Morrin Centre English-language Library, Quebec City, QC

Morrin Centre English-language Library, Quebec City, QC

M.Ed. Semester One Reading List

Adnot-Haynes, B., & Mellas, T. (2012). Knocking sparks: Demystifying process in graduate fiction workshops. Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, 12(2), 299–318. doi:10.1215/15314200-1503604

Ali, K. (2016). Addressing structural racism in creative writing programs. The Writer’s Chronicle. Retrieved from

Ali, M. I. (2014). Stories/storytelling for women’s empowerment/empowering stories. Women’s Studies International Forum, 45, 98–104. doi:10.1016/j.wsif.2013.10.005

Andrews, K. (2009). A house divided: On the future of creative writing. College English, 71(3), 242–255.

Annas, P., & Peseroff, J. (2015). A feminist approach to creative writing pedagogy. In A. Peary & T. C. Hunley (Eds.), Creative Writing Pedagogies for the Twenty-First Century (pp. 139–180). Carbondale, IL: Southern Illinois University Press.

Artiles, A. J., Kozleski, E. B., Trent, S. C., Osher, D., & Ortiz, A. (2010). Justifying and explaining disproportionality, 1968-2008: A critique of underlying views of culture. Exceptional Children, 76(3), 279–299.

Badham. (2017). Van Badham responds to Alice Birch’s revolt. She said. Revolt again. Retrieved from

Barden, D. (2008). Workshop: A rant against creative writing classes. Poets & Writers. Retrieved from

Barker, L. M. (2018). Promoting social justice: Rehearsing discussion leadership in a young adult literature course. English Journal, 107(5), 87–90.

Baum, C. M., & Gross, C. (2017). Sustainability policy as if people mattered: Developing a framework for environmentally significant behavioral change. Journal of Bioeconomics, 19(1), 53–95. doi:10.1007/s10818-016-9238-3

Bausch, L. S. (2010). The power of teachers’ writing stories: Exploring multiple layers of reflective inquiry in writing process education. Journal of Language & Literacy Education, 6(1), 20–39.

Beckmann, E. A. (2017). Leadership through fellowship: Distributed leadership in a professional recognition scheme for university educators. Journal of Higher Education Policy and Management, 39(2), 155–168. doi:10.1080/1360080X.2017.1276663

Behizadeh, N. (2014). Adolescent perspectives on authentic writing instruction. Journal of Language & Literacy Education, 10(1), 27–44.

Berchini, C. (2016). Ctrl F: A scholar’s tips for delving into the world of creative writing. Journal of Language and Literacy Education, 12(2), 1–8.

Berger, S., Bartsch, C., Schmidt, C., Christandl, F., & Wyss, A. M. (2018). When utilitarian claims backfire: Advertising content and the uptake of insects as food. Frontiers in Nutrition, 5, 1–7. doi:10.3389/fnut.2018.00088

Bergland, C. (2014). Can reading a fictional story make you more empathetic? Psychology Today. Retrieved from

Bishop, R., Berryman, M., Wearmouth, J., Peter, M., & Clapham, S. (2012). Professional development, changes in teacher practice and improvements in Indigenous students’ educational performance: A case study from New Zealand. Teaching and Teacher Education, 28(5), 694–705. doi:10.1016/j.tate.2012.02.002

Bissonnette, J. D. (2016). The trouble with niceness: How a preference for pleasantry sabotages culturally responsive teacher preparation. Journal of Language and Literacy Education, 12(2), 9–32.

Blackburn, M. V. (2014). (Re)writing one’s self as an activist across schools and sexual and gender identities: An investigation of the limits of LGBT-inclusive and queering discourses. Journal of Language & Literacy Education, 10(1), 1–13.

Bolina, J. (2014). The writing class: On privilege, the AWP-industrial complex, and why poetry doesn’t seem to matter. Poetry Foundation. Retrieved from

Brady, A. (2017). MFA by the numbers, on the eve of AWP. Literary Hub. Retrieved from

Buller, J. L. (2014). From change management to change leadership. In Change Leadership in Higher Education: A Practical Guide to Academic Transformation (pp. 81–102). Hoboken, NJ: John Wiley & Sons, Inc.

