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CERN Member's Biographies


I am an Assistant Professor at the Department of Sociology, University of Toronto. My research interests cover race and politics, and social ineqaulity. While my prior research has been on multiracial political coalitions in the anglophone Caribbean I am now focusing on urban political formations of visible minorities in Toronto. In this work I pay attention to the influence of transnational networks. My interest lies in exploring the ways and means of influencing or shaping political decision making by marginalized and immigrant communities as well as the possibilities for coalition building and shared interest formation in urban politics.

Relevant Publication:
1. 'New Immigrant Politics: Caribbean and Sri Lankans in Toronto' for an edited book (Fiona Kay and Richard Johnston), on Social Capital and the Welfare State. 2003. This is a 70 page paper detailing activities from both communities and exploring the role of social capital in facilitating activism from new communities.

Current Research Project:
A Survey on Voting and Other Indices of Political Profile of Caribbean and Sri Lankan Communities in the GTA. 2001. This survey was of over 400 Sri Lankans and Caribbean people living in the GTA.

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Rick Beardsley is currently Assistant Director of the Organization Support Division of the BC Teachers' Federation and formerly was Assistant Director in the Professional Development Division. He is on leave from teaching secondary social studies in Richmond, BC, a community that has experienced a 3000% (yes, 3000) growth in ESL student population in the past 10 years. He has served on Ministry of Education Curriculum Committees, worked as the ministry project manager for the prescribed grade 11 geography text, and has co-authored resources dealing with Japanese-Canadian history. Currently, he is a member of the advisory committee for the annual Teachers' Institute on Canadian Parliamentary Democracy, organized by the Public Information Office of the Library of Parliament.

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Je détiens un baccalauréat en sciences et une maîtrise en éducation. Après quatre ans d'enseignement, je suis entré au service de la Centrale de l'enseignement du Québerc (CEQ) en 1977. Depuis 1984,j'y occupe un poste de conseiller à la recherche en éducation. J'ai publié trois livres aux Editions Saint-Martin/CEQ: Une école de son rang(une analyse critique de la douance) (1987), Apprendre à vivre ensemble; immigration, société et éducation (1991) et Une école de son temps; un horizon démocratique pour l'école et le collège (1994). Je suis chercheur associé au Centre de recherche et d'intervention sur la réussite scolaire (CRIRES, Université Laval) et membre du Conseil des relations interculturelles, un organisme conseil auprès du gouvernement du Québec.

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Kathy Bickmore (Ph.D. Stanford University 1991) is Associate Professor and Coordinator of the graduate program in Curriculum at the Ontario Institute for Studies in Education, University of Toronto, Canada. She teaches (graduate and teacher education) and conducts research about education for constructive conflict, peacebuilding, conflict resolution, equity, and citizenship/ democratization in public school contexts. Her work appears in books such as Handbook of Conflict Management and How Children Understand War and Peace, and journals such as Conflict Resolution Quarterly, Theory and Research in Social Education, Curriculum Inquiry, Alberta Journal for Educational Research, and Theory Into Practice. Recent publications include guest editing the theme issue of Theory and Research in Social Education (32:1, Winter 2004), "Education for Peacebuilding Citizenship."

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I am a research consultant with an educational background in history, political science, English literature, and Canadian studies. My prime academic focus is an interdisciplinary approach to multiculturalism and cultural pluralism. Blending my academic interests and my life experience, I presently work for the Multiculturalism Program of the Department of Canadian Heritage and the Metropolis Secretariat housed at the Department of Citizenship and Immigration.

I view my participation in this network as an excellent means to build on some pre-existing policy-research links already developed in this field and to help bridge the gap between the policy and the research communities. In addition, citizenship education has a direct bearing on my current research on participation in the formal political processes of the Ottawa-Carleton region.

