Michael Atkinson, PhD
Professor, Faculty of Kinesiology and Physical Education
University of Toronto
55 Harbord Street
Toronto, Ontario, M5S 2W6
To view Michael’s profile within the University of Toronto’s Department of Kinesiology, please click this link.
Michael Atkinson is a Professor in the Faculty of Kinesiology and Physical Education at the University of Toronto. He earned a PhD in Sociology from the University of Calgary in 2001, and has taught at the Memorial University of Newfoundland, McMaster University, University of Western Ontario and Loughborough University (UK).
Michael has been an active member of the international sociology community since the mid-1990s, publishing in a range of journals and annually presenting original research at a spectrum of conferences, colloquia, roundtables, and policy sessions. His central areas of teaching and research interests pertain to the experiences of human suffering in/as physical cultures, the cross-national study of bio-pedagogical practices, radical embodiment, issues in bioethics within global and local physical cultures, the emerging cultural neuroscience paradigm, and ethnographic research methods. Michael’s ethnographic research efforts have included the study of ticket scalpers, tattoo enthusiasts, fell runners, cosmetic surgery patients, greyhound and fox hunting cultures, Ashtanga yoga practitioners, Straightedge and Parkour youth cultures, and triathletes. He is author/editor of eight books, and his research has appeared in diverse academic journals including International Review for the Sociology of Sport, Body & Society, Sex Roles, Sport in Society, Journal of Sport and Social Issues, Qualitative Research on Sport, Exercise and Health, Field Methods, Youth & Society, Deviant Behavior, Third World Quarterly, The Sociology of Sport Journal, The Canadian Review of Sociology and Anthropology, and Health. As a result of his publishing efforts, he has been invited to deliver keynote lectures in countries including China, Sweden, Australia, Brazil, England, the United States, and Canada. In October of 2004, he was honoured to receive the Aurora Prize from the Social Sciences and Humanities Research Council of Canada, as the outstanding young scholar in all of the Canadian social sciences.
Michael is an active member of the University of Toronto’s Center for Sport Policy Studies, is an affiliated research Fellow at the Center for Physical Cultural Studies at Florida State University. Michael alos directs a multi-university and multi-agency collaborative research project spearheaded at the University of Toronto called The Sport Legacies Research Collaborative (SLRC). The SLRC is geared toward researching the cultural, physical and socio-economic impacts of sports mega-events on their host communities. Additionally, he has been an active member of the Social Sciences and Humanities and Research Council of Canada’s peer review committee (Sociology and Demography) since 2005 (acting Chair as of 2011), and more recently for the Canadian Institutes of Health Research (Humanities, Law and Ethics committee member). Michael is Editor of the Sociology of Sport Journal and has served on editorial boards including Deviant Behavior, Sport in Society, Qualitative Research in Sport, Exercise and Health, and Qualitative Sociology Review.
Michael’s research interests include: suffering; physical cultural studies; bioethics; biopedagogies; youth masculinities, health and sexualities; animals and society; and qualitative research methodologies.
Michael teaches physical cultural studies, policy, bioethics, and research methods at the Faculty of Kinesiology at the University of Toronto. CQ offers his course, Qualitative Inquiry and Physical Cultural Studies (EXS4410) as an introductory level graduate class.
Young, K. and Atkinson, M. (Eds.). 2012. Qualitative Research on Sport and Physical Cultures. London: Elsevier.
Atkinson, M. 2011. Key Concepts: Research Methods in Sport, Exercise and Health Science. London: Sage.
Atkinson, M. 2010. Deconstructing Men and Masculinities. Toronto: Oxford University Press.
Kehler, M. & Atkinson, M. (Eds.). 2010. Boys’ Bodies: Speaking the Unspoken. New York: Peter Lang.
Atkinson, M. 2003. Tattooed: The Sociogenesis of a Body Art. Toronto: The University of Toronto Press.
Atkinson, M., and Young, K. 2012. “Shadowed by the Corpse of War: Sport Spectacles and the Spirit of Terrorism.” International Review for the Sociology of Sport 47(3): 286-306.
Atkinson, M. and Kehler, M. 2012. “Boys, Bullying and Biopedagogies in Physical Education”. THYMOS. 6(2): 166-187.
Atkinson, M. 2011. “Fell Running and Voluptuous Panic”. American Journal of Play 4(1): 111-132.
Atkinson, M. 2011. “Male Athletes and the Culture of Thinness in Sport.” Deviant Behavior. 32(3): 224-256.
Atkinson, M. 2011. “Physical Cultural Studies [Redux].” Sociology of Sport Journal 28(1): 135-144.
Atkinson, M. 2010. Atkinson, M. “Entering Scapeland: Yoga, Fell and Post-Sport Physical Cultures”. Sport in Society 13(7): 1249-1267.
Atkinson, M. 2009. “Measured Men: Cosmetic Simulacra in Late Modern Canada”. Magma (online).
Atkinson, M. 2009. “Parkour, Anarcho-Environmentalism and Poiesis”. Journal of Sport and Social Issues 33 (2): 169-194.
Atkinson, M. 2008. “Triathlon, Suffering and Exciting Significance”. Leisure Studies 27(2): 165-180.
Atkinson, M. 2008. “Exploring Male Femininity in the Crisis: Men and Cosmetic Surgery”. Body & Society. 14(1): 67-87.
Atkinson, M. 2007. “Playing with Fire: Masculinity and Exercise Supplements”. Sociology of Sport Journal 24(2): 165-186.
Atkinson, M. 2006. “Straightedge Bodies, Civilizing Processes.” Body & Society 12(1): 69-95.
Stephanie Begun, PhD
Factor-Inwentash Faculty of Social Work
University of Toronto
246 Bloor Street West, Office 434
Toronto, ON M5S 1V4
Stephanie Begun, Ph.D., MSW, is an Assistant Professor at Factor-Inwentash Faculty of Social Work at the University of Toronto. Her scholarship focuses on improving reproductive and sexual health access, education, and outcomes among homeless and other marginalized youth. Her practice-based experiences in family planning policy and community organizing inspired her career in social work research and teaching. She is the PI/Co-PI on several externally funded projects investigating ways that prevention science, policy, participatory action research, and technology may work in tandem to facilitate vulnerable youths’ opportunities to make self-determined, safe, and medically accurate decisions regarding their sexual and reproductive health. At Factor-Inwentash Faculty of Social Work, Dr. Begun teaches social welfare policy, social work practice with organizations and communities, and social justice research methods, with emphasis placed on community-based participatory and arts-based research.
• Sexual and Reproductive Health; Family Planning; Reproductive Rights
• Teen Pregnancy Prevention; Resources and Supports for Young Parents
• Youth Experiencing Homelessness: Intervention Development and Testing
• Youth Empowerment and Organizing
• Community-based Participatory Research; Arts-Based Research
• Winter 2018: Research Knowledge for Social Justice (SWK 4512H)
Sample Publications (Qualitative and Arts-based Methods)
Begun, S., Combs, K. M., Torrie, M., & Bender, K. (in review). “It seems kinda like a different language to us”: Homeless youths’ attitudes and experiences pertaining to condoms and contraceptives.
Bender, K. A., Begun, S., Durbahn, R., Ferguson, K., & Schau, N. (in press). My own best friend: Homeless youths’ hesitance to seek help and strategies for coping independently after distressing and traumatic experiences. Social Work in Public Health.
Bender, K., Begun, S., Dunn, K., DeChants, J., & Mackay, E. (in press). Homeless youths’ interests in social action via Photovoice. Journal of Community Practice.
