Professor; Graduate Advisor

Bio

My beliefs about teaching and learning are informed by my own experiences as a student and teacher. As a student, I appreciate teachers who prompt me to critically examine my ideas. The benefits from these learning experiences are not always immediately evident; I think there’s some truth in the saying that “when the student is ready, the teacher will appear.” The more successful teachers are also those who follow their emotional instincts as well as their lesson plans. As a teacher, I believe that students value integrity and respect from instructors. Therefore, although a certain level of expertise and knowledge is critical, a trusting environment is also a necessary precondition for meaningful interaction. I agree with Stephen Brookfield (“The Skillful Teacher”) that learning is emotionally-filled, particularly when students are challenged to question their views. As Elizabeth Ellsworth suggests, teaching is “a messier and more inconclusive affair than the vast majority of our educational theories and practices make it out to be.” In my view, students’ prior learning and knowledge are important, teaching and learning is highly contextual, and classrooms are potential sites for the co-creation of knowledge.

Education

Ontario Institute for Studies in Education, 1996, EdD
Queens University, 1990, MEd
University of Toronto, 1985, MIR
Wilfred Laurier University, 1982, BBA

Research Projects

The Hard Working Student
https://blogs.ubc.ca/hardwork/researchteam/

The need to balance work and study is important for Canadian university students who are engaging in term-time work in ever greater numbers. This SSHRC-funded mixed methodology study (2018-2022) examines undergraduates’ work-study patterns and effects over the course of their degrees.

We will compare the effects of different kinds of work for different groups of undergraduate students. Our focus on UBC and U of T, two research-intensive universities in high-cost cities in different parts of the country, will allow us to also consider the impacts of region and institution.

Selected Publications

 

BOOKS

Taylor, A. (2016). Vocational education in Canada. Oxford University Press.

 

Sawchuk, P. and Taylor, A. (Eds) (2010). Challenging transitions in learning and work: Reflections on policy and practice. Rotterdam: Sense.

 

Taylor, A. (2001). The Politics of Educational Reform in Alberta. University of Toronto Press.

 

BOOK CHAPTERS

Taylor, A. (2019). The future of vocational education in Canadian secondary schools. Invited chapter for book: Handbook on Vocational Education (D. Guile and L. Unwin, Eds.) Wiley.

 

Taylor, A., Glick, S. and Peikazadi, N. (2018). Service-Learning and The Discourse of Social Justice. Handbook of Service-Learning for Social Justice, Darren Lund (Ed) (pp. 29-51). Medford, MA: John Wiley & Sons Inc.

 

Taylor, A., Mehrabi, S. and Pillay, T. (2016). ‘You have to get that degree’:  Influences on the educational and career aspirations of racialized immigrant youth.  In W. Lehmann (Ed.), Sociology of Education in Canada: Contemporary debates and perspectives. Toronto: Oxford University Press.

 

Taylor, A., Raykov, M. and Hamm, Z. (2014). Exploring outcomes of youth apprenticeship in Canada. In A. Mann, J. Stanley, and L. Archer (Eds.), Understanding employer engagement in education: Theories and evidence. Routledge.

 

Dorow, S., Wolfe, R., Taylor, A., Trueblood, L. and Goebel, G. (2013). “The stranger” in CSL pedagogy and research: Learning in, through and for CSL as anti-foundational practice. In L. Shultz and T. Kajner (eds), Engaged Scholarship: The Politics of Engagement and Disengagement (pp. 69-88). Rotterdam: Sense Publishers.

 

Taylor, A., Watt-Malcolm, B. & Wimmer, R. (2013). Hybridity in two Canadian provinces: Blurring institutional boundaries. In T. Deissinger, J. Aff, A. Fuller and C. Jorgensen (Eds), Hybrid qualifications: Structures and problems in the context of European VET policy (pp. 165-179). Bern: Peter Lang.

 

Taylor, A. and Steinhauer, E. (2010). Evolving constraints and life “choices”: Understanding the pathways of students in First Nations communities. In P. Sawchuk and A. Taylor (Eds), Challenging transitions in learning and work (pp. 65-84). Rotterdam, Sense.

 

Taylor, A. and Watt-Malcolm, B. (2008). Building a future for high school students in trades. In D. Livingstone, K. Michandani, and P. Sawchuk (Eds), The Future of Lifelong Leaning and Work: Critical Perspectives (pp. 217-232). Netherlands: Sense Publishers.

