Brooke Madden, PhD, MEd, BEd, BScH
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.
Neilson, M., & Madden, B. (2020). Leaning in/leaning out with Spirit Bear: A framework for place-based truth and reconciliation education. Education Canada Magazine.
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
- Indigenous Education and Truth and Reconciliation Education
- Teacher Education & Teacher Identity
- Qualitative Research Methodology
- Curriculum Theory
- Decolonizing and Anti-Oppressive Approaches
EDPS 581 - Introduction to Evaluating Educational Research
EDSE 501 - Research Interviews in Education
EDES 501 - Possibilities for Reconciliation and Peaceful School Communities
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
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.