Bender, K., Barman-Adhikari, A., DeChants, J., Haffejee, B., Anyon, Y., Begun, S., Portillo, A., & Dunn, K. (2017). Asking for Change: Feasibility, acceptability, and preliminary outcomes of a manualized Photovoice intervention with youth experiencing homelessness. Children and Youth Services Review. [Advanced online edition]. doi: 10.1016/j.childyouth.2017.08.028
Beltrán, R., Hacker, A., & Begun, S. (2016). Environmental justice is a social justice issue: Incorporating environmental justice into social work practice curricula. Journal of Social Work Education. [Advanced online edition]. doi: 10.1080/10437797.2016.1215277
Beltrán, R., & Begun, S. (2014). “It is medicine”: Narratives of healing from the Aotearoa Digital Storytelling as Indigenous Media Project (ADSIMP). Psychology & Developing Societies, 26(1), 155-179. doi: 10.1177/0971333614549137
Rupaleem Bhuyan, PhD
Factor-Inwentash Faculty of Social Work
University of Toronto
246 Bloor Street West
Toronto, Ontario, M5S 1V4, Canada
Phone: (416) 910-8205
Rupaleem Bhuyan is an Assistant Professor in the Factor-Inwentash Faculty of Social Work. She is a second-generation immigrant of Assamese/Indian heritage. She was born and raised in the United States and has lived and worked in the U.S., France and Thailand. Dr. Bhuyan has an interdisciplinary background in International Studies, Cultural Anthropology and Social Welfare.
Dr. Bhuyan’s research integrates interpretive policy analysis and community-based participatory action research to address the sociocultural and political context of domestic violence, migration, citizenship and social rights. She completed her doctorate in Social Welfare at the University of Washington, where she took part in several community-based participatory research projects in areas of HIV and domestic violence prevention and intervention. Dr. Bhuyan’s current research explores how political pressure to deny immigrant access to public benefits impacts their response to domestic violence and related health sequelae.
Since 1991, Dr. Bhuyan has been part of the anti-violence movement as a peer-rape prevention educator, domestic violence and sexual assault advocate, community educator and community-based researcher. She has worked closely with indigenous, immigrant and refugee communities in addition to collaborations with advocates in organizations serving the general population.
Dr. Bhuyan is currently the principal investigator for the Migrant Mothers Project, a participatory action research project in collaboration with Mercedes Umaña from Women’s Health in Women’s Hands Community Health Centre. This project builds upon Dr. Bhuyan’s previous study of how violence against women shelters respond to women with different types of immigration status (2009-2010). This research is supported through the Social Sciences and Humanities Research Council’s Standard Research Grant; an award from CERIS-The Ontario Metropolis Centre, and the Connaught New Researcher Award from the University of Toronto. See the Migrant Mothers Project website for more information.
At CQ, Rupaleem teaches SWK 6007H (“Advanced Qualitative Research Methods in Social Work”).
“The instructor was committed to supporting my learning and provided appropriate insights and questions that were challenging and that ultimately expanded my knowledge in this area of knowledge.” – SWK6007 (formerly SWK6305), Summer 2010
Social Work Teaching
In addition to the above advanced doctoral course on interpretive research methodology offered through CQ, Dr. Bhuyan teaches courses in the first and second year of the MSW program, with an emphasis in the second year Social Justice and Diversity specialization.
SWK4304 Globalization and Transnationalization: Social Work Responses Locally and Globally
SWK4306 Social Exclusion, Marginalization and Resistance
SWK4654 Social Work Practice with Communities and Organizations
Bhuyan, R. and Velagapudi, K. (In press) From One “Dragon Sleigh” to Another: Advocating for Immigrant Women Facing Violence in the Midwestern United States. Affilia.
Lee, Eunjung and Bhuyan, R. (In press). Negotiating within whiteness in cross cultural clinical encounters. Social Service Review.
Bhuyan, R. and Smith-Carrier, T. (2012). Constructions of migrants’ rights in Canada: Is subnational citizenship possible? Citizenship Studies, Vol. 16(2), pp. 203-221.
Bhuyan, R. (2012). Negotiating citizenship on the frontlines: How the devolution of Canadian immigration policy shapes service delivery to women fleeing abuse. Law & Policy, Vol. 3(2), pp. 211-236.
Park, Y. and Bhuyan, R. (2012). Whom should we serve? A discourse analysis of social workers’ commentary on undocumented immigrants. Journal of Progressive Human Services, Vol. 23(1), pp. 18-40.
Bhuyan, R. (2010). Reconstructing citizenship in a global economy: How restricting immigrants from welfare undermines social rights for U.S. citizens. Journal of Sociology and Social Welfare, Vol. 38(2), pp. 63-85.
Bhuyan, R. (2008). The Production of the “battered immigrant” in public policy and domestic violence advocacy. Journal of Interpersonal Violence, Vol. 23(2), pp. 153-170.
Bhuyan, R., Mell, M., Senturia, K., Sullivan, M., Shiu-Thornton, S. (2005). “Women must endure according to their karma”: Cambodian immigrant women talk about domestic violence. Journal of Interpersonal Violence, Vol. 20(8), pp. 902-921.
Denise Gastaldo, BScN, MA, PhD
Denise Gastaldo, BScN, MA, PhD
Associate Professor, Bloomberg Faculty of Nursing and Dalla Lana School of Public Health
Director, Centre for Critical Qualitative Health Research (CQ)
University of Toronto
Health Sciences Building, Suite 130, 155 College St.
Toronto, ON, Canada M5T 1P8
Phone: (416) 978-4953
To view Denise’s profile within the Faculty of Nursing at the University of Toronto, please click here.
To view Denise’s profile within the Dalla Lana School of Public Health, please click here.
Denise’s profile with GICS is available here (the website link that follows is in Spanish).
Denise’s project, “Health Consequences of Gendered Economic Migration: The Case of Undocumented Latin American Workers in Ontario” can be viewed here.
Denise is the director of CQ, an associate professor at the Bloomberg Faculty of Nursing and the Dalla Lana School of Public Health, former Associate Dean, International at the Faculty of Nursing (July 1 2006- June 30 2008), and a member of the Nursing doctorate program at the University of Toronto. Dr. Gastlado is also a member of the international research group GICS – Critical Health Research Group at the Universitat de les Illes Balears, Spain.
She has been a researcher, teacher, supervisor, advisor and reviewer for qualitative research in several countries, but most of her work has been divided in contributions to Ibero-American and Anglo-Saxon academic and community organizations.
Through CQ, Denise has hosted national and international visiting scholars interested in exchanging ideas on how to teach qualitative research in the health sciences at the postgraduate level. As a PhD committee member or supervisor, she has worked with over 25 doctoral students undertaking qualitative research.
Denise has been the co-creator, with Joan Eakin, of the Essentials of Qualitative Research Series. For the last 8 years, they have been delivering an integrated, interdisciplinary postgraduate qualitative research curriculum through several departments and faculties at the University of Toronto.
As a researcher, most of Denise’s work relates to participatory, action and community-based methodologies, hence her interest in knowledge translation and exchange issues and creative methods. She has used such approaches to study gender and migration as social determinants of health with an increased focus on postcolonial theory. For a sample of Denise’s research studies, this link offers research reports, videos, methodology guidelines, and advocacy tools on immigrants’ health issues.
As an instructor for the courses NUR1024 (“Foundations of Qualitative Inquiry”) and NUR1028 (“Introduction to Qualitative Research”), Denise has educated (at U o fT alone) approximately 200 Master’s and PhD students on theoretical foundations and methodological approaches to qualitative research in the health sciences.
“I truly enjoyed your class and teaching method – I started off the semester being quite unsure about qualitative research, being in health care and working in critical care I am typically exposed to quantitative research. (…) However you changed that, and that, in my mind at least, is the sign of an excellent teacher. I quite like your teaching style – you tell it like it is and allow students to express they’re opinions. You encourage discussion and constantly found ways to engage the class (even if it was challenging some days), the variety of teaching methods were very much appreciated (…). I also found all your examples very relatable, you took the time to ensure that we understood (at the beginning level) some difficult concepts and methodologies. I suppose the true sign of a successful instructor is that you have inspired me to engage in my own qualitative (…) research project.” – Master’s student, Winter 2015, NUR1028
Work developed in Spanish and Portuguese
Denise’s work in Spain and Latin-America has been mainly related to postgraduate studies and continuing education for health researchers.
