Dianne GerelukThe University of Calgary | HBI · Werklund School of Education
Dianne Gereluk
Doctor of Philosophy
About
57
Publications
13,376
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231
Citations
Citations since 2017
Introduction
Dianne Gereluk is Dean and Professor at the Werklund School of Education, University of Calgary. Dianne's research examines normative aspects of educational policy and practice. Her areas of expertise include philosophy of education, policy analysis and political philosophy. Her present research examines issues of equity and access for rural and remote students.
Additional affiliations
July 2012 - June 2018
July 2011 - June 2013
September 2002 - March 2009
Publications
Publications (57)
A multitude of reasons are given for banning various forms of symbolic clothing. The only thing that is clear is that there has not been a definitive way to proceed. The lack of clarity and ambiguity over what children should be allowed to wear in schools is apparent. Consequently, policies regarding symbolic clothing are inconsistent and erratic,...
Issues of sexual orientation elicit ethical debates in schools and society. In jurisdictions where a legal right has not yet been established, one argument commonly rests on whether schools ought to address issues of same-sex relationships and marriage on the basis of civil equality, or whether such controversial issues ought to remain in the priva...
The recent ban of ‘conspicuous’ religious symbols in French state schools has received international attention, especially the uncertainty of whether Muslims will comply with the ban. The issue, however, raises a number of philosophical dilemmas regarding toleration in a liberal democracy, the notion of a ‘neutral’ public space in state schools and...
This paper presents the qualitative findings from a recent doctoral study that examined the leadership practices of 17 middle school administrators from three school districts in the Canadian province of Alberta (Rheaume, 2018). The data gathered through six focus group interviews are framed within the three dimensions of Brown et al.’s (2002) Deve...
In this chapter, I reflect on my progression as a woman academic over 25 years. Drawing upon Margaret Kovach’s/Bonnie Stelmach’s approach of a letter-chapter, I write letters to myself that were pivotal moments during my career. There is a growing self-awareness from these moments that move beyond the personal to uncovering particular complicity in...
Attracting and retaining teachers for rural and remote areas are pervasive global problems, and Canada is not immune to these issues. As recommended by the Northern Alberta Development Report (2010), communities need to make an increased priority of local teacher recruitment, by “growing our own teachers” (p. 11). One way to do just that is to allo...
In this chapter, we draw together lessons learned and offer an analysis of some key themes drawn from the preceding chapters which represent a partial and initial attempt to formulate a Canadian perspective on rural education. These themes include the significance of place in rural education and teacher education; the centrality of relations to tea...
In this chapter, we introduce the book and its genesis. We highlight some of the features of the Canadian rural education context and address the particularity of Canada’s highly decentralized system of educational governance and delivery and how this influences the provision of education across a vast geography. We also elaborate how we understand...
This book examines challenges associated with the education of teachers in and for rural places. It offers a new perspective with respect to how Canadian educators are shifting the conversation toward a hopeful discourse concerning how educators can foster meaningful rural learning environments, which will contribute to building stronger rural comm...
This document summarizes the major themes identified in a study of how Alberta mentor teachers support preservice teachers who are struggling in their field experience.
Each theme is presented with a quote from a mentor teacher describing a challenge, tips for handling a similar situation, information from additional research, and resources for you...
This paper describes the current state of affairs regarding the accreditation of Trinity Western’s Law School, relating its challenges with the Law Society of British Columbia, The Law Society of Upper Canada, and the Nova Scotia Barristers’ Society that eventually reached the Supreme Court of Canada. The paper provides an analysis of the conflict...
This paper describes the current state of affairs regarding the accreditation of Trinity Western’s Law School, relating its challenges with the Law Society of British Columbia, The Law Society of Upper Canada, and the Nova Scotia Barristers’ Society. The paper provides an analysis of the conflict of rights and freedoms using a Berlinian (2002) anal...
