Professor; Chair, EdD Management Committee

Research Supervision Interests

I am interested in supervising research students in the following areas:
Critical media education with children and youth
Anti-oppressive and democratic pedagogies

Education

Santa Clara, BA
Tufts, MA
Stanford, PhD

Research Projects

Conceptual Mapping of Reflexivity: A Critical Inquiry
20152016

Role: Principal investigator. Granting agency: HSS Seed Grant

Classroom Use of Youth Film as a Venue for Critical Social Literacy
20102013

Role: co-principal investigator. Granting agency: Social Sciences and Humanities Council of Canada.

Selected Publications

Refereed Journal Articles

Kelly, Deirdre M.  (2014). Alternative learning contexts and the goals of democracy in education. In J. A. Vadeboncoeur (Ed.), Learning in and across contexts: Reimagining education (Vol. 113 (2) NSSE Yearbook Series, pp. 383–410). New York: Teachers College Press for the National Society for the Study of Education.

Kelly, Deirdre M. (2011). The public policy pedagogy of corporate and alternative news media. Studies in Philosophy and Education, 30(2), 185-198. http://dx.doi.org/10.1007/s11217-011-9222-2

Kelly, Deirdre M., & Brandes, Gabriella Minnes. (2010). “Social justice needs to be everywhere”: Imagining the future of anti-oppresion education in teacher preparation. Alberta Journal of Educational Research, 56(4), 388-402. http://ajer.synergiesprairies.ca/ajer/index.php/ajer/article/view/839

Kelly, Deirdre M. (2010). A critical inquiry and antioppressive approach to teacher education. Teacher Education & Practice 23(4), 478-481. [invited response to the journal’s feature section “Dialogues of Teacher Education,” theme issue entitled A Social Justice Imperative for Teacher Preparation and Practice.]

Kelly, Deirdre M., & Pomerantz, Shauna. (2009). Mean, wild, and alienated: Girls and the state of feminism in popular culture. Girlhood Studies, 2(1), 1-19. http://dx.doi.org/10.3167/ghs.2009.020102

Kelly, Deirdre M., & Brooks, Mary. (2009). How young is too young? Exploring beginning teachers’ assumptions about young children and teaching for social justice. Equity & Excellence in Education, 42(2), 202-216.
http://dx.doi.org/10.1080/10665680902739683

Kelly, Deirdre M., & Brandes, Gabriella Minnes. (2008). Equitable classroom assessment: Promoting self-development and self-determination. Interchange, 39(1). 1-28. http://dx.doi.org/10.1007/s10780-008-9041-8

Kelly, Deirdre M. (2007). Young mothers, agency and collective action: Issues and challenges. Journal of the Association for Research on Mothering, 9(1), 9-19. http://pi.library.yorku.ca/ojs/index.php/jarm/article/viewFile/5131/4327

Currie, Dawn H., Kelly, Deirdre M., & Pomerantz, Shauna. (2007). Listening to girls: Discursive positioning and the construction of self. International Journal of Qualitative Studies in Education, 20(4), 377-400. http://dx.doi.org/10.1080/09518390601176366

Currie, Dawn H., Kelly, Deirdre M., & Pomerantz, Shauna. (2007). “The power to squash people”: Understanding girls’ social aggression.British Journal of Sociology of Education, 28(1), 23-37. http://dx.doi.org/10.1080/01425690600995974 Currie, Dawn H., Kelly, Deirdre M., & Pomerantz, Shauna. (2006). “The geeks shall inherit the earth”: Girls’ agency, subjectivity and empowerment. Journal of Youth Studies, 9(4). 419-437. http://dx.doi.org/10.1080/13676260600914416

Kelly, Deirdre M., Pomerantz, Shauna, & Currie, Dawn H. (2006). “No boundaries”? Girls’ interactive, online learning about femininities. Youth & Society, 38(1), 3-28. http://dx.doi.org/10.1177/0044118X05283482

Kelly, Deirdre M. (2006). Frame work: Helping youth counter their misrepresentation in media. Canadian Journal of Education, 29(1), 27-48.
http://www.csse.ca/CJE/Articles/FullText/CJE29-1/CJE29-1-kelly.pdf

