capitalism.
Dr. Chelsea Temple Jones (pronouns: she/her) is an Assistant Professor in the Department of Child and Youth Studies. A queer, white settler spoonie, Dr. Jones holds a Ph.D. in Communication and Culture from Ryerson and York Universities and an MA in Critical Disability Studies from York University. She completed a Mitacs postdoctoral fellowship at the University of Regina’s Vocally Oriented Investigations of Create Expression (VOICE) Lab—a studio space for disabled folx who communicate in various ways, and not always through speech. She currently holds a SSHRC Insight Development Grant that continues her study of the ways in which ableist, colonial gestures of “giving voice” face resistance from young, disabled adults engaged in disability justice.
Dr. Jones’ qualitative research focuses on disabled children’s childhood studies and takes intellectual disability as a cultural phenomenon. Her work is deeply engaged in disabled, deaf, mad, and crip-informed arts-based research methods informed by her earlier position as a Research Associate at Re•Vision: The Centre for Art and Social Justice at the University of Guelph. An award-winning teacher and journalist, Dr. Jones is a former Instructor of research methods courses at Ryerson University’s School of Disability Studies and is the co-founder of the transdisciplinary podcast, “Podagogies: A Learning and Teaching Podcast.” She brings storytelling into all of her courses and works with students to create intellectual partnerships that value collaboration through a broad, ever-changing understanding of how we might engage in accessible knowledge production.
Tim Kenyon’s research in social epistemology focuses on testimony and disagreement, as well as the epistemology of ignorance, issues of epistemic injustice, and non-ideal theory. These topics are naturally informed by feminist epistemology and epistemology that foregrounds race, gender, and class. One application may be seen in this short lecture at a teach-in: “Rape culture and ignorance”. Tim’s work in the philosophy of language includes the nature of coerced assertions, which has implications for understanding how coercive social, economic, and political influences can shape personal and public discourse, and perceptions of received views. He is currently writing also on political bullshit, and its recent uses by authoritarian and populist leaders.
Tim has published on debiasing techniques for cognitive and social biases, and especially on the problem of how to teach and learn the building blocks for effective debiasing strategies. His graduate mentorship has included students working on issues of autonomy and respect for atypical or marginalized groups, including a PhD dissertation on how to support robust decision-making for persons with forms of dementia, and a PhD dissertation on epistemic injustice, focusing on respect for persons with cognitive or developmental disabilities as knowers.
Tim developed and ran a Philosophical Café discussion group in the Grand Valley Institution (the federal correctional facility for women in Kitchener), through Community Justice Initiative’s Stride Night program, as well as a successor program that ran through the St. Catharines YWCA. These programs are motivated by a belief in the emancipatory virtues of philosophical reflection and powers of expression.
Anthony Kinik is a film studies professor at Brock University whose areas of specialization include documentary film, experimental film, and Cinema & the City. Together with his colleagues Steven Jacobs and Eva Hielscher, he is the co-editor of the recently released book The City Symphony Phenomenon: Cinema, Art, and Urban Modernity Between the Wars (AFI Film Readers, Routledge, 2019).
His essay “Errol Morris, The New York Times, and Op-Docs as Pop Docs,” will appear in Reclaiming Popular Documentary, eds. Christie Milliken and Steve Anderson (Indiana University Press, 2020). He is currently working on a book on Sixties Montreal as a cinematic city.
Dr. Tamari Kitossa is Associate Professor in the Sociology Department at Brock University. Areas of instruction: sociology of the criminal legal system, sociology of punishment, criminology as a science of morality and race and the war for drugs. Research interests include: counter-colonial perspective of criminology and racial profiling; Eurocentric bio-medical, cultural and religious sexualization of the African males; critical police studies. He is currently engaged in research with Dr. Katerina Deliovsky on interracial couples in Canada. With Drs. Philip Howard and Erica Lawson he is co-editor for Re/Visioning African Canadian Leadership: Perspectives: Perspectives on continuity, transition and transformation (2017, U of T Press).
