CURRICULUM VITAE

TARA GOLDSTEIN Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education, University of Toronto 252 Bloor Street West Toronto, Ontario, Canada, M5S 1V6

(1) Date of preparation March 30, 2020

(2) Rank Professor Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education of the University of Toronto

(3) Degrees MFA in Playwriting Spalding University Louisville, KY 2006

PhD Ontario Institute of Studies in Education, University of Toronto Department of Curriculum, Modern Language Centre Toronto, ON 1991

MA in Teaching English as a Second Language St. Michael's College Winooski, VT Faculty of Education 1981

BA in English Literature (major) and Women's Studies (minor) Concordia University Faculty of Arts and Sciences 1980

(4) Employment History

January 1993-present Full Professor (July 2005-present) Associate Professor (July 1998-June 2005) Assistant Professor (January 1993-June 1998) Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education of University of Toronto

June 1992-December 1992 Labour Adjustment Strategy Program Coordinator Ontario Ministry of Citizenship

September 1991-May 1992 Labour Adjustment Strategy Program Consultant Ontario Ministry of Citizenship

May 1985-August 1991 Part-time English as a Second Language instructor in Toronto (Adults, university students and adolescents) English Department, Glendon College, York University Continuing Education Department, Ryerson Polytechnic University Continuing Education Department, University of Toronto Continuing Education Department, University of Manitoba Continuing Education Department, Humber College Continuing Education Department, Toronto District School Board

(5) University Administrative Leadership

May 2014-April 2016 Academic Director, Centre for Urban Schooling Ontario Institute for Studies in Education, University of Toronto

July 2008-June 2010 Chair, Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education, University of Toronto

July 2003-June 2008 Associate Chair, Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education, University of Toronto

July 2002-June 2004 Coordinator of the Graduate Collaborative Program in Women’s Studies Institute of Women’s Studies and Gender Studies, University of Toronto

2 November 1998-June 2002 Academic Director of Student Services Ontario Institute for Studies in Education, University of Toronto

(6) Professional Administrative Leadership

June 2019-June 2021 Co-Chair, Queer Studies in Education and Culture, SIG of the Canadian Society for Studies in Education.

June 2010-2012 Chair, Women’s Caucus of the Playwrights’ Guild of Canada

(7) Research

External Funded Research and Research-Informed Theatre Projects

Year 2017-2020 (Granted November 2017, extended until Nov 2021) Type Australian Research Council Discovery Project Grant Role Partner Investigator Source Australian Research Council (ARC)

Amount $313,000 (held at Western Sydney University, Sydney, NSW, Australia)

Title/ Gender and Sexuality Diversity in Schools: Parental Purpose Experiences This grant will fund research on how Australian parents of gender and sexual diverse children navigate their children’s experiences at school. My role as Partner Investigator will be to support the design of the project, the analysis of the research findings and the development of research-informed theatre script based on the research findings.

Year 2016-2020 (Granted April 2016) Type SSHRC Insight Development Grant Role Principal Investigator Source SSHRC Amount $172,771 Title/Purpose LGBTQ Families’ Experiences in Ontario Schools The goal of this research study is to examine the experiences of lesbian, bisexual, gay, transgender and queer (LGBTQ) families in public schools across Ontario and provide knowledge and strategies to counter discrimination and harassment LGBTQ families face in schools.

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Year 2014 Type Travel Grant to the Festival Rosa, Bogotá, Colombia Role Playwright and workshop facilitator Source Canadian Council of the Arts Amount $1,000.00 Title/Purpose Performance of and workshop on Harriet’s House The funding from this grant supported a professional performance and workshop of my ethnographic play Harriet’s House in Bogotá, Colombia.

Year 2012-2013 Type SSHRC Public Outreach Dissemination Grant Role Principal Investigator Source SSHRC Amount $48,784.00 Title/Purpose Teaching Other People’s Children: Enhancing the Dissemination of Harriet’s House and Ana’s Shadow This outreach project extended the current reach of Harriet’s House and Ana’s Shadow by producing (1) a set of digitally videotaped performances of the two plays and (2) a teacher’s guide that can be used by high school teachers and students. The videotaped performances and guides can be accessed from my website gaileyroad.com (which is connected to T-Space, the University of Toronto’s online repository).

Year 2011-2014 Type 3-year SSHRCC Standard Research Grant Role Principal Investigator Source SSHRCC Amount $113,000 Title/Purpose Teaching Other People’s Children: Performed Ethnographies for Teacher Education The funding from this grant supported continued ethnographic research on transnationally adoptive LGBTQ families, which was used to complete a two performed ethnographies for teacher education: Harriet’s House and Ana’s Shadow.

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Year 2012 Type Travel Grant to the Women Playwrights International Conference, Stockholm, Sweden Role Symposium presenter Source Canadian Council of the Arts Amount $750.00 Title/Purpose Seminar on Canadian Research-Informed Theatre: What, Why and How The funding from this grant supported a 2-hour symposium on Canadian research-informed theatre that I co-facilitated with playwrights Beverley Cooper from Toronto and Sally Stubbs from Vancouver.

Year 2010 Type Community Grant Role Playwright/Producer Source Pride Access and Diversity Grant funded by Pride Toronto and Community One Foundation Amount $700.00 Title/Purpose Harriet’s House: A Research-Informed Theatre Project The funding from this grant supported the production of my research-informed play Harriet’s House (Goldstein 2010). The play, which tells a story of a mother and three daughters who are negotiating the challenges and politics of transnational adoption in a same-sex family, is based on data gathered from written personal narratives by and interviews with members of adoptive, same-sex families.

Year 2002-2005 Type 3-year SSHRCC Standard Research Grant Role Principal Investigator Source SSHRCC Amount $43,500 Title/Purpose Performed Ethnography for Anti-Homophobia Teacher Education The objective of this study is to examine whether, and in what ways the pedagogical approach of “performed ethnography” can disrupt and challenge homophobia and heterosexism in two teacher education contexts: Canada and Australia.

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Year 1996-1999 Type 3-year SSHRCC Standard Research Grant Role Principal Investigator Source SSHRCC Amount $115,000 Title/Purpose Language Choice for Academic and Social Success in the Multilingual High School Classroom The objective of this study was to examine the ways immigrant students and teachers use different languages to achieve academic and social success in the multilingual high school classroom.

Recent Internal Funded Research and Research-Informed Theatre Projects (2018-2020)

Year October 1 2018-June 30, 2019 October 1, 2019-June 30, 2020 Type New College Initiatives Fund (NCIF)-Academic Bin The New College Initiatives Fund was established to support initiatives related to the New College community and its academic programs. The Academic Bin supports classroom and other curricular activities to enhance student experience. Role Course Instructor Source University of Toronto Amount October 1 2018-June 30, 2019: $2,850.00 October 1, 2019-June 30, 2020: $2401.40 Title/ Gender. Sexuality. School. A Podcast for New345 Equity, Purpose Activism and Education Funding to hire a graduate student to teach me how to produce a monthly podcast for my course Equity, Activism and Education. 2018-2019 funding supported Season 1 of the podcast. 2019-2020 funding supports Season 2.

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Year May 1-September 30, 2018 (Granted April 2018) Type University of Toronto Excellence Award (UTEA) in the Social Sciences and Humanities UTEAs provide undergraduate students with opportunities to conduct summer research projects under the supervision of faculty member. Role Principal Investigator Source University of Toronto Amount $6,000 to hire undergraduate student Edil Ga’al as a Research Assistant Title/ LGBTQ Families’ Experiences in Ontario Schools Purpose The goal of this research study is to examine the experiences of lesbian, bisexual, gay, transgender and queer (LGBTQ) families in public schools across Ontario and provide knowledge and strategies to counter discrimination and harassment LGBTQ families face in schools.

(8) Courses Taught

Undergraduate Bachelor of Arts Courses (2010-present) Equity and Activism in Education (New College)

Undergraduate Bachelor of Education Courses (1993-2015) Sexualities, Gender and Schooling (2003-2015) Minority Students and Equity in Education (1999-2001) School and Society (1993-2012) Cross-Cultural Education (1993-1996)

Graduate Education Courses (1996-present) Gender, Sexuality and Schooling (2001-present) Performed Ethnography and Research-Informed Theatre (2012-present) Life Writing Research (2019) Doctoral Seminar in Curriculum Studies and Teacher Development (2012-2016) Critical Ethnography (1997-2010) Anti-oppression education in school settings (1996-2001)

7 (9) Graduate Supervision

Graduate Supervisions (in progress) PhD 7 Total 7

Graduate Supervisions (completed) PhD 14 EdD 3 MA 15 MRP 7 Total 39 supervisions

Completed Graduate Supervisions

Completed Master’s Theses

15. hicks, benjamin lee (2017) ALL-WAYS in Transition: De-sensationalizing Beliefs About Trans Identities in Schooling Through Participatory Action Research CURRENT PHD STUDENT AT OISE, U OF TORONTO

14. Mirza, Davis (2015) Beyond Animal Testing: Open Rescue, Sentient Empathy, and Research-Informed Theatre - As an extension of ourselves… at our sentient best! TEACHER, TORONTO DISTRICT SCHOOL BOARD 13. Koecher, Austen (2015) Learning from life histories of homophobia, biphobia, and transphobia in schools and experiences with the mental health system CURRENT PHD STUDENT AT OISE, U OF TORONTO

12. Snell, Pamela (2014) Solitude and Solidarity: Understanding Public Pedagogy through Queer Discourses on YouTube COMMUNITY THEATRE AND FILM ARTIST/CURRENT PHD STUDENT, OISE, UT

11. Mancuso, Marcello (2013) Teaching Understanding of Student Success and Failure VICE PRINCIPAL, TORONTO CATHOLIC DISTRICT SCHOOL BOARD (Retired)

10. Wickett, Jocelyn (2012) Queering for Social Change: An Arts-Based Autoethnographic Study of the Role of Drama in Creating a Transformative Practice With At-Risk Youth. TEACHER, TORONTO DISTRICT SCHOOL BOARD

8 9. Bromfield, Mandisa (2011) Understanding Home-School Relationships within an Indigenous Community in an Urban Public School ELEMENTARY SCHOOL TEACHER, TORONTO DISTRICT SCHOOL BOARD

8.Berrigan, James (2008) Putting Men in their Place: Young Men and Anti-Violence Against Women Work TEACHER, TORONTO DISTRICT SCHOOL BOARD

7. Jeffrey White (2007) Writing Our Way “Out” of the Margins: A Critical Narrative of Queerness and the Importance of Community. HEAD TEACHER, THE TRIANGLE PROGRAM, CANADA’S ONLY SECONDARY SCHOOL PROGRAM FOR LGBTQ STUDENTS, TORONTO DISTRICT SCHOOL BOARD

6. Van Benium, Alyson. (2005) Black Teacher, White Spaces: Negotiating Identity Across the Classroom. SECONDARY SCHOOL TEACHER, DURHAM REGIONAL DISTRICT SCHOOL BOARD/ADJUNCT TEACHER EDUCATION INSTRUCTOR, YORK UNIVERSITY

5. Pahuta, Lida. (2004) The Limitations of Ethnic Humour: Can Ethnic Humour Function as an Anti- racist Discourse? PURSUED GRADUATE DEGREE IN SOCIAL WORK.