Since 2002, she supervised several PhD theses from the University of Balearic Islands, Spain, which were informed by critical and poststructuralist theory. A decade of supervision work has helped to create a cadre of researchers who explore socially-relevant health phenomena, including power relations in health care, changes to the health system, migration and gender as social determinants of health, and the impact of nursing work to population health.
Still during the last decade, she has taught many workshops on qualitative research in countries as diverse as Australia, Nicaragua, Sweden, and Mexico. Some of the projects developed by former students evolved into funded research projects in which she has played a role as methodological advisor. For instance, after a qualitative research workshop she taught to nurses from the former Area 6 of Madrid’s Primary Health Care System, practitioners have conducted a participatory-action research to evaluate the quality of home care in urban, peri-rural, and rural settings. As a result, they proposed strategies to increase the continuity of care among professionals and family caregivers and implement guidelines for better clinical, emotional and social care for home-bound elderly and dependent people.
Another form of promoting continuing education she has put forward has been to partner with other Ibero-American researchers to organize the Ibero-American Qualitative Health Conference. So far, they have had bi-annual congresses in Mexico (2003), Spain (2005) and Puerto Rico (2008), Brazil (2010), and Portugal (2012) in which Denise has played an active role as organizer, excluding the last iteration.
Denise has also co-edited 2 volumes on qualitative health research in Ibero-America to help to bring together contributions from 17 countries. These books are the first attempt to give identity to the QHR movement in Latin America, Spain and Portugal. They are:
F. J. Mercado, D. Gastaldo & C. Calderón (Eds) (2002). Investigación cualitativa en salud en Iberoamérica. Métodos, análisis y ética [Qualitative health research in Ibero-America. Methods, analysis and ethics]. Guadalajara, Mexico: Universidad de Guadalajara Press (517pp).
F. J. Mercado, D. Gastaldo & C. Calderón (Eds) (2002). Paradigmas y diseños de investigación cualitativa en salud. Una antología iberoamericana [Paradigms and designs in qualitative health research – An Ibero-American anthology]. Guadalajara, Mexico: Universidad de Guadalajara Press (620pp).
In order to bridge the language divide that separates the North-South academic worlds (that is, Southern academics read and cite the Anglo-Saxon production but the reverse does not happen), she has published a few papers with Ibero-American colleagues in English. The following three provide overviews in English about the qualitative health research movement in Ibero-America:
Bover, A, Gastaldo, D, Miró, M and Zaforteza, C (2013). Qualitative nursing research in Spain: An evolving strategy of resistance (chapter 37) in Cheryl T. Beck (Ed). Routledge International Handbook of Qualitative Nursing Research, New York (in press for April).
Mercado, F.; Gastaldo, D.; Bosi, ML.; Carvalho, S.; Wiesenfeld, E.; Sanchez, E. & Fuentes, X. (2008). Health policy and programs evaluative research for social change: An Ibero-American Symposium. FQS – Forum Qualitative Social Research, 9 (2), art 19, May, http://www.qualitative-research.net/fqs/ [published in Spanish and English].
Gastaldo, D., Mercado, F., Ramasco, M., Lizardi, A. & Gil, M. A. (2002). Qualitative health research in Ibero-America: The current state of the science and Investigación cualitativa en salud en Iberoamérica: el estado actual de la ciencia. Bi-lingual publication, Transcultural Nursing, 13 (2): 91 – 109 [Awarded Best 2002 Publication for the journal].
Brenda Gladstone, PhD
Assistant Professor, Dalla Lana School of Public Health, University of Toronto
155 College St, #580
Toronto, ON, M5T 1P8
Brenda’s profile on the SickKids directory is available here.
To view her profile with the Dalla Lana School of Public Health, please click here.
Brenda Gladstone is a health sociologist with a PhD from the Dalla Lana School of Public Health and Academic Fellow at the Centre for Critical Qualitative Health Research, University of Toronto where she teaches graduate-level courses in an integrated, cross-disciplinary approach to the theory and practice of qualitative research. As research scientist in the Community Health Systems Resource Group at the Hospital for Sick Children she uses qualitative methodologies and visual and participatory research methods to bring young people’s voices into debates about their care and support needs. A new program of research asks how children of parents with mental illnesses manage the challenges of everyday life as they go to school and work and live in their own communities; what they think about the support and services they do receive and how they would like to be supported if we could do things better in practice. This work builds on prior help-seeking research with young people at risk of or experiencing psychosis by engaging young people, clinicians and other decision makers in an integrated knowledge translation (iKT) process; innovative methods are used to document young people’s help-seeking narratives and examine how they acquire further competencies and skills through guided participation and active engagement in the research process.
Brenda’s research interests include: child, youth, and family mental health; help-seeking processes; health systems research; mental health literacy; sociology of childhood; sociology of (mental) health and illness; qualitative methodology; qualitative analysis; discourse analysis; ethnographic and participatory approaches; and arts-based health methods.
Brenda is currently teaching two courses with CQ: NUR1024 (“Foundations of Qualitative Inquiry”), and CHL5115 (“Qualitative Analysis and Interpretation”).
“The instructor, Dr. Brenda Gladstone, was excellent. She was always engaged, enthusiastic and obviously knowledgeable about the subject matter. She encouraged the class to think critically about the course readings and our discussions. Her responses to questions posed by students were always thoughtful and clear. The course had a good combination of instructor and student participation via class participation and time for discussion. The atmosphere in the class was definitely conducive to sharing ideas and taking risks.” – NUR1024 Student Evaluation, Summer 2011
Brenda is the principal investigator of the 2013-2015 research project, (Co) Producing Help-seeking Narratives with Children of Parents with Mental Illnesses, recipient of the New Investigator Award.
Brenda also co-investigates a number of research projects: COPE – Children of Parents with Enduring Mental Illness, recipient of the Research Development Award; (Co) Producing Narratives on Access to Mental Health Services in Rural Communities: A Participatory Project with Young People Experiencing Psychosis, funded by the Canadian Institutes of Health Research; and Exploring Knowledge Translation and Exchange Through Arts-based Health Research: Theoretical, Methodological and Practical Innovations, also funded by the Canadian Institutes of Health Research.
For more information on Brenda’s research projects, please visit the website links provided above.
Gladstone, B.M., Volpe, T., Stasiulis, E. and Boydell, K.M. (2012). Judging quality in arts-based health research: The case of the ugly baby. International Journal of the Creative Arts in Interprofessional Practice. Spring Supplementary Issue. Issue 11.
Gladstone, B.M., Boydell, K.M., Seeman, M. and McKeever, P. (2010). Children’s experiences of parental mental illness: A literature review. Early Intervention in Psychiatry, 5: 271-289.
Gladstone, B.M., Volpe, T. and Boydell, K.M. (2007). Issues encountered in a qualitative secondary analysis of help-seeking in the prodrome to psychosis. Journal of Behavioral Health Services & Research. 34(4):431-442.
Gladstone, B.M., Boydell, K.M. and McKeever, P. (2006). Recasting research into children’s experiences of parental mental illness: Beyond risk and resilience. Social Science and Medicine. 62:2540-2550.
Alisa Grigorovich, PhD
Postdoctoral Fellow, Dalla Lana School of Public Health, University of Toronto
550 University Avenue, Suite 11-175
Toronto, ON M5G 2A2
TEL: (416) 597-3422, ext. 7716
Alisa’s main website is available to view here: www.alisagrigorovich.com
Alisa Grigorovich is a postdoctoral fellow in the Dalla Lana School of Public Health at the University of Toronto. In her research she uses critical theories (e.g. feminist political economy, queer theory, philosophies of embodiment) and qualitative (e.g. case study, interviews, discourse analysis) and mixed methods to capture how political, economic and cultural systems and processes intersect to shape the lived experiences of diverse care-receivers and care-givers within health systems. She also uses these theories and methods to examine and to challenge taken-for-granted assumptions about aging, sexuality and gender that are embedded in cultural representations, social policies, philosophies and care practices.
