Office: Ponderosa Commons 3063
Research Supervision Interests
Individual research Interests
Leslie G. Roman is Professor of Educational Studies, Killam Fellow and Affiliate of the Institute for Gender, Race, Sexuality and Social Justice at the University of British Columbia. She co-Chair’s the President’s Working Committee on Disability Culture, Art and Equity at UBC. She publishes widely in cultural and disability studies in and around education in journals such as: The International Journal of Qualitative Studies in Education, Discourse: The Cultural Politics of Education; Anglistica; The International Journal of Inclusive Education; Society and Space, among others. She is the editor of and a contributor to Hallmarks: The Cultural Politics and Public Pedagogies of Stuart Hall (Routledge, 2016). She is also the co-editor of Becoming Feminine: The Politics of Popular Culture (Falmer Press); Views Beyond the Border Country: Raymond Williams and Cultural Politics (Routledge) and Dangerous Territories: Struggles for Difference and Equality in Education (Routledge). Her new book, Matters of Conscience: Alchemy, Difference and Power will be published shortly.
Research and Education
Past Completed Research Projects
2007-8 “The Unruly Salon” Disability Arts and Culture Series, Ida and Cecil Green Large Visiting Distinguished Scholars Award, $51, 500.00,
2005- SSHRC Standard Research Grant–‘The Burden of Imperfection’: Querying British Columbia’s Participation in ‘the Eugenic Atlantic’ (1878-1996), 2005 SSHRC Standard Research Grant—$113,702.00 PI, Leslie G. Roman, worked with post-doc, Dr. Stephen Noble, Rafael Wainer, Sheena Brown and Alannah Earl Young, RA’s. 2005-9. Competitive. Ranked 5 out 98.
March 3, 2009 Film Launch of The Making of a Perfect Storm: The Unruly Salon Centre Endowment Fund, PI, Leslie G. Roman, 20% cost of Chan expenses (@$400.00), plus Dr. Roman raised funds from various sources to cover the making and screening of the film (e.g President’s office, Provost’s Office, Dean’s office Faculty of Education, Depts, of Educational Studies and ECPS, VP Student Services, subtotalling $.15, 600.00, totalling $16,000.00 Non-competitive.
2008-Dr. Roman raised in non-competitive funds for The Unruly Salon series an additional $2,350.00 from the following sources: UBC Equity Office, Associate Dean of Indigenous Education and CCFI.
2007-PI, Leslie G. Roman, “HEARTS—Higher Education through the Arts”, Equity Enhancement Fund/Grant, Equity Office at UBC overseen by the President’s Advisory Committee and the Equity Office at UBC. $5000.00 (Competitive) and additional $1,200 was generously contributed by the “Centre for Culture and Identity in Education”.
2005 Series of Public Lectures organized by Dr. Roman and given at historical first partnership among Faculties of Education at UBC, SFU and BCTF to bring Distinguished Bascom Professor of Education to speak on “Bringing the Public back to Public Education”. Funds raised by Dr. Roman $10,000.00. Media coverage broadcast provincially to the BCTF teachers, also covered on various major radio programs. Non-competitive.
“Unbraiding White Desire in Antiracist Feminisms: Learning from Transnational Collaborations and Cross-Border Pedagogies,” HSS Grant, PI Leslie G. Roman, HSS Grant, $1,000.00
“Personal Genealogies as Method: Situating Diasporic Lives and Texts: Dialogs with Himani Bannerji and Chandra Talpade Mohanty”, PI Leslie G. Roman, HSS Grant, $2,500.00
Hampton Interdisciplinary Fund “Discipline and Place: Remapping Interdisciplinarity, a post-colonial examination of the recent role of disciplines in constructing universities in trans-national spaces and places,” $46,000.00, PI, Leslie G. Roman, with co-I’s from the Discipline and Place Collective, Geraldine Pratt, Gillian Creese, Richard Cavell, Rose Marie San Juan, Sneja Gunew, Patricia Vertinksky, Becki Ross,
“Decolonizing Imperial Feminism: Personal Genealogies of Post-Colonial Feminists” HSS, PI, Leslie G. Roman HSS Grant, $1,700.00
Izaak Walton Killam Memorial Fellowship-PI-Leslie G. Roman, $18,000.00
“The Long Road to Renewal: Teachers’ Strategies for Coping and Challenging Backlashes Against Anti-Oppression Pedagogies and Policies in Schools” B.C. Ministry of Education Grant, $10,000, PI, Leslie G. Roman
*Roman, L. G. (2009). The unruly salon: Unfasten your seatbelts, take no prisoners, make no apologies! International Journal of Qualitative Studies in Education. Jan./February 2009. 22(1): 1-16.