4. Lalani, Yasmin. (2004) Constructing and Challenging Hegemonic Masculinity in a Boys’ School. PURSUED AND COMPLETED A PHD DEGREE AT OISE, UT.

3. Hales, Jennifer. (2004) A Critical Qualitative Research Study of Women’s Experiences with the International Training in Environmental Leadership (ITEL), a Non-Formal Education Program in Sao Paulo, Brazil. COMMUNITY EDUCATOR, VANCOUVER, BC

2. Adefarakin, Temitope (2002) Amnesia, Art and African Identity in (Colonial) Canada: Coming to Voice through Autobiography. PURSUED AND COMPLETED A PHD DEGREE AT OISE,UT

1. Ian Rutherford. (1998) Teens Educating and Confronting Homophobia: Space, Anti-Oppression Education and Identity. SECONDARY SCHOOL TEACHER, SAN FRANCISO, CA

9 Completed Doctoral Theses (PhD and EdD)

17. Pam Baer (2020 Queer isn’t a Choice! Queer is my Family! Collaborative Performance as Affective Pedagogy CURRENTLY TEACHING AS A SESSIONAL LECTURER IN THE APPLIED THEATRE PROGRAM AT BROCK UNIVERSITY. SSHRC DOCTORAL FELLOWSHIP 2017-2019

16. Laine Yale Zisman Newman (2018) Placefull Spaces: Queer Women and Non-Binary Artists’ Resistance Against an Emptied Stage RECEIVED A 4.5 YEAR-POST-DOCTORAL RESEARCH FELLOWSHIP IN 2019 TO STUDY UNDER CATHERINE NASH AND KATH BROWNE THROUGH BROCK UNIVERSITY AND UNIVERSITY COLLEGE DUBLIN.

15. Sarah O’Sullivan (2017) Connecting with Communities: Researching a Community-University Partnership in Teacher Education PARTICIPATING IN THE RESEARCHERS IN SCHOOLS PROGRAM, LONDON, ENGLAND. RESEARCHERS IN SCHOOLS IS A UNIQUE TEACHER TRAINING AND DEVELOPMENT PROGRAM DESIGNED FOR PHD RESEARCHERS

14. Jeffrey Wilkinson (2016) Israel/Palestine Experience and Engagement: A Multidirectional Study of Collective Memory Through an Analysis of Trauma, Identity and Victim Beliefs. ELEMENTARY SCHOOL TEACHER, HALTON BOARD OF EDUCATION, ONTARIO (retired)

13. Eslinger, James (2013). Teaching Science for Social Justice: An Examination of Elementary Pre-Service Teachers’ Beliefs and Transformations PRINCIPAL, WEST BROAD ELEMENTARY SCHOOL, COLUMBUS, OHIO

12. Sharma, Manu (2013). Exploring Culturally Responsive And Relevant Pedagogy In Initial Teacher Education: A Critical Practitioner Research Study. EXPERIENTIAL LEARNING SPECIALIST, U OF WINDSOR, 2013 CANADIAN ASSOCIATION OF TEACHER EDUCATION (CATE) AWARD OF RECOGNITION

11. Gullage, Amy (2012). Teaching with the Flesh: Examining Discourses of Fitness and their Implication in Teachers’ Professional and Personal Lives. EDUCATIONAL DEVELOPMENT SPECIALIST, MCMASTER UNIVERSITY

10 10. Thomson, Marion (2010). Researching Class Consciousness: The Transgression of a Radical Educator Across Three Continents. COMMUNITY EDUCATOR

9. Kohn, Irena (2008). Between “Social History” and the “The History of Ideas”: Reconstructing the Subjective Experiences of Everyday Life of Jews Incarcerated in the Lodz Ghetto Through the Lens of Presentation Albums, Photographs and Songs. FREELANCE EDITOR AND JOURNAL PUBLISHER

8. Caine, Robert (2008). Towards a Non-Anthropcentric Environmental Education Curriculum. ANIMAL RIGHTS COMMUNITY EDUCATOR

7. Loranger, Marianne. (2007). Conscientisation and the Journey to Self-Advocacy: Stories of Students Appropriating Resilience and Staying in School. SECONDARY SCHOOL TEACHER, TORONTO CATHOLIC DISTRICT SCHOOL BOARD

6. Donsky, Deborah. (2006). Engaging With Your Own Critical Ethnographic Research: Interpreting the Ontario Social Science Curriculum through Equity Education. PRINCIPAL, YORK REGION DISTRICT SCHOOL BOARD, ONTARIO

5. Bradley, Deborah. (2005). Global Song, Global Citizens? Multicultural Choral Music Education and the Community Youth Choir: Constituting the Multicultural Subject. PROFESSOR MUSIC EDUCATION, UNIVERSITY OF WISCONSIN-MADISON 2006- 2010/SESSIONAL LECTURER, MUSIC EDUCATION, UNIVERSITY OF TORONTO 2010-PRESENT

4. Lopez, Ann. (2005). Implementing an Integrative Anti-Racist Curriculum: Negotiating Conflicts and Tensions Utilizing Experiential Collaborative Mentorship. LECTURER, OISE, UNIVERSITY OF TORONTO; REGIONAL DIRECTOR REGION 8, NATIONAL ASSOCIATION OF MULTICULTURAL EDUCATION (NAME) 2013-2015

3. Allen, Andrew. (2003). Teaching Controversial Issues: Tensions, Dilemmas and Challenges of Teacher Candidates Trying to Negotiate a Critical Teaching Practice. PROFESSOR, FACULTY OF EDUCATION, UNIVERSITY OF WINDSOR

11 2. Daniel, Beverly-Jean. (2003). Cohort Group Membership and Individual Agency in Teacher Education: Implications for Addressing Issues of Race, Gender and Class. PROGRAM CO-ORDINATOR, COMMUNITY AND JUSTICE SERVICES, SCHOOL OF SOCIAL AND COMMUNITY SERVICES, HUMBER COLLEGE

1. Bhyat, Alice. (2003). The Impact of Racism on Black Students in Catholic Schools. PRINCIPAL, LORETTO COLLEGE SCHOOL, TORONTO CATHOLIC DISTRICT SCHOOL BOARD (retired)

Doctoral Theses in Progress

1. Austen Koecher (in progress) Engagement with gender and sexual minority family narratives in teacher education, ONTARIO GRADUATE SCHOLARSHIP 2018-2020/2017-2018/2016-2017/2018-2019

2. Kate Reid (in progress) Queer Across Canada: Using songs to do gender and sexuality education in schools ONTARIO GRADUATE SCHOLARSHIP 2018-2019/2019-2020

3. benjamin lee hicks (in progress) Truth telling as pedagogy: Creative acts of queer love and resiliency in schools SSHRC Doctoral Fellowship 2018-2021 ONTARIO GRADUATE SCHOLARSHIP 2017-2018

4. Yasmin Owis (in progress) Queering Sex Ed Curriculum: A YPAR Study (working title) ONTARIO GRADUATE SCHOLARSHIP 2019-2020

5. Sherry Bie (in progress) Reading the Actions: Unsettling Towards a Conciliatory Imaginary OISE/UT GRADUATE ASSISTANT for Jennifer Brant’s research team

6. Lauren Spring (in progress) Beyond PTSD: Moving Military Trauma Out of the Realm of Psychiatry and into an Arts-Based Education and Community-Oriented Framework

7. Karen Murray (flex-time student, in progress) Improving the Achievement of Black Students: Critical Practitioner Inquiry a Vehicle to Explore Issues of Race in the Early Years EQUITY LEADER, TORONTO DISTRICT BOARD OF EDUCATION

12 (10) Academic and Creative Professional Achievement

Books, book chapters and refereed journal articles are in the fields of gender, sexuality and schooling; critical/social justice teacher education, the education of immigrant children, verbatim theatre, performed ethnography, and critical ethnography.

Play scripts, monologues, performances, and digital recordings explore issues of gender and sexuality and schooling; multilingualism and pluralism, racism and discrimination, social identity, and border crossing in Canadian society.

Academic Publications Books: Sole author (academic) 6 Books: Edited (1 academic and 3 literary fiction books) 4 Book chapters 17 Refereed journal articles 38 Guest Editorship of a refereed journal 1 Guest Editorials in a refereed journal 2 Creative Professional Achievement: Professional non-referred articles 3 Published play scripts 4 Published Scenes from play scripts 1 Published monologues from play scripts 1 Staged public performances and screenings 14 Digital recordings of performances 3 Discussion guides for play scripts 4 Conference papers and conference play readings 71 Podcast 1 Websites 3 Other: Research reports 4 External Reviews 2 Internal Administrative Reports 5

Doctoral thesis

Immigrants in the Workplace: Ways of Communicating and Experience at Work, 1991. Supervisor: Dr. Monica Heller Department of Curriculum Ontario Institute for Studies in Education of the University of Toronto

13 Books (Sole Author) *indicates graduate student writers at OISE and the University of Toronto

(1) Goldstein, T. (accepted/2020). Out at School. With contributions by *Pam Baer, *benjamin lee hicks, *Kate Reid*, *Jenny Salisbury and Dennis Sumara. Gorham, ME: Myers Education Press (teacher education, performed ethnography/research-informed theatre).