Her scholarship is inter-disciplinary and intersectional, and draws on feminist theory, cultural studies, and sexuality studies. In her doctoral work, Alisa used feminist political economy and case study methodology to explore issues of equity and quality in the Ontario home care system using the case of older lesbian and bisexual women. Currently, in her postdoctoral research, she is applying a feminist political economy lens, along with ethnographic methodology, to explore care workers’ experiences of unwanted sexual attention from residents who live in long-term care. This work is supported by an Ontario Women’s Health Scholars Award, funded by the Ontario Ministry of Health and Long-Term Care.
Broadly her research interests include: politics of care; health equity; public policy and ethics; cultural imaginaries of sexuality and gender; critical social science.
Kontos, P., Grigorovich, A., Nowrouzi, B., Sharma, B., Lewko, J., Mollayeva, T., Colantonio, A. (2017). Work-related head injury: Exploring vulnerability at the intersection of workers’ decision making and organizational values. BMC Public Health. 17(1):824.
Grigorovich, A. (2017). A queer aesthetic: Representations of gender and sexuality in Sadie Lee’s ‘Tomboys and Crossdressers.’ Queer Studies in Media & Popular Culture, 2(3), 293-308.
Grigorovich, A., Stergiou-Kita, M., Damianakis, T., Le Dorze, G., Lemsky, C., Hebert, D. (2017). Persons with brain injury and employment supports: Long-term employment outcomes and use of community based services. Brain Injury, 31(5), 607-619.
Grigorovich, A., Kontos, P. (2016). Advancing an ethic of embodied relational sexuality to guide decision-making in dementia care. The Gerontologist. Advance online publication. doi:10.1093/geront/gnw137.
Kontos, P, Grigorovich, A., Kontos, A., Miller, K. L. (2016). Citizenship, human rights, and dementia: Towards a new embodied relational ethic of sexuality. Dementia: The International Journal of Social Research and Practice, 15(3), 315-329.
Grigorovich, A. (2016). Quality of care in home care settings: Older lesbian and bisexual women’s perspectives. Scandinavian Journal of Caring Sciences, 30(1), 108–116. Principal Author.
Grigorovich, A. (2015). Negotiating sexuality in home care: Older lesbian and bisexual women’s experiences in home care. Culture, Health, & Sexuality, 17(8), 947-61. Principal Author.
Ping-Chun Hsiung, PhD
Associate Professor, Department of Sociology
Affiliated member of the Asian Institute,
Munk School of Global Affairs
University of Toronto
To view Ping-Chun’s profile in the Department of Sociology at University of Toronto, please visit this link.
Ping-Chun is a Professor in the Department of Sociology and a member of the Asian Institute at the Munk School of Global Affairs, University of Toronto. She has conducted ethnographic research on gender, family, and economic development in Taiwan; the state and women’s status in China; and community organization in Taiwan. Her book, Living Rooms as Factories: Class, Gender, and the Satellite Factory System in Taiwan has become a classic on social change and gender relations in Taiwan. It has recently been translated into Chinese and published in China. Her co-edited volume, entitled Chinese Women Organizing: Cadres, Feminists, Muslims, and Queers, is the first book to include dialogues between academics and activists inside and outside of China about women’s organization within the country.
Since the early 1990s, she has led training workshops on Qualitative Research (QR) presented to the first cohort of feminist scholars and activists in China; collaborated with academic scholars to establish the first women’s studies program in key Chinese universities; and supported teaching and research regarding QR in China and Taiwan. In the last two years, she has engaged in dialogue with Indigenous scholars in Canada and Taiwan, and researchers in Germany, about qualitative methodologies and epistemologies. Her general inquiry into QR and her contributions to the development of QR in China are partially demonstrated by her English and Chinese publications.
At the University of Toronto, she has gained extensive experience in teaching undergraduate and graduate courses on QR and qualitative interviewing. She has received four university-wide teaching grants to enhance and assess pedagogical practices in QR. The on-line courseware she has developed, entitled Lives & Legacies: An Introduction to Qualitative Interviewing, covers theoretical and technical issues involved in qualitative interviewing. Her paper, ‘Teaching Reflexivity in Qualitative Interviewing’ (Teaching Sociology, 2008, 36:211–226) shares some of the pedagogical strategies she has developed and employed.
She has guest-edited a special issue for Qualitative Inquiry, entitled “Teaching Qualitative Research as a Transgressive Practice”. The Special Issue conceptualizes teaching QR as a paradigmatic approach that sustains QR, resists positivistic domination, and encourages transformative potential.
Ping-Chun’s current SSHRC funded research on investigative research during China’s Great Leap Forward (1958–1962) focuses on the politics and practices of knowledge production and reproduction in realizing a Chinese socialist utopia. Her goal is to map the chronological development of social science research in China.
Ping-Chun’s research interests include: family relations and gender roles in Chinese societies, feminist theories and international gender politics, and the globalization of qualitative research.
At CQ, Ping-Chun teaches SOC6713 (“Qualitative Research Methods II: Qualitative Interviewing”).
“Dr. Hsiung, thank you for an interesting course; the enlightening lecture and discussions; thank you for sharing your insights, having the class share their insights, and for dispelling my fear of qualitative research theories and methodology.”
Ping-Chun Hsiung (2010) Keting Ji Gongchang (Living Rooms as factories), Chongqing University Press, Qualitative Methods Case Study Series, Chongqing, China.
Ping-Chun Hsiung (2009) “The Chinese Women’s Movement in the Context of Globalization,” chapter 5, ed. Amrita Basu, Women’s Movement in the Global Era, Westview Press, pp. 157-92 (with Naihua Zhang)
Ping-Chun Hsiung, “Chinese Women Organizing: Cadres, Feminists, Muslims, Queers”, Oxford: Berg Publishers (eds. With M. Jaschok & C. Milwertz), 2002.
Ping-Chun Hsiung, “Living Rooms as Factories: Class, Gender, and the Satellite Factory System in Taiwan”, Philadephia: Temple University Press, 1996.
Ping-Chun Hsiung, “The Outsider Within and the Insider Without: A Case Study of Chinese Women’s Political Participation” , in China’s Developmental Miracle: Origins, Transformations, and Challenges (ed. Alvin Y. So), pp. 161-82, Armonk: M.E. Sharpe, 2003.
Ping-Chun Hsiung, “Zhixing Yanjiu Fangfa Chuyi: Fu Shehuixu yu Shehui Xinbie” (On Qualitative Methodology: Engendering the Chinese Sociology), Shehuixue Yanjiu (Sociological Research), 5:3-28, 2001.
Ping-Chun Hsiung, “The Women’s Studies Movement in China in the 1980s and 1990s,” in Education, Culture, and Identity in 20th Century China (eds. Glen Peterson, Ruth Hayhoe, Yongling Lu), pp. 430-49, Ann Arbor: The University of Michigan Press, 2001.
Ping-Chun Hsiung, “Transformation, Subversion, and Feminist Activism: Report on the Workshops of a Development Project, Xian, China, ” Journal of Concerned Asian Scholars, 31(3): 47-51, 1999.
Ping-Chun Hsiung, “Jie Gui -connecting the Tracks: Chinese Women’s Activism Surrounding the 1995 World Conference on Women in Beijing,” Gender and History, 10(3): 470-97, 1998 (with R. Wong).
Ping-Chun Hsiung, “Between Bosses and Workers: The Dilemma of a Keen Observer and a Vocal Feminist,” in Feminist Dilemmas in Fieldwork (ed. D. Wolf), pp. 122-37, Boulder: Westview Press, 1996.