Bussert-Webb, K. (2011). Becoming socially just disciplinary teachers through a community service learning project. Journal of Language & Literacy Education, 7(2), 44–66.

Butler, D. L., Schnellert, L., & Cartier, S. C. (2013). Layers of self- and co-regulation: Teachers working collaboratively to support adolescents’ self-regulated learning through reading. Education Research International, 2013, 1–19. doi:10.1155/2013/845694

Butler-Kisber, L., Yallop, J. J. G., Stewart, M., & Wiebe, S. (Eds.). (2017). Poetic Inquiries of Reflection and Renewal: Poetry as Research. Lunenburg, NS: MacIntyre Purcell Publishing Inc.

Cain, M. A. (2009). “To be lived”: Theorizing influence in creative writing. College English, 71(3), 229–241.

Carello, J., & Butler, L. D. (2015). Practicing what we teach: Trauma-informed educational practice. Journal of Teaching in Social Work, 35, 262–278. doi:10.1080/08841233.2015.1030059

Carter, M., Beare, D., Belliveau, G., & Irwin, R. L. (n.d.). A/r/tography as pedagogy: A promise without guarantee. The Canadian Review of Art Education, 38, 17–32.

Certo, J. L., Apol, L., Wibbens, E., & Hawkins, L. K. (2012). Living the poet’s life: Using an aesthetic approach to poetry to enhance preservice teachers’ poetry experiences and dispositions. English Education, 44(2), 102–146.

Charest, B. C., Bell, L. D., Gonzalez, M., & Parker, V. L. (2014). Turning schools inside out: Connecting schools and communities through public arts and literacies. Journal of Language & Literacy Education, 10(1), 188–203.

Colangelo, S. (2018). The Kindergarten Teacher. United States: Pie Films.

Collins, J. P. (2014). Leadership and change in twenty-first century higher education. BioScience, 64(7), 561–562.

Creely, E. (2018). What’s poetry got to do with it? The importance of poetry for enhancing literacy and fostering student engagement. Literacy Learning: The Middle Years, 26(3), 64–70.

Cummings, K. P., Addante, S., Swindell, J., & Meadan, H. (2017). Creating supportive environments for children who hae had exposure to traumatic events. Journal of Child & Family Studies, 26, 2728–2741. doi:10.1007/s10826-017-0774-9

Cunningham, S., Bartesaghi, M., Bowman, J., & Bender, J. (2017). Re-writing interpersonal communication: A portfolio-based curriculum for process pedagogy and mvoing theory into practice. International Journal of Teaching and Learning in Higher Education, 29(2), 381–388.

Cusk, R. (2013). Rachel Cusk: In praise of the creative writing course. The Guardian. Retrieved from

DeMatthews, D., & Mawhinney, H. (2014). Social justice leadership and inclusion: Exploring challenges in an urban district struggling to address inequities. Educational Administration Quarterly, 50(5), 844–881. doi:10.1177/0013141X13514440

Dobson, T., & Stephenson, L. (2017). Primary pupils’ creative writing: Enacting identities in a community of writers. Literacy, 51(3), 162–168.

Earnshaw, S. (2012). “Men couldn”t imagine women’s lives’: Teaching gender and creative writing. In A. Ferrebe & F. Tolan (Eds.), Teaching Gender (pp. 83–101). New York, NY: Palgrave Macmillan.

Evans, L. M. (2017). Deconstructing “otherness” through conversations and writing in a biliteracy classroom: A book project approach to building diverse communities of learners. Journal of Language & Literacy Education, 13(2), 1–21.

Fava, N. M., & Bay-Cheng, L. Y. (2013). Trauma-informed sexuality education: Recognizing the rights and resilience of youth. Sex Education, 13(4), 383–394. doi:10.1080/14681811.2012.745808

Fleisher, K. (2002). Scenes from the battlefield: A feminist resists the writing workshop. The Iowa Review, 32(1), 109–115.

Fovet, F. (2018). Course outline. Retrieved from

Gay, R. (2014). Not here to make friends. BuzzFeed. Retrieved from

Glisson, L., McConnell, S., Palit, M., Schneiderman, J., Wiseman, C., & Yorks, L. (2014). Looking in the mirror of inquiry: Knowledge in our students and in ourselves. Teaching & Learning Inquiry: The ISSOTL Journal, 2(1), 7–20.