 

Taylor, A. and Krahn, H. (2009). Streaming in/for the New Economy. In C. Levine-Rasky (Ed), Canadian Perspectives on the Sociology of Education, (pp. 103-123). Toronto: Oxford University Press.

 

Dehli, K. and Taylor, A. (2006). Toward new government of education research: Refashioning researchers as entrepreneurial and ethical subjects. In J. Ozga, T. Seddon, & T. Popkewitz (eds), World Yearbook of Education 2006: Education Research and Policy: Steering the Knowledge-Based Economy (pp. 105-118). New York: Routledge.

 

Taylor, A., Shultz, L. & Leard, D. (2005). A New Regime of Accountability for Alberta Schools. In T. Harrison (ed.), The Trojan Horse II (pp. 236-253). Montreal: Black Rose.

 

Heinz, W. & Taylor, A. (2005). Learning and work transition policies in a comparative perspective: Canada and Germany. In K. Leithwood, D. Livingstone, A. Cumming, N. Bascia, & A. Datnow (Eds.), International Handbook of Educational Policy, Volume 2 (pp. 847-864). New York: Kluwer.

 

Taylor, A. (2003). Adding Value to the High School Diploma. In W. Antony and L. Samuelson (Eds.), Power and Resistance (3rd ed) (pp. 293-314). Halifax: Fernwood.

 

Taylor, A. (2001). Education, Business, and the ‘Knowledge Economy.’ In J. Portelli and P. Solomon (Eds.), The Erosion of the Democratic Tradition in Education: From Critique to Possibilities (pp. 169-188). Calgary: Detselig/Temeron.

 

Taylor, A. (1997). Visioning Education in the Information Economy. In M. Moll (Ed), Tech High: Globalization and the Future of Canadian Education (pp. 15-31). Ottawa: Fernwood and Canadian Centre for Policy Alternatives.

 

Taylor, A. (1995). Employment Equity for Women: Toward a Revolution from the Ground Up. In C. Reynolds and B. Young (Eds.), Gender Issues in Canadian Educational Administration and Leadership (pp. 83-99). Calgary: Detselig.

 

 

REPORTS

Raykov, M. and Taylor, A. (2018). Beyond Learning for Earning: The Long-term Outcomes of Course-based and Immersion Service Learning (84 pp). Report for St. Francis Xavier University, Antigonish. Available on cIRcle: http://hdl.handle.net/2429/66995

 

Taylor, A., Glick, S., Peikazadi, N., Chow, A. and Allen, B. (2018, May). Creating Reciprocal and Ethical Learning Partnerships in the Downtown Eastside: Messages from participants on the development of partnership planning tools. Available on cIRcle: http://hdl.handle.net/2429/66110

 

Taylor, A., Butterwick, S., Raykov, M., Glick, S.2, Peikazadki, N.2 and Mehrabi, S.2 (2015, October). Community service learning in Canadian higher education. SSHRC Knowledge synthesis report.
URL: https://open.library.ubc.ca/cIRcle/collections/facultyresearchandpublications/52383/items/1.0226035

 

Taylor, A. and Raykov, M. (2014). The long-term outcomes of community service-learning. Edmonton, AB: University of Alberta.
URL:  https://uofa.ualberta.ca/community-service-learning/-/media/arts/departments-institutes-and-centres/community-service-learning/documents/reports/csl-tlef-report-mar31.pdf

 

Taylor, A., Lehmann, W., Raykov, M. & Hamm, Z. (2013, December). High school apprenticeship: Experiences and outcomes. Report prepared for Ontario Ministry of Training, Colleges and Universities and CAREERS the Next Generation. Edmonton, Alberta.

 

 

REFEREED JOURNAL ARTICLES

Taylor, A., Taylor-Neu, R., and Butterwick, S. (2018). “Trying to square the circle”: Research ethics and Canadian higher education. European Educational Research Journal. DOI: 10.1177/1474904118785542

 

Kahlke, R. & Taylor, A. (2018). Community service-learning in Canada: One size does not fit all. Engaged Scholars Journal, 4(1), 1-18.

 

Taylor, A. and Kahlke, R. (2017). Institutional logics and community service-learning in higher education. Canadian Journal of Higher Education, 47(1) (137-152).

 

Lehmann, W. and Taylor, A. (2015). On the role of habitus and field in apprenticeships. Work, Employment and Society, 29(4): 607-623.

Taylor, A. and Foster, J. (2015). Migrant workers and the problem of social cohesion in Canada. Journal of International Migration and Integration, 16(1): 153-172.