(2) Goldstein, T. (2019). Teaching Gender and Sexuality at School: Letters to Teachers. With contributions from *benjamin lee hicks, *Jenny Salisbury and *Pam Baer. New York, NY: Taylor and Francis/Routledge. (teacher education).

(3) Goldstein, T. (2013). Zero Tolerance and Other Plays: Disrupting racism, xenophobia and homophobia in school. Rotterdam, The Netherlands: Sense Publishers, 233 pages (performed ethnography/research-informed theatre).

(4) Goldstein, T. (2012) Staging Harriet’s House: Writing and Producing Research-Informed Theatre. New York, NY: Peter Lang. Includes the play Harriet’s House. (performed ethnography/research-informed theatre).

(5) Goldstein, T. (2003). Teaching and Learning in a Multilingual School: Choices, Risks and Dilemmas. Mahwah, NJ: Lawrence Erlbaum Associates, 221 pages. With contributions by Gordon Pon and Judith Ngan. Includes the play Hong Kong, Canada (critical ethnography and performed ethnography/research-informed theatre).

(6) Goldstein, T. (1997). Two Languages at Work: Bilingual Life on the Production Floor. New York ⁄ Berlin: Mouton de Gruyter, 276 pages (critical ethnography).

Books (Editor)

(1) Goldstein, T. and Selby, D (Eds.). (2000). Weaving Connections: Educating for Peace, Social and Environmental Justice. Toronto: Sumach Press, 400 pages (social justice teacher education).

Literary Fiction

(1) Goldstein, T. and *Greer, A. (2015) Women Writing Letters: Seasons Three and Four. Toronto: Gailey Road Productions (literary fiction).

(2) Goldstein, T. and *Greer, A. (2014) Women Writing Letters: Season Two. Toronto: Gailey Road Productions, 105 pages (literary fiction).

(3) Goldstein, T. and *Akrong, A. (2013). Women Writing Letters: Season One. Toronto: Gailey Road Productions, 87 pages (literary fiction).

14 Book Chapters

(1) Goldstein, T., *Koecher, A., and *Baer, P. (accepted). Hong Kong, Canada: Sharing Second/Additional Language Education Research. In Stinson, M. (Ed.) Researching Drama in Second Language Education. London: Palgrave McMillian (social justice teacher education).

(2) Goldstein, T., *Salisbury, J., *hicks, b.l., *Reid, K., *Koecher, A., and *Baer, P. (2018). Inviting Startling Empathy Through Performed Ethnography: A Queer(ed) Collective Research Project. In Gallagher, K. (Ed.) The Methodological Dilemma: Creative, Critical and Collaborative Approaches to Qualitative Research. New York: Routledge (performed ethnography/research-informed theatre).

(3) Goldstein, T. (2017 online). La Casa de Harriet: Etnografía actuada con UAQUE (Harriet’s House: Performed Ethnography with UAQUE). In Cortés Salcedo, A. and Arcila Gallego, J. (Eds.). uAque: el arte de con-vivir: Apuestas investigativas, pedagógicas y estéticas desde la escuela. Bogotá, Colombia: Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP, pp.47-54 (performed ethnography/research-informed theatre).

(4) Goldstein, T. (2016). Harriet’s House: Learning from Other people’s families. In Belliveau, G. and G.W. Lea (Editors). Research-based theatre: An artistic methodology. Willington, NC: Intellect Books (Intellect Books is an independent academic publisher in the fields of creative practice and popular culture) (performed ethnography/research-informed theatre).

(5) Goldstein, T. (2012) Harriet’s House: Mothering Other people’s children. In: Springgay, Stephanie (Ed.), M/othering a bodied curriculum: Relational theories of teaching and learning. Toronto: University of Toronto Press (performed ethnography/research-informed theatre).

(6) Goldstein, T. (2008) Performed ethnography: Possibilities, multiple commitments, and the pursuit of rigour. In Gallagher, K. (Ed.). The Methodological Dilemma: Critical, Creative, and Post-Positivist Approaches to Qualitative Research. New York, NY: Routledge, pp.85-102 (performed ethnography/research-informed theatre).

(7) Goldstein, T. (2008). The capital of "attentive silence" and its impact on English Language and literacy education In: Allan Luke and James Albright (Eds.). Pierre Bourdieu and Literacy Education. Mahwah, NJ: Lawrence Erlbaum, pp. 209-232 (critical ethnography/teacher education).

(8) Goldstein, T. (2006). Teacher education for linguistically diverse communities, schools and classrooms. In: Cummins, J. & Davison, C. (Eds.). Handbook of English Language Teaching. Kluwer Publishing, pp.1085-1100 (teacher education).

15 (9) Goldstein, T. (2006). Performed ethnography for anti-oppression education: A Canadian research and teaching program. In: Marilene Proença and Miguel Nenevé (Eds.). Educaçao E Diversidade Interfaces Brazil-Canada: Perspectivas. San Paulo: Casa do Piscólogo (performed ethnography/research-informed theatre)..

(10) Goldstein, T. (2004). Performed ethnography for critical language teacher education. In: Bonny Norton and Kelleen Toohey (Eds.). Critical Pedagogies and Language Learning. Cambrige: Cambridge University Press, pp.311-326 (performed ethnography/research- informed theatre).

(11) *Pon, G., Goldstein, T., & Schecter, S. (2003). Interrupted by silences: The Contemporary education of Hong Kong-born Chinese-Canadian adolescents. In: Robert Bayley and Sandra Schecter (Eds.). Language Socialization and Bi-Multilingual Societies. New York: Multilingual Matters, pp. 114-127 (13 pages) (critical ethnography).

(12) Goldstein, T. (2002). Teaching and Learning in Cantonese and English: Multilingual classroom practices and equity in education. In: Barron, C., Nigel, B. and Nunan, D. (Eds.). Knowledge and Discourse: Towards an Ecology of Language. London: Pearson Education, pp. 284-299 (16 pages) (critical ethnography, teacher education).

(13) Goldstein, T. (2001). Researching women’s language practices in the multilingual workplace. In: Aneta Pavlenko, Adrian Blackledge, Ingrid Piller, Marya Teutsch-Dwyer (Eds.). Multilingualism, Second Language Learning and Gender. New York/Berlin: Mouton de Gruyter, pp. 77-101 (24 pages) (critical ethnography).

(14) Goldstein, T. (2000a). Classroom doors at Christmas. In: James, Carl (Ed.). Experiencing Difference. Halifax: Fernwood Press, pp. 99-105 (6 pages) (teacher education).

(15) Goldstein, T. (2000b). Chris, Chris, and Zak: Living in a lesbian family. In: James, Carl (Ed.). Experiencing Difference. Toronto: Halifax: Fernwood Press, pp. 138-149 (11 pages) (teacher education).

(16) Goldstein, T. (1997). Language research methods and critical pedagogy. In: Hornberg, Nancy and Corson, David (Eds.). Research Methods in Language Education: Volume 8 of The Encyclopedia of Language and Education. Kluwer Academic Publishers, pp. 67- 77 (10 pages) (critical ethnography and teacher education).

(17) Goldstein, T. (1995). “Nobody is talking bad”: Creating community and claiming power on the production lines in: Bulcholtz, Mary and Kira Hall (eds.), Gender Articulated. New York/London: Routledge, pp. 375-400 (25 pages) (critical ethnography).

16 Papers in Refereed Journals Gender, sexuality, and schooling, critical teacher education, verbatim theatre, performed ethnography, critical ethnography

(1) Baer, P., Salisbury, J., and Goldstein, T. (2019). Pairing Verbatim Theatre and Theatre of the Oppressed to Provoke Startling Empathy. The Educational Forum 83(4): 418-431.

(2) Goldstein, T. (2019). The Bridge: The Political Possibilities of Intergenerational Verbatim Theatre. Qualitative Inquiry, p.1-7. https://doi.org/10.1177/1077800419843947 (performed ethnography/ research-informed theatre).

(3) Goldstein. T., *Koecher, A., *Baer, P., and *hicks, b.l. (2018). Transitioning in elementary school: Advocacy and allyship. Teaching Education Journal 29(2):165-177 (social justice teacher education).

(4) Goldstein, T. (2017). Veracity in Alana Valentine’s Ladies Day: Implications for research- informed theatre. Qualitative Inquiry, 23(6):438-444. (performed ethnography/ research- informed theatre).

(5) Goldstein, T. (2016). Border crossing in the classroom through performed ethnography. Perspectives on Urban Education, 13(1): 4-19 (performed ethnography/ research-informed theatre).

(6) Gray, J., Snell, P., and Goldstein, T. (2015). Shaping Research-Informed Theatre: Working Beyond an “Aesthetic of Objectivity” UNESCO Observatory: Multidisciplinary Research in the Arts.

(7) Goldstein, T. (2014). Learning from Other people’s families. Teaching Education Journal, 25(1): 65-81 (critical ethnography).

(8) Goldstein, T. (2014). Satellite Kids. Education Matters: The Journal of Teaching and Learning, 2(1) 151-177 http://em.journalhosting.ucalgary.ca/index.php/em/issue/view/7 (performed ethnography/ research-informed theatre).

(9) Goldstein, T., *Gray, J., *Salisbury, J. and *Snell, P. (2014). When qualitative research meets theatre: Performed ethnography and research-informed theatre project design. Qualitative Inquiry, 20(5) 674–685 (performed ethnography/ research-informed theatre).

(10) Goldstein, T. (2012). Ana’s Shadow. Canadian Theatre Review, 151:61-81 (performed ethnography/ research-informed theatre).