Kelly, Deirdre M., Pomerantz, Shauna, & Currie, Dawn. (2005, September). Skater girlhood and emphasized femininity: “You can’t land an ollie properly in heels.” Gender and Education, 17(3), 129-148. http://dx.doi.org/10.1080/09540250500145163

Kelly, Deirdre M., Brandes, Gabriella Minnes, & Orlowski, Paul. (2003-2004). Teaching for social justice: Veteran high school teachers’ perspectives. Scholar-Practitioner Quarterly, 2(2), 39-57

Kelly, Deirdre M. (2003). Practicing democracy in the margins of school: The Teen-Age Parents Program as feminist counterpublic. American Educational Research Journal, 40(1), 123-146. http://dx.doi.org/10.3102/00028312040001123

Kelly, Deirdre M., & Brandes, Gabriella Minnes. (2001). Shifting out of “neutral”: Beginning teachers’ struggles with teaching for social justice. Canadian Journal of Education, 26(4), 347-454. http://www.csse.ca/CJE/Articles/FullText/CJE26-4/CJE26-4-Kelly.pdf

Books and Monographs

Authored

Currie, Dawn H., Kelly, Deirdre M., & Pomerantz, Shauna. (2009). “Girl power”: Girls reinventing girlhood. New York: Peter Lang.

Kelly, Deirdre M. (2000). Pregnant with meaning: Teen mothers and the politics of inclusive schooling. New York: Peter Lang.

Kelly, Deirdre M., with Diane Purvey, Kamini Jaipal, and David Penberg. (1995). Balancing diversity and community: A large, urban high school adopts the mini-school approach. Exemplary schools project, case study of Vancouver Technical Secondary School. Toronto: Canadian Education Association.

Kelly, Deirdre M. (1993). Last chance high: How girls and boys drop in and out of alternative schools. New Haven, CT: Yale University Press.

Edited

Kelly, Deirdre M., & Gaskell, Jane. (Eds.). (1996). Debating dropouts: Critical policy and research perspectives on school leaving. New York: Teachers College Press.

Chapters

Kelly, Deirdre M., & Arnold, Chrissie. (2015). Cyberbullying and internet safety. In Barbara Guzzetti & Mellinee Lesley (Eds.), Handbook of research on the societal impact of digital media (pp. 529-559). Hershey, PA: IGI Global.

Currie, Dawn H., & Kelly, Deirdre M. (2012). Group interviews: Understanding shared meaning and meaning-making. In Sara Delamont (Ed.), Handbook of qualitative research in education (pp. 405-414). Cheltenham, UK: Edward Elgar.

Kelly, Deirdre M., & Stack, Michelle. (2012). Bridging journalistic-academic divides to promote democratic dialogue and debate. In T. Fenwick & L. Farrell (Eds.), Knowledge mobilization and educational research: Politics, languages and responsibilities (pp. 128-141). New York: Routledge.

Currie, D. H., & Kelly, D. M. (2012). Group interviews: Understanding shared meaning and meaning-making. In S. Delamont (Ed.), Handbook of qualitative research in education (pp. 405-414). Cheltenham, UK: Edward Elgar.

Currie, D. H., & Kelly, D. M. (2012). Who am I? Who can I become? In M. J. Hird & G. C. Pavlich (Eds.), Questioning sociology: Canadian perspectives (2nd ed., pp. 34-47). Don Mills, ON: Oxford University Press.

Currie, Dawn H., Kelly, Deirdre M, & Pomerantz, Shauna. (2011). Skater girlhood: Resignifying femininity, resignifying feminism. In Rosalind Gill & Christina Scharff (Eds.), New femininities: Postfeminism, neoliberalism and subjectivity (pp. 293-305). Basingstoke: Palgrave Macmillan.

Kelly, Deirdre M. (2010). Media representation and the case for critical media education. In Mary Clare Courtland & Trevor J. Gambell (Eds.), Literature, media, and multiliteracies in adolescent language arts (pp. 277-303). Vancouver: Pacific Education Press.