Pia Kontos, PhD
Senior Scientist, Toronto Rehabilitation Institute-University Health Network
Associate Professor, Dalla Lana School of Public Health, University of Toronto
Adjunct Scientist, Baycrest Health Sciences, Rotman Research Institute
University Health Network
Toronto Rehabilitation Institute
550 University Avenue
Toronto, ON M5G 2A2
Phone: 416-597-3422 x7609
Pia Kontos’ research program represents a convergence of several key interests: 1) the use of critical social theory and qualitative research methods (participant observation, interviews, focus groups) to examine the norms and assumptions underpinning care practices in long-term care; 2) the development of a relational model of citizenship which integrates insights from the fields of embodiment and dementia, citizenship, and human rights to address issues of social justice and state responsibility regarding the recognition and entitlements of inpiduals living with dementia; and 3) the development, implementation, and evaluation of arts-based approaches (e.g. research-based theatre, film) to bridging her research on relationality, embodiment, and selfhood, with the practice and ethics of dementia care.
Pia obtained her PhD in Public Health Sciences at the University of Toronto in 2003. She is a Senior Scientist at Toronto Rehabilitation Institute-University Health Network, and an Associate Professor at the Dalla Lana School of Public Health, University of Toronto, where she teaches Theory and Method for Qualitative Researchers: An Introduction (JRP 1000). She is cross appointed to the Rehabilitation Sciences Institute and the Institute of Medical Science, and serves as an Advisory Board member of the International Journal of the Creative Arts in Interdisciplinary Practice and Dementia: The International Journal of Social Research and Practice.
- Critical social theory applied to health, illness, and disability
- Embodiment theory
- Dementia and dementia care
- Qualitative and arts-based methodologies and practice
Pia’s course, “Theory and Method for Qualitative Researchers: An Introduction” (JRP1000), is offered at CQ.
“Pia Kontos is a very good teacher: incorporating her own experience to help students develop a better understanding of the material. Her caring, empathetic nature shows in her work, yet demonstrates rigour in her research and academic work.” – Student Evaluation, Winter 2009
“Pia was a fantastic instructor – probably the most committed instructor I’ve had in grad school. She has gone out of her way on several occasions to make sure I was understanding important concepts. I really appreciated her openness about her research experiences.” – Student Evaluation, Summer 2012
Kontos, P., Miller, K-L., Kontos, A.P. Relational citizenship: Supporting embodied selfhood and relationality in dementia care. Sociology of Health and Illness (Special Issue: Ageing, Dementia and the Social Mind) 2017; 39(2): 182-198.
Kontos, P., Miller, K.L., Mitchell, G., Stirling-Twist, J. Presence redefined: The reciprocal nature of engagement between elder-clowns and persons with dementia. Dementia: The International Journal of Social Research and Practice. 2017; 16(1):46-66.
Kontos, P., Grigorovich, A., Kontos, A.P., Miller, K.L. Citizenship, human rights, and dementia: Towards a new embodied relational ethic of sexuality. Dementia: The International Journal of Social Research and Practice (Special Issue: Citizenship and Dementia). 2016; 15(3); 315-329.
Kontos, P., Miller, K.L., Colantonio, A., Cott, C. Grief, anger, and relationality: The impact of a research based theatre intervention on emotion work practices in brain injury rehabilitation. Evaluation Review. 2014; 38(1):29-67
Kontos, P., Martin, W. Embodiment and dementia: Exploring critical narratives of selfhood, surveillance, and dementia care. Dementia: The International Journal of Social Research and Practice (Special Issue: Embodiment and Dementia). 2013; 12(3):288-302
Kontos, P. Alzheimer expressions or expressions despite Alzheimer’s?: Philosophical reflections on selfhood and embodiment. Occasion: Interdisciplinary Studies in the Humanities 2012; 4(May 31). Retrieved from http://arcade.stanford.edu/sites/default/files/article_pdfs/OCCASION_v04_Kontos_053112_0.pdf.
Elise Paradis, PhD
Assistant Professor, Leslie Dan Faculty of Pharmacy
Scientist, the Wilson Centre
University of Toronto
144 College Street
Prof. Elise Paradis holds a Canada Research Chair in Collaborative Healthcare Practice. She is an Assistant Professor at the University of Toronto in the Leslie Dan Faculty of Pharmacy and in the Faculty of Medicine’s Department of Anesthesia, a Scientist at the Wilson Centre for Health Professions Education Research, and a Fellow of the Centre for Critical Qualitative Health Research.
Her research is funded by the Social Sciences and Humanities Research Council of Canada, the Canadian Institutes for Health Research and the PSI Foundation (among others), and documents the impact of what she calls the “collaborative ideal” on interprofessional care delivery practices in order to improve them. By turning collaboration into an object of study – rather than an ideal to achieve –, Prof. Paradis is showing the work of construction behind the rise of collaboration as a solution in healthcare, how clinicians relate to this solution, and how it is enacted in practice. This research will allow us to redefine what collaboration might look like, and help with the training of future health professionals.
Dr. Paradis is an Associate Editor for Perspectives on Medical Education, and has published in many journals, including Medical Education, Advances in Health Sciences Education, Perspectives, Critical Care Medicine, Social Science & Medicine, and Body & Society. She is increasingly recognized as an expert in qualitative research methods, and teaches internationally every year.
Before coming to Toronto, she was an Assistant Professor at the University of California, San Francisco, where she worked on a $2.3 million dollar grant by the Gordon and Betty Moore Foundation. Titled “Understanding the Nature of Team-Based Care & Patient & Family Involvement in Intensive Care Settings,” this project has been immensely successful. You can find all project-related publications on her website, eliseparadis.com, by clicking “Moore Teams”.
Dr. Paradis obtained her PhD in Sociology of Education from Stanford University in 2011. She is a former Wilson Centre Currie Postdoctoral Fellow, SSHRC Doctoral Scholar, and TD Canada Trust Scholar for Outstanding Community Leadership.
Currently Dr. Paradis teaches one course in CQ’s Essentials of Qualitative Research series:
PMH1137 – Introduction to Qualitative Research Methods in the Health Sciences
Blake Poland, PhD
Assistant Professor, Dalla Lana School of Public Health
University of Toronto
Health Sciences Building, Rm 588, 155 College St.
Toronto, ON, Canada M5T 3M7
Phone: (416) 978-7542
DLSPH faculty profile: http://www.dlsph.utoronto.ca/faculty-profile/poland-blake/
Updated CV on academia.edu: https://utoronto.academia.edu/BlakePoland/CurriculumVitae
Collaborative Specialization in Community Development: www.cdcp.ca
Toronto Community Development meetup group: https://www.meetup.com/Toronto-Community-Development-Meet-up/
Healthier Cities & Communities hub, DLSPH: www.healthiercitiescommunities.com
SSHRC-funded Transition Emerging Study: www.TransitionEmergingStudy.ca
Vernissage Health Leadership Dialogue Series: http://www.dlsph.utoronto.ca/2017/09/vernissage-health-supporting-tomorrows-health-leaders/
Dr. Blake Poland is a professor in the Dalla Lana School of Public Health, Director of the Collaborative Specialization in Community Development (2007-2008 & 2012-present), co-Director of the WHO Collaborating Centre in Health Promotion, co-lead of the DLSPH Healthier Cities & Communities hub, and past program director for the SBHS PhD (2016-2017) and MPH Health Promotion (1999-2007) programs. Trained in social/health geography (PhD McMaster 1994), Blake’s research has focussed on the settings approach to health promotion, the health of marginalized groups, the sociology of tobacco control, and community development as an arena of practice for health professionals. More recently his attention has turned to ecological public health, community resilience, urban sustainability transitions, social movements as agents of change, and authentic dialogue as a tool for transformative learning. Blake teaches dialogical methods (CHL8001), community development in health (CHL5112), building community resilience (GGR434 & CHL5126). On the basis of his course and work on dialogic methods, Blake was approached to contribute to the creation and co-facilitation of a leadership dialogue series entitled Vernissage Health, led by Wendy Nelson (see article link above). The series brings together experienced leaders in health care with students in IHPME and DLSPH to explore challenges in health sector leadership. Part mentorship and part circle dialogue methods informed by Otto Scharmer’s Theory U, the series is being expanded for 2018 to include a group focused on leading change in community settings, and a fall 2017 series with senior managers at CMHA Toronto office. Blake’s research is draws on practice theory, work in the resilience of social-ecological systems, arts-enabled and community-based participatory approaches. He has led or worked on projects employing visual methods (photovoice), participatory research, research-based theatre, and interactive multimedia installations.
