Ph.D., Ontario Institute for Studies in Education (OISE), University of Toronto
M.T., OISE, University of Toronto
B.A., University of Toronto
Multicultural education; peacebuilding; conflict resolution; dialogue; restorative justice; K-12 schools; cultural diversity; immigrant children; identity; social justice; critical pedagogy.
Melnyk, G., and Parker, C. (Eds.) (2021). Finding Refuge in Canada: Narratives of Dislocation. Edmonton: Athabasca University Press.
Parker, C. (2016). Peacebuilding, citizenship, and identity: Empowering conflict and dialogue in multicultural classrooms. Rotterdam/Boston/Taipei: Sense Publishers.
Parker, C. (2021). Exploring place and identity through research: How my doctoral journey shaped my subjective positionality. In B. Bradford (Ed.). The Doctoral Journey: International Educationalist Perspectives. Brill Publishers.
Parker, C. (2020). Who’s in and Who’s out? Problematizing the Peacemaking Circle in Diverse Classrooms. In E. C. Valandra, W. W. Hoksila, A. Goffe (Eds.). Colorizing Restorative Justice: Voicing Our Realities. St. Paul, MN: Living Justice Press.
Parker, C. (2020). Supporting refugee students in the classroom: A teacher’s perspective. In G. Melnyk & C. Parker (Eds). Canada and Refugees: Stories of Hope and Resilience. Edmonton: Athabasca University Press.
Parker, C. and Gill, R. (2021). Religious literacy and restorative justice with youth: The role of community service professionals in mediating social inclusion. Religion and Education.
Parker, C. and Bickmore, K. (2020b). Complexity in restorative justice education circles: Power, privilege, and voice about sexual health, identities, and relationships. Journal of Moral Education.
Parker, C. and Bickmore, K. (2020). Classroom peace circles: Teachers’ professional learning and implementation of restorative dialogue. Teaching and Teacher Education.
Chan, W. Y. A., Akanmori, H., Parker, C. (2019). Addressing Canada’s Truth and Reconciliation Commission for Indigenous peoples through religious literacy and spirituality: Unexpected pathways to peace education. Forum for International Research in Education, 5(1). 63–88.
Llewellyn, K. R., & Parker, C. (2018). Asking the ‘who’: a restorative purpose for education based on relational pedagogy and conflict dialogue. The International Journal of Restorative Justice, 1(3), 399-412.
Parker, C. (2018). Intergenerational dialogue: Connecting youth and older adults in urban spaces through community-based forum theatre. Applied Theatre Research, 6(1), 37–52.
Parker, C. (2016). Pedagogical tools for peacebuilding education: Engaging and empathizing with diverse perspectives in multicultural elementary classrooms. Theory & Research in Social Education, 44(1), 104–140.
Parker, C. (2015). Practicing conflict resolution and cultural responsiveness within interdisciplinary contexts: A study of community service practitioners. Conflict Resolution Quarterly, 32(3), 325–357.
Bickmore, K. & Parker, C. (2014). Constructive conflict talk in classrooms: Divergent approaches to addressing divergent perspectives. Theory & Research in Social Education, 42(3), 291–335.
Parker, C. (2013). Peacebuilding education: Using conflict dialogue for democratic and inclusive learning opportunities for diverse students. International Journal of Peace Studies, 18(2), 1–24.
Parker, C. (2012). Conflicts and “Canadian” identities embedded in citizenship education: Diverse immigrant students’ experiences. In P. Cunningham & N. Fretwell (Eds.), Creating Communities: Local, National and Global (ISBN 978-1-907675-19-5), London: Children’s Identity and Citizenship in Europe International Conference (CiCe/CitizED), York, UK.
Parker, C. & Bickmore, K. (2012). Conflict management and dialogue with diverse immigrant students: Novice teachers’ approaches and concerns. Journal of Teaching and Learning, 8(2), 47–64.
Parker, C. (2011). Conflictual dialogue pedagogies as learning opportunities for ethno-cultural minority immigrant students [Special Issue]. Citizenship Education Research Journal, 1(1), 43–56.
Parker, C. (2010b). A multicultural approach to teaching English Language Arts: Starting with the personal and connecting to the global. English Quarterly, 41(3/4), 67–78.
Parker, C. (2010a). Finding our way home (at school): A study of students’ experiences of bringing their home culture into the classroom. Journal of Teaching and Learning, 7(1), 17–29.
Reid, E., Parker, C., and Chan, W. Y. A. (2019). Religion in the classroom: It’s not just a can of worms. Education Canada Magazine, 59(3).
Parker, C. (2015). Review of the book Revisiting the Great White North? Reframing Whiteness, privilege, and identity in education, by D. E. Lund & P. R. Carr. Comparative and International Education / Éducation Comparée et Internationale, 44(2), Article 7.
Parker, C. (2007). Review of the book Laptops and Literacy: Learning in the Wireless Classroom, by Mark Warschauer. Journal of Teaching and Learning, 5(1), 77–79.
Courses taught at Renison
SDS 131R Political Ideologies and Social Development
SDS 220R Changing Concepts of Childhood
SDS 251R Social Research
SDS 435R Restorative Approaches to Education
SOC 224R Poverty in Canada and its Social Consequences