Brooke Madden, PhD, MEd, BEd, BScH

About

PUBLICATIONS

JOURNAL ARTICLES

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.

BOOK CHAPTERS

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.

MAGAZINE ARTICLES

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.

Neilson, M., & Madden, B. (2020). Leaning in/leaning out with Spirit Bear: A framework for place-based truth and reconciliation education. Education Canada Magazine.

BOOK REVIEWS

Madden, B. (2018). Review of Visioning a Mi'kmaw humanities: Indigenizing the academy. The Canadian Journal of Native Studies, 37(2), 193-196.

DOCTORAL DISSERTATION

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

RESEARCH AREAS AND INTERESTS

• Indigenous Education and Truth and Reconciliation Education
• Teacher Education & Teacher Identity
• Qualitative Research Methodology
• Curriculum Theory
• Decolonizing and Anti-Oppressive Approaches

Teaching

COURSES TAUGHT

GRADUATE

EDPS 581 - Introduction to Evaluating Educational Research

EDSE 501 - Research Interviews in Education

EDES 501 - Possibilities for Reconciliation and Peaceful School Communities

UNDERGRADUATE

EDEL 495 - Pedagogies for Indigenous Education

EDEL 330 - Curriculum and Pedagogy in Elementary School Science

EDU 211 - Aboriginal Education and the Context for Professional Engagement

EDU 100 - Contexts of Education

EDEL 330 - Curriculum and Pedagogy in Elementary School Science

This course provides an introduction to teaching elementary children about science and 'design and make' technology. Such themes as children's learning, science/technology/society connections, the Alberta program, planning and instruction and assessing children's progress will be explored. Students may not receive credit for both EDEL 330 and EDEL 372. Prerequisite or corequisite: EDEL 305 or 316.

EDU 100 - Contexts of Education

This course focuses on the different contexts of professional practice within education. It critically examines the complex social relationships among educators as professionals and learners as participants in educational institutions. Teacher identity will be explored as a dynamic, reformative process in response to competing tensions that require an awareness of the positionality of educators. Preservice teachers will learn about the relationships between education and practice that are nested in social relations of learning that are also economic, political, and cultural. Engagement from a variety of perspectives they will develop professional knowledge for critical reconstructive practice. This course may not be taken for credit if credit has already been obtained in EDU 250, 300 or equivalent. [Department of Elementary Education, Department of Secondary Education]

EDU 300 - Contexts of Education

This course focuses on the different contexts of professional practice within education. It critically examines the complex social relationships among educators as professionals and learners as participants in educational institutions. Teacher identity will be explored as a dynamic, reformative process in response to competing tensions that require an awareness of the positionality of educators. Preservice teachers will learn about the relationships between education and practice that are nested in social relations of learning that are also economic, political, and cultural. Engagement from a variety of perspectives they will develop professional knowledge for critical reconstructive practice. Note: EDU 300 is for After Degree students only. This course may not be taken for credit if credit has already been obtained in EDU 100, 250 or equivalent. [Department of Elementary Education, Department of Secondary Education]

EDU 595 - Special Topics in Educational Theory and Practice

Content varies from term to term. Topics announced prior to registration period. The student's transcript carries title descriptive of content. May be repeated. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

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