*Roman, L. G. Brown, S. Noble, S., Wainer, R., Young, A. (2009). No time for nostalgia! asylum-making, medicalized colonialism in British Columbia (1859-1897) and artistic praxis for social transformation. International Journal of Qualitative Studies in Education. Jan/Feb. 2009 22(1): 17-64.
*Roman, L. G. (2009, in press). The Artful performance of rights: Disability takes on education, culture, and politics. The International Journal of Inclusive Education, 13(7): mss. 1-18.
*Roman, L. G. (2009, in press) Go figure!: Public pedagogies, invisible impairments and the performative paradoxes of visibility as veracity. The International Journal of Inclusive Education, 13(7): mss. 1-48. [Accepted and in press]. 2009. Refereed.
Refereed Edited Journals
*Roman, L. G. (2009, Jan./Feb.). Editorship of special issue: Disability arts, culture, and politics: New Epistemologies for Qualitative Research, International Journal of Qualitative Studies in Education. 2(21): mss. 1-132, 8 pieces, all inclusive. Refeered..
*Roman, L. G. (2009). Editorship of special Forum issue: The Unruly Salon. The Review of Disability Studies: An International Journal 5(1): 3-52, 11 pieces, all inclusive. Refereed. Published in March/April, 2009.
*Roman, L. G. (2009, in press). Editorship of special issue: The Unruly Salon as Disability Theory and Praxis, the International Journal of Inclusive Education, 13(7): mss, 1-236, 11, pieces, all inclusive.
Roman, L. G. (2006). This earthly world: Edward Said: The praxis of secular humanisms and situated cosmopolitanisms. Discourse: The Cultural Politics of Education, 27(3), 357-368.
Roman, Leslie G. (June. 2004). “States of Insecurity: Cold War Legacies, Globalization and its Discontents,” Discourse: Studies in the Cultural Politics of Education, vol. 25(2), pp. 231-259.
Roman, Leslie G. ( December, 2003). “Education and the Contested Meanings of ‘Global Citizenship,’” Journal of Educational Change (Special Issue, Guest Edited by Fazal Rizvi), vol. 4(3), pp. 269-293.
Roman, Leslie G. (March/April 2003). “Prelude and Temptation: Arresting a Vitriolic and Defamatory Controversy,” International Journal of Qualitative Studies in Education, vol. 16(2), pp. 149-156.
Roman, L.G. (2003). Invited Guest Editor for Special Issue, “Conditions, Contexts, and Controversies of Truth-making: Rigoberta Menchú and the Perils of Everyday Witnessing”, International Journal of Qualitative Studies in Education. 16(3) pp. 275-469, all inclusive.
Roman, Leslie G. (May/June 2003d). “Ghostly Evidence: Official and Structural Registers of Voice, Veracity, Avarice, and Violence in the Rigoberta Menchú Controversy,” International Journal of Qualitative Studies in Education, vol. 16(3), pp. 307-362.
Roman, L.G. (forthcoming). Contested Knowledge: Unruly Minds, Bodies, Politics. Boulder, CO: Rowman & Littlefield.
Other well known work of hers include
Roman, L. G. (Winter 1996).”Spectacle in the Dark: Youth as Transgression, Display, and Repression.” Educational Theory. 46(1): 1-22 and reprinted with permission by the Centre for Educational and Social Change, Faculty of Education, Deakin University: Victoria, Geelong, Australia, pp. 270-282.