Pascal Lupien is Assistant Professor of Political Science at Brock University. He is also a Fellow at the Centre for Research on Latin America and the Caribbean (CERLAC, York University), an Associated Researcher with the Groupe de recherche en communication politique (GRCP, Université Laval) and co-coordinator of the Groupe de recherche Afriques-Amérique latine (GRAAL, University of Alberta). He holds a PhD in Political Science and an MA in Latin American Studies from the University of Guelph, a Master’s in Information Studies (MIS) from the Université de Montréal, and a BA in Politics from McGill University.
Dr. Lupien’s research interests revolve around participatory democracy, social movements, political communication and technology, and the factors that enhance or diminish the capacity of marginalized communities to participate in politics. He currently leads a SSHRC-funded project entitled “Indigenous Women and Information and Communication Technologies (ICTs): Supporting an Empowered and Resilient North-South Community”. This transnational multidisciplinary project draws on a community-based approach in order to ensure that the direction of the research is guided by Indigenous women. Working across four jurisdictions (Bolivia, Chile, Ecuador and Canada’s Yukon Territory), project participants seek to develop indigenized and gendered ICT solutions that will support Indigenous women’s efforts to engage in the public sphere, and to facilitate sharing of stories and strategies across settler-imposed borders. He is working with both academics and Indigenous community leaders in the four jurisdictions. Lupien’s previous SSHRC-funded project (2017-2019) examined the impact of ICTs such as social media on the capacity of Indigenous social movements to engage in politics in three Latin American countries.
Lupien’s book, Citizens’ Power in Latin America: Theory and Practice (SUNY Press, 2018), looks at how local communities use participatory democracy mechanisms to pursue collective social development goals. His research has also been published in journals such as Democratization; Citizenship Studies; Political Science Quarterly; Information, Communication and Society; Social Media + Society; Gender, Place and Culture; and Latin American Perspectives.
Dr. Lupien’s teaching interests include the politics of Latin America, democracy and democratization, civil society and social movements, and comparative politics (particularly with respect to the Global South). He welcomes the opportunity to supervise graduate students in his areas of expertise.
Areas of specialization:
- Comparative politics
- Latin American politics
- Indigenous politics (Andean region)
- Participatory democracy
- Social movements
- Political communication
- ICTs and social media
Dr. Voula Marinos is an Associate Professor and holds a Ph.D in Criminology from the Centre of Criminology, University of Toronto. Her interdisciplinary research is currently focused on three primary areas: diversion of youth and adults from the formal court process; mental health, intellectual disabilities, law and the courts; and plea bargaining and sentencing of youth and adults. She is a Member of the Canadian Centre for Lifespan Research at Brock University. She was part of the 3Rs Rights, Respect and Responsibility Research Team at Brock, committed to research on human rights for persons with intellectual disabilities.
Much of her work involves interviews with criminal justice professionals and court observations. She lectures widely to criminal justice professionals, law students, and community-based organizations about her research and criminal justice policy. Dr. Marinos teaches courses in the department relating to youth law (CHYS 3P39), young offenders and youth justice (CHYS 3P40), sentencing and punishment of young offenders (CHYS 4P39), and the Policies for Children and Youth, Canadian Perspectives (CHYS 3P27).
Shannon A. Moore is a Professor in the Department of Child and Youth Studies at Brock University. Dr. Moore’s scholarship is rooted in transdisciplinary social justice and focusses on the intersections of restorative justice, mental health, well-being and human rights in theory, policy, practice and through university-community partnerships (https://brocku.ca/social-justice-research-institute/smun/).
Dr. Moore holds a Ph.D. in Counselling Psychology and is a nationally registered clinical counsellor (since 2000) and a registered psychotherapist with the Ontario College of Psychotherapists (2017). Her practice-base experience extends across community, educational, social service, mental health and justice contexts in Canada and the UK.