Gorzelsky, G. (2013). Experiential knowledge: How literacy practices seek to mediate personal and systemic change. College English, 75(4), 398–419.

Gouzouasis, P., Irwin, R. L., Miles, E., & Gordon, A. (2013). Commitments to a community of artistic inquiry: Becoming pedagogical through A/r/tography in teacher education. International Journal of Education & the Arts, 14(1), 1–23.

Graham, L. J. (2012). Disproportionate over-representation of Indigenous students in New South Wales government special schools. Cambridge Journal of Education, 42(2), 163–176.

Green, C. (2001). Materializing the sublime reader: Cultural studies, reader response, and community service in the creative writing workshop. College English, 64(2), 153–174.

Hall, R. (2005). The pregnant muse: Assumptions, authority, and accessibility. In A. Leahy (Ed.), Power and Identity in the Creative Writing Classroom (pp. 87–97). Clevdon, England: Multilingual Matters.

Hannigan, S. (2012). A/r/tography and place ontology. Visual Arts Research, 38(2), 85–96.

Hardy, I. (2016). “Capitalising” on community? Understanding and critiquing instrumentalist approaches to Indigenous schooling. Oxford Review of Education, 42(6), 661–676. doi:10.1080/03054985.2016.1203302

Harris, A., & Spillane, J. (2008). Distributed leadership through the looking glass. Management in Education, 22(1), 31–34. doi:10.1177/0892020607085623

Hawkesworth, M., Hetfield, L., Balliet, B., & Morgan, J. (2009). Feminist interventions: Creating new institutional spaces for women at Rutgers. In W. R. Brown-Glaude (Ed.), Doing Diversity in Higher Education: Faculty Leaders Share Challenges and Strategies (pp. 137–165). New Brunswick, NJ: Rutgers University Press.

Healey, S. (2015). Creative literacy pedagogy. In A. Peary & T. C. Hunley (Eds.), Creative Writing Pedagogies for the Twenty-First Century (pp. 299–341). Carbondale, IL: Southern Illinois University Press.

Hiller, A. (2011). Climate change and individual responsibility. The Monist, 94(3), 349–368.

Holt, D., Palmer, S., Gosper, M., Sankey, M., & Allan, G. (2014). Framing and enhancing distributed leadership in the quality management of online learning environments in higher education. Distance Education, 35(3), 382–399. doi:10.1080/01587919.2015.955261

Huaman, E. S., & Abeita, S. (2018). Indigenous teachers and learners: Higher education and social justice. Anthropology & Education Quarterly, 49(2), 201–209. doi:10.1111/aeq.12239

Jean-Marie, G., Normore, A. H., & Brooks, J. S. (2009). Leadership for social justice: Preparing 21st century school leaders for a new social order. Journal of Research on Leadership Education, 4(1), 1–31.

Jones, S., & Harvey, M. (2017). A distributed leadership change process model for higher education. Journal of Higher Education Policy and Management, 39(2), 126–139. doi:10.1080/1360080X.2017.1276661

Jones, S., Harvey, M., Hamilton, J., Bevacqua, J., Egea, K., & McKenzie, J. (2017). Demonstrating the impact of a distributed leadership approach in higher education. Journal of Higher Education Policy and Management, 39(2), 197–211. doi:10.1080/136008X.2017.1276567

Jordan-Baker, C. (2015). The philosophy of creative writing. New Writing: The International Journal for the Practice and Theory of Creative Writing, 12(2), 238–248. doi:10.1080/14790276.2015.1047854

Karamanidou, M., & Bush, T. (2017). Women primary school principals in Cyprus: Barriers and facilitators to progression. International Studies in Educational Administration, 45(1), 70–86.

King, A., & Clark, S. (2018). The 2017 VIDA count. VIDA: Women in Literary Arts. Retrieved from

Kostelnik, K. (2015). Writing center theory and pedagogy in the undergraduate creative writing classroom. In A. Peary & T. C. Hunley (Eds.), Creative Writing Pedagogies for the Twenty-First Century. Carbondale, IL: Southern Illinois University Press.