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Rosa Bruno-Jofre is a Professor in the Faculty of Education, The University of Manitoba, and Associate Dean (Research, Graduate Programs, and Special Projects. She was an Academic Senior Fellow in the Office of the Vice-president (Academic) and Provost in charge of a pilot project on Inclusive Curriculum between 1992 and 1995. In 1995, she was awarded a Fellowship with the Institute for the Humanities to conduct research on Les Soeurs Oblates. She is the author of the Methodist Education in Peru: Social Gospel, Politics, and American Ideological and Economic Penetration, 1888-1930 (published with the help of a grant from the Canadian Federation of the Humanities). She has also served as editor of Issues in the History of Education in Manitoba: From the Construction of the Common School to the Politics of Voices (also authored or co-authored five chapters in that collection); editor in collaboration with Jean Pierre Bastian (Palais Universitaire, Strasbourg) Protestant Conceptions, Religious Ideology and Schooling Practices: Selected Papers (also authored a chapter in the collection); and editor of the last issue of the Monograph Series in Education, The University of Manitoba (this collection included her chapter Schooling and the Struggles to Develop a Common Polity, 1919-1971). With Tom Mitchell, she will be guest editor of Manitoba History for the Spring issue. Rosa Bruno-Jofre and Sybil Shack are writing an article on schooling and citizenship in the 1920's in Manitoba schools which explores the gaps between policies and school life.

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Since 1994 Roger Butt has been Chief of International Comparative Research for the Department of Canadian Heritage. In that capacity he has managed and supported comparative research projects on issues related to cultural and heritage policy, social cohesion, information society, citizenship, youth, Canadian identity, official languages, multiculturalism, and sport. Prior to that he was a Senior Policy Analyst with the Department of the Secretary of State. Previous positions in the Department include Program Officer with the Canadian Studies Program and Executive Assistant to the Assistant Deputy Minister, Corporate Policy. He was also a high school French teacher for two years. He posses a Master of Arts from the Institute of Canadian Studies at Carleton University, as well as a BA and BEd from Memorial University of Newfoundland. He has also studied at the University of Edinburgh in Scotland and Universitè Laval in Quebec.

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Wanda Cassidy is an education professor at Simon Fraser University and Co-Director of an interdisplinary endowed centre at SFU called the Centre for Education, Law and Society. Her speciality is curriculum development and assessment, social studies education, law-related/citizenship education in schools, and program development for at risk/high need youth. She recently (1997) completed a major study on social studies education in B.C. which showed an alarming decline in elementary and secondary students' understanding of government, history, and law as well a decline in critical citizenship attitudes and skills. An area of current research is the cultivation of "private" citizenship attributes (e.g. caring and compassion) through the formal and informal curricula. Her most recent publication is a book for teachers entitled: "Let's Talk about Law in the Elementary School" (1998, Detselig Enterprises Ltd.).

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My primary research focuses on native speaker - nonnative speaker interaction. At the discourse level, I conduct observational and experimental studies to identify the effects of modifications that native speakers make when addressing low proficiency speakers of English. This work has implications for the classroom and the workplace, in that some modifications appear to enhance nonnative speaker comprehension, while other adjustments have a negative effect, resulting in a breakdown of communication. I also work in collaboration with Dr. Murray Munro of Simon Fraser University--we conduct research in the area of nonnative speaker pronunciation, particularly the extent to which accent interferes with a second language learner's comprehensibility. The goal of this work is to separate out the components of an accent which cause comprehension difficulties from those which happen to be salient but non-troublesome. Most pronunciation teaching is done on the basis of salience alone; we wish to establish principled guidelines for instruction based on factors affecting intelligibility. I also conduct research in adult second language literacy and citizenship education for adult immigrants. The work in the latter area is limited to an examination of the content offered in citizenship and ESL programs across the country.

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Mark is Director of the Secondary Teacher Education Program and Sr.
Lecturer in the Department of Curriculum, Teaching and Learning (CTL) at the Ontario Institute for Studies in Education, University of Toronto. He has been involved in a variety of curriculum reform initiatives, teacher education projects, and research studies with teachers and schools locally, nationally, and internationally (e.g. Pakistan, European Union, Russia). Most recently, Mark's work has focused on pedagogical perspectives and practices and he is engaged in cross-national research in Canada and the UK in the area of citizenship education pedagogy. He has written and contributed to numerous articles, books, and learning resources. Recently, he coordinated the development of a learning resource entitled Educating for global citizenship in a changing world, one of the Canadian International Development Agency’s ‘In the global classroom’