Resumo: Este artigo busca explorar as ideias de Will Kymlicka (1998; 2007; 2015) em torno de como o multiculturalismo liberal influenciou as respostas à diversidade no cenário educacional canadense e suas possíveis contribuições ao contexto brasileiro. Ao explorar alguns estudos de caso do Canadá envolvendo escolas de herança linguística com financ...
Paper presented by Dianne Gereluk on behalf of the research team during a panel on rural education during the 46th Canadian Society for the Study of Education (CSSE) annual conference on May 27, 2018.
This paper discusses the ongoing processes and
challenges for designing an introductory undergraduate STEM
Education course, as informed by the perspectives of two
administrators and eleven instructors who have taught the course
repeatedly, including its revisions and modifications. After four
years of multiple iterations, we consider our course to...
Increased wellness and mental health strategies have been implemented across campuses in post-secondary institutions, which is reflective of the broader discourse on wellness in societies. In response to increased awareness of wellness on campuses, universities respond in various ways which include student and staff engagement surveys, academic pla...
Following E.D.G. v. Hammer, Canadian law has held that school boards, although they have a fiduciary duty to their students, do not guarantee the safety of their students from the acts of their employees. The scope of that fiduciary duty is narrow, restricted to a board acting with disloyalty, in bad faith, or in a conflict of interest to its stude...
This work speaks to the results of a small pilot study examining interpretations made by teachers and school leaders regarding 21st century educational reform policy.
Attracting and retaining teachers for rural and remote areas is a pervasive global problem. Currently, teacher education in Canada is primarily delivered in face-to-face formats located in urban centres or satellite campuses. There is a need for relevant and responsive teacher education programs for rural pre-service teachers. Recognizing this need...
While there have been numerous initiatives to promote and recruit students into postsecondary studies in science, technology, engineering and mathematics (STEM) around the world, traditional programs of studies for both K to 12 school and teacher education still lack an integrative approach to these disciplines. Addressing this concern, the Werklun...
Understanding School Choice in Canada provides a nuanced and theoretical overview of the formation and rise of school choice policies in Canada. Drawing on twenty years of work, Lynn Bosetti and Dianne Gereluk analyze the philosophical, historical, political, and social principles that underpin the formation and implementation of school choice poli...
In this article, we provide an overview of the nature of Alberta Public Charter Schools, (APCS) and offer a sampling of findings from a comprehensive study of the TAAPCS system originally done to identify the capacity, adaptability and impact of the APCS. Here, we access some of those findings to address two 'myths':
1. Alberta Public Charter Scho...
Questioning the Classroom is organized around key philosophical questions that engage students with major debates in Canadian education and highlight the practical implications for future educators. This thought-provoking introduction encourages students to develop a personally meaningful philosophy of education that they can take with them into cl...
The central tenet of this investigation is that educational institutions possess their own school identity. Acknowledging that school identity is influenced by institutional mechanisms and personal dynamics, we examine school identity in the context of 13 Alberta charter schools. Narratives of 73 educational stakeholders across the network of Alber...
Abstract
Following E.D.G. v. Hammer (2003, SCC 52), the law holds that Canadian school boards have a fiduciary duty to students but that the duty is not a general duty such that boards guarantee the safety of their students and further that a board must be at fault before a fiduciary breach will be considered. This paper takes the position that the...
Understanding School Choice in Canada provides a nuanced and theoretical overview of the formation and rise of school choice policies in Canada. Drawing on twenty years of work, Lynn Bosetti and Dianne Gereluk analyze the philosophical, historical, political, and social principles that underpin the formation and implementation of school choice poli...
A review of the literature on rural and remote pre-service teacher preparation with a focus on blended and e-learning models. Calgary: University of Calgary. Retrieved from http://hdl.handle.net/1880/50497
A video webcast of the presentation is available at: http://albertaruraleducation.ca/multimedia.php
This paper’s purpose is to extensively review the historical understanding of conscience and the current juridical interpretation of freedom of conscience under section 2(a) of the Canadian Charter of Rights and Freedoms (1982). It then briefly notes that given the challenge faced by Ontario’s Catholic schools in providing for inclusionary policies...