La Jevic, L., & Springgay, S. (2008). A/r/tography as an ethics of embodiment: Visual journals in preservice education. Qualitative Inquiry, 14(1), 67–89. doi:10.1177/1077800407304509

Lareau, A., & Weininger, E. B. (2003). Cultural capital in educational research: A critical assessment. Theory and Society, 32, 567–606.

Latta, M. M., Schnellert, L., Ondrik, K., & Sasges, M. (2016). The inspirited nature of mindful curricular enactment’s community (re)making. Journal of Curriculum Studies. doi:10.1080/00220272.2016.1264484

Leavy, P. (2012). Intoduction to visual arts research special issue on a/r/tography. Visual Arts Research, 38(2), 6–10.

LeBlanc, N., Davidson, S. F., Ryu, J. Y., & Irwin, R. L. (2015). Becoming through a/r/tography, autobiography and stories in motion. International Journal of Education Through Art, 11(3), 355–374. doi:10.1386/eta.11.3.355_1

Lemley, C. K., & Lee, T. L. (2016). Honoring Indigenous teacher education students’ stories: Shifting Indigenous knowledge from the margins to the center. Journal of American Indian Education, 55(2), 28–50.

Liang, J. G., Sottile, J., & Peters, A. L. (2018). Understanding Asian American women’s pathways to school leadership. Gender and Education, 30(5), 623–641. doi:10.1080/09540253.2016.1265645

Lim, S. G. (2010). Lore, practice, and social identity in creative writing pedagogy: Speaking with a yellow voice? Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, 10(1), 79–93. doi:10.1215/15314200-2009-022

Lowman, S. (2017). Teach Us All. United States: Array.

MacDonald, A. (2017). A diptych of dilemma: Becoming an artist and a teacher. International Journal of Education Through Art, 13(2), 163–177. doi:10.1386/eta.13.2.163_1

Macintyre Latta, M., Schnellert, L., Ondrik, K., & Sasges, M. (2018). Modes of being: Mobilizing narrative inquiry. Qualitative Inquiry, 1–11. doi:10.1177/1077800418786309

Martin, S. L., Ashley, O. S., White, L., Axelson, S., Clark, M., & Burrus, B. (2017). Incorporating trauma-informed care into school-based programs. Journal of School Health, 87(12), 958–967.

Marzluf, P. P. (2006). Diversity writing: Natural languages, authentic voices. College Composition and Communication, 57(3), 503–522.

Mase, A. S., Gramig, B. M., & Prokopy, L. S. (2017). Climate change beliefs, risk perceptions, and adaptation behavior among Midwestern U.S. crop farmers. Climate Risk Management, 15, 8–17. doi:10.1016/j.crm.2016.11.004

McCabe, N. (1994). Gender inequity in the workshop: Methods which silence women writers.

Mesias-Lema, J. M. (2018). Artivismo y compromiso social: Transformar la formacion del profesorado desde la sensibilidad. Comunicar, 26, 19–28. doi:10.3916/C57-2018-02

Milne, E. (2016). “I have the worst fear of teachers”: Moments of inclusion and exclusion in family/school relationships among Indigenous families in southern Ontario. Canadian Review of Sociology, 53(3), 270–289.

Mimpriss, R. (2009). Writing and the problem of will: The creative writing workshop and the Stanley Milgrim paradigm. New Writing: The International Journal for the Practice and Theory of Creative Writing, 6(1), 57–66. doi:10.1080/14790720802582559

Moffatt, L. (2014). I hope it still counts as reading: The cultural production of reading(s), social relations and values in a research interview. Journal of Language & Literacy Education, 10(2), 1–16.

Morcom, L., & Freeman, K. (2018). Niinwi - Kiinwa - Kiinwi: Building non-Indigenous allies in education through Indigenous Pedagogy. Canadian Journal of Education / Revue Canadienne de L’education, 41(3), 808–833.

Nieto, S. (2013). Language, literacy, and culture: Aha! moments in personal and sociopolitical understanding. Journal of Language & Literacy Education, 9(1), 8–20.

Olan, E. L., & Richmond, K. J. (2017). Disrupting the dominant narrative: Beginning English teachers’ use of young adult literature and culturally responsive pedagogy. Journal of Language & Literacy Education, 13(2), 1–31.