Currie, Dawn H., & Kelly, Deirdre M. (2008). Meanness. In Claudia A. Mitchell & Jacqueline Reid-Walsh (Eds.). Girl culture: An encyclopedia (Vol. 2, pp. 426-431). Westport, CT: Greenwood Press.

Kelly, Deirdre M. (2007). Pregnant and parenting teens. In Barbara J. Bank (Ed.), Gender and education: An encyclopedia (Vol. 2, pp. 779-786). Westport, CT: Praeger.

Kelly, Deirdre M., Pomerantz, Shauna, & Currie, Dawn H. (2007). “You can break so many more rules”: The identity play and work of becoming skater girls. In Michael D. Giardina & Michele K. Donnelly (Eds.), Youth culture and sport: Identity, power, and politics (pp. 113-125). New York: Routledge.

Currie, Dawn H., & Kelly, Deirdre M. (2007). Who am I? In George C. Pavlich & Myra J. Hird (Eds.). Questioning sociology: Canadian perspectives (pp. 34-55), Don Mills, ON: Oxford University Press.Currie, Dawn, & Kelly, Deirdre M. (2006). “I’m going to crush you like a bug”: Understanding girls’ agency and empowerment. In Yasmin Jiwani, Candis Steenbergen, & Claudia Mitchell (Eds.), Girlhood: Redefining the limits (pp. 155-172). Montréal: Black Rose Books.

Non-Refereed Publications

Journals

Kelly, Deirdre. (2012, Winter).Teaching for social justice: Translating an anti-oppression approach into practice. Our Schools/Our Selves, 21(2), 135-154.   http://www.policyalternatives.ca/sites/default/files/uploads/publications/National%20Office/2012/02/osos106_Teaching_Social_Justice.pdf

Brandes, Gabriella Minnes, & Kelly, Deirdre M. (Eds.). (2010). Special issue: Notes from the field: Critical teacher inquiry. Educational Insights 14(1). Available: http:/ccfi.educ.ubc.ca/publication/insights/v14n01/toc.html

Kelly, Deirdre M., & Brandes, Gabriella Minnes. ( 2010). Critical teacher inquiry: Examining classroom practices through the lens of social justice . Educational Insights 14(1). Available: http://ccfi.educ.ubc.ca/publication/insights/v14n01/intro/index.html

Stack, Michelle, & Kelly, Deirdre M. (Eds.). (2006). Introduction [to the theme issue]. Canadian Journal of Education, 29(1), 1-4. http://vnweb.hwwilsonweb.com/hww/results/external_link_maincontentframe.jhtml?_DARGS=/hww/results/results_common.jhtml.42

Stack, Michelle, & Kelly, Deirdre M. (2006). Popular media, education, and resistance. Canadian Journal of Education, 29(1), 5-26. http://www.csse.ca/CJE/Articles/FullText/CJE29-1/CJE29-1-stackkelly.pdf

Brandes, Gabriella Minnes, & Kelly, Deirdre M. (Eds.). (2004, March). Special issue: Notes from the field: Teaching for social justice. Educational Insights, 8(3). http://www.ccfi.educ.ubc.ca/publication/insights <Simultaneously issued as the monograph Teaching for social justice, jointly published by the British Columbia Teachers’ Federation and the University of British Columbia Office of External Programs>

Brandes, Gabriella Minnes, & Kelly, Deirdre M. (2004, March). Teaching for social justice: Teachers inquire into their practice. Educational Insights, 8(3). http://www.ccfi.educ.ubc.ca/publication/insights/v08n03/articles/teaching.html <Simultaneously issued as the Preface to the monograph Teaching for social justice, jointly published by the British Columbia Teachers’ Federation and the University of British Columbia Office of External Programs>

Allred, Pam, Kelly, Deirdre M., & Reiss, Michael. (2004). Review symposium on Pregnant bodies, fertile minds: Gender, race, and the schooling of pregnant teens, by W. Luttrell. British Journal of Sociology of Education, 25(5), 639-653. [invited]   http://www.ccfi.educ.ubc.ca/publication/insights/v08n03/toc.html

Other

Kelly, Deirdre M. (2007, Summer). Toward a more nuanced and reflective social justice discourse. Professional Development Perspectives, 6 (5), 1, 8-12. Reprinted in Education for social justice (pp. 1-6). Ottawa: Canadian Teachers’ Federation, 2008. http://www.ctf-fce.ca/publications/default.aspx?document=EPD

 

Students Supervised

Ph.D.