Stigma, Substance Use, Housing and Homelessness, NIMBYism, Collective Identity, Social Representations, Community-Based Qualitative Research, Research Ethics
Broadly my research interests lie in how collective identities are represented and contested in the context of intergroup relations. I have explored this in the context of urban Indigenous community members’ negotiation of their diverse cultural identities and representations of colonial history in an Indigenous culture-focused school, in the narratives of exclusion that often typify community resistance to planned social housing or homeless encampments, and most recently in how people who use drugs are represented in anti-stigma campaigns across Canada and the United States.
Much of my research is community-based (i.e. community members are directly involved as collaborators in the research) and I primarily utilize qualitative research methods. A significant part of my work has also focused on research ethics from the perspective of heavily researched community members, for example in Vancouver’s Downtown Eastside neighborhood.
Trent Newmeyer teaches the sociology of leisure, research methods (primarily qualitative research design) and the HIV/AIDS pandemic. His research interests include the social history of tourism and leisure, crafting as politics and issues around HIV/AIDS from pregnancy planning to the use of crafting (body mapping) in mediating cultural stigma around HIV.
My research sits at the intersections of youth cultural studies, girlhood studies, and critical sociology. I theorize the material-discursive contexts and assemblages of young peoples’ lives using posthuman, post-structural, and feminist frameworks. Methodologically, I have conducted studies using ethnography, interviewing, and focus groups, and am currently engaging post qualitative inquiry. I have published chapters and articles on gender and success, girls and social media, youthful feminisms, girlhood studies, postfeminist contexts of education, dress codes, girls’ style, computer girls, skater girls, and femininities and masculinities in popular culture. I am author of Girls, Style, and School Identities: Dressing the Part (Palgrave, 2008), co-author, with Dawn Currie and Deirdre Kelly, of Girl Power: Girls Reinventing Girlhoods (Peter Lang, 2009), and co-author, with Rebecca Raby, of Smart Girls: Negotiating Academic Success in the Post-Feminist Era (University of California Press, 2017). My most recent research includes an immanent exploration of the film Eight Grade as an example of how to move past negative judgment of girls and the things they do, as well as a post qualitative inquiry with my daughter on the creative, educational, and generative potential of the social media app, TikTok.
I teach in the areas of cultural theory, sociology of childhood, popular culture, social justice, and qualitative research methodologies. When not working, I enjoy listening to records, studying music trivia, watching great shows and movies (I especially love coming of age narratives), exercising, and hanging out with my family.
Trained as a sociologist, I draw primarily on critical, feminist, post-structural, and post-humanist theorizing to study social justice in childhood and youth. My research and teaching investigate discrimination against young people, especially as age intersects with gender, race, class and sexual orientation; sociology of education, with a focus on school disciplinary and surveillance practices as well as sex education; constructions of childhood and adolescence, particularly how they are experienced by children and adolescents themselves; theories of rebellion, resistance and contestation among adolescents/youth; and children and youth as active participants in broader society. Shauna Pomerantz (Brock CHYS) and I recently published Smart Girls: Success, School and the Myth of Post-Feminism 2017, University of California Press).
I have also published School Rules: Discipline, Obedience and Elusive Democracy (2012, UTP). I am also co-editor of the textbook Power and Everyday Practices (with Deborah Brock and Mark Thomas), which draws on Marxist and Foucauldian thinking in order to complicate everyday activities, and co-editor of The Sociology of Childhood and Youth in Canada (with Xiaobei Chen and Patrizia Albanese). Recent other projects include an investigation into participatory voice and social activist youth on Youtube (with Caroline Caron and Claudia Mitchell) and research into young people’s very first part-time jobs. I am particularly interested in working with students who wish to bring a social justice lens to studying facets of childhood and youth.