In the past, Blake has taught courses in Community Development, Health Promotion, Social Capital, Dialogical Methods, and the Settings Approach (in health promotion).
Currently he teaches one course in CQ’s Essentials of Qualitative Research series:
- CHL8001 – Generative Dialogue in Community And Research Settings: Theory, Method and Ethics
Poland, B & R Cohen (Forthcoming). “Adaptation of a structured story-dialogue method for action research with social movement activists”. Action Research. Accepted October 2017.
Bisset, S., Frohlich, K., Wright, M., Poland, B., & Tremblay, M.-C. (2017). Can reflexivity be learned? An experience with tobacco control practitioners in Canada. Health Promotion International, 32, 167-176.
Teelucksingh, C., C Buse, B Poland (2016). “Environmental justice in the environmental non-governmental organization landscape of Toronto (Canada)”. The Canadian Geographer. 60(3): 381-393. http://onlinelibrary.wiley.com/doi/10.1111/cag.12278/abstract
Patrick, R, M Dooris, B Poland (2016). Healthy Cities and the Transition movement: converging towards ecological well-being? Global Health Promotion. 23(S1): 90-93.
Benatar, S. & B. Poland (2015) Lessons for health from the environmental crisis. International Journal of Health Services. pii: 0020731415596296
Sharek, M., Frohlich, K., & Poland, B. (2013). Reducing social inequities in health through settings-related interventions: a conceptual framework. Global Health Promotion. 20(2): 39-52.
Poland, B, M Dooris, R Haluza-Delay (2011) “Securing supportive environments for health in the face of ecosystem collapse: Meeting the triple threat with a sociology of creative transformation” Health Promotion International 26(Suppl.2):202-215.
Poland, B. & M Dooris (2010) “A green and healthy future: the settings approach to building health, equity and sustainability”. Critical Public Health 20(3): 281-298.
Masuda, J., Poland, B., Baxter, J. (2010) “ Reaching for environmental health justice through health promotion: a Canadian perspective” Health Promotion International. 25(4): 453-463.
Poland, B., Krupa, G., McCall, D., (2009) “Settings for health promotion: an analytic framework to guide intervention design and implementation”. Health Promotion Practice. 10(4): 505-516
Poland, B., & Holmes, D. (2009). Celebrating risk: the politics of self-branding, transgression and resistance in public health. Aporia, 1(4), 27-36.
Poland, B., Gastaldo D., Pancham, A., Ferrence, R., (2009) “The interpersonal management of environmental tobacco smoke in the home: a qualitative study” Critical Public Health 19(2): 203-221.
Kontos, P., & Poland, B., (2009) “Mapping new theoretical and methodological terrain for knowledge translation: Contributions from critical realism & the arts”. Implementation Science. 4(1): 1-10.
Poland, B., K Frohlich, M Cargo (2008) “Context as a fundamental dimension of health promotion program evaluation”, in L Potvin & DV McQueen (Eds), Health Promotion Evaluation Practice in the Americas: Values and Research, New York, NY: Springer
Lehoux, P. B. Poland, G. Daudelin (2006) “Focus group research and ‘the patient’s view’”. Social Science and Medicine. 63 (8): 2091-2104.
Poland, B., et al (2006) “The social context of smoking: The next frontier in tobacco control?” Tobacco Control. 15: 59-63.
Wakefield, S. & B. Poland (2005) “Family, friend or foe? Critical reflections on the relevance and role of social capital in health promotion and community development”. Social Science and Medicine. 60(12): 2819-2832.
Poland, B., H. Graham, E. Walsh, P. Williams, J.M. Lum, J. Polzer, S. Syed, S. Tobin, G. Kim (2005) “’Working at the margins’ or ‘leading from behind’? A Canadian study of hospital-community collaboration”. Health and Social Care in the Community. 13(2): 125-135.
Poland, B., P. Lehoux, D. Holmes, G. Andrews (2005) “How place matters: unpacking technology and power in health and social care” Health and Social Care in the Community. 13(2): 170-180.
Poland, B., E. Tupker, K. Breland (2002) “Involving street youth in peer harm reduction education – The challenges of evaluation”. Canadian Journal of Public Health. 93(5): 344-348.
Poland, B., L. Green, and I. Rootman (Eds) (2000) Settings for Health Promotion: Linking Theory and Practice. Newbury Park, CA: Sage Publications
Poland B., M. Boutilier, S. Tobin, R. Badgley (2000) “A policy context for community development practice in public health: a Canadian case study”, Journal of Public Health Policy 21(1): 5-19.
Poland, B. (2000) “The considerate smoker in public space: the micro-politics and political economy of ‘doing the right thing’”. Health and Place. 6(1): 1-14.
Poland B., et al (1999) “Interactions between smokers and non-smokers in public places: a qualitative study”. Canadian Journal of Public Health. 90(5): 330-333.
Poland, B. & A, Pederson (1998) “Reading between the lines: interpreting silences in qualitative research”. Qualitative Inquiry. 4(2): 293-312.
Eakin J., A. Robertson, B. Poland, D. Coburn, R. Edwards (1996) “A critical social science perspective on health promotion research”. Health Promotion International. 11(2): 157-165
Poland B. (1995) “Transcription quality as an aspect of rigor in qualitative research” Qualitative Inquiry. 1(3): 290-310
Poland B. (1992) “Learning to ‘walk our talk’: the implications of sociological theory for research methodologies in health promotion” Canadian Journal of Public Health. 83(Supplement): S31-S46
Izumi Sakamoto, PhD
Izumi Sakamoto, Ph.D.
Associate Professor, Factor-Inwentash Faculty of Social Work
Factor-Inwentash Faculty of Social Work
University of Toronto 246 Bloor Street West
Toronto, Ontario, M5S 1V4, Canada
Phone: (416) 946-8224
To view Izumi’s profile within the Faculty of Social Work at the University of Toronto, please click here.
A link to the “Beyond Canadian Experience”, of which Izumi is Principal Investigator, project is provided here.
A link to the “Collaborative on Arts-Based Research and Homelessness”, of which Izumi is a Research Leader, is provided here.
A link to the “Coming Together” project which focuses on homeless women, housing, and social support, led by Izumi, is provided here.
Izumi Sakamoto is Associate Professor, Factor-Inwentash Faculty of Social Work, University of Toronto. A former Fulbright Scholar, she received MSW, MS (Social Psychology) and Ph.D. (Social Work & Psychology) from University of Michigan and BA and MA from Sophia University, Japan.
Dr. Sakamoto’s research and teaching focus on anti-oppression, empowerment, globalization, community organizing, qualitative research, and decolonization of dominant knowledge through community-based and arts-informed research. With six government grants (Social Sciences and Humanities Research Council of Canada) as the Principal Investigator, Dr. Sakamoto’s research has focused on equity, anti-oppression and social inclusion of immigrants as well as women/transwomen who have experienced homelessness. Focusing on the tacit dimension of knowledge, she has used photography and theatrical techniques to collaboratively create knowledge with research participants with the help of artists, which then led to various knowledge mobilization activities including readers theatre performances, art exhibits, and videos.