Mark has taught a variety of courses in the Initial Teacher, Graduate, and Continuing Education Programs (History & Social Science Education, Issues in International and Global Education, Teacher Education Seminar, Foundations of Curriculum). In addition, he introduced and coordinated the Alternate III Program 'School, Community, and Global Connections', a teacher education program for those planning to teach in secondary schools in Ontario. Mark also served as Principal of the History and Contemporary Studies Additional Qualifications Program and prior to his arrival at OISE/UT, he served as a secondary school teacher, department chair (History and Contemporary Studies) and district-wide consultant (Instruction and Teacher Development) with the Peel District Board of Education. Mark continues to serve on a variety of advisory and editorial Boards and is the recipient of the University of Toronto Teaching Award, the Student Teacher Union’s OISE/UT Professor of the Year Award, and numerous Certificates of Teaching Excellence, all in recognition of excellence in teaching.

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Ph.D. in Sociology with an area of concentration in Ethnic Relations and Social Psychology. He has worked in the area of Ethnic Studies for the past quarter century and has published (with A.Anderson) ETHNICITY IN CANADA. A new edition will be out in the fall of 1998. His work on Aboriginal people has been far reaching and his book NATIVE PEOPLE IN CANADA has become a standard textbook for courses in the area. He is currently working with the Metropolis project in the area of immigrant youth adaptation. The study focuses on young peoples expectations and aspirations as they leave the secondary school environment. Other work in the area has focused on the value congruency between immigrants and native born Canadians as well as generation differences between parents and their children.

Dr. Frideres is currently a professor of Sociology at the University of Calgary.

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Professeure titulaire à la Faculté de l'éducation de l'Université de Calgary, elle enseigne des cours de didactique de langue, sur le bilinguisme et la littératie, et également sur l'immigration et l'intégration. Dotée de bourses Killam au niveau du doctorat et d'une bourse post-doctorale du CRSH, elle a, par la suite, fait partie de l'Étude nationale sur le programme de français langue seconde comme responsable du Syllabus de la formation langagière générale (1985-1990). Responsable du domaine de l'éducation du Prairie Centre of Excellence for Research on Immigration and Integration, un projet fédéral de six ans (1996-2002), elle sert également la Société canadienne pour l'étude de l'éducation en tant que présidente nationale et présidente du comité permanent sur les relations externes et gouvernementales (1996-1998). Ses recherches portent sur la formation identitaire, la francophonie en milieu minoritaire, les problématiques de langue, de culture et d'ethnicité dans la salle de classe et dans la formation des enseignant-e-s en milieu scolaire et universitaire, ainsi que les méthodologies de recherche qui permettent de multiples perspectives, de la réflexion, de la collaboration et de la sensibilité au contexte. Ses recherches courantes portent sur la formation identitaire des adolescents immigrants et sur l'éducation à la citoyenneté.

Full professor of the Faculty of Education, University of Calgary, she teaches courses dealing with language methods, bilingualism and literacy, as well as immigration and integration. Recipient of the Killam bursaries at the doctoral level and of a post-doctoral SSHRC fellowship, she then participated in the National Core French Study as research-developer of the General Language Syllabus (1985-1990). Responsible for the education domain of the Prairie Centre of Excellence for Research on Immigration and Integration, a six-year federal project (1996-2002), she also serves the Canadian Society for the Study of Education as national president and as chair of the Standing Committee for Government and External Relations (1996-1998). Her research focuses upon identity formation, francophones in a minority context, issues of language, culture and ethnicity in the classroom and in teacher education in school and university contexts, as well as research methodologies which permit multiples perspectives, reflection, collaboration and sensitivity to context. Her current research projects deal with identity formation of adolescent immigrants and citizenship education.

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Andrew Hughes is the author of more than 50 published articles and an equal number of commissioned reports focusing mainly on matters of social education and programme evaluation. His current research addresses issues of children's and young people's understanding of the ideas of citizenship. His previous work related to citizenship education has been published in Canadian and International Education and The Canadian Journal of Education. In August 1998 he will be conducting a programme for teachers in Russia at the invitation of the Russian Association for Citizenship Education.

