- +14169780446
- Paulo Freire, Leadership and Diversity, Philosophy of Education, Policy and Equity Issues, Student Engagement and 'Students at Risk', Democratic Education, and 25 moreStudent Engagement, Ethical issues in educational leadership, Controversial issues in teaching, Social Justice in Education, Critical Pedagogy, Tahar Ben Jelloun, Albert Camus, Educational Leadership, Teacher Education, Political Philosophy, Pedagogy, Critical Thinking, Curriculum Studies, Curriculum and Instruction, Inclusive Education, Educational Equity and Justice, White Privilege, Mentoring and Induction for new teachers, Philosophy, Education, Globalization, Neoliberalism, Power, Social Exclusion, and Student Engagmentedit
- John P. Portelli (Ph.D. McGill University, 1984) is a professor in the Department of Humanities, Social Sciences, and... moreJohn P. Portelli (Ph.D. McGill University, 1984) is a professor in the Department of Humanities, Social Sciences, and Social Justice Education, and the Department of Leadership, Higher and Adult Education at OISE, University of Toronto.. Before joining OISE in 1999 he taught in several universities: The University of Malta (1980), McGill University (1982-1985), Dalhousie University (Killam Post-Doctoral Fellow, 1985-1986), Mount Saint Vincent University (1986 - 1999). He is Co-director of the Centre for Leadership and Diversity and a fellow of St. Michael's College, University of Toronto. He was a visiting professor at the University of Malta (1992), Acadia University (1997), the University of British Columbia (1998), and the University of Verona (2010). He has published 8 books including two books of poetry. Two of his books won the American Educational Studies Association Critic Award, and another of his books won the Canadian Association for the Foundations of Education Book Award. In 2005 he received the Canadian Society for the Study of Education Mentorship Award. He has given keynote addresses and lectures in Canada, U.S.A., Italy, England, Malta, Bahrain, Morocco, Ireland and Turkey. He is a commissioner of the National Commission for Higher Education of Malta, and a Lead Expert for the European Mediterranean University, Slovenia. He is frequently invited to give keynote addresses and workshops in his areas of research and teaching which include: student engagement, students 'at risk', democratic education, teaching controversial issues, leadership and diversity, educational policy and equity, neolberalism and education, social justice education, and ethical issues in educational leadership.edit
This paper argues that subversion is a necessary tool for survival and opening up of new possibilities in the context of the 21st century where neoliberalism and its extreme market-driven ideologies and institutional practices permeate... more
This paper argues that subversion is a necessary tool for survival and opening up of new possibilities in the context of the 21st century where neoliberalism and its extreme market-driven ideologies and institutional practices permeate and impact all social settings public and private. Subversion is defined as subtle mechanism(s) of resisting abusive forms of power that create and/or maintain oppression and harm. At the heart of subversion and engaging in subversive acts is a hope for creation of new possibilities, imaginable and unimaginable, to facilitate attaining social justice and implementing justice-oriented practices that have moral implications. It is within the context of neoliberalism, and its ability to control power relations yet appear undetected, that we argue for a necessity of subversion and subversive acts as a form of resistance, as a tool and a grassroots action-oriented mechanism(s), to challenge abusive and immoral forms of power. The paper argues that subversion is, in many instances, the most moral and integral way to act in the face of abusive and exploitive practices that cause harm to certain social groups through policies that are normalized and perpetuated by social institutions. This paper identifies and critically challenges some common misunderstandings and popular myths about subversion in education.
Research Interests:
Research Interests:
Research Interests:
[Gabra ta’ kitbiet : Lehen il-Malti, Ghadd 36] (2017). Insinifikanti ; Ghabra ; Riha Stramba ; B’dil-loghba ; Teddy ; Pittura ; Lilek habbejt ; Elogju monokromu ; Ix-xtajta-santwarju ; Mea culpa ; Sejha ; Esponent ; L-ispeci rari ta’ kamaleonte zeffien ; Diwan ; Fis-skiet ; L-ahhar zifna b’apolog...more
Research Interests:
[Gabra ta’ kitbiet : Lehen il-Malti, Ghadd 34] - Barkata nies ; Kafe fi Pjazza Regina ; Ghanja lil ommi ; Farrett ; Insejt ; In-nuccali u l-ballun ; Qoffa kliem ; L-accent ; Jum 25 ; Swali tas-solitudni ; Il-mewt is-sesmologija ; Esibizzjoni maestuza ; Linja ; Il-pjanist tal-kuncerti ; Fur Elise:...more
[Ġabra ta’ kitbiet : Leħen il-Malti, Għadd 38] (2019). Ħalliem mill-ġenesi ; Mewġ ; Requiem ; Kif kien mill-bidu, issa, u dejjem... ; Tħanxar il-vjolinċell ; Ġrajja ordinarja ; Illejla nlaqqgħek mal-lejl ; Kif tirbaħ metru ; L-Alla tal-art ; Bħal mewġa ; Kafè doppju għat-triq ; Xemx u qamar ; Tog...more
Research Interests:
[Gabra ta’ kitbiet : Lehen il-Malti, Ghadd 36] (2017). Insinifikanti ; Ghabra ; Riha Stramba ; B’dil-loghba ; Teddy ; Pittura ; Lilek habbejt ; Elogju monokromu ; Ix-xtajta-santwarju ; Mea culpa ; Sejha ; Esponent ; L-ispeci rari ta’ kamaleonte zeffien ; Diwan ; Fis-skiet ; L-ahhar zifna b’apolog...more
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Philosophical approaches to the justification of the curriculum. Philosophical approaches to the justification of the curriculum. Portelli, John P. (John Peter). Peters, RS (Richard Stanley), 1919-. Wilson, Patrick Seymour. Peters, RS... more
Philosophical approaches to the justification of the curriculum. Philosophical approaches to the justification of the curriculum. Portelli, John P. (John Peter). Peters, RS (Richard Stanley), 1919-. Wilson, Patrick Seymour. Peters, RS (Richard Stanley), 1919-Ethics and education. ...