Dr. Sakamoto has focused on the issues of (im)migrants and sojourners for the past 15 years and specifically on the issues faced by skilled immigrants to Canada for the 10 years, including employment, structural, and psychosocial issues. Her current research projects problematize the notion of “Canadian experience” (CE) as it is often used as an exclusionary hiring criterion for skilled immigrants in Canada, who are often from the Global South countries. CE includes often tacitly acquired and perceived competency in navigating through Canadian workplace culture. For example, she and her colleagues have conducted media analysis of English, Chinese and “South Asian” media in the Greater Toronto Area on the notion of skilled immigrants and “Canadian experience”. Another research projects she leads on this topic (Beyond Canadian Experience Project) is a collaboration with community partners, which has been reaching out to employers in order to mobilize the research findings and explore together the alternative ways of meeting the needs of employers in hiring diverse talents including immigrants without relying on an elusive concept of Canadian experience (www.beyondcanadianexperience.com). In her dissertation work, Dr. Sakamoto developed a “Model of Cultural Negotiation”, for individuals and families negotiating multiple cultural contexts, and continued to critically examine the issues of acculturation and integration for immigrants.
In the area of homelessness, Dr. Sakamoto has led a collaborative knowledge-synthesis project of eight arts-informed, community-based, participatory research projects focusing on homelessness, which includes the mounting of a joint exhibition and other creative ways of research dissemination toward social change (Homelessness: Solutions from Lived Experiences through Arts-Informed Research). This work builds on and extends her earlier arts-based research project with community partners, Coming Together: Homeless Women, Housing and Social Support, which focused on the family-like social networks of women and transwomen who are homeless, paying special attention to the experiences of Aboriginal women and women of colour. In addition, she has successfully conducted several community-based research projects with diverse communities in the US, Canada, and Japan, for example, the culturally and linguistically appropriate civic engagement of ESL Chinese youths in Toronto; and the empowerment of women who are spouses of international students/scholars in Michigan. Dr. Sakamoto has over 10 years of practice experience in community and direct practice settings as a generalist social worker, group worker, music therapist, community organizer, social work administrator, and researcher/consultant. Dr. Sakamoto’s teaching interests include empowerment, anti-oppressive social work, qualitative research, community-based research, social work practice with organizations and communities, group work, globalization and transnationality, and critical international social work. She was the first International Student Coordinator at the Factor-Inwentash Faculty of Social Work (2004-2008). Dr. Sakamoto was Acting Director of the Ph.D. Program in 2012, and teaches in both MSW and Ph.D. programs.
At CQ, Izumi teaches SWK6307H (“Designing and Implementing Qualitative Social Work Research”).
“Izumi and Billie (lab instructor) were amazing. The classes were wonderful, and the readings were very helpful in understanding qualitative research. Izumi and Billie are so warm and caring, and really made the classroom a safe and happy place. But in addition to that, they also taught a great course in terms of content. As a newcomer to qualitative research, I feel like I learned so much! Thank you!” – Student Evaluation, Fall 2010
Social Work Teaching
Dr. Sakamoto teaches courses in the Ph.D. program as well as first and second year of the MSW program, with an emphasis in the second year Social Justice and Diversity specialization.
SWK6307 Designing and Implementing Qualitative Social Work Research
SWK4210 Promoting Empowerment: Working at the Margins
SWK4651 Social Work Practice with Immigrants and Refugees
SWK4654 Social Work Practice with Communities and Organizations
Sakamoto, I., Chin, M., Wood, N., Ricciardi, J. (In Press). The use of staged photography in participatory action research with homeless women: Reflections on methodology and collaboration. In Diane Conrad & Anita Sinner (Eds.). Creating together: Participatory, community-based and collaborative arts practices and scholarship across Canada. Wilfrid Laurier University Press.
Allan, B. & Sakamoto, I. (Forthcoming). Helpers, not helpless: Honouring the strength, wisdom and vision of Aboriginal women experiencing homelessness or marginal housing. In M. Guergis-Younger, S. Hwang, & R. McNeil. (Eds.). Homelessness and Health in Canada. Ottawa: University of Ottawa Press.
Sakamoto, I., Jayapal, D., Bhuyan, R., Ku, J., Fang, L., Zhang, H., & Genovese, F. (2013 March). An overview of discourses of skilled immigrants and “Canadian experience”: An English-language print media analysis. CERIS Working Paper #98. Toronto: CERIS – The Ontario Metropolis Centre.
Sakamoto, I., Chin, M. & Young, M. (2010). ‘Canadian Experience,’ employment challenges, and skilled immigrants: A close look through ‘tacit knowledge.’ Canadian Social Work Journal, 10(1), 145-151.
Sakamoto, I., Chin, M. & Baskin, C. (2010). Collaborating for social change: Bringing together arts-informed research projects on homelessness. In C. McLean (ed.). Creative Arts in Interdisciplinary Practice, Inquiries for Hope and Change (pp. 21-38). Calgary, AB: Temeron Books.
Sakamoto, I., Ku, J., & Wei, Y. (2009). The Deep plunge: Luocha and the experiences of earlier skilled immigrants from Mainland China in Toronto. Qualitative Social Work, 8(4), 427-447.
Sakamoto, I., Chin, M., Chapra, A., & Ricciardi, J. (2009). A ‘normative’ homeless woman?: Marginalisation, emotional injury, and social support of transwomen experiencing homelessness. Gay and Lesbian Issues and Psychology Review, 5(1), 2-19.
Sakamoto, I., Wei, Y. & Truong, L. (2008). How do social service organizations and social policies ‘acculturate’ to immigrants?: Social service provision for Chinese skilled immigrants in Canada. American Journal of Community Psychology, 42(3/4), 343-354.
Sakamoto, I., Anastas, J., Mcphail, B., & Colarossi, L. (2008). Status of women in social work education. Journal of Social Work Education, 44(1), 37-62.
Sakamoto, I. (2007). An anti-oppressive approach to cultural competence. Canadian Social Work Review, 24(1), 105-114.
Sakamoto, I. (2007). A critical examination of immigrant acculturation: Toward an anti-oppressive social work with immigrant adults in a pluralistic society. British Journal of Social Work, 37(3), 515-535.
Sakamoto, I. (2006). When family enters the picture: The model of cultural negotiation and gendered experiences of Japanese academic sojourners in the United States. Cultural Diversity and Ethnic Minority Psychology Journal, 12(3), 558-577.
Pitner, R. & Sakamoto, I. (2005). Examining the role of critical consciousness in multicultural practice: Examining how its strength becomes its limitation. American Journal of Orthopsychiatry, 75(4), 684-694.
Zhou, Y. R., Knoke, D., & Sakamoto, I. (2005). Rethinking silence in the classroom: Chinese students’ experiences of sharing indigenous knowledge. International Journal of Inclusive Education, 9(3), 287-311.
Sakamoto, I. & Pitner, R. (2005). Use of critical consciousness in anti-oppressive social work practice: Disentangling power dynamics at personal and structural levels. British Journal of Social Work, 35(4), 420-437.
Katherine Tamminen, PhD
Assistant Professor, Faculty of Kinesiology & Physical Education
University of Toronto
55 Harbord St.
To view Katherine’s profile within the Faculty of Kinesiology & Physical Education, please click here: http://physical.utoronto.ca/FacultyAndResearch/Meet_the_Faculty/tamminen
Katherine Tamminen is an Assistant Professor in the Faculty of Kinesiology and Physical Education at the University of Toronto. She completed her PhD in the Faculty of Physical Education and Recreation at the University of Alberta and postdoctoral fellowship in the School of Kinesiology at the University of British Columbia.
