Research Team: Dr. Erika Hasebe-Ludt, University of Lethbridge (principal), Dr. Carl Leggo (co-investigator), & Dr. Cynthia Chambers, University of Lethbridge (co-investigator)

Teacher education and schooling in Canada face unprecedented challenges as a result of globalization, intercultural/international migration, and changes in local literate and cultural practices. This study will investigate crucial issues arising from these movements for educational institutions and populations in Canada. Specifically, the research focuses on the education of teachers and their students by engaging them in life writing as a form of teacher research. It also seeks to create opportunities for collaborative research among faculty members and teachers through life writing, with the aim of identifying appropriate theoretical and pedagogical frameworks for the study and practice of literacy, curriculum, and teacher education in culturally diverse schooling environments. The key research questions are:
 
How can life writing support the literacy and curricular frameworks needed for teaching and learning in changing local and global environments?
 
What is the significance and value of life writing

1. as a way of theorizing and critiquing literacy and curriculum
2. as a method for researching literacy and curriculum
3. as a vehicle for change towards effective inclusive new literacy practices
4. as a means for communicating research results?

Social Sciences and Humanities Research Council of Canada Standard Research Grant

Duration of the project: May 2007 to April 2010