Role: Principal investigator. Granting agency: Teaching & Learning Enhancement Fund
Refereed Journal Articles
Kelly, Deirdre M., & Currie, Dawn H. (2021). Teacher reflexivity when using pop culture in the classroom. International Journal of Critical Media Literacy, 2(2), 121-147.
Kelly, Deirdre M., & Currie, Dawn H. (2021). Beyond stereotype analysis in critical media literacy: Case study of reading and writing gender in pop music videos. Gender and Education, 33(6), 676-691. http://dx.doi.org/10.1080/09540253.2020.1831443
Currie, Dawn H., & Kelly, Deirdre M. (2021). Critical social literacy: Media engagement as an exercise of power. Review of Education, Pedagogy and Cultural Studies, online first, 1-41. https://doi.org/10.1080/10714413.2021.1941551
Kelly, Deirdre M. (2014). Alternative learning contexts and the goals of democracy in education. Teachers College Record, 116(14), 383-410.
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-oppression 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.
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.
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
Currie, Dawn H., & Kelly, Deirdre M. (2022). Pop culture and power: Teaching media literacy for social justice. University of Toronto Press.
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.
Kelly, Deirdre M., & Gaskell, Jane. (Eds.). (1996). Debating dropouts: Critical policy and research perspectives on school leaving. New York: Teachers College Press.
Kelly, Deirdre M., & Arnold, Chrissie. (2016). 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.
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
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
Semenec, Paulina. (2022). “Calm’s not my style”: Attending to multiple enactments of mindfulness in a primary classroom.
Paterson, Kate. (2021). “It’s a very careful line we walk”: How educators resist, navigate, and make sense of the queer, trans necropolitical landscape of elementary education [Co-supervised with Mona Gleason]
Dormond, Keith. (2020). Service providers challenging Orientalism and supporting HRVO victims and perpetrators.
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.
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.
Wang, Athena. (2001). Boys’ masculinities in play: In dialogue with anti-violence teachers and students.
Taylor, John. (2000). Educational discourses and teaching identities: An ethnography of being taught to teach.
Bonson, Anita. (1997). A tale of two Susans: The construction of gender identity on the British Columbia frontier. [Co-supervised with Jean Barman]
Fleming, John. (2021). Stories of educational journeys and leadership: Travelling betwixt and between.
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.
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.
Gray, Kerria. (2018). “You’re doing it wrong”: Skateboarding, gender and the right to the city.
Bohachyk, Laura. (2015). Matters of care in Alberta’s “Inspiring Education” policy : a critical feminist discourse analysis.
Radoff, Sara. (2011). When papers are diplomas: Post-high school transitions for students without documentation.
Wright, Erin. (2009). Prude awakening: A critical discourse analysis of recent prescriptive abstinence texts.
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.
Shearer, Andrea. (2003). Running threads: A critical discourse analysis of B.C.’s sexuality education curricula.
Fox, Katherine. (1999). Girl-to-girl bullying in early adolescence: Beyond “bully,” “victim,” “by-stander.”
Baillie, Chelan. (1998). Gender-Jutsu: Grappling with gender in martial arts contexts.
Orlowski, Paul. (1997). A class act: How East Vancouver working-class youth perceive racism and economic inequality.
Short, Pamela. (1997). Walking a careful line: Bridging feminist theory to pedagogical practice in secondary schools.
M.Ed. graduating paper option (selected)
Black, Stephanie. (2016). Model behaviour: How peer educators can change sexuality education for the better.
Romero, David. (2014). Rethinking meritocracy from autoethnography.
Maia, Angélica. (2009). Youth citizenship: Representations and meanings.
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
EDST 508B: Review of Research in Educational Methods, II
EDST 529: Qualitative Research Interviewing
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 — EdD version
EDUC 504: Seminar in Qualitative Data Analysis