Orellana, M. F. (1995). Good guys and “bad” girls: Gendered identity construction in a writing workshop.

Osvath, C. (2018). Ready learner one: Creating an oasis for virtual/online education. Journal of Language & Literacy Education, 14(1), 1–20.

Owton, H. (2017). Doing poetic inquiry. London, UK: Palgrave Macmillan.

Peck, C. L., Sears, A., & Donaldson, S. (2008). Unreached and unreasonable: Curriculum standards and children’s understanding of ethnic diversity in Canada. Curriculum Inquiry, 38(1), 63–92. doi:10.1111/j.1467-873X.2007.00398.x

Peckham, R. (n.d.). The elephants evaluate: Some notes on the problem of grades in graduate creative writing programs. Composition Studies, 39(2), 79–99.

Peterson, L. H. (1991). Gender and the autobiographical essay: Research perspectives, pedagogical practices. College Composition and Communication, 42(2), 170–183.

Pinhasi-Vittorio, L., & Vernola, S. (2013). The arts to encourage multiple perspectives and promote social justice. Journal of Language & Literacy Education, 9(1), 54–72.

Pireddu, N. (2015). Reflections from the borders of poetry. Italica, 92(2), 496–504.

Rader, D. (2005). Review: Composition, visual culture, and the problems of class. College English, 67(6), 636–560.

RB-Banks, Y., & Meyer, J. (2017). Childhood trauma in today’s urban classroom: Moving beyond the therapist’s office. The Journal of Educational Foundations, 30(1-4), 63–75.

Ridgard, T. J., Laracy, S. D., Dupaul, G. J., Shapiro, E. S., & Power, T. Y. (2015). Trauma-informed care in schools: A social justice imperative. Communique, 44(2), 12–15.

Santoro, N., & Reid, J.-A. (2006). “All things to all people”: Indigenous teachers in the Australian teaching profession. European Journal of Teacher Education, 29(3), 287–303. doi:10.1080/02619760600795072

Santoro, N., Reid, J.-A., Crawford, L., & Simpson, L. (2011). Teaching Indigenous children: Listening to and learning from Indigenous teachers. Australian Journal of Teacher Education, 36(10). Retrieved from

Saunders, J. M. (2013). Life inside the hive: Creating a space for literacy to grow. Journal of Language & Literacy Education, 9(2), 94–109.

Saunders, P. J., & Paquet, S. P. (2009). Designs for diversity: The University of Miami’s Caribbean Writers Summer Institute and Caribbean literary studies. In W. R. Brown-Glaude (Ed.), Doing Diversity in Higher Education (pp. 184–206). New Brunswick, NJ: Rutgers University Press.

Schnellert, L., Kozak, D., & Moore, S. (2015). Professional development that positions teachers as inquirers and possibilizers. LEARNing Landscapes, 9(1), 217–236.

Schnellert, L., & Richardson, P. (2016). Critical friendship as mindful and relational professional development. In K. Ragoonaden & S. Bullock (Eds.), Mindfulness and Critical Friendship: A New Perspective of Professional Development for Educators. Lanham, MD: Lexington.

Schultz, J. (2015). Cliche as reification: Nurturing criticality in the undergraduate creative writing classroom. New Writing: The International Journal for the Practice and Theory of Creative Writing, 12(1), 79–90. doi:10.1080/14790726.2014.985687

Scott, T. (2009). Writing the program: The genre function of the writing textbook. In Dangerous Writing: Understanding the Political Economy of Composition (pp. 60–107). Boulder, CO: University Press of Colorado.

Seaman, J. E., Allen, I. E., & Seaman, J. (2018). Grade increase: Tracking distance education in the United States. Babson Park, MA: Babson Survey Research Group. Retrieved from

Sewerin, T., & Holmberg, R. (2017). Contextualizing distributed leadership in higher education. Higher Education Research & Development, 36(6), 1280–1294. doi:10.1080/07294360.2017.1303453

Shelton, S. A. (2012). A review of Invisible Girls: At Risk Adolescent Girls’ Writing Within and Beyond School. Journal of Language & Literacy Education, 8(2), 78–83.