 

Taylor, A., Raykov, M. and Hamm, Z. (2015). The experiences of female youth apprentices in Canada: Just passing through? Journal of Vocational Education and Training, 67(1): 93-108.

 

Foster, J., Taylor, A. and Khan, C. (2015). The Dynamics of Union Responses to Migrant Workers in Canada. Work, Employment and Society, 29(3): 409-426.

 

Taylor, A., Lehmann, W. and Raykov, M. (2015). “Should I stay or should I go?”  Exploring high school apprentices’ pathways. Journal of Education and Work, 28(6): 652-676.

 

Lehmann, W., Taylor, A. and Hamm, Z. (2015). “Go west young man!” Youth apprenticeship and opportunity structures in two Canadian provinces. Journal of Education and Work. 28(1): 44-65.

 

Taylor, A., Hamm, Z. and Servage, L. (2014). Trades and Aides: The Gendering of Vocational Education in Alberta. Journal of Research in Rural Education, 29(8): 1-15.

 

Lehmann, W., Taylor, A., and Wright, L. (2014). Youth apprenticeships in Canada: On their inferior status despite skilled labour shortages. Journal of Vocational Education and Training, 66(4): 572-589.

 

Raykov, M. and Taylor, A. (2014). Gendered attitudes and outcomes of community service-learning. Malta Review of Educational Research, 8(1): 80-108.

Taylor, A. (2014). Community service-learning and cultural-historical activity theory. Canadian Journal of Higher Education, 44(1): 95-107.

 

Foster, J. and Taylor, A. (2013). In the Shadows: Exploring the Notion of “Community” for Temporary Foreign Workers in a Boom Town. Canadian Journal of Sociology, 38(2): 167-190.

 

Taylor, A. and Krahn, H. (2013): Living through our children: exploring the education and career ‘choices of racialized immigrant youth in Canada, Journal of Youth Studies,
http://dx.doi.org/10.1080/13676261.2013.772575

 

Raykov, M. and Taylor, A. (2013). Health and safety for Canadian youth in trades. Just Labour, 20: 33-50. http://www.justlabour.yorku.ca/index.php?page=toc&volume=20

 

Taylor, A., Foster, J. and Cambre, C. (2012). Training ‘expendable’ workers: Temporary foreign workers in nursing. Globalisation, Societies, and Education, 10(1): 81-100.

 

Friedel, T. and Taylor, A. (2011). Digging beneath the surface of Aboriginal labour market development: Analyzing policy discourse in the context of Northern Alberta’s oil sands. Aboriginal Policy Studies Journal, 1 (3): http://ejournals.library.ualberta.ca/index.php/aps/issue/view/763

 

Taylor, A. and Friedel, T. (2011). Enduring neoliberalism in Alberta’s oil sands: the troubling effects of private-public partnerships for First Nation and Métis communities. Citizenship Studies, 15(6-7): 815-835.

 

Taylor, A. and Servage, L. (2011). Perpetuating education-jobs mismatch in a high school internship program: An ecological model. Journal of Education and Work.

 

Taylor, A. and Freeman, S. (2011). “Made in the trade”: youth attitudes toward apprenticeship certification. Journal of Vocational Education and Training, 63(3): 345-362. Link: http://www.tandfonline.com/doi/abs/10.1080/13636820.2011.570455

 

Taylor, A. (2010). The contradictory location of high school apprenticeship in Canada. Journal of Education Policy, 25(4): 503-517.

 

Taylor, A., Friedel, T., & Edge, L. (2010). First Nation and Métis youth in Northern Alberta: Toward a more expansive view of transitions. In J. Bruhn (Ed.), Aboriginal Policy Research Initiative, Policy Research Paper Series. Ottawa, Ontario: Institute on Governance. (9,490 words) URL: http://iog.ca/en/knowledge-areas/aboriginal-governance/aboriginal-policy-research-initiative

 

Spencer, B. and Taylor. A. (2010). Mobilizing knowledge through partnerships. Journal of Curriculum Theorizing, 26(3): 47-60.

 

Taylor, A. (2009). Mapping VET partnerships. Vocations and Learning, 2(2): 127-151.

 

Taylor, A. (2008). “You have to have that in your nature”: Understanding the trajectories of youth apprentices. Journal of Youth Studies, 11(4): 393-411.

Taylor, A. and Mackay, J. (2008). Three decades of choice in Edmonton schools. Journal of Education Policy, 23(5): 549-566.

 

Watt-Malcolm, B. and Taylor, A. (2007). ‘Get them young and train them right’: Negotiations in a VET partnership. Canadian Journal for the Study of Adult Education, 20(2): 57-70.

