Madden, B. Michaud, C., Edgar, T., & Jones, J. (2020). Wandering with/in the University of Alberta: Teaching subjects & place-based truth & reconciliation education. Alberta Journal of Educational Research, 66(1), 50-71.
Madden, B. (2019). A de/colonizing theory of truth and reconciliation education. Curriculum Inquiry, 49(3), 284-312.
McGregor, H., Madden, B., Higgins, M., & Ostertag, J. (2018). Braiding designs for decolonizing research methodologies: Theory, practice, ethics. Reconceptualizing Educational Research Methodology, 9(2), 1-21.
Higgins, M. & Madden, B. (2017). (Not So) Monumental agents: De/Colonizing places of learning. Canadian Social Studies, 49(1), 34-38
Higgins, M., Madden, B., Bérard, M.-F., Lenz Kothe, E., & Nordstrom, S. (2017). De/signing research in education: Patchwork(ing) methodologies with theory. Educational Studies 43(1), 16-39.
Madden, B. (2017). Tracing spectres of whiteness: Discourse and the construction of teaching subjects in urban Aboriginal education. Discourse: Studies in the Cultural Politics of Education 38(5), 642-658.
Higgins, M., Madden, B., & Korteweg, L. (2015). Witnessing (halted) deconstruction: White teachers’ ‘perfect stranger’ position in urban Indigenous education. Race Ethnicity and Education, 18(2), 251-276.
Lenz Kothe, E., Higgins, M., Stiegler, S., Bérard, M.-F., & Madden, B. (2015). A quick guide to speed-dating theorists through thinking with theory in qualitative research: Viewing data across multiple perspectives. Canadian Journal for New Scholars in Education/Revue Canadienne des Jeunes Chercheures et Chercheurs en Education, 6(1), 68-78.
Madden, B. (2015). Pedagogical pathways for Indigenous education with/in teacher education. Teaching and Teacher Education, 51,1-15.
Madden, B. (2014). Coming full circle: White, Euro-Canadian teachers’ positioning, understanding, doing, honouring, and knowing in school-based Aboriginal education. in education, 20(1), 57-81.
Madden, B. & McGregor, H. (2013). Ex(er)cising student voice in pedagogy for decolonizing: Exploring complexities through duoethnography. Review of Education, Pedagogy and Cultural Studies, 35(5), 371-391.
Madden, B., Higgins, M., & Korteweg, L. (2013). “Role models can’t just be on posters”: Re/membering barriers to Indigenous community engagement. Canadian Journal of Education/Revue Canadienne de L'education, 36(2), 211-247.
Steinhauer, E., Cardinal, T., Higgins, M., Madden, B., Steinhauer, N., Steinhauer, P., Underwood, M., & Wolfe, A. with Elder Bob Cardinal. (2020). Thinking with Kihkipiw: Exploring an Indigenous theory of assessment. In Cote-Meek, S. & Moeke-Pickering, T. (Eds.), Decolonizing and Indigenizing education in Canada. Toronto, ON: Canadian Scholars
Higgins, M. & Madden, B. (2019). Refiguring presences in Kichwa-Lamista territories: Natural-cultural (re)storying with Indigenous place. In C. Taylor & A. Bayley, (Eds.), Posthumanism and higher education: Reimagining pedagogy, practice and research. Basingstoke, UK: Palgrave MacMillan.
Madden, B. (2019). Hybrid encounters: First Peoples principles of learning and teachers’ constructions of Indigenous education and educator. In S. Carr- Stewart (Ed.), Knowing the past, facing the future: Indigenous education in Canada. Vancouver, BC: Purich Books.
Higgins, M. & Madden, B. (2018). (Not Idling at) the flâneur in Indigenous education: Towards being and becoming community. In A. Cutcher & R. L. Irwin (Eds.), The flâneur and educational research: A metaphor for knowing, being ethical, and new data production. Cham, CH: Palgrave Pivot.
Madden, B. & Glanfield, F. (2017). Research in Indigenizing teacher education. In D. J. Clandinin & J. Husu (Eds.), SAGE Handbook of research on teacher education. Thousand Oaks, CA: SAGE Publications.
Madden, B. (2019). Indigenous counter-stories in truth and reconciliation education: Moving beyond the single story of victimhood. Education Canada Magazine, 59(1), 40-44.
Madden, B. (2018). Review of Visioning a Mi'kmaw humanities: Indigenizing the academy. The Canadian Journal of Native Studies, 37(2), 193-196.
Madden, B. (2016). (Un)Becoming teacher of school-based Aboriginal education: Early career teachers, teacher identity, and Aboriginal education across institutions. (Unpublished doctoral dissertation). University of British Columbia, Vancouver, Canada.
RESEARCH AREAS AND INTERESTS
EDPS 581 - Introduction to Evaluating Educational Research
EDES 501 - Possibilities for Reconciliation and Peaceful School Communities
EDU 211 - Aboriginal Education and the Context for Professional Engagement
Prerequisites: consent of Instructor and Department. May include alternate delivery sections; may require payment of additional student instructional support fees. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.Winter Term 2022
In this course, preservice teachers will continue to develop knowledge of Aboriginal peoples' histories, educational experiences, and knowledge systems, ways of knowing and being and will further develop an understanding of the implications of this knowledge to the professional roles and obligations for teachers. Students will engage in a learning process of self-and-other awareness, and will be supported by Indigenous educators, Faculty members and Elders. Prerequisite: EDU 100 or pre/corequisite EDU 300 (After Degree students). [Department of Educational Policy Studies]Fall Term 2020 Winter Term 2021