DR. STEPHANIE CHITPIN
Stephanie Chitpin is a Professor of Educational Leadership at the Faculty of Education, University of Ottawa, Canada. Dr. Chitpin’s principal contribution to leadership and to the professional development of principals rests on her rejection of the inductive method. She argues that knowledge is acquired by hypotheses deductively validated as “falsifiability criteria”. Her research funded by The Social Sciences Humanities Research Council of Canada (SSHRC) and The Ontario Ministry of Education, Canada, are international in scope, and includes the analysis of the Objective Knowledge Growth Framework (OKGF) based on Sir Karl Popper’s critical rationalism, as a new tool for understanding principals’ decision-making.
Dr. Chitpin’s works include Decision Making in Educational Leadership: Principles, Policies, and Practices (2015), Popper’s Approach to Education: A Cornerstone of Teaching and Learning (2016), Confronting Educational Policy in Neoliberal Times: International Perspectives (2018), Understanding Decision-Making in Educational Contexts: A Case Study Approach (2020).
DR. AWAD IBRAHIM
Dr. Awad Ibrahim is Full Professor at the University of Ottawa. He is a Curriculum Theorist with interest in economy of hospitality (Derrida), cultural studies, Hip-Hop, youth and Black popular culture, social foundations (i.e., philosophy, history and sociology of education), social justice and community service learning, diasporic and continental African identities, ethnography and applied linguistics. He has researched and published widely in these areas. He has ongoing projects in Morocco, Sudan and the United States. His immediate projects include an ethnography of an inner city high school in Ottawa and a project on the daily struggle of 'becoming citizen' in Canada.
DR. RAYMOND LEBLANC
Dr. Raymond LeBlanc is a member of the Faculty of Graduate Studies and Postdoctoral Studies. His teaching field is special education; socio-cultural approach and differential teaching. His research and scholarly activities are in Autism Spectrum Disorder, developmental disabilities, learning styles, language and communication, learning disabilities, qualitative methodologies, cultural psychology and quality of life. He is co-director of a collection in neuropsychology and special education that has published 26 books.
DR. DOUG ARCHIBALD
Dr. Douglas Archibald is the Director of Research and Innovation and an Assistant Professor in the Department of Family Medicine with a cross-appointment to the Department of Innovation in Medical Education and the Faculty of Education. His research interests are in medical education, inter-professional education, research methodology, and eLearning. Dr. Archibald is the lead for the Program for Research Innovation and Medical Education (PRIME) and works to support research development, evaluation of research projects designed to enhance undergraduate and postgraduate medical education as well as faculty development in the Department of Family Medicine. His current research is exploring how electronic consultations can inform continuing professional development for primary care providers.
Nathalie Sirois is an experienced education professional who has worked locally and internationally at many levels in the education system, including as a teacher, a consultant and a system leader. She is a passionately curious educator and a lifelong learner committed to developing and promoting socially just practice required to create and maintain educational contexts built for human flourishing in all its diversity. A fundamental concern regarding equity and anti-oppression has been a thread linking all the chapters of her unconventional career path. She currently works as the Equity, Human Rights and Pluralism Advisor for the CEPEO, the French Public School Board of Eastern Ontario.
Her quest to understand and shape her own role as practitioner and vector of educational change – both pedagogically and structurally – has brought her to examine how to bridge research and action while including the lived experience and the voices of the marginalized, this in the midst of the rich complexity that characterizes education and society today. Her work evolves more specifically around how to best adapt and apply the said bridge in a French-language minority context. She has spent the last two decades in practitioner inquiry mode using a broad social ecological perspective to champion student success and well-being. This journey has meant experimenting with findings stemming from a variety of fields while also applying a critical and trauma-informed lens to her work. The problems of practice she has grappled with have incited her to learn and borrow – in a sometimes unorthodox mix – from such disciplines as Developmental Psychology, Neuroscience, Cognitive Psychology, Genocide Studies, History, Philosophy, Organizational Theory, as well as Cultural and Intercultural Studies and Practice.
In her present work pertaining to the K-12 student socio-demographic data collection, analyses and use, she is exploring how some critical theories including Indigenous and De-colonial Research Methodologies can help ensure the how of this project is ethically coherent with its why.
The tensions inherent to socially just professional and organizational development integrating principles of Adult Development inspired her to become a certified Dare to Lead Facilitator in the category of Courage Catalyst. She locates her work in a lineage of interculturally aware, responsive and sustaining Service-leadership.
Beyond her work in Canada, she has contributed to a variety of collaborative learning initiatives with K-12 teachers and other educational leaders internationally in contexts such as Haiti, Lebanon, France, Morocco and the Democratic Republic of Congo.