(11) Goldstein, T. (2012). Performed ethnography and research-informed theatre: A reflective assessment. Youth Theatre Journal, 26(1):88-100 (performed ethnography/ research- informed theatre).

17 (12) Goldstein, T. (2010). Snakes and Ladders: A Performed ethnography. International Journal of Curriculum and Pedagogy 3(1): 68-113 (performed ethnography/ research-informed theatre).

(13) Goldstein, T. with *Wickett, J. (2009). Zero Tolerance: A stage adaptation of an investigative report on school safety. Qualitative Inquiry 15(10): 1552-1568.

(14) Goldstein, T. (2008) Multiple commitments and ethical dilemmas of performed ethnography. Educational Insights, 12(2), 18 pages. [Available: http://www.ccfi.educ.ubc.ca/publication/insights/v12n02/articles/goldstein/index.html] (performed ethnography/ research-informed theatre).

(15) Goldstein, T., *Collins, A. and *Halder, M. (2007). Anti-Homophobia Education in Public Schooling: A Canadian Case Study of Policy Implementation. Journal of Gay and Lesbian Services, 19(2):47-66 (critical ethnography, teacher education).

(16) Goldstein, T., *Russell, V. and *Daley, A. (2007). Safe, Positive and Queering Moments in Teaching Education and Schooling: A Conceptual Framework. Teaching Education Journal, 18(3)183-199 (teacher education)

(17) Goldstein, T. (2007). Educating World Teachers for Cosmopolitan Classrooms and Schools. Asian Pacific Journal of Education, 27(2):131-155 (performed ethnography/ research-informed theatre, teacher education).

(18) Goldstein, T. (2006). Towards a Future of Equitable Pedagogy and Schooling. Pedagogies: An International Journal 1 (3), 151-169 (performed ethnography/ research-informed theatre, teacher education).

(19) Luke, A., & Goldstein, T. (2006). Building intercultural capital: A response to Rogers, Marshall, and Tyson. [Online supplement to Rogers, T., Marshall, E., & Tyson, C.A. (2006). Dialogic narratives of literacy, teaching, and schooling: Preparing literacy teachers for diverse settings. Reading Research Quarterly, 41(2), 202-224. [http://dx.doi.org/10.1598/RRQ.41.2.3] (critical ethnography, teacher education)

(20) Goldstein, T. (2005). Performed Ethnography for Anti-homophobia Teacher Education: Linking Research to Teaching. Canadian On-Line Journal of Queer Studies in Education, 1(1), 25 pages. http://jqstudies.library.utoronto.ca/index.php/jqstudies/article/view/3280 (performed ethnography/ research-informed theatre).

(21) Sykes, H. and Goldstein, T. (2004). From Performed to Performing Ethnography: Translating Life History Research into Anti-homophobia Curriculum for a Teacher Education Program. Teaching Education Journal, 15 (1): 31-56 (performed ethnography/ research-informed theatre).

18 (22) Goldstein, T. (2003). Contemporary Bilingual Life at a Canadian High School. Sociology of Education, 76 (July): 247-264 (critical ethnography).

(23) Goldstein, T. (2002a). No Pain, no Gain: Student Playwriting as Critical Ethnographic Language Research. Canadian Modern Language Review, 59 (1): 53-76 (performed ethnography/ research-informed theatre).

(24) Goldstein, T. (2002b). Performed Ethnography for Representing Other people’s Children in Critical Educational Research. Applied Theatre Researcher, 3 (5): 1-11 (performed ethnography/ research-informed theatre).

(25) Goldstein, T. (2001a). Hong Kong, Canada: A One-Act Play for Critical Teacher Education. Journal of Curriculum Theorizing, 17 (2): 1-14 (performed ethnography/ research-informed theatre).

(26) Goldstein, T. (2001b). Hong Kong, Canada: Playwriting as Critical Ethnography. Qualitative Inquiry, 7 (3): 279-303 (performed ethnography/ research-informed theatre).

(27) Goldstein, T. (2001c on-line). "I'm not White": Anti-Racist Teacher Education for Early Childhood Educators. Contemporary Issues in Early Childhood, 2 (1): 3-13. www.triangle.co.uk/ciec (teacher education)

(28) Goldstein, T. (2000a). Hong Kong, Canada: Performed Ethnography for Anti-Racist Teacher Education. Teaching Education Journal, 11 (3): 311-326 (performed ethnography/ research-informed theatre, teacher education).

(29) Goldstein, T. (2000b). Journey to Acceptance: Negotiating Identities in Hong Kong, Canada. Bilingualism Research Journal, 23 (2/3): 277-287 (performed ethnography/ research-informed theatre, teacher education).

(30) Goldstein, T. (1997a). Unlearning Homophobia Through a Pedagogy of Anonymity. Teaching Education Journal, 9 (1): 115-124 (teacher education).

(31) Goldstein, T. (1997b). Bilingual Life in a Multilingual High School Classroom: Teaching and Learning in Cantonese and English. Canadian Modern Language Review, 53 (2): 356-372 (critical ethnography).

(32) Goldstein, T. (1995). Interviewing in a Multicultural/Multilingual Setting. TESOL Quarterly, 29 (3): 587-593 (critical ethnography).

(33) Goldstein, T. (1994a). Bilingual Life and Language Choice on the Production Floor. Multilingual, 13 (1/2): 213-224 (critical ethnography).

(34) Goldstein, T. (1994b). “We are Sisters so we don't have to be Polite to Each Other”: Language Choice and English Language Training in the Multilingual Workplace. TESL Canada Journal, 11 (2): 30-45 (critical ethnography).

19

(35) Goldstein, T. (1993). The ESL Community and the Changing World of Work in: TESL Talk, Volume 21 (teacher education).

(36) Bell, J. and Goldstein, T. (1993). Experiences of Linguistically Diverse Workers in Job- Training Programs. TESL Talk, Volume 21 (critical ethnography, teacher education).

(37) Goldstein, T. (1989). A Language Teaching Policy for Adult ESL. TESL Canada Journal, 4 (1): 23-33 (November 1989) (teacher education).

(38) Elver, L., Goldstein, T., McDonald, J. (1989). Beyond the Hearing: The Role of Intercultural Education in Citizenship Training. TESL Talk, 19 (1): 56-61 (1989) (teacher education).

Guest Editorship of a Refereed Journal

(1) Simon, R., *Brennan, J., and Goldstein, T. (2019). Critical Literacy and Social Justice: The Legacies of Allan Luke’s Scholarship, Teaching, and Activism: A Special Issue of Curriculum Inquiry.

(2) Goldstein, T. Robinson, R. and Ferfolja, T. (2004). Anti-Homophobia Teacher Education. A Special Issue of Teaching Education Journal, 15(1).

Guest Editorial in a Refereed Journal

(1) Brennan, J., Simon, R., and Goldstein, T. (2019). “Imagining and Building What Could Be”: An Intergenerational Conversation Inspired by Allan Luke’s Scholarship, Teaching, and Activism. Curriculum Inquiry

(2) Goldstein, T. (2008). Bridging. Curriculum Inquiry 38(3): 227-231.

(3) Goldstein, T. Robinson, R. and Ferfolja, T. (2004). Introduction to Anti-Homophobia Teacher Education. A Special Issue of Teaching Education Journal 15(1).

Creative Professional Achievement

Professional Articles (non-refereed)

(1) Goldstein, T., and *hicks, b.l. (2020). How Do We Teach Students about Homophobia, Gender Roles and Gender Diversity? In Swartz, L. (Ed.) Teaching Tough Topics. Markham, ON: Pembroke Publishers, pp.117-120.

(2) Goldstein, T. (2017). Fifteen Years of Inqueeries. In DeJean, W. and Sapps, J. (eds.) Dear Gay, Lesbian, Bisexual and Transgender Teacher: Letters of Advice. Charlotte, NC: Information Age Publishing.

20 (3) Goldstein, T. (2014). Women Playwrights for Women Playwrights: Gailey Road Productions’ Women Writing Letters. Women's Caucus Newsletter. Toronto: Playwrights Guild of Canada. January 2014.

(4) Goldstein, T. (2013). Travelling with Harriet’s House. Playwrights’ POV, 2(4) Online publication for the Playwrights Guild of Canada.

Published Play Scripts (refereed)

(1) Goldstein, T. (2012) Harriet’s House. In: Staging Harriet’s House: Writing and Producing Research-Informed Theatre. NY: Peter Lang.

(2) Goldstein, T. (2008). Seder. In: Carver, M. H. and McFillen, K. (Eds.). The Hollow and Other Plays: A Collection of Plays from the New Play Development Workshop 2004- 2007. Denver, CO: Association of Theatre in Higher Education and Playwrights Program Publication, 138-142.

(3) Goldstein, T. (2006). The Card (© 2004). In: Towards a Future of Equitable Pedagogy and Schooling. Pedagogies: An International Journal 1 (3), 151-169.

(4) Goldstein, T. (2003). Hong Kong, Canada (© 2001). In: Teaching and Learning in a Multilingual School: Choices, Risks and Dilemmas. Mahwah, NJ. Lawrence Erlbaum, 133-181.

Published Scenes from Play Scripts (refereed)

(1) Goldstein, T. (2013). “Real Mother”: Scene from Harriet’s House. In: Williams, Karin Diann (Ed.). Scenes from a Diverse World: A Contemporary Collection of 73 Short Scenes About Diversity with Two or Three Characters; For Student Actors. Columbus, OH: International Centre for Women Playwrights' Press.

Published Monologues from Play Scripts (refereed)

(1) Goldstein, T. (2004) Wendy (from Hong Kong, Canada). In J. Thompson (Ed.). She Speaks. Toronto, ON: Canada Playwrights’ Press, 201-202.

