Dr. Teresa Strong-Wilson
Title:
Associate Professor
Department:
Department of Integrated Studies in Education (DISE)
Area(s):
Arts, Languages & Literacy Education
Diversity, Identity & Indigenous Topics
Teacher Education, Pedagogy & Leadership
Areas of expertise:
- Curriculum
- Autobiography and Currere
- Memory (Childhood Memory, Memory Methodologies)
- Children's Literature in Education
- Teachers, Teaching, Pedagogies
- Early Childhood Education
- Social Justice Education
- Indigenous Education
- Teacher Education
Biography:
Dr. Teresa Strong-Wilson's research interests and areas of expertise span the fields of curriculum studies, early childhood, children’s literature, teacher education, memory studies, literacy/es, Indigenous education, and social justice education. Her research focuses on teachers’ critical engagement with knowledge in the form of stories so as to productively inform teaching and learning in pre-service education and in schools.
Dr. Strong-Wilson is also deeply interested in childhood, children’s literacy learning and children’s literature. Her interests in childhood and memory have led her to explore relationships among childhood, trauma, autobiography/currere and social justice education.
Degree(s):
- PhD, University of Victoria, Canada
- MA, University of Victoria, Canada
- Dip Ed, McGill University, Canada
- BA (Major: English Literature), McGill University, Canada
- BA (Major: Political Science), University of Calgary, Canada
Awards, honours, and fellowships:
2023 Ted T. Aoki Award for Distinguished Service, Canadian Association for Curriculum Studies
Selected publications:
- Strong-Wilson, T. (in press). Disquieting returns. In A. Phelan & W. Pinar (Eds.)., Curriculum
- Studies in Canada. University of Toronto Press.
- Balzer, G., Strong-Wilson, T., & Burke, A. (Eds.). (2023). Encountering Pedagogies of Discomfort in Practice: Teaching to Social Justice using Post-Colonial Texts. Springer.
- Strong-Wilson, T., Yoder, A., Crichlow, W., & Castro, R. (Eds.). (2023). Curricular and Architectural Encounters with W.G. Sebald: Unsettling complacency, Reconstructing subjectivity. Routledge.
- Strong-Wilson, T. (2021). Teachers’ Ethical Self-encounters with Counter-Stories in the Classroom: From implicated to concerned subjects. New York: Routledge.
- Strong-Wilson, T., & Yoder, A. (2021). Locked In and Locked Out: Covid-19 and Teaching “Remotely.” Prospects, 51 (1-3), 161-174. [Special issue on COVID & curriculum; Guest editor: William Pinar] 10.1007/s11125-021-09556-8
- Strong-Wilson, T. (2019). The question of curriculum in dark times: Hannah Arendt, W. G. Sebald and teachers as autobiographical subjects. Transnational Curriculum Inquiry, 16 (2), 37-49.
Graduate supervision:
Taking new Masters Students and PhD Students during the upcoming application period.