Shugurova, O. (2018). A/r/tography of life learning: A historical perspective on children’s lived experience and eco-cultural sustainability of childhood before the advent of compulsory schooling in Tibet. Journal of Unschooling and Alternative Learning, 12(23), 19–55.

Siegesmund, R. (2012). Dewey through a/r/tography. Visual Arts Research, 38(2), 99–109.

Simien, J. (2014). Dear White People. United States: Code Red.

Simon, R., & Campano, G. (2013). Activist literacies: Teacher research as resistance to the “normal curve.” Journal of Language & Literacy Education, 9(1), 21–39.

Sloan, A. S. (2017). The dangerous lure of writing for white readers in an MFA. Literary Hub. Retrieved from

So, R. J., & Piper, A. (2016). How has the MFA changed the contemporary novel? The Atlantic. Retrieved from

Sperandio, J., & Kagoda, A. M. (2010). Women teachers’ aspirations to school leadership in Uganda. International Journal of Educational Management, 24(1), 22–33. doi:10.1108/09513541011013024

Spillane, J. (2005). Distributed leadership. The Educational Forum, 69(2), 143–150. doi:10.1080/00131720508984678

Springgay, S. (2008). An ethics of embodiment, civic engagement and a/r/tography: Ways of becoming nomadic in art, research and teaching. Educational Insights, 12(2), 1–11.

Spurlin, W. J. (2002). Theorizing queer pedagogy in English studies after the 1990s. College English, 65(1), 9–16.

Stelmach, B., Kovach, M., & Steeves, L. (2017). Casting a new light on a long shadow: Saskatchewan Aboriginal high school students talk about what helps and hinders their learning. Alberta Journal of Educational Research, 63(1), 1–20.

Stenders, K. (2015). The Principal. Sydney, NSW: Easy Tiger Productions.

Stukenberg, J. (2017). Deep habits: Workshop as critique in creative writing. Arts & Humanities in Higher Education, 16(3), 277–292. doi:10.1177/1474022216652770

Sugarman, S. (2011). Read, baby, read: Developing personal content knowledge to positively impact the practice of teaching nonfiction reading. Journal of Language and Literacy Education, 7(2), 22–43.

Sullivan, P., Zhang, Y., & Zheng, F. (2012). College writing in China and America: A modest and humble conversation, with writing samples. College Composition and Communication, 64(2), 306–331.

Teleky, R. (2001). “Entering the silence”: Voice, ethnicity, and the pedagogy of creative writing. MELUS, 26(1), 205–219.

Theoharis, G. (2007). Social justice educational leaders and resistance: Toward a theory of social justice leadership. Educational Administration Quarterly, 43(2), 221–258. doi:10.1177/0013161X06293717

Vandermeulen, C. (2011). Negotiating the personal in creative writing. Toronto, ON: Multilingual Matters.

Venuti, L. (1996). Translation and the pedagogy of literature. College English, 58(3), 327–344.

Villeneuve, D. (2009). Polytechnique. Canada: Remstar Media Partners.

Wiebe, S., & Smith, C. C. (2016). A/r/tography and teacher education in the 21st century. McGill Journal of Education, 51(3), 1163–1178. doi:10.7202/1039633ar

Wiseman, A. M. (2010). “Now I believe if I write I can do anything”: Using poetry to create opportunities for engagement and learning in the language arts classroom. Journal of Language and Literacy Education, 6(2), 22–33.

Wynes, S., & Nicholas, K. A. (2017). The climate mitigation gap: Education and government recommendations miss the most effective individual actions. Environmental Research Letters, 12, 1–9. doi:10.1088/1748-9326/aa7541

Yang, Z. J., Seo, M., Rickard, L. N., & Harrison, T. M. (2015). Information sufficiency and attribution of responsibility: Predicting support for climate change policy and pro-environmental behavior. Journal of Risk Research, 18(6), 727–746. doi:10.1080/13669877.2014.910692

Youngs, H. (2017). A critical exploration of collaborative and distributed leadership in higher education: Developing an alternative ontology through leadership-as-practice. Journal of Higher Education Policy and Management, 39(2), 140–154. doi:10.1080/1360080X.2017.1276662