Staged public performances and screenings

(1) Out at School The 2019 Toronto Pride Festival, Equity contracts (Gailey Road 2019) Nexus Lounge, Ontario Institute for Studies in Education University of Toronto Toronto, Ontario June 14-15 2019, three performances

21 (2) Out at School Doing Research with Art: Experiments in Methodology (Gailey Road 2019) Ontario Institute for Studies in Education, U of Toronto Toronto, Ontario April 7, 2019, one performance

(3) Out at School The L Fest 2018, Equity contracts (Gailey Road 2018) Llandudno, Wales July 2018, one performance

(4) Castor and Sylvie The L Fest 2018, Equity contracts (Gailey Road 2018) Llandudno, Wales July 2018, one performance

(5) Out at School Nuit Rose, Equity contracts (Gailey Road 2018) Toronto, Ontario June 15 2018, one performance

(6) Castor and Sylvie Lesbian Lives Conference 2017 (Gailey Road 2017) Brighton, England February 24 2017, staged reading

(7) Castor and Sylvie SummerWorks Festival 2015, Equity contracts (Gailey Road 2015) Toronto, Ontario August 8-16, 2015, eight performances

(8) Hong Kong, Canada Invited Speaker Performance (Gailey Road 2015) TESOL Conference, Toronto, Ontario March 26, 2015, staged reading

(9) Castor and Sylvie Festival of Original Theatre (Gailey Road 2015) Centre for Drama, Theatre and Performance Studies University of Toronto February 7, 2015, staged reading

(10) La Casa de Harriet (Gailey Road 2014). El Teatro Luis Enrique Osorio Universidad Distrital Franciso Joséde Calda Bogotá, Colombia. July 2014.

(11) Harriet’s House Public Screening, Equity contracts. (Gailey Road 2014) Media Screening Room @ Robarts Library, U of Toronto. June 2014. Screening.

22 (12) La Casa de Harriet. La Festival Rosa, Barraca Teatro, Bogotá, Colombia. August 2013. (Gailey Road 2013) El Teatro Jorge Eliécer Gáitan, Bogotá, Colombia. August 2013.

(13) Harriet’s House Public Screening, Equity contracts. (Gailey Road 2013) The Art Gallery of Ontario, Toronto, Ontario May 2013. Screening.

(14) Harriet’s House Toronto Pride Affiliated Event, Equity contracts. (Gailey Road 2010) Hart House Theatre, University of Toronto. July 2010. Three performances.

(15) Lost Daughter The Toronto Fringe Festival, Equity contracts. (Gailey Road 2008) Al Green Theatre, Miles Nadal JCC, Toronto, Ontario July 2008. Five performances.

(16) Pound Predators The Toronto Fringe Festival. (Gailey Road 2007) The Library, Ontario Institute for Studies in Education University of Toronto, Toronto, Ontario. July 2007. Seven performances.

Digital Recordings of Performances

Video recordings of the ethnographic plays Harriet’s House and Ana’s Shadow

*Snell, Pamela (Videographer), Lopez, Blanca (Video Editor), Wickett, Jocelyn (Director), and Goldstein, Tara (Playwright). (2013). Harriet’s House: Digital Recording. Toronto: Ontario Institute for Studies in Education, University of Toronto/www.t-space.ca With performances by Rebecca Applebaum, Julie Burris, Estée Feldman, Joanne Latimer, Jorie Morrow, and Supinder Wraich.

*Snell, Pamela (Videographer), Lopez, Blanca (Video Editor), Wickett, Jocelyn (Director), and Goldstein, Tara (Playwright). (2013) Ana’s Shadow: Digital Recording. Toronto: Ontario Institute for Studies in Education, University of Toronto/www.t-space.ca With performances by Rebecca Applebaum, Julie Burris, Estée Feldman, Joanne Latimer, Jorie Morrow, and Supinder Wraich.

Video recording of the ethnographic play La Casa de Harriet (a Spanish translation of Harriet’s House)

23 *Arcila, Jorge (Director and Video Editor) and Olarte, Javier (Videographer and Video editor) (2014). La Casa de Harriet: Digital Recording. Toronto: Ontario Institute for Studies in Education, University of Toronto/www.t-space.ca With performances by Alexandra Aillon, Paola Arcila, Nohra Gonzalez, Katherine Mayorga, Lilián Parada Paola Rodriguez.

Discussion Guides for Play Scripts

*Gullage, A. and Goldstein, T. (2012a) (Eds.). Ana’s Shadow: Discussion Guide. Toronto: Ontario Institute for Studies in Education, University of Toronto/www.t-space.ca With contributions from Sarah Bardwell, Jessica Cleeve, Georgia Cowling, Carly Glazberg, Kali Greve, Natalie Kauffman, Sarah Peek, Sarah Popoff, Adam Saifer, Laura Sparling, and Spiros Vavougios.

*Gullage, A. and Goldstein, T. (2012b) (Eds.). Harriet’s House Discussion Guide. Toronto: Ontario Institute for Studies in Education, University of Toronto/www.t-space.ca With contributions from With contributions from Sarah Bardwell, Jessica Cleeve, Georgia Cowling, Carly Glazberg, Kali Greve, Natalie Kauffman, Sarah Peek, Sarah Popoff, Adam Saifer, Laura Sparling, and Spiros Vavougios.

*Arcila, J. (Trans.) (2013). Guía de discussion de La Casa de Harriet (Harriet’s House Discussion Guide) edited by Amy Gullage and Tara Goldstein (2012). Unpublished manuscript. Toronto: Ontario Institute for Studies in Education, University of Toronto/www.t-space.ca

*Arcila, J. (Trans.) (2014). Guía de discussion de La Sombre de Ana (Ana’s Shadow Discussion Guide) edited by Amy Gullage and Tara Goldstein (2012). Unpublished manuscript. Toronto: Ontario Institute for Studies in Education, University of Toronto/www.t-space.ca

Podcasts

Goldstein, T. (2018-present). Gender. Sexuality. School. Season 1 and Season 2 are available at www.lgbtqfamiliesspeakout.ca

Websites

(1) *Koecher, A., *Baer, P., and Goldstein, T. (2014-present). LGBTQ Families Speak Out www.lgbtqfamiliesspeakout.ca Launched internationally at the Lesbian Lives Conference in Brighton, England, February 2017 and nationally at the CSSE Conference in Toronto in May 2017.

(2) Goldstein, T. (2014-present) Tara Goldstein-Writer www.taragoldstein.com

(3) Goldstein, T. (2007-present) Gailey Road Productions www.gaileyroad.com

24 Conference Papers and Conference Play Readings Last three years (2018-2020): 6 Total: 71

1. *Owis, Y., Goldstein, T., *hicks, b.l., *Ga’al, E., *Baer, P., *Reid, K., *Salisbury, J., *Walkland, T. (under review/2020). Promising Ethical Principles for Engaging in Testimonial Research with LGBTQ Families About Their Experiences in School. Queer Studies in Education and Culture Special Interest Group. Canadian Society for Studies in Education. London, ON.

2. Goldstein, T., *Baer, P., *Koecher, A., *hicks, b.l., *Reid, K., *Ga’al, E. and *Owis, Y., Walkland, T. (2019). Multiple and Simultaneous Identities in LGBTQ Families and Experiences at School. Division G: Social Context of Education. American Educational Research Association. Toronto, ON.

3. Goldstein, T., *Baer, P., *Koecher, A., *hicks, b.l., *Reid, K., *Ga’al, E. and *Owis, Y., Walkland, T. (2019). LGBTQ and Allied Parents Speak Out About their Experiences at School. Division K: Teacher Education. American Educational Research Association. Toronto, ON.

4. *hicks, b.l., *Ga'al, E., Goldstein, T., *Owis, Y., *Reid, K., *Salisbury, J., *Walkland, T. (2019). LGBTQ Families Speak Out About Their Experiences at School. TDSB Beginning Teacher Equity Conference. Toronto: OISE, February 13, 2019.

5. *Goldstein, T. *Baer, P., *Salisbury, J., *hicks, b.l., *Reid, K., and *Koecher, A. (2018). Out at School: A Verbatim Theatre Project about the Experiences of LGBTQ Families in School. Arts-Based Educational Research (ABER) SIG. American Educational Research Association. New York, NY.

6. *Goldstein, T. *Baer, P., *Salisbury, J., *hicks, b.l., *Reid, K., and Koechr, A. (2018). Learning about Other People’s Families from Other People’s Families. Division K, Section 5: Preservice Teacher Education Coursework. American Educational Research Association. New York, NY.

7. *Koecher, A., Goldstein, T., *Baer, P., *hicks, b.l., *Joshi, T, and *Salisbury, J. (2017) LGBTQ Families Speak Out. Canadian Critical Pedagogy Association (CCPA), Canadian Society for Studies in Education (CSSE). Toronto. May 2017.

8. Goldstein, T., *Baer, P., and *Salisbury, J. (2017). Out At School: A Verbatim Theatre Project about the Experiences of LGBTQ Families in Ontario Schools. Arts Researchers and Teachers Society (ARTS), Canadian Society for Studies in Education (CSSE). Toronto. May, 2017.

25 9. Goldstein, T., *Baer, P., and *Salisbury, J. (2017). Out At School: A Verbatim Theatre Praxis Workshop about the Experiences of LGBTQ Families in Ontario Schools. Canadian Association of Theatre Research Conference. Toronto. May 2017.

10. Goldstein, T., *Koecher, A., *hicks, b.l., *Baer, P. (2017). The Experiences of LGBTQ Families in Schools. Lesbian Lives Conference. Brighton, England. February 25, 2017.

11. Goldstein, T. and *Snell, P. (2013). The Harriet’s House and Ana’s Shadow Project: Representing Queer Families On and Off the Stage. Angels in Performance Conference. Columbia, MI. April 26, 2013.

12. Goldstein, T. and *Snell, T. (2013). Harriet’s House and Ana’s Shadow: Representing Queer Adoptive Families On and Off the Stage. Imaginative Ethnography: A Symposium. Centre for Imaginative Ethnography, York University. Toronto. April 10- 11, 2013.

13. Goldstein, T. (2012). Harriet’s House: Living in a Transnationally Adopted Same-Sex Family (included a play reading). American Anthropological Association Conference. San Francisco, CA. November 17, 2012.