Research Interests:
as the place and climate in which the educational experience takes place, and effectiveness is understood as the quality of that experience's outcome, especially when compared to the ideals expressed in its objectives. Effective is a... more
as the place and climate in which the educational experience takes place, and effectiveness is understood as the quality of that experience's outcome, especially when compared to the ideals expressed in its objectives. Effective is a relational term. It is crucial to note that the term 'effective' has become an empty slogan in educational discourse. Policies and curriculum recommendations have been proposed on the basis of 'effectiveness' without identifying and justifying the values or ideals that guide these proposals and the possible outcomes for students. Janice Stein reminds us of the distinction between efficiency as an end and efficiency as a means to achieving a greater end. She warns that the former leads to a "cult of efficiency."1 The same holds with regard to "effectiveness." Environment and effectiveness might be considered discrete concepts in terms of how they could be addressed and adjudicated. One might wish to consider "traditional" educational environments like schools as only the isolated places and climates where education occurs. Similarly one might wish to consider the effectiveness of a particular methodology and how well it compares with the ideals it sets out for itself, or against the outcomes of other methodologies.
Research Interests:
Analyzes four meanings of hidden curriculum and their moral implications
Research Interests:
Research Interests:
Identifies issues in defining the concept of curriculum; reviews leading definitions of curriculum and argues against the effort to offer such definitions; urges clarification of the relationship of curriculum to other educational concepts
Research Interests: Sociology and Curriculum
Research Interests:
Research Interests:
Research Interests:
The post-truth moment comes at a time of deference for epistemic authority, which has serious implications for democracy. If democracy implies an epistemology, attempting to live a democratic way of life implies a theory about the nature... more
The post-truth moment comes at a time of deference for epistemic authority, which has serious implications for democracy. If democracy implies an epistemology, attempting to live a democratic way of life implies a theory about the nature of knowledge among other theoretical aspects (e.g. political and ethical). At the time of ‘fluid modernity’, the post-truth politics of renouncing truth damages the foundations of democracy, for how could we proceed with a democratic way of life without truth as a common denominator for deliberation? While a defining feature of the post-truth era is its intrinsic relativism, Gellner (2013) warns this could lead to ‘cognitive nihilism’. Thus, it is imperative to (i) find our way back to reasonableness (based on both reason and emotions) based on a Freirean dialogic middle ground, instead of renouncing truth (that is any notion of truth), and (ii) critically discuss possibilities for various approaches to truth-seeking. While it is important to questi...
Research Interests:
Research Interests:
This paper argues that subversion is a necessary tool for survival and opening up of new possibilities in the context of the 21 st century where neoliberalism and its extreme market-driven ideologies and institutional practices permeate... more
This paper argues that subversion is a necessary tool for survival and opening up of new possibilities in the context of the 21 st century where neoliberalism and its extreme market-driven ideologies and institutional practices permeate and impact all social settings public and private. Subversion is defined as subtle mechanism(s) of resisting abusive forms of power that create and/or maintain oppression and harm. At the heart of subversion and engaging in subversive acts is a hope for creation of new possibilities, imaginable and unimaginable, to facilitate attaining social justice and implementing justice-oriented practices that have moral implications. It is within the context of neoliberalism, and its ability to control power relations yet appear undetected, that we argue for a necessity of subversion and subversive acts as a form of resistance, as a tool and a grassroots action-oriented mechanism(s), to challenge abusive and immoral forms of power. The paper argues that subvers...