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Bruce works for Strategic Research and Analysis, Department of Canadian Heritage. Prior to this he worked in the office of the Director General, Multiculturalism and Citizens' Participation at Canadian Heritage. In this portfolio he became very well acquainted with the breadth of activity conducted by the department in the broad areas of diversity and citizenship.

His present research interests include symbols and citizenship education in particular and citizenship, identity, history, education, transnationalism and diversity more generally.

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Je suis détenteur d'une: 1) licence en èconomie, 2) Maîtrise en développement régional et je suis en train de compléter un doctorat en èducation. Dans le cadre du doctorat, je travaille sur les représentations sociales des enseignantes et des enseignants à propos des élèves handicapés. Depuis 1993, je travaille sur l'éducation aux droits de l'enfant selon la Convention des Nations Unies relative aux droits de l'enfants. Dans cet objectif, avec mes collègues, j'ai publié un guide pédagogique sur l'éducation aux droits de l'enfant et un outil multimédia sur l'éducation aux droits de l'enfant. Depuis deux ans je travaille sur l'éducation à la citoyenneté à l'ècole pour mieux vivre ensemble.

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Jackie Kirk is a teacher-consultant in global education, working with teachers in the Montreal area, developing, and evaluating projects and resources. She works closely with the Centre d'éducation interculturelle et de compréhension internationale, collaborating with teachers in the network and providing professional development opportunities. She is also a graduate student at McGill University, with a particular interest in citizenship education and teacher development, especially at the pre- service level. Other professional and research interests include participative evaluation, teacher-community links, and education in developing countries. Jackie is a UK trained elementary teacher, with experience of teaching in Japan and Belgium.

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Eva Krugly-Smolska is currently associate professor at the Faculty of Education, Queen's University at Kingston and part of the Mathematics, Science, Technology Education Group. Her undergraduate degree was in biology and she taught high school for a number of years during which time she completed a Master's degree in comparative education and later her doctorate in sociology of education, both with a focus on science. She teaches science education methods courses at the B.Ed. level and courses on cultural issues at the graduate level. Her research interests reflect her graduate studies and focus on comparative science education which includes multicultural education and investigations of the interrelationships of science and culture. She served as the president of the Comparative and International Education Society of Canada 1995-1997. Most recently she co-edited with Keith McLeod a guide for implementing multicultural education in classrooms.

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Romulo F. Magsino is dean and professor in the Faculty of Education at The University of Manitoba, in Winnipeg. After obtaining his undergraduate degrees, with high honours, in the Philippines, he studied at the University of Sydney (Australia) and the University of Wisconsin-Madison (U.S.A.) for his master's and doctoral degrees. Among his more than 60 articles in books and journals are studies focusing on legal and policy issues in education, particularly as they relate to the rights of students, educators, and parents and to multicultural education and religious education. He has also (co-)authored and/or (co-)edited a number of monographs and books, of which the most recent is Teachers in Trouble, published by the University of Toronto Press. His most recent interest and works centre on citizenship and citizenship education.

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Dr. Rose-Alma J. McDonald is the former Director of Education for the Assembly of First Nations. She is a graduate of Pennsylvania State University and a permanently certified school superintendent. She is also an independent education consultant and works out of her home First Nation community of Akwesasne. She has worked on a variety of projects over the years and has expertise in First Nation and community related issues that include adult education, employment and job training, health, economic development, recreation, social security reform, youth issues and aboriginal entrepreneurship.

Dr. McDonald is a Mohawk woman who has over 25 years experience in the field of educational administration and is a leading expert on First Nations education both in the United States and Canada. She was also responsible for the completion of the $6 million study Tradition and Education: Towards a Vision of Our Future which was published by the Assembly of First Nations in 1989 on the issue of First Nations jurisdiction over education.

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Dr. Sue McGregor has been a home economics/consumer studies educator for almost 30 years. She is currently teaching at Mount Saint Vincent University in Halifax, NS, Canada. She is a Full Professor and holds a PhD in Consumer Policy from Strathclyde University, Glasgow.