Mary-Beth Raddon researches topics related to money and finance from the vantage points of social history, political economy and culture. She is especially interested in economic institutions, such as inheritance, charity, philanthropy, social welfare, households and cooperatives, whose primary logic is not market exchange. She has written a book on community currencies, which explores how new local exchange networks expose existing gendered patterns of reciprocity, work and shopping. Mary-Beth also studies civic participation, social activism, community-based research and action research. These interests dovetail with her work in service-learning, a method of teaching that combines formal learning with community engagement. Areas of supervision include economic sociology, critical pedagogy and qualitative research methods.
My areas of research and teaching expertise include the interaction of labour rights and the Charter, industrial relations, labour and employment law, as well as human rights in the workplace.
Dr. Smith’s research explores the tensions between openness, privacy, and participation in technologically mediated culture. Some of Dr. Smith’s research is conducted in collaboration with Mozilla, a global non-profit committed to the open web. From 2013-2015, Dr. Smith conducted collaborative research with Mozilla to build the Hive Toronto digital literacy network. In 2017, Dr. Smith was awarded a Mozilla Research Grant for a project titled Add-ons for Privacy: Open Source Advocacy Tactics for Internet Health. Dr. Smith is also currently a collaborator on The eQuality Project, a SSHRC funded research collaboration to examine digital economy issues such as privacy and cyberbullying that impact youth.
John Sorenson gives courses on nonhuman animals and human society and on corporate globalization. Much of his past research has been on war, nationalism and refugees and he was active in Third World solidarity groups and in humanitarian relief work in the Horn of Africa with the Eritrean Relief Association. His most recent books are Critical Animal Studies: Towards Trans-Species Social Justice (Rowman & Littlefield International), Constructing Ecoterrorism: Capitalism, Speciesism and Animal Rights (Fernwood), Critical Animal Studies: Thinking the Unthinkable (Canadian Scholars Press) and Defining Critical Animal Studies: An Intersectional Social Justice Approach for Liberation (Peter Lang Publishers). Other books include Animal Rights; Ape; Culture of Prejudice: Arguments in Critical Social Science; Ghosts and Shadows: Construction of Identity and Community in an African Diaspora; Imagining Ethiopia: Struggles for History and Identity in the Horn of Africa; Disaster and Development in the Horn of Africa; and African Refugees. Current projects include a book about a book about canid-human relations, SSHRC-sponsored research on animals and social work, and research on wildlife in Asia.
Gökbörü Sarp Tanyildiz’s research focuses on the relationship between embodied social relations, formations, and subjectivities within contemporary capitalism through anti-racist, feminist, queer, and marxist social theories. His research demonstrates that the aporias frequently encountered in contemporary critical theories lay in the antinomies of classical sociology. In so doing, he emphasizes the necessity for sociological analyses that are commensurate to the social and political problems of our time.
Gökbörü’s teaching interests are in the areas of political economy of gender, work, and social policy; sociology of genders, sexualities, and families; race and racialization; classical and contemporary social theories; history of sociological analysis; phenomenological sociology; global social movements; and urban sociology.
He has published on social movements; refugees and state formation; feminist urban theory; and public spaces and virtual spaces. He co-edited a special issue of Society and Space on planetary urbanization. His most recent co-edited book volume on social reproduction and feminist urban theory is currently under review.
Gökbörü is enthusiastic about working with graduate students who are interested in researching different aspects of contemporary social and political problems through a variety of theoretical perspectives (including, but not limited to, Marxism’s, feminisms, anti-racism, intersectionality, queer theories, phenomenology, and psychoanalysis) and methodological approaches (including, but not limited to, autoethnography, activist methodologies, institutional ethnography, and ethnomethodology).
Ebru Ustundag is an Associate Professor of Geography at Brock University. Ebru got her PhD from York U and she has her MSc in Urban Planning and Bsc in Political Science and Public Administration from Middle East Technical University, Ankara Turkey. Her recent research project titled “Witnessing Social Citizenship: Microgeographies of street level sex workers in St. Catharines” where she collaborates with various local community organizations. Her areas of research are: citizenship studies, feminist geographies, health geographies, geographies of inequalities and exclusion, and theories of social justice.