Research Interests:
Research Interests: Education, Philosophy of Education, Educational Research, Curriculum Studies, Political Science, and 14 moreEmpowerment, Pedagogy, Curriculum Theory, Emergent Curriculum, Curriculum, Irish, Curriculum mapping, Educational Policy Studies, Curriculum Theory and Development, Meaningful Learning, Pedagogical Innovation, Decolonizing Philosophies and Methodologies of Education and Educational Policy Studies, Pedagogical innovations, and Educational Polices
Purpose Ontario is the most ethnically diverse province in Canada. School educators cannot disregard the reality of diversity in all its senses. The question that directs the focus of this paper is: to what extent are leaders in Ontario... more
Purpose Ontario is the most ethnically diverse province in Canada. School educators cannot disregard the reality of diversity in all its senses. The question that directs the focus of this paper is: to what extent are leaders in Ontario formally prepared to lead schools that support the students of today? The paper aims to discuss this issue. Design/methodology/approach This paper results from a document analysis of publicly available documents to investigate the current context in Ontario, Canada regarding the educational and social situation of new immigrants, immigration, refugees, and ethno-culturally diverse students. It includes an exploration of the training and information available for principals and vice principals in Ontario to support them in leading schools which serve increasingly diverse student bodies. This paper is also informed by interviews with 59 educational leaders from Ontario and the USA. Interviews centred around their experiences engaging in practices to su...
Research Interests:
... I also thank the participants in this research new teachers, teacher educators and school administrators who so generously offered their time. A special thank you to Laura Pinto for all the editorial work and for her type setting... more
... I also thank the participants in this research new teachers, teacher educators and school administrators who so generously offered their time. A special thank you to Laura Pinto for all the editorial work and for her type setting abilities. ...
Research Interests:
Research Interests:
Research Interests:
Research Interests:
The popular discourse of democratic education is ho me to numerous myths surrounding our conceptions of what inclusion means in today’s schools. Certain beliefs like the idea that offering equal opportunities for participation to all... more
The popular discourse of democratic education is ho me to numerous myths surrounding our conceptions of what inclusion means in today’s schools. Certain beliefs like the idea that offering equal opportunities for participation to all students regardless of individual need, which conflates equality and equity, or that democracy in classrooms involves nothing more than limitless inclusion are upheld as go-to solutions for the inevitable dilemmas for educators committed to inclusion. This paper argues that philosophical clarification of the concept of inclusion is urgent ly required by teachers, policy makers, and theorists of education committed to both democr acy in education and democratic education. Our most urgent concern is related to th e in erent attitude toward deficit implied by different understandings of inclusion. T his is not necessarily due to the unclarities and ambiguities associated with the con cept itself, but rather reflect the calculated and anticipatory way educa...
Research Interests:
This article offers a critical reflection of the changes experienced in teacher education across Canada in light of the neoliberal impact on educational spaces. It also seeks to disrupt the neoliberal narrative and problematize a... more
This article offers a critical reflection of the changes experienced in teacher education across Canada in light of the neoliberal impact on educational spaces. It also seeks to disrupt the neoliberal narrative and problematize a rationality that has permeated teacher education programs. The article maintains that the neoliberal agenda is incompatible with critical educational practices. As a mode of critical resistance to educational instrumentalism, the paper offers recommendations as part of its critique on the deleterious impact of neoliberalism. Cet article offre une réflexion critique des changements découlant de l'impact néolibéral sur les milieux éducatifs qui touchent la formation des enseignants partout au Canada. L'article veut également perturber la théorie néolibérale et problématiser une rationalité qui s'est infiltrée dans les programmes de formation des enseignants. L'article affirme que le programme néolibéral est incompatible avec des pratiques éduc...
Research Interests:
EJ355875 - Analytic Philosophy of Education: Development and Misconceptions.
Research Interests:
Research Interests:
This paper aims to further address what we regard as the detrimental influence that neoliberalism has had on any and all commitments to democratic ideals in educational settings. The argument is simply that a robust pluralism and... more
This paper aims to further address what we regard as the detrimental influence that neoliberalism has had on any and all commitments to democratic ideals in educational settings. The argument is simply that a robust pluralism and cosmopolitanism in educational theory sits in tension with the neoliberalism of contemporary Western mass society. Our argument has two parts. First, we argue that the neoliberal hegemony of contemporary North American schooling is oppressive insofar as it negates and stifles any effort to enact democratic practices within classrooms settings, while simultaneously producing systemic inequities, dehumanization, and instrumentalization of teachers and students in schools. We then argue for an educational ethic of subversion, an ethic that we see as warranted, justified, and often necessary in the face of systems of schooling that are organized according to the logic of neoliberalism.
Research Interests:
Research Interests:
Research Interests:
Research Interests: Psychology and Teaching
encouraging me to write this paper. I also thank Elizabeth Smyth (OISE/UT), Roberto Perin (York University), and the three anonymous reviewers for comments and suggestions on an earlier version of this paper. The research for this paper... more
encouraging me to write this paper. I also thank Elizabeth Smyth (OISE/UT), Roberto Perin (York University), and the three anonymous reviewers for comments and suggestions on an earlier version of this paper. The research for this paper was supported by research grants from Mount St. Vincent University (1997), Acadia University (1998), and The University of Toronto (2000). See, for example, Luigi Pautasso, “Archbishop Fergus P. McEvay and the 2
Research Interests:
Dialogue in education has been used and promoted for many years. Well known examples include the teachings of Socrates, Plato, Augustine, Hume, and Buber. This use of dialogue in education has become more prevalent in the last twenty... more
Dialogue in education has been used and promoted for many years. Well known examples include the teachings of Socrates, Plato, Augustine, Hume, and Buber. This use of dialogue in education has become more prