Creating Safe School Environments Wells, a Killam doctoral scholar, is a case in point of committing oneself to a cause. In Kris’ case, his cause and graduate research are indistinguishable from one another. As he puts it, “My research is really focused around three key areas of good scholarship: research, teaching, and service work. I try to balance all three, and have my research inform my teaching and my community service work. That’s why I do as much work as I can with the Alberta Teacher’s Association and other community groups.” There is no question that this multi-faceted approach is working well for Kris. His self-professed goal is to enact change when it comes to the need to create safe schools. And this is no easy task, as Kris has dedicated himself to creating resources that lead to safe, caring “I think we need to move away from the model of teacher as disciplinarian, or teacher as the controlling agent in their classroom to the conceptualization of the classroom as a community of learners. When one student, or one teacher, or one member of that community doesn’t feel valued, or doesn’t feel safe or comfortable enough to express their opinions, their values, their thoughts, their identity, or to bring themselves fully into the classroom, then every member of that community loses. Each unique individual brings a wealth of knowledge and experience with them into the classroom. Our role as caring educators is to empower that community to feel comfortable enough to share their diverse knowledge and experiences, and in turn everyone in the community is enriched. As a result of this sharing, the community prospers, it becomes more vibrant and diverse.” There can be no mistaking the fact that this issue is a dominant part of our times, and a controversial one, from anti-bullying legislation to gay couples at high school proms, a significant social, cultural, and political debate is taking place. And Kris is totally engaged in that debate: “Everything we do in our lives is political. Teaching is a political act, and research is also a political act. We can talk about notions of objective research, but in postmodern times, and in post-foundational discourses, this notion of objectivity is really a myth. There are no grand narratives, we’ll never find a capital ‘T’ truth. What we need to focus on is research and teaching that is more situational, fluid, and relational… My theory informs my practice, and my practice informs my theory. I can’t separate the two into discrete boxes.” At the MEd level Kris’ thesis research focused on the experiences of LGBT students, and now in his PhD here at the University of Alberta in Education Policy Studies, Kris is focusing on LGBT teacher’s needs. Throughout this process Kris has employed a critical, relational and reflexive postmodern approach to research, and shows no sign of slowing down. “Every Saturday when I go to the local LGBT youth group ‘Youth Understanding Youth’ which I help to co-facilitate, that’s my reality-check in. The kids are the ones who hold my research and teaching accountable. They know I’m a teacher, and they say to me “What are you doing to make a positive difference in school for us?” So I take up that challenge and utilize it to inform my work with the Alberta Teachers’ Association in an effort to help teachers understand how they can create safe, caring, and supportive learning environments for LGBT students.” From web resources to conferences, to groundbreaking changes to the ATA’s code of conduct forbidding discrimination on the grounds of sexual orientation and gender identity, change and civic engagement with youth and teachers is happening. Kris’ enthusiasm and dedication shows in juxtaposition to the stereotype of the ‘ivory tower’ how research is a powerful force when it comes to informing and influencing the diverse social issues faced by our society. Kris’ research, teaching and service work have been supported by the Izaak Walton Killam Memorial Doctoral Scholarship, the Social Sciences and Humanities Research Council of Canada’s Canadian Graduate Scholarship, and the Alberta Teachers’ Association’s Doctoral Fellowship. Links of Interest:
Research Makes Sense For Students … Students Make Sense In Research |
Close this windows to return to the Profiles page.
and inclusive learning and teaching environments in the K-12 education system for Lesbian, Gay, Bisexual and Trans-identified (LGBT) students and teachers.