Teachers' Work: Creating Critical Thinkers and Institutional Change
This paper presented at the 13th annual Learning Conference in Montego Bay, June 2006 speaks to teacher activism.
||Equity, Leadership, Reflection, Action
International Journal of Learning, Volume 13, Issue 7, pp.47-52.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 781.285KB).
Pauline Bullen completed “A Multifaceted Study of Institutional Racism In the Toronto Public Educational System: Perspectives of a Black Educator” in August 2000 for her Masters thesis. Pauline is currently a Ph.D. candidate at the Ontario Institute for Studies in Education at the University of Toronto, Canada; she has also worked for over 17 years as a teacher/guidance counsellor at three Toronto High schools with large populations of “inner city” youth, an Instructional leader in the Equity Department of the Toronto District School Board and an Instructional leader for the Guidance Additional Qualifications Course, Part 1, 2 and 3 with York University and the School Boards. Through her various publications and activism, Pauline has become known in the Toronto school community as a strong advocate for youth, especially for those youth who are the most disenfranchised within the school communities. Her research and teaching interests are urban education, class, race and gender studies.
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