Dr. Gambhir is a scholar and published author in the fields of diversity education, international education and teacher education. She brings with her experience as a curriculum writer, education designer and program reviewer for various organizations in Canada and beyond including the Ontario Ministry of Education.
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Associate Professor and Associate Chair, University of Toronto
Antoinette Gagné is an Associate Professor and the Associate Chair for Student Experience in the Department of Curriculum, Teaching, and Learning at the Ontario Institute for Studies in Education of the University of Toronto. Her research has focused on teacher education for diversity and inclusion in various contexts. She has explored the experiences of young English language learners and their families as well as internationally educated teachers in Canadian schools and universities. Antoinette is also the convenor of the Network of Critical Action Researchers in Education (NCARE) which brings together university educators from a dozen countries. As part of her contribution to NCARE, she is exploring auto, duo and multi-ethnographic writing in graduate education as it is growing in popularity in coursework as well as theses. In a separate study, she is researching the editing practices of faculty at OISE as they interact with graduate students who are writing about their own research.
More recently and with SSHRC funding, she has been investigating the educational integration of Syrian refugee children and youth in Canadian schools and how best to support pre-service and in-service teachers to meet the diverse needs of this population with the support of a SSHRC Insight Grant. In addition, Antoinette is part of a SSHRC-funded research team along with Dr. Jeff Bale and Dr. Julie Kerekes at OISE, working to identify how teacher candidates, teacher educators, practicing teachers, and subject consultants in local boards interpret and enact Ontario’s 2015 teacher education curriculum policy which mandates that teacher education programs include a course where teacher candidates learn to work with English learners and other diverse students across the curriculum.
Jane Gaskell is the former Dean of the Ontario Institute for Studies in Education at the University of Toronto (OISE/UT). She is also a Fellow of the Royal Society of Canada and a senior fellow at Massey College. Her research has focused on many areas of educational policy, including gender, vocationalism, secondary education and school board politics.
Monique Herbert is an award-winning Assistant Lecturer in the Department of Psychology at York University. She brings quantitative research expertise in youth development, equity in education, as well as girls and leadership.
Limin Jao is in the Department of Integrated Studies in Education at McGill University. Her research focuses on issues of exemplary teaching practice and teacher education (pre-service and in-service), particularly in STEM education contexts. In addition to teaching undergraduate and graduate level mathematics education courses, Dr. Jao is involved in various teacher professional development initiatives. A former secondary school mathematics and science teacher, Dr. Jao was also a museum educator for many years.
Dr. Natasha Koustova is a social psychologist who has published research in the areas of cultural values, beliefs and norms, and girl leadership and civic engagement. She brings her expertise in applied social research and participatory methods to advance the centre’s research priorities in teaching and learning, student mental health, and empowering youth leaders to make a difference in the world.
Gillian Parekh is an Assistant Professor and Canada Research Chair in Inclusion, Disability and Education (Tier 2) within the Faculty of Education at York. As a previous teacher in special education and research coordinator with the Toronto District School Board (TDSB), Gillian has conducted extensive system and school-based research in Toronto in the areas of structural equity, special education, and academic streaming. In particular, her work explores how schools construct and respond to disability as well as how students are organized across programs and systems.