Roman, L. G. (1993). “White is a Color!: White Defensiveness, Postmodernism and Anti-racist Pedagogy. (pp. 279-378). In Cameron McCarthy and Warren Chrichlow (Eds.). Race, Identity, and Representation in Education. New York: Routledge.
Roman, L. G. (1993). “Double Exposure: The Politics of Feminist Materialist Ethnography,” Educational Theory, 43(3): 279-308. Cited over 40 times. Substantively discussed as one of the most important contributions of the last 50 years of educational theory in Educational Theory.
Roman, L. G. (1996). Spectacle in the Dark: Youth as Educational Theory. 46(1): 1-22 and reprinted with permission by the Centre for Educational and Social Change, Faculty of Education, Deakin University: Victoria, Geelong, Australia, pp. 270-282. A benchmark work in youth policy studies, requests to reprint the article have been numerous internationally.
Newly funded–7/2009-Leslie G. Roman is PI-with Co-I-Dr. Stephen Petrina, “Hollywood Hospital, 1919-1975, $20,000, 7/2009, Hampton Interdisciplinary Fund PI, Leslie G. Roman with Co-I-Dr. Stephen Petrina –investigates disability, class, race, and gender in relation to psychiatric power, LSD-treatments and the intersections between science and popular discourses about clandestine drugs. PI-Leslie G. Roman, Hampton Interdisciplinary Fund
Satnam Chahal’s MA thesis examined the implications of the Abbotsford School Board’s censorship of certain Indo-Canadian heritage materials from its curricula and its defense of that through particular School Board policies
Bruce Marjoribanks’ MA thesis examined HIV/Aids education approaches with differentially-located and racialized young men in Vancouver Amy Salmon, my former Ph.D. student and now Assistant Professor Sandra Hoenle, former Ph.D. supervisee of mine worked on Walter Benjamin’s notion of the ‘arcade’ to theorize post-colonial ways rethinking European discourses of multiculturalism in critical pedagogy
Sheena Brown, former MA worked with university students who identified as learning disabled across differentially-racialized backgrounds. Louise Mc Lean, M.A. examined to resistances to social justice and multicultural issues in a teacher education course she observed.
Denise Tang, a former MA and now Assistant Professor in Taiwan’s Gender and Sexuality program at Tapei University conducted oral histories with Queer Asians in the Pacific Northwest, analyzing both their oral narratives and photographic art exhibit on their hybrid identities.
Anna Fong who has just completed her MA in journalism, “A Place on the Podium: North American Journalism’s Representations of Para-Olympians” in which she interviews both journalists as well as Para-Olympians.
Chris Lee, a MA supervisee is undertaking research on the spatialized notions of citizenship in inclusive education policies of the Vancouver-based Spectrum Society for Independent Living. Ed. D. student, Helen Etamanski is exploring how parents of adult children with developmental disabilities cope with the cuts to support services to families living with adult off-spring with developmental disabilities.
Stefan Honisch explores and publishes in the intersection how cross-cultural impaired musicians are received by audiences when they play Western classical music.
EDST 601-A Doctoral Ph.D Seminar-–Social Theory and Educational Theory: In collaboration with the Ph.D. Management committee and Dr. Mazawi
EDCI-572 and EDST 565–Critical Multicultural, Antiracist, and Post-Colonial Pedagogies.
EDST 565: The Medicalization of Education–Disability Studies
EDST 576-Feminist Theory, Curricula, and Pedagogy, At LSU and as a Visiting Professor at the University of Wisconsin-Madison,
(EDST 576) – Women and Education Women’s Studies: I developed one of the first co-sponsored courses, in Women’s Studies and Educational Studies, entitled “Gender, Popular Culture and Education”
(WMST 425), EDUC 503/4- Qualitative Research Methodology
(EDCI 7811), concerning the theory and frameworks for doing critical ethnography and conducting observations, participant observations, analyzing, transcribing, and coding data. I have taught
WMST 422, an introductory feminist research methods course.
EDST 570-Sociology of Education and it Discontents:
EDST 577-Social Context of Educational Policy