Education
Ph.D., Ontario Institute for Studies in Education (OISE), University of Toronto
M.T., OISE, University of Toronto
B.A., University of Toronto
Research and teaching interests
Restorative justice in education, transformative justice, antiracist education, critical literacy, equity and inclusion, immigrants and refugees, K-12 schools; youth leadership; social justice; peacebuilding and dialogue.
Courses taught in SDS
ARTS 130 Inquiry and Communication (Social Justice and Social Development)
SDS 131R Political Ideologies and Social Development
SDS 220R Changing Concepts of Childhood
SDS 435R Restorative Approaches to Education
SDS 449R Prejudice and Discrimination
Published Books
Parker-Shandal, C. A. H. (Ed.). (2024). First-Gen Docs: Personal, political, and intellectual perspectives from the first-generation doctoral experience. In the Doctoral Journey in Education Book Series, Brill Publishers.
Parker-Shandal, C. (2022). Restorative justice in the classroom: Liberating students’ voices through relational pedagogy. New York, NY: Palgrave Macmillan.
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.
Other Publications
Book Chapters
Beckman, K., & Parker-Shandal, C. (2024). Decolonizing research methods in restorative justice in education. In B. Pali, E. Zinsstag, F. F. Rosenblatt, and K. B. Rasmussen (Eds.), Handbook of Research Methods in Restorative Justice. Eleven Publishing.
Parker-Shandal, C., Tiflati, H., and Chan, W. Y. A. (2023). Going beyond campus to strengthen the campus: Confronting hate, extremism, and Anti-Semitism through restorative justice and peacebuilding education. In Confronting Antisemitism on Campus. Peter Lang Publishing.
Parker-Shandal, C. (2023). White liberalism, racism, and restorative justice in schools. In C. E. Matias & P. Gorski (Eds.), The other elephant in the (class)room: White liberalism and the persistence of racism in education. Teachers College Press.
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.
Articles
Herati, H., Neiterman, E., Parker-Shandal, C., Meyer, S. (2023). Exploring the determinants that contribute to and promote the wellbeing of immigrant and refugee children in Canada: A multi-method participatory study. Child Indicators Research. doi: 10.1007/s12187-023-10060-y
Parker-Shandal, C. (2023). Participation in higher education classroom discussions: How students’ identities influence perspective taking and engagement. Teaching and Learning Inquiry, 11. doi: https://doi.org/10.20343/teachlearninqu.11.19
Reimer, K., & Parker-Shandal, C. (2023, February 22). Restorative justice in education. In Oxford Research Encyclopedia of Education. doi: https://doi.org/10.1093/acrefore/9780190264093.013.1828
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.
Non-Refereed Articles
Melnyk, G., & Parker-Shandal, C. (2023). Roxham Road’s primary lesson: Canada is neither a closed- nor open-door society. The Globe and Mail. (April 19, 2023)
Bolotenko, T., & Parker-Shandal, C. (2023). How can teachers in Canada support students from Ukraine during the current crisis? Education Canada Magazine Factsheet.
Parker-Shandal, C.A.H., Lake Berz, K., Bolotenko, T., Manku, S., Owen, S. (2022). From conflict zones to classrooms: How can educators facilitate inclusion for Ukrainian students fleeing the war? Education Canada Magazine, 62(2).
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).
Book reviews
Parker, C., and Startup, A. (2021). Review of the book Educating for Peace and Human Rights: An Introduction, by M. Hantzopoulos and M. Bajaj. Theory and Research in Education, 19(3), 325-326.
Kumabe, T., and Parker, C. (2021). Review of the book Using restorative circles in schools: How to build strong learning communities and foster student wellbeing, by B. Follestad and N. Wroldsen. The International Journal of Restorative Justice, Issue 2.
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.
Recent Grants
As Principal Investigator
2022-2023, “Cross-Provincial Study and Support on Intergenerational and Intercultural Dialogue in Rural Communities in Canada: Interrupting divisions and systemic racism and discrimination among Indigenous Peoples, racialized migrants, and white settlers,” University of Waterloo Social Sciences and Humanities Research Council of Canada (SSHRC) Partnership Grant Incentive, $10,000.
2023-2024, “Restorative Justice in K-12 and Higher Education.” Renison University College, University of Waterloo Faculty Research Grant, $ 1,166.
2023-2024, “Intergenerational and Intercultural Dialogue in Rural Communities in Canada: Interrupting divisions and systemic racism and discrimination among Indigenous Peoples, racialized migrants, and white settlers.” Partnership Engage Grant, SSHRC, $25,000.
2021-2026, Restorative and Antiracist Education: Pedagogies of Justice, Survival, and Equity in K–12 Literacy Classrooms. Insight Grant, SSHRC, $96319.
2019-2021, “Restorative Justice and Peacebuilding Dialogue in Schools.” Insight Development Grant, SSHRC, $57,197.
2019-2021, “Restorative Schools: Creating a Culture of Care.” Community Justice Initiatives, Hullman Foundation, $20,000.
2019-2020, “Refugees and Canada: Narratives of Hope and Resilience.” Renison University College, University of Waterloo Faculty Research Grant, $2,000.
2018-2020, “Restorative and Peace-building Practices in Schools: Challenging Responses to Bullying, Violence, and Social Exclusion.” SSHRC Seed Grant, University of Waterloo, $7000
2018-2019, “Teaching and learning with controversial issues in diverse postsecondary classrooms.” Learning Innovation and Teaching Enhancement (LITE) Grant, University of Waterloo, $5000.
2017-2018, “Restorative and Peacemaking Practices for Diverse Youth.” Renison University College, University of Waterloo Faculty Research Grant, $2,000.
2015-2016, “Constructive Classroom Dialogue and Peacemaking Circles in Diverse Classrooms.” Renison University College, University of Waterloo Faculty Research Grant, $1,520.
As Co-Investigator:
2019-2021, “Sparks of Courage and Understanding: Manitoulin and North Shore Youth Building Bridges and Combating Racism.” Community Builders, Canadian Heritage Foundation, $16,000.