Katherine’s research focuses on two main areas: youth sport, and processes of stress, coping, and emotion in sport. Her first area of research examines the experiences of young athletes as well as the influence of parents and coaches in youth sport settings. Her second area of research examines processes of stress and coping among athletes at recreational, competitive, and elite levels. She is currently conducting research on interpersonal emotion regulation and social processes of coping in team sports, to understand how athletes’ coping impacts their teammates and how it contributes to sport enjoyment, commitment, and team cohesion. Katherine’s qualitative research includes ethnographic, phenomenological, grounded theory, and narrative approaches. Within her work she has used a variety of methods of data collection including participant observation, interviews, focus groups, and the use of audio and video diaries with participants in youth sport and elite sport settings. She is an Associate Editor for International Review of Sport and Exercise Psychology, and she serves as a reviewer for journals such as Psychology of Sport and Exercise, Qualitative Research in Sport, Exercise, and Health, and Journal of Sport and Exercise Psychology. In addition to her research in sport psychology, Katherine also works as a sport psychology consultant with recreational to high-performance athletes in a variety of sports including soccer, hockey, curling, volleyball, figure skating, basketball, and dance.
Katherine’s research interests include: stress, coping, and emotion in sport, interpersonal emotion regulation, social functions of emotions in sport, youth sport, and qualitative research methodologies.
Katherine teaches courses on sport psychology, stress and coping, and qualitative research methods in the Faculty of Kinesiology and Physical Education at the University of Toronto. Her course, Qualitative Inquiry in Sport and Physical Activity (EXS5536) is offered as a PhD level graduate class.
A full list of publications can be found on Google Scholar: https://scholar.google.ca/citations?user=aG49qU0AAAAJ&hl=en
Tamminen, K. A., Palmateer, T. M., Denton, M., Sabiston, C., Crocker, P. R. E., Eys, M., & Smith, B. (2016). Exploring emotions as social phenomena among Canadian varsity athletes. Psychology of Sport and Exercise, 27, 28-38. doi:10.1016/j.psychsport.2016.07.010
Tamminen, K. A., & Crocker, P. R. E. (2013). “I control my own emotions for the sake of the team”: Emotional self-regulation and interpersonal emotion regulation among female high-performance curlers. Psychology of Sport and Exercise, 14, 737-747. doi: 10.1016/j.psychsport.2013.05.002
Tamminen, K.A., Holt, N.L, & Neely, K. C. (2013). Exploring adversity and the potential for growth among elite female athletes. Psychology of Sport & Exercise,14, 28-36. doi: 10.1016/j.psychsport.2012.07.002
Tamminen, K. A., & Holt, N. L. (2012). Adolescent athletes’ learning about coping and the roles of parents and coaches. Psychology of Sport & Exercise, 13, 69-79. doi: 10.1016/j.psychsport.2011.07.006
Tamminen, K.A., & Holt, N. L. (2010). A meta-study of qualitative research examining stressor appraisals and coping among adolescents in sport. Journal of Sports Sciences, 28, 1563-1580. doi: 10.1080/02640414.2010.512642
Holt, N. L., & Tamminen, K.A. (2010). Moving forward with grounded theory in sport and exercise psychology. Psychology of Sport & Exercise, 11, 419-422. doi:10.1016/j.psychsport.2010.07.009
Holt, N. L., & Tamminen, K.A. (2010). Improving grounded theory research in sport and exercise psychology: Further reflections as a response to Mike Weed. Psychology of Sport and Exercise, 11, 405-413. doi:10.1016/j.psychsport.2009.12.002
Tamminen, K.A., & Holt, N. L. (2010). Female adolescent athletes’ coping: A season long investigation. Journal of Sports Sciences, 28, 101-114.
Holt, N. L., Tamminen, K.A., Black, D. E., Mandigo, J. L., & Fox, K. R. (2009). Youth sport parenting styles and practices. Journal of Sport & Exercise Psychology, 31, 37-59.
Holt, N. L., Black, D. E., Tamminen, K.A., Mandigo, J. L., & Fox, K. R. (2008). Levels of social complexity and dimensions of peer experience in youth sport. Journal of Sport & Exercise Psychology, 30, 412-432.
Holt, N. L., Knight, C. J., & Tamminen, K. A. (2012). Grounded theory. In K. Armour & D. MacDonald (Eds.), Research methods in physical education and sport (pp. 276-294). London: Routledge.
Gail Teachman PhD, OT Reg (ON)
Rehabilitation Science Institute
University of Toronto
2001 McGill College Avenue, Suite 500
Montreal, QC, Canada H3A 1G1
Gail Teachman, OT Reg. (Ont.) is a CIHR Postdoctoral Fellow with McGill University’s VOICE (Views on Interdisciplinary Childhood Ethics) team. Her current research draws from social theory, critical disability studies, occupational science and social studies of childhood to advance interdisciplinary studies of childhood ethics in the context of disability and rehabilitation. She has developed innovative methodological approaches for doing qualitative research with disabled children and youth, including those with communication impairments.
As a Vanier Canada Graduate Scholar, Gail obtained her PhD in Rehabilitation Sciences at the University of Toronto in 2016. She was a trainee with the Critical Disability and Rehabilitation Studies (CDARS) lab at Bloorview Research Institute, Toronto. Her doctoral work, which examined the effects of dominant social inclusion discourses on the lives of disabled youth who have little or no speech, was recognized by a 2016 Governor General’s Gold Medal, one of Canada’s highest awards, and Honorable Mention in the 2016-2017 competition for the Joan Eakin Award for Methodological Excellence in a Qualitative Doctoral Dissertation.
• Critical social theory applied to children’s health, illness, and disability
• Interdisciplinary Childhood Ethics
• Childhood disability and rehabilitation
• Qualitative methodologies with children
Winter 2017: “Theory and Method for Qualitative Researchers: An Introduction” (JRP1000)
Co-Instructor, Show and Tell: Articulating Your Methods to Reveal the Quality of your Research. Two-day CQ workshop in association with the Critical Health Research Group, Congress on Critical Theory and Health Research, Universitat de les Illes Balears, Mallorjca, Spain. (2015, June 8 – 9).
Co-Instructor (with Brenda Gladstone), Doing Qualitative Research with Children and Youth, full-day workshop, part of a CQ series in partnership with the Wilson Centre, University of Toronto. (2014, June)
Selected Publications & Media
Teachman, G., McDonough, P., Macarthur, C., & Gibson, B. E. (2017, early online). A critical dialogical methodology for conducting research with disabled youth who use augmentative and alternative communication. Qualitative Inquiry, Special issue titled: “Reclaiming Disability” in Critical Qualitative Research. doi/abs/10.1177/1077800417727763
Teachman, G. (2017). Doing research with people who have communication impairments using photo elicitation methods [Streaming video]. Retrieved from SAGE Research Methods. http://methods.sagepub.com/video/doing-research-with-people-who-have-communication-impairments-using-photo-elicitation-methods
Teachman, G. (2016). Interrogating inclusion: Critical research with disabled youth who use augmentative and alternative communication (Doctoral dissertation, University of Toronto). Available from http://hdl.handle.net/1807/73207
Globe & Mail Interview (Wency Leung interviewer) (2016, Aug 26) Creating inclusive classrooms is a complicated, nuanced process. http://www.theglobeandmail.com/life/parenting/back-to-school/inclusive-classrooms-cookie-cutter/article31579175/
Teachman, G., Mistry, B., & Gibson, B. E. (2014). Doing Qualitative Research with People who have Communication Impairments. In SAGE Research Methods Cases. London, United Kingdom: SAGE Publications, Ltd. http://dx.doi.org/10.4135/978144627305013514660
Teachman, G., & Gibson, B. E. (2014) ‘Communicative competence’ in the field of augmentative and alternative communication: a review and critique. International Journal of Language and Communication Disorders, 49(1), 1-14.
Teachman, G., & Gibson, B. E. (2013). Children and youth with disabilities: Innovative methods for single qualitative interviews. Qualitative Health Research, 23(2), 264-274.