Her research interests include home economists in public policy, home economics education and practice, consumer studies, and international development. Her recent appointment as Coordinator of the Peace and Conflict Studies Program at MSVU provides a wonderful opportunity to develop a powerful synergy between her ongoing research agenda and the field of peace, human rights and responsibilities, sustainability and civil society within a global, capitalist marketplace..

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Candidate au doctorat en psychopédagogie à l’Université de Montréal, je m’intéresse aux conceptions et pratiques de la citoyenneté chez les enseignants du secondaire. Ce doctorat, sous la direction de Janin Hohl, professeure agrégée au département de psychopédagogie et andragogie, s’inscrit à l’intérieur des travaux de recherche dirigés par Marie McAndrew, directrice du Centre de recherche interuniversitaire de Montréal sur l’immigration, l’intégration et la dynamique urbaine de l’Université de Montréal et portant sur Les conceptions et pratiques de la citoyenneté en milieu scolaire. À titre d’assistante dans cette équipe, j’ai participé étroitement et co-signé avec Janine Hohl quelques articles sur l’adaptation des enseignants à la diversité culturelle et religieuse. Précédemment, j’ai obtenu plusieurs contrats avec notamment, l’Association pour l’éducation interculturelle du Québec, le Conseil scolaire de l’île de Montréal (avec Janine Hohl), le Ministère des Communautés culturelles et de l’Immigration (à l’époque), le Ministère de l’Éducation du Québec et le Conseil canadien pour l’éducation multiculturelle et interculturelle. Ces contrats portaient principalement sur les perfectionnements offerts en éduation interculturelle. Toujours sur le même sujet, je participe actuellement aux travaux de Fernand Ouellet de l’Université de Sherbrooke sur l’analyse des fromations et perfectionnements interculturels.

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Jeff Orr is currently Chair of the Education Department at St. Francis Xavier University in Antigonish, Nova Scotia. He teaches courses in secondary social studies, cross-cultural education, curriculum theory and action research. After spending five years as a classroom teacher and teachers' union activist in northern Saskatchewan, he began work in First Nations teacher education in La Ronge, Saskatchewan. His current research follows from his doctoral work at the University of Alberta in the area of citizenship education and classroom community. He has collaborated with Hans Smits at the University of Regina as guest editor of a theme issue on Citizenship Education for the Canadian Social Studies journal, and has published several articles related to classroom community as a process to teach for democratic citizenship in elementary education. Most recently, he has been collaborating with Ann Sherman from St. Francis Xavier University on classroom-based research on citizenship education and classroom community. To date they have had two articles accepted for publication in this area. "Classroom community as a metaphor for inclusion" was published in May, 1998 in the Journal of Child Centered Practice. A care-full balance will be published this fall in the Alberta Early Childhood Journal. He has also published several reports and articles related to First Nations teachers' life history and continues to work for teacher education which is more responsive to and supportive of educational diversity.

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Michel Pagé is full professor in the Department of psychology of the University of Montréal. As a member of the Groupe de recherche sur l'adaptation au pluralisme en éducation, he is one of the researchers of the Centre of Ethnic Studies of the University of Montréal. He is also coordinator of the ongoing research in education in Immigration et Métropoles, the Montréal center of the Metropolis research program. His main research interest is citizenship with a dominant socio-psychological approach, which stresses aspects of citizenship like social identity of citizens and their conception of national identity, their relation to cultural and value diversity and their abilities and motivation in regard to civic and civil participation.

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Graham Pike is an assistant professor and Director of International Education at the University of Prince Edward Island. He was formerly a junior high school teacher, then Deputy Director of the Centre for Global Education at the University of York, England (1984-92) and Co-Director of the International Institute for Global Education at the University of Toronto (1992-8). He received his PhD from the University of York in 1997. He has directed many curriculum development projects, in England and Canada, on environmental education, global education and human rights education. He has co-authored (with David Selby) eight teachers' handbooks, four of which have been translated into several languages; his publications also include a high school text book and numerous articles and book chapters. He has conducted professional development in global education in some seventeen countries around the world and he regularly undertakes consultancy work for UNICEF in the Middle East and eastern Europe. His current research and development interests include a reconceptualization of citizenship education to acknowledge the realities of global interconnectedness and rapid change.