14. Cooper, B., Goldstein, T. and Stubbs, S. (2012). Canadian Research-Informed Theatre: What, Why and How. Women Playwrights International (WPI) Conference. Stockholm, Sweden. August 19, 2012.

15. Belliveau G, Goldstein, T., Lea, G., Prendergast, M. (2012). Is Translating Research into Theatre Possible? (included a play reading) International Drama in Education Research Institute (IDIERI). Limerick, Ireland. July 14, 2012.

16. Goldstein, T. and *Gullage, A. (2012). Graduate School Teaching and Researching with Performed Ethnography. Eighth International Congress of Qualitative Inquiry (ICQI) 2012. Urbana Champagne, IL. May 18, 2012.

17. Goldstein, T. (2012). Assessing Performed Ethnography. Canadian Association for Theatre Research. Congress of the Humanities and Social Sciences. University of Waterloo. Waterloo, ON. May 29, 2012

18. Goldstein, T. (2012). Ana’s Shadow: A Research-Informed Play Script (included a play reading). Canadian Association for Theatre Research. Congress of the Humanities and Social Sciences. University of Waterloo. Waterloo, ON. May 27, 2012.

19. Goldstein, T. (2012). Staging Harriet’s House: Writing and Producing Research- Informed Theatre. American Educational Research Association Conference. Vancouver, BC. April 14, 2012.

26 20. Cooper, B. and Goldstein, T. (2012). Creative Readings from Research Informed Theatre. Canadian Creative Writers and Writing Programs (CCWWP) Conference. Humber Institute of Technology and Advanced Learning. Toronto, ON. May 12, 2012.

21. Goldstein, T. (2010). Harriet’s House: Mothering and daughtering in an adoptive same- sex family (A play reading and discussion). Representing Motherhood: Mothers in the Arts, Literature, Media and Popular Culture Conference. Ryerson University, Toronto. May 21-22, 2010.

22. Goldstein, T. (2009). Harriet’s House (A play reading and discussion). Women’s Playwrights International Conference. University of Mumbai, Mumbai, India. November 1-8, 2010.

23. Goldstein, T. and Wickett, J. (2009). Zero Tolerance: A stage adaptation of an investigative report on school safety. Congress of Qualitative Inquiry. University of Illinois at Urbana Champaign. Urbana, IL. May 20-23, 2009.

24. Goldstein, T. (2007). From Snakes and Ladders to Alliance: The Multiple Commitments of Performed Ethnography. Paper in panel entitled Dramatizing Research about the Lives of LGBTQ Youth: What’s Gained? What’s Lost? Association of Theatre in Higher Education. New Orleans: July 26-29, 2007.

25. Goldstein, T. (2006). Performed Ethnography for Anti-Homophobia Education in Public Schools. Paper in panel entitled Anti-Homophobia Theatre Projects. Association of Theatre in Higher Education. Chicago: August 3-6, 2006.

26. Goldstein, T. (2005). Performed Ethnography for HIV/AIDS Prevention: A Research and Teaching Program. Arts-Based Approaches to Community-Based Research Forum. Toronto, Ontario. June 14, 2005.

27. Goldstein, T., Ormandy, J., Thompson, T., and Zilkha, G. (2005). Performed Ethnographies on HIV/AIDS Prevention. Health, Equity and Diversity Conference. Toronto, Ontario. June 12, 2004.

28. Goldstein, T., Gallagher, Kathleen, and Sykes, Heather (2005). Anti-Homophobia Teacher Education for the Safe and Positive Schools We Need. Teacher Education for the Schools We Need. OISE/UT. Toronto, Ontario. May 14, 2005.

29. Goldstein, T. (2005) A response to Voices, an Applied Theatre Project Re-presenting LGBT Youth. American Education Research Association Annual Meeting. Montreal, Quebec. April 2005.

30. Goldstein, T. (2004). Performed Ethnography for Anti-Homophobia Teacher Education. 2nd Anti-Oppressive Teacher Education Conference. Centre for Anti-Oppression Education. San Franciso, CA. July 2004.

27 31. Goldstein, T. (2004) Performed Ethnography for Anti-Homophobia Teacher Education. International Drama Education Association Conference. Ottawa, Ontario. July 6, 2004.

32. Goldstein, T., Robinson, K., Ferfolja, T., Sykes H., Gilbert, J. (2004). Anti-homophobia for Teacher Education: Canadian and Australian Perspectives. American Educational Research Association. San Diego, CA. April 2004.

33. Goldstein, T. (2003). Performed Ethnography for Anti-homophobia Teacher Education. Canadian Society for Studies in Education / Critical Pedagogy Association Sessions. Halifax, Nova Scotia: May 2003.

34. Goldstein, T., *Collins, A., *Halder, M. and *Sturman, S. (2003). Performed Ethnography for Anti-homophobia Teacher Education. EGALE Conference 2003: Rainbow Visions. Montreal, Quebec. May16-19, 2003.

35. Goldstein, T. (2003). Thinking About the Gap Between Anti-homophobia Educational Policy and Practice. Response to David Rayside: Sexual Diversity and the Politics of Public Schooling in Canada and the United States. Hearts and Minds: Sexuality and Education Conference. Sexual Diversity Studies Program, University Toronto. Toronto, Ontario. March 8, 2003.

36. Goldstein, T. (2002). Ethnographic Play Reading for Thinking About English Language Education of Hong Kong Immigrants in Canada. International Communication Association Conference. Seoul, Korea. July 2002.

37. Goldstein, T. (2002). Performed Ethnography for Critical Teacher Education. XV World Congress of Sociology. International Sociology Association. Brisbane, Australia. July 2002.

38. Goldstein, T. (2002). Performed Ethnography for Talking About the Schooling of Immigrant Adolescents in New Times. Knowledge and Discourse 2. University of Hong Kong English Centre. Hong Kong. June 2002.

39. Goldstein, T. (2002). Astronauts: An Ethnographic Performance on the Schooling of Immigrant Adolescents in New Times. American Educational Research Association. New Orleans, Louisana, April 2002.

40. Goldstein, T. (2001). Performed Ethnography for Thinking About Polices and Practices in Linguistically Diverse Schools. New Pedagogies and School Reform: Challenging Research and Practice. School of Education. University of Queensland. Surfer’s Paradise, Queensland. July 1-3, 2001.

41. Goldstein, T. (2000). Writing Educational Ethnography in a Postmodern Era: Playwriting as Critical Ethnography for Teacher Education. Australian Association for Research in Education (AARE) Sydney 2000 Conference. Sydney, NSW, Australia. December 3-7, 2000.

28

42. Flores, R., Goldstein, T. and Tanaka, G. (2000). Intersubjective Storytelling and Playwriting as Critical Ethnography: Writing Educational Ethnography in a Postmodern Era. American Educational Research Association. New Orleans, Louisana, April 2000.

43. *Hladki, J. *Gonick, M. Davies, B. Lewis, T. Goldstein, T. Henry, A. (2000). Textualizing New Forms of Ethical Representation. American Educational Research Association. New Orleans, Louisana, April 2000.

44. Goldstein, T. (2000). Negotiating Identities in “Hong Kong, Canada: A Young Artist’s “Journey to Acceptance. Poster Session. Urban Girls: Entering the New Millennium. SUNY, Buffalo, New York. April 2000.

45. Goldstein, T. (2000). Playwriting as Critical Ethnography for Teacher Education. AERA Special Interest Group: Arts-Based Educational Research Conference. Albuquerque, New Mexico. February 2000.

46. Goldstein, T. 1999. Playwriting as Critical Ethnography. Journal of Curriculum Theorizing Conference. October 1999.

47. Goldstein, T. and *Pon, G. 1999. Interrupted by Silence: Teaching and Learning in "Hong Kong, Canada". American Educational Research Association. Montreal, Quebec, April 1999.

48. Bell, J., Duff, P. Early, M. Goldstein, T. Li, D. 1999. New Directions in Workplace- Oriented TESOL. Teaching English as a Second or Other Language (TESOL) 99. New York, March 1999.

49. Auerbach, E. Goldstein, T. Horseman, J. Isserlis, J. Rivera, K. 1999. Critical Issues for Women in ESOL. Teaching English as a Second or Other Language (TESOL) 99. New York, March 1999.

50. Goldstein, T. and Lam, Cindy S.M. 1997. Negotiating Identity in "Hong Kong, Canada" Teaching English as a Second or Other Language (TESOL) 98. Seattle, Washington. March 1998.

51. Goldstein, T., Lam, Cindy S.M., and *Ngan, J. 1997. Teaching and Learning in Cantonese and English: Multilingual Classroom Practices and Equity in Education. Citizenship and Interethnic Relations in Pluralistic Societies: Current Debates and Comparatives. Canadian Ethnic Studies Association. Montreal, Quebec. November 1997.

52. Goldstein, T., and *Ngan, J. 1997. "Who I Am?": Negotiating Identity in "Hong Kong, Canada". Poster Session. American Anthropological Association Annual Meeting. November 1997.

29 53. Goldstein, T. 1997. Using Cantonese to do School in Toronto: The Impact of Native Language Use on Inter-ethnic / Inter-racial Relations at school. International Conference on Multiculturalism and Minority Groups: From Theory to Practice. Jerusalem, Israel. June 1997.

54. Goldstein, T. 1997. Multilingual Teaching and Learning Practices. Teaching English as a Second or Other Language (TESOL) '97. Orlando, Florida. March 1997.

55. Goldstein, T. 1997. Critical Perspectives on Teaching Adult ESL (Chair of session). TESOL in Adult Education Academic Session. Teaching English as a Second or Other Language (TESOL) '97. Orlando, Florida. March 1997.

56. Goldstein, T. 1997. Data Analysis Presentation: Speaking Cantonese and English for Social and Academic Success at High School. Ethnography in Education Forum. Philadelphia, Pennsylvania. March 1997.

57. Goldstein, T. 1996. Teaching and Learning in Cantonese and English: Multilingual Classroom Practices and Equity in Education. Knowledge and Discourse: Changing Relationships Across Academic Disciplines and Professional Practices. Hong Kong, June 1996.