 

Taylor, A., McGray, R. and Watt-Malcolm, B. (2007). Struggles over labour power: The case of Fort McMurray. Journal of Education and Work, 20(5): 379-396.

 

Taylor, A (2007, Fall). The pathway from school to work: Smoothing the bumps. Education Canada, 47 (4), 74-78. Toronto, Ontario: Canadian Education Association.

 

Spencer, B. and Taylor. A. (2007, summer). Mobilizing knowledge through partnerships. Journal of Curriculum Theorizing, 59-74.

 

Krahn, H. and Taylor, A. (2007, June 19). “Streaming” in the 10th grade in four Canadian provinces in 2000. Education Matters. Available online at: www.statcan.ca

 

Taylor, A. and Watt-Malcolm, B. (2007). Expansive learning through high school apprenticeship: Opportunities and limits. Journal of Education and Work, 20(1): 27-44.

 

Shultz, L. and Taylor, A. (2006). Children at work in Alberta. Canadian Public Policy, 32(4): 431-442.

 

Taylor, A. (2006). The challenges of partnership in school-work transition. Journal of Vocational Education and Training, 58(3): 319-336.

 

Brigham, S. and Taylor, A. (2006). Youth apprenticeship programs for Aboriginal youth in Canada: Smoothing the path from school to work? Canadian Journal of Native Education, 29(2): 165-181.

 

Taylor, A. and Brigham, S. (2006). Growing health(y) workers. Canadian Public Policy, 32(3): 1-16.

 

Wishart, D. Taylor, A., and Shultz, L. (2006). The construction and production of youth ‘at risk.’ Journal of Education Policy, 21(3): 291-304.

 

 

Taylor, A. (2006). ‘Bright lights and twinkies’: Career pathways in an education market. Journal of Education Policy, 21(1): 35-57.

 

Krahn, H. and Taylor, A. (2005). Resilient teenagers: explaining the high educational aspirations of visible minority immigrant youth in Canada. Journal of International Migration and Integration, 6(3/4): 405-434.

 

Taylor, A. and Krahn, H. (2005, Winter). Aiming high: Educational aspirations of visible minority immigrant youth. Canadian Social Trends: 8-12.

 

Taylor, A. (2005). “Re-culturing” students and selling futures: School-to-work policy in Ontario. Journal of Education and Work, 18(3): 321-340.

 

Taylor, A. (2005). Finding the future that fits. Gender and Education, 17(2): 165-187.

 

Taylor, A. and Woollard, L. (2003). The Risky Business of Choosing a High School. Journal of Education Policy, 18(6): 617-635.

 

Lehmann, W. and Taylor, A. (2003). Giving Employers What They Want? New Vocationalism in Alberta. Journal of Education and Work, 16(1): 45-67.

 

Taylor, A. and Lehmann, W. (2002). Reinventing Vocational Education Policy: Pitfalls and Possibilities. Alberta Journal of Educational Research, 48(2): 139-161.

 

Taylor, A., Neu, D. and Peters, F. (2002). Technocratic Control and Financial Governance: The case of two school districts. Educational Management and Administration, 30(4): 469-486.

 

Neu, D., Taylor, A. and Ocampo, E. (2002). School District Deficits and Program Spending in Alberta. Canadian Journal of Educational Administration and Policy, 21.

 

Taylor, A. (2002). In/forming Education Policy. Journal of Education Policy, 17(1): 49-70.

 

Taylor, A., Peters, F., and Taylor, A. (2002) Financial Reforms in Alberta: The Impact on School Districts. Journal of Education Finance, 27(4): 1067-1083.

Taylor, A. (2001). Devolution and Control in Alberta. Encounters on Education, 2: 72-89.

 

Taylor, A. (2001) ‘Fellow Travelers and True Believers’: A Case Study of Religion and Politics in Alberta Schools. Journal of Education Policy, 16(1): 1-23.

 

Neu, D. and Taylor, A. (2000). Funding Mechanisms, Cost Drivers, and the Distribution of Education Funds in Alberta: A Case Study. Alberta Journal of Educational Research, 46(3): 214-232.

 

Taylor, A. (2000). ‘Spitting in the Wind?’: The Demise of a School-Business Partnership. International Journal of Educational Development, 20: 153-175.

 

Taylor, A. (1998). Courting Business: The Rhetoric and Practices of School-Business Partnerships. Journal of Education Policy. 13(3): 395-422.

 

Taylor A. (1998). Employability Skills: From Corporate Wish List to Government Policy. Journal of Curriculum Studies, 30(2): 143-164.

 

Taylor, A. (1997). Education for Industrial and Post-Industrial Purposes. Educational Policy, 11(1): 3-40.

 

Neu, D. and Taylor, A.(1996). Accounting and the politics of Divestment. Critical Perspectives on Accounting, 7: 437-460.

 

Taylor, A. (1995). Glass Ceilings and Stone Walls: Employment Equity for Women in Ontario School Boards. Gender and Education, 7(2): 123-141.

 

Neu, D., Mahaffey, T., and Taylor, A. (1991). Exit, Voice, Loyalty and Neglect as Student Responses of Dissatisfaction. The Canadian Journal of Higher Education, 2(1): 71-89.

 

 

REPORTS prepared for Canadian Policy Research Networks as part of their Pathways for Youth to the Labour Market Project

Taylor, A., Friedel, T. and Edge, L. (2009, April). Pathways for First Nations and Métis Youth in the Oil Sands (58 pages). Canadian Policy Research Networks, Ottawa. http://www.cprn.org/doc.cfm?doc=2014&l=en

 

Taylor, A. (2007, April). Pathways for youth to the labour market: An overview of high school initiatives (72 pages). Canadian Policy Research Networks. http://www.cprn.org/doc.cfm?doc=1643&l=en

 

 

UNREFEREED PUBLICATIONS (Abridged)

Shultz, L. and Taylor, A. (2006, Summer). Child labour: a made-in-Alberta problem. Parkland Post, Volume X, Number 5. Edmonton: Parkland Institute.

 

Taylor, A. (2002). Children, Go Where I Send You: Christian Programs in Alberta. Our Schools/Our Selves, 10(1): 43-60.

 

Taylor, A. and Toh, S.H. (2001, October 9). Educating for a Culture of Peace. ATA News, 36(5): 6.

 

Taylor, A. (Fall 1999). The Times, They are a Changin: Alberta Schools in the Information Age. ATA Magazine, pp. 5-10.

 

Neu, D. and Taylor, A. (September 1999). Alberta’s Funding Framework Hurts Urban Schools. Policy Options, pp. 69-71.

 

Taylor, A. (December 1997). From Boardroom to Classroom: School Reformers in Alberta. Our Schools/Our Selves, pp. 117-127. (Reprinted in T. Harrison & J. Kachur (1999), Contested Classrooms, University of Alberta Press and Parkland Institute, Edmonton, Alberta.

 

Students Supervised

Trina Richmann-Monar, PhD, 2016 (Co-supervisor), University of Saskatchewan

Joe Corrigan, PhD, 2016 (Supervisor), University of Alberta

Patricia Lirette, PhD, 2012 (Supervisor), University of Alberta

Tracy Friedel, PhD, 2008 (Co-supervisor), University of Alberta

Elaine Soetart, PhD, 2007 (Co-supervisor), University of Alberta

Lynette Shultz, PhD, 2006 (Co-supervisor), University of Alberta

Diane Wishart, PhD, 2006 (Supervisor), University of Alberta

Fay Fletcher, PhD, 2004 (Supervisor), University of Alberta

Karen Barnes, Phd, 2003 (Supervisor), University of Alberta

Courses Taught

EDST 601 (EdD Program)

EDST 602 (EdD Program)

EDST 526 Advanced Study of Educational Organizations
EDST 577 (EdD Program) The Social Context of Educational Policy

ADHE 330 The Community Practice of Adult EducationEDST 575 (Adult Learning and Global Change Program) Work and Learning   See my video intro

Community Work

2017-2019:

Teaching and Learning Enhancement Fund, Principal Applicant

Title: The Learning Exchange as a Hub of Experiential Learning

See blogsite with work in process at: http://blogs.ubc.ca/experience/

Community-engaged learning is growing rapidly in Canadian universities, but is more complex and logistically challenging than traditional forms of learning. Students’ experiences of learning are impacted, sometimes negatively, by the quality of relationships between partners and how learning opportunities are conceived and structured. Our project aims to enhance teaching and learning by working with the UBC Learning Exchange (LE), an organization that has played a significant role in experiential learning, to develop tools for use by partners (community organizations, university instructors, and students) engaged in Vancouver’s downtown eastside (DTES).

Developing tools involves cross-disciplinary, multi-partner dialogue about effective experiential learning. Collaboration among partners in the development and implementation of this project will build capacity and encourage reciprocity and mutuality in relationships, which will, in turn, lead to sustainable benefits for students.