The executive committee of the Association of Alberta Public Charter Schools (TAAPCS) held a number of meetings to evaluate the current Alberta Public Charter School system, contacting researchers from the University of Calgary Dr. Dianne Gereluk and Dr. Eugene Kowch. We were approached to conduct a system wide analysis of the current capacities, a...
This study examined a recently established induction program for new superintendents in the Canadian province of Alberta over a three-year period. In keeping with principles of design-based research data were collected from a variety of sources from the 26 new superintendents and their 25 mentors to assess and adjust programming through three desig...
This paper asks the question, “What is the current status of provincial moral education polices in the five Canadian provinces which have mandated or optional moral education programs: Saskatchewan, Ontario, Quebec, British Columbia, and Alberta?” It then offers a response through an analysis of the relevant policies in those provinces that draws u...
The terrorist attacks in the USA and UK on 9/11 and 7/7, and subsequent media coverage, have resulted in a heightened awareness of extremists and terrorists. Should educators be exploring terrorism and extremism within their classrooms? If so, what should they be teaching, and how? Dianne Gereluk draws together the diverging opinions surrounding th...
IntroductionReason One: To Preserve the Public SphereReason Two: Symbols May be OffensiveReason Three: Symbols May be OppressiveReason Four: Symbols May be DisruptiveMoving Forward: What Can Schools Reasonably Do?Conclusion
NotesReferences
Dress codes and uniform policies have been enforced with great discrepancy in schools. A notable example is the banning of all 'ostentatious' religious symbols in public institutions in France. "Symbolic Clothing in Schools" looks to the debate surrounding social, political and religious clothing in schools - any piece of dress that significantly f...
This article considers multicultural education policies in relation to recent political and social events in England, France and Canada. The authors start from the assumption that the promotion of multiculturalism is thought to be a beneficial aim in schools. In light of this, they contrast this aim with the large civil unrest witnessed in 2005 in...
There is great discrepancy in how schools enforce their dress codes and uniform policies. Schools also vary in the rationales they provide for banning certain kinds of clothing. These rationales include protecting students' health and safety, minimizing social class indicators between students, and creating cohesion and uniformity through a dress p...
Notions of "community" are found in almost every educational context from primary schools to HE institutions. Given the polemic nature of promoting community in schools and society today, this fascinating book uses an interdisciplinary approach of political philosophy and sociology to develop theoretical principles for the promotion of communities,...
A paradox seems to exist in educational policy and practice in England and Wales. On the one hand, numerous references to promote community are made in the aims and objectives of the National Curriculum, and throughout the curricula. On the other, trends to increase accountability and standardisation through competition seem antithetical to ideals...
Making Social Science Matter: why social inquiry fails and how it can succeed again BENT FLYVBJERG, 2001 (trans. Steven Sampson) Cambridge: Cambridge University Press. 204 pp., ISBN 0 521 77568 X, £13.95
Many Canadian provinces are looking to Alberta for guidance about charter schools. This case study examines the closure of one charter school to identify the obstacles other schools may face. This study uses critical policy analysis and the "politics of interpretation" to examine the political context of educational policy issues. While linear mode...
Thesis (M.A.)--University of Calgary, 1998. Includes bibliographical references (l. 127-151).
Projects
Projects (2)
Research related to the community-based Bachelor of Education (B.Ed.) program offered at the University of Calgary.
The purpose of this study is to examine school violence in Alberta’s urban , public and separate high schools. The objective of the study is to develop a theory, grounded in the data, which describes the nature and scope of that violence. The aim of the study is to suggest to legal, governmental, and educational stakeholders, ways of ameliorating high school violence by a better understanding of the phenomenon and by pooling the experiences and wisdom of those closest to its manifestation in Alberta’s urban high schools.