58. Goldstein, T. 1996. Unlearning Homophobia at the Faculty of Education: Creating Equitable Learning Environments for Lesbian, Gay and Bisexual High School Students. Cultural Negotiation in the Lives of Minority Students and Teachers. London, Ontario, April 1996.

59. Goldstein, T. 1996. Speaking Cantonese and English for Academic and Social Success at High School. American Educational Research Association. New York, April 1996

60. Goldstein, T. 1996. How relevant is English in the Workplace? TESOL '96. Chicago, March 1996.

61. Goldstein, T. and McGroarity, M. 1996. Partnerships with Linguistic Minority Communities: Why, What, and How. TESOL '96. Chicago, March 1996.

62. Goldstein, T., *Hsueh, V. and Lam, E. 1995. High Marks, Credits, and the Importance of Friends: Speaking Cantonese and English for success in high school. TESL '95 Conference. Toronto. Ontario, November 1995.

63. Goldstein, T., Larkin, J. and Stamp, P. 1995. Sexual harassment and Pre-service Teachers: Educating for Change. CSSE. Montréal, Québec, June 1995.

64. Gagné, A. and Goldstein, T. 1995. Arranging the Terms of Our “Marriage”: Building Authentic Collaborative Relationships Amongst Ourselves. American Educational Research Association. San Francisco, CA, April 1995. Paper presented by Gagné.

30 65. Goldstein, T. 1995. Immigrants Students in the Multicultural / Multilingual High School: Ways of Communicating and Experience at School. American Educational Research Association. San Francisco, CA, April 1995. Proposal accepted, paper not presented due to lack of funding.

66. Goldstein, T. 1995. Speaking Cantonese and English for Social and Academic success at School. Ethnography in Education Research Forum. Philadelphia, Pennsylvania, March 1995.

67. Goldstein, T. 1994. Bilingual Life and Language Choice in the Multilingual Workplace. International Conference on Immigration, Language Acquisition and Patterns of Social Integration. Jerusalem, Israel, July 1994.

68. Goldstein, T. 1994. Voices in action: Successful Strategies for Implementing Equity Education, Anti-racist and Anti-discriminatory Education in the Professional Preparation of Teachers. CSSE. Calgary, Alberta, June 1994.

69. Goldstein, T. and Gagné, A. 1994. Do we talk the talk?: Inquiry Into Our Practice as Teacher Educators. CSSE, Calgary, Alberta, June 1994.

70. Goldstein, T. and Yeager, A. 1994. Working together towards creating change. CSSE. Calgary, Alberta, June 1994.

71. Goldstein, T. 1992. Ethnicity, Class, Gender and the Adult Learner of ESL: Towards a Curriculum of Advocacy and Empowerment". American Educational Research Association. San Francisco, CA. April 1992.

Other Research Reports

(1) Goldstein, T., *Adjei, P., *Gullage, A., *Nagasawa, S., *Bulimaibau, M., and *Joshi, Y. (2008) Equity Week: Integrating Equity Issues into Core Teacher Education Programming. A Research Report to the Equity Advocacy and Action Group in Initial Teacher Education at OISE/UT. October 2008 (31 pages).

(2) Goldstein, T., *Collins, A. and *Halder, M. (2005). Challenging Homophobia and Heterosexism in Elementary and High Schools: A Research Report to the Toronto District School Board. January 2005 (35 pages).

(3) Goldstein, T. (1995). Building Partnerships with Linguistic Minority Communities. Report for the TESOL (Teaching English as a Second or Other Language) Task Force. September 1995 (20 pages).

(4) Goldstein, T. (1994). Speaking Cantonese, Mandarin and English for school. A Preliminary Report for the North York Board of Education. August 1994 (20 pages).

31 External Reviews

(1) Goldstein, T., Okshevsky, W., and Blum, I. (2009). External Review of the Curriculum Studies and Educational Foundations Programs, Faculty of Education, Mount St. Vincent University, May 11-12, 2009.

(2) Goldstein, T., and Tierney, R. (2005). External Review of the Teacher Education Program, Faculty of Education, McGill University. March 14-15, 2005.

Internal Administrative Reports

(1) Goldstein, T. (2009). Chair’s Report on the Department of Curriculum, Teaching and Learning (CTL) 2008-2010. September 8, 2009.

(2) Goldstein, T. (2008). A Response to the External Review of the Department of Curriculum, Teaching and Learning (CTL) Prepared by Victoria Chou and Dennis Sumara (dated November 22, 2007). September 15, 2008.

(3) Cowin, L., Goldstein, T. and Kohn, I. (2007). Discussion Paper: Admission to OISE/UT’s Consecutive B.Ed. Program. June 2007.

(4) Goldstein, T. (2003). Department of Curriculum, Teaching and Learning Ed.D. Task Force Final Report. October 2003. 10 pages.

(5) Goldstein, T. (1999). Student Services at OISE/UT: Mission, Goals, Functions, Staff Responsibilities and Five-Year Strategic Plan. May 1999. 12 pages.

(11) Recent Invited Keynote Presentations, Academic Lectures, and Media Interviews (2018-2020)

Plenary/Keynote Addresses

(1) Goldstein, T. (2018). Sharing Research Through Verbatim Theatre. The Bridges Symposium-Session 1. Arts and Industry Festival 2018. Melbourne, Victoria, Australia. November 23, 2018.

(2) Goldstein, T. (2018). A Portrait of Léa Roback through the film. A Vision in the Darkness by Sophie Bissonnette. Lunch and Learn Series, Beth Tikvah Synagogue, Toronto, Ontario, June 12, 2018. Invited academic lectures

(1) Goldstein, T. (2019). LGBTQ Families Speak Out. 4-Day Residential Fall School: Alternative Interpretations: Displacing Knowledge Production. November 4-7, 2019, University of Friberg, Friberg, Switzerland.

32 A four-day residential program that explored knowledge production through mediums such as theater play, sculptures, and street performances. I participated as a researcher who could lead discussions on performed ethnography and verbatim theatre.

(2) Goldstein, T. and *Reid, K. (2018). LGBTQ Families Speak Out. Pro Seminar course, Curriculum Studies and Teacher Development Program, Department of Curriculum, Teaching and Learning, OISE, University of Toronto, Toronto, Ontario. September 24, 2018.

(3) Goldstein, T. (2018). Out at School: A Verbatim Theatre Project. Realizing the Potential of Literacy course, Masters of Education (Literacy) Program, Faculty of Education, St. John, Newfoundland. May 12, 2018.

(4) Goldstein, T. *hicks, b.l., *Reid, K. (2018). Drama from Data—Monologues and Song. In the Curriculum, Teaching and Learning Department Meeting, Ontario Institute for Studies in Education, University of Toronto. May 2, 2018.

Invited Summit Guest

(1) Goldstein, T. (2019) RISE Summit on 2SLGBTQ-inclusive Teacher Education. May 30-31, 2019, Vancouver, BC.

The RISE (Respectful, Inclusive, Safe, and Equitable) Summit was a two-day summit in which 15-20 experts in the field convened for dialogue on key questions in the field of 2SLGBTQ-inclusive teacher education.The Summit is part of larger project designed to develop a curriculum framework for queering teacher education in Canadian universities. Within the study, the RISE team is taking up questions of how teachers are prepared to support the wellbeing of sexual and gender minority students, paying particular attention to themes of Indigenous/Two Spirit persons, trans* persons and gender diversity, religious/cultural contexts, and resistance.

Media Interviews

Canadian Broadcast Corporation (CBC) Galloway, M. and Goldstein, T. (2019). The Experiences of LGBTQ Families in Ontario Schools. CBC: Metro Morning, June 18, 2019.

Huffpost Canada Sharpe, Brianna (2019). How to Truly Support LGBTQ+ Families and Kids in the Classroom. Huffpost Canada, August 30, 2019. https://www.huffingtonpost.ca/entry/lgbtq-families- kids-classroom_ca_5d681ecde4b0488c0d118c76?utm_hp_ref=ca-homepage

33 OISE Website Lau, M. (2019). LGBTQ families speak out: Four ways schools can create safer, more welcoming learning environments for our children. OISE News, June 17, 2019.

The Varsity (U of T student newspaper) Hemrajani, N. (2019). What it means to be Out at School: U of T professor turns research project into play for Pride Month. The Varsity, June 30, 2019. https://thevarsity.ca/2019/06/30/what-it-means-to-be-out-at-school/

(12) University and Professional Service

University Service:

FACULTY TENURE COMMITTEES

24 Member, Internal Reading Evaluation Committee for Sandra Styres (tenure) 2019-2020 Chair: Clare Brett, Department of CTL 23 Member, Tenure Committee for Robert Simon 2017-2018 Chair, William Bowen, Department of Arts, Culture and Media, UTSC 22 Member, Tenure Committee for Robert Simon 2014-2015 Chair, Doug McDougall, Department of CTL 21 Member, Tenure Committee for Enrica Piccardo 2013-2014 Chair, Doug McDougall, Department of CTL 20 Member, Tenure Committee for Stephanie Springgay 2012-2013 Chair, Doug McDougall, Department of CTL 19 Member, Tenure Committee for Indigo Esmonde 2011-2012 Chair, Doug McDougall, Department of CTL 18 Chair, Tenure Committee for Eunice Jang 2009-2010 17 Chair, Tenure Committee for Sarfaroz Niyzov 2009-2010 16 Member, Teaching Evaluation Committee for Kari Dehli (promo full prof) 2009-2010 Chair; George Dei, Department of Sociology in Education and Equity Studies

15 Chair, Senior Lecturer Committee for Leslie Stewart Rose 2008-2009 14 Chair, Senior Lecturer Committee for Ron Lancaster 2008-2009 13 Member, Internal Reading Evaluation Committee for Wanja Gitari (tenure) 2005-2006 Chair: Dennis Thiessen, Department of CTL 12 Member, Teaching Evaluation Committee for Jim Slotta (tenure) 2005-2006 Chair: Dennis Thiessen, Department of CTL 11 Member, Tenure Committee for Roy Gillis 2004-2005 Chair: Lana Stermac, Department of Adult Education and Community Psy 10 Member, Tenure Committee for Reva Joshee 2003-2004 Chair: Nina Bascia, Department of Theory and Policy Studies 9 Member, Teaching Evaluation Committee for Njoki Wane (tenure) 2003-2004 Chair: George Dei, Department of Sociology in Education and Equity Studies

34 8 Member, Tenure Committee for Jim Hewitt 2002-2003 Chair: Merl Wahlstrom, Department of Curriculum, Teaching and Learning 7 Member, Teaching Evaluation Committee for Judy Iseke-Barnes (tenure) 2002-2003 Chair: George Dei, Department of Sociology in Education and Equity Studies

6 Member, Tenure Committee for Rose Folson 2002-2003 Chair: George Dei, Department of Sociology in Education and Equity Studies 5 Member, Tenure Committee for Doug MacDougall 2001-2002 Chair: Merl Wahlstrom, Department of Curriculum, Teaching and Learning 4 Member, Teaching Evaluation Committee for Mary Kooy (tenure) 1999-2000 Chair: Dean Michael Fullan, OISE/UT 3 Member, Tenure Committee for Kathy Bickmore 1999-2000 Chair: Dean Michael Fullan 2 Tenure Committee for Antoinette Gagne 1998-1999 Chair: Dean Michael Fullan, OISE/UT 1 Tenure Committee for Linda Cameron 1998-1999 Chair: Michael Connelly, Department of Curriculum, Teaching and Learning

FACULTY PROMOTION COMMITTEES

7. Member, Promotion Committee 2019-2020 Chair: Clare Brett Department of Curriculum, Teaching and Learning 6. Member, Decanal Promotion Committee 2017-2018 Chair: Glen Jones Ontario Institute for Studies in Education 5. Member, Promotion Committee 2014-2015 Chair: Abigail Balkan Department of Social Justice Education 4. Chair: Promotion Committee for Doug McDougall 2012-2013 Department of Curriculum, Teaching and Learning

3. Member, Promotion Committee 2010-2013 Chair: Doug McDougall Department of Curriculum, Teaching and Learning 2. Chair: Promotion Committee 2008-2010 Department of Curriculum, Teaching and Learning

1. Member, Promotion Committee 2006-2008 Chairs: Jack Miller/Dennis Thiessen Department of Curriculum, Teaching and Learning

35

FACULTY SEARCH COMMITTEES

12 Member: Teaching for Equity, Department of CTL 2018- Chair: Clare Brett 2019 11 Member: Disability Studies, Equity Studies, New College, U Toronto 2013- Chair: Yves Du Rocher 2014 10 Member: Diversity Studies, Department of Curriculum, Teaching and Learning 2012- Chair: Doug McDougall 2013 9. Chair: Multiliteracies in Education, Department of Curriculum, Teaching and 2010- Learning 2011 8. Chair: Curriculum Studies, Department of Curriculum, Teaching and Learning 2008- 2009 7. Chair: French Language Pedagogy, Department of Curriculum Teaching and 2008- Learning 2009 6. Member: Disabilities Studies Search Committee 2004- Chair: George Dei, Department of Sociology & Equity Studies 2005 5. Member: Special Education Search Committee 2004- Chair: Janet Astington, Department of Human Development and Applied Psy 2005 4. Chair: Arts Education Teacher Education Lecturer Search Committee 2003- 2004 3. Dean’s Representative, Second Language Education Search Committee 1999- Chair: Merl Wahlstrom, Department of Curriculum, Teaching and Learning 2000 2. Member, Teacher Education Search Committee 1998- Chair: Merl Wahlstrom, Department of Curriculum, Teaching and Learning 1999 1. Member, Anti-racism and Feminism Search Committee 1997- Chair: Kari Delhi, Department of Sociology in Education & Equity Studies 1999

POLICY COMMITTEES (University of Toronto and OISE)

9 Member, Academic Board 2017-2020 Chair, Professor Andrea Sass-Kortsak 2014-2017 University of Toronto 8 Member, Academic Policy and Program Committee 2017-2020 Chair, Professor, Elizabeth Smyth/Eric Lam 2014-2017 University of Toronto

7 Chair, Equity Action and Advocacy Group in Initial Teacher Education 2005-2008 (EAAGITE) OISE/UT 6 Member, Preservice Admissions Committee, OISE/UT 2006-2007 Chair, Associate Dean Carol Rolheiser 5 Member, CTL Council 2003-2008 Chairs, Elizabeth Smyth, Clare Brett Department of Curriculum, Teaching and Learning

36 4 Member, OISE/UT Equity Committee 2003-2008 Chair, Associate Deans Norman Labrie (04-08); Ken Leithwood (03-04) OISE/UT Dean’s Office, OISE/UT 3 Member, U of T Equity Committee 2005-2008 Chair, Vice-President Angela Hildyard President’s Office, University of Toronto 2 Member Teacher Education Council 2004-2005 Chair, Carol Rolheiser, Associate Dean of Teacher Education OISE/UT 1 Chair, CTL Ed.D. Degree Task Force 2003-2004 Department of Curriculum, Teaching and Learning

RESEARCH COMMITTEES

5. Member Research Advisory Committee (RAC) 2014-2016 Department of Curriculum, Teaching and Learning 4. Member, SSHRC Post-Doc Application Evaluation Committee 2011-2012 Social Sciences and Humanities Research Council (SSHRC) 3. Chair, Research Advisory Committee 2006-2008 Department of Curriculum, Teaching and Learning

2. Chair, CTL Academic Planning Research Group 2003-2004 Department of Curriculum, Teaching and Learning 1. Member, Research, Field Activities, Continuing Education Committee 2003-2004 Chair, Michel Ferrari OISE/UT Faculty Council, OISE/UT

PROGRAM COMMITTEES

4. Member, Curriculum and Pedagogy Program, Admissions Committee, CTL 2017-2020 Chair, Kathleen Gallagher 3. Member, Curriculum Studies and Teacher Development Course Program 2010-2013 Planning Committee, CTL Chair, Jack Miller/Rubén Gaztimbide-Fernandez/Jim Slotta 2. Chair, Visiting Scholar Funding Program, OISE 2013-2018 Member and Acting Chair, Visiting Scholar Program Development Team, 2011-2013 OISE Chair: John Portelli, Graduate Director/Kathy Broad, ITE Director 1. Member Teacher Education Program Component Leadership Team 2004-2005 Chair, Carol Rolheiser, Associate Dean of Teacher Education, OISE

37 STUDENT FUNDING AND FINANCIAL ASSISTANCE COMMITTEES

4 Co-Chair, Awards Committee: 2001-2003 OGS/SSHRCC Committee Scholarship Committee Graduate Assistantship Committee Other Awards Committee (e.g., Cressy Award, Governor General Gold Award) Department of Curriculum, Teaching and Learning 3. Member, Dean’s Student Funding Committee 1998-2002 Chair: Dean Michael Fullan Dean's Office, OISE/UT 2. Member, Pre-service Bursary Committee 1998-2002 Co-Chairs: Ian Macleod & Erminia Pedretti Student Services, OISE/UT

1. Member: Graduate Bursary Committee 1999-2002 Chair: Bob Phillips Student Services, OISE/UT

SCHOOL OF GRADUATE STUDIES COMMITTEES

1. Tenure File Assessor 2017-2019 Chair: Dean Barker 2. Member, Executive Committee for Division 1 2002-2004 Chair: Associate Dean, Bernard Katz

INSTITUTE FOR WOMEN’S STUDIES AND GENDER STUDIES

1. Member, Executive Administrative Committee 2002-2004 Chair: Margrit Eichler (2002-03), Shahrazad Mojab (2003-04) IWSGS, U of T 2. Member, Search Committee for the IWSGS Director 2002-2003 Chair: David Clandfield New College, U of T 3. Member, Excellence Through Equity Conference Committee 2002-2003 Coordinator, Film and Video Series: Out of the Frame Chair: Angela Hildyard, Vice-President’s Office, U of T

38 Professional Service:

PARTICIPATION IN RESEARCH SUMMITS

1. 2SLGBTQ-Inclusive Teacher Education in Canadian Universities. May 30-31, 2019 Musqueam First Nation, Vancouver.

I participated in this two-day summit in which 15-20 experts in the field convened for dialogue on key questions in the field of 2SLGBTQ-inclusive teacher education. The summit was hosted Catherine G. Taylor, Director of the RISE Research Program on LGBTQ-inclusive Education, University of Winnipeg.

MEMBERSHIP ON JOURNAL EDITORIAL BOARDS

1. Art/Research International: A Transdisciplinary Journal 2015-present Editors: Patricia Leavy and Diane Conrad Faculty of Education, University of Alberta 2. Educational Insights 2001-present Faculty of Education, University of British Columbia 3. Teaching Education Journal 2001-present Editor: Diane Meyer School of Education, Monash University 4. Pedagogies: An International Journal 2004-2013 National Institute of Education, Singapore

39 (13) Honours and Awards

David E. Hunt Award for Excellence in Graduate Education 2020 OISE graduate teaching award University of Toronto True Blue Award for Leadership 2018 Won for my leadership in Phd graduate student supervision University of Toronto nominee for the SSHRC Impact Insight Award 2013 Nominated by the Vice-President, Research and Innovation for the University of Toronto Carol Crealock Award 2009 For feminist scholarship and academic mentorship Canadian Jewish Playwriting Competition 2005 For my play Lost Daughter Professional reading of the play in Spring 2007 AERA Queer SIG Activist Scholarship Award 2005 Spalding University: MFA Scholarship of Merit 2004 $750.00 OISE/UT Teacher of the Year Award 2003-04 University of Toronto APUS/SAC Teacher of the Year Award 1998-99 Division: Professional Faculties - Humanities Ontario Graduate Student Scholarship 1986-87 $10,000

40