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Annie Pilote est étudiante au doctorat à l'Université Laval et est membre du Groupe d'analyse politique de l'éducation affilié au CRIRES (Centre de recherche et d'intervention sur la réussite scolaire). Ses activités de recherche portent principalement sur l'école et la démocratie. La recherche de doctorat s'intéresse d'ailleurs à la contribution des centres scolaires et communautaires au développement de la citoyenneté en milieu francophone minoritaire. Elle travaille également sur les politiques éducatives au Québec.

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Daniel Schugurensky is an Assistant Professor in the Department of Adult Education, Community Development and Counselling Psychology at the Ontario Institute for Studies in Education, University of Toronto (OISE/UT). Born and raised in Latin America, he received his Ph.D. from the University of Alberta in the Department of International and Intercultural Education (currently Educational Policy Studies). His present research project consists of a comparative analysis of adult citizenship learning and participatory democracy in three cities (Toronto, Porto Alegre and Montevideo). It explores the connections between formal, non-formal, informal and incidental citizenship learning, focusing on changes in knowledge, skills, attitudes and behaviors that result from participating in local governance.

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Alan Sears is a Professor of Education in the Department of Curriculum and Instruction at the University of New Brunswick. He completed his Ph.D. in educational policy at the University of British Columbia and his primary research interests include social studies education in general and citizenship education in particular. He has directed national studies on citizenship education policy and curricula for the Senate of Canada, the Department of Canadian Heritage and the International Association for the Evaluation of Educational Achievement.

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Hans Smits is an assistant professor in the Faculty of Education at the University of Regina. He received his Ph.D. in Secondary Education from the University of Alberta in 1994. Prior to coming to Regina in 1995, Hans taught in high school in Edmonton. He also worked at the University of Alberta in teacher education. He started his teaching career in Zambia as a CUSO volunteer, and taught junior high school for many years before returning to university to pursue graduate work in education. Hans teaches in the areas of social studies education, multicultural education, and action research. He is currently engaged in research associated with the Prairie Centre for Excellence in Research on Immigration and Integration, as well as ongoing research into teacher education practices and knowledge. He has also recently been working of a research project for the Alberta Teachers' Association Social Studies Council, investigating the issues and concerns experienced by social studies teachers in the province. Along with Jeff Orr, Hans edited a special issue of Canadian Social Studies dealing with questions of citizenship, and contributed an article which attempted to link issues of postmodernism with that of citizenship.

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Charles Ungerleider is Associate Dean for teacher education and Professor of the Sociology of Education in the Faculty of Education at The University of British Columbia. He has written about such issues as educational governance, testing, race relations, multiculturalism, and the impact of media on Canadian Society.

Charles Ungerleider is conversant with a wide range of qualitative and quantitative research methods including large sample survey and interview designs and meta-analysis. He recently designed and administered a survey to teachers about their use of computer technologies. In 1992, he used both quantitative and qualitative measure to review the "race relations" initiatives employed by the Ottawa and Vancouver Police Departments during the preceding ten years. In 1989, he designed both survey and interview instruments to investigate a program employed by a school district to provide support to teachers during their first year of employment. With the support of the Social Science and Humanities Research Council of Canada, he has undertaken a meta-analysis of studies of programs designed to improve inter-group relations. He assisted with the design of a test of critical thinking deficiencies and was responsible for the analysis of the data gathered by administering the test to students in an urban school district. In 1986, he was also responsible for a survey of student knowledge of the Charter of Rights and Freedoms.

Charles Ungerleider is author of numerous articles, chapters, and technical reports. He is author of a recent report reviewing federal multicultural policy and programs. He is currently investigating the socialization of Canadian secondary students for democratic citizenship as a member of the Vancouver Metropolis Project.

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I am a Ph.D. student in the department of Sociology, University of Alberta. My areas of specialization are race and ethnicity, social inequality and research methodology. My dissertation topic is immigrant youth and their experiences in the education system, especially their transition from school to work. My other interests in immigration research lie in globalization, refugees, women and discrimination. I am also affiliated with the Metropolis Project in the Prairie Centre of Excellence for Research on Immigration and Integration.

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