Plaut, Shayna (2014). Writing/righting truths across borders: Learning from transnational peoples’ journalism and politics. [Co-supervised with Claudia Ruitenberg]

MacIntosh, Lori. B. (2013). The failure of antihomophobia education: Embracing the hope of an impossible future.

Moy, Lisa. (2008). Disrupting “bully” talk: Progressive practices and transformative spaces for anti-violence work in schools.

Brooks, Mary. (2008). Making connections: Interpersonal violence, women, and learning in graduate school.

Pomerantz, Shauna. (2005). Dressing the part: Girls, style, and school identities.

Orlowski, Paul. (2005). What’s ideology got to do with it? Race & class discourses in social studies education.

Ed.D.

Windsor-Liscombe, Suzanne. (2014). Parental perceptions of an arts-integrated focus school: A case study of a public fine arts elementary school in British Columbia.

Perkins, Christine. (2013). How school principals understand and respond to homophobia: A study of one B.C. public school district using ethnodrama.

Sackville, Patricia. (2012). Bottom-up educational leadership and policy-making through storytelling: Language policy in practice at a Canadian institute.

Johnson, Wendy. (2009). Preparing to appear: A case study of student activism.

Fraser, Carolyn Jean. (2007). Secondary school girls in conversation about school success: Implications for practice and policy.

M.A.

Bohachyk, Laura. (2015). Matters of care in Alberta’s “Inspiring Education” policy : a critical feminist discourse analysis.

Moule, Jennifer. (2013). The masked masquerade: Superhero and princess narratives and gendered masquerade in an early childhood setting.

Radoff, Sara. (2011). When papers are diplomas: Post-high school transitions for students without documentation.

Verwoord, Roselynn. (2011).“Building peace” through quiltmaking: The role of participatory artistic quiltmaking in supporting peacebuilding among grade 4-7 youth.

Wright, Erin. (2009). Prude awakening: A critical discourse analysis of recent prescriptive abstinence texts.

Higginson, Stephanie. (2006). “We are not just painting our toenails and having pillow fights”: Adolescent girls questioning gender and power within a secondary school setting.

Polukoshko, Jody. (2006). “It was about to change!” Articulating and contextualizing the anti-oppressive practices of new elementary educators.

Wener, Abby. (2004). Don’t tell me who I am: Narratives of young women who are mothers.

MacIntosh, Lori. (2004). Queering the body[‘s] politic?: Gay-straight alliances, citizenship, and education.

England, Jacyntha. (2004). Histories of forgetting, geographies of remembering: Exploring processes of witnessing and performing in senior secondary humanities classroom(s).

M.Ed. graduating paper option

Urrutia, Martin. (2013). Pedagogies of pain: Useless suffering and educational suffering in the IB Diploma Programme and students’ identity creation.

Maia, Angélica. (2009). Youth citizenship: Representations and meanings.

Courses Taught

EDST 314: Social Issues in Education

EDST 428: Social Foundations of Education: Gender and Education

EDST 429: Sociology of Education

CCFI 508A: Teaching for Social Justice: Teacher Inquiry

CCFI/EDST 508: Qualitative Research Interviewing

EDST 508B: Review of Research in Educational Methods, II

EDST 565: Women in Educational Organizations

EDST 576: Feminist Theory, Pedagogy & Curriculum

EDST 577: Social Context of Educational Policy — SCPE version

EDST 577: Social Context of Educational Policy — EdD version

EDST 585: Society, Culture & Politics in Education

EDST 601: First-Year Doctoral Seminar

EDUC 504: Seminar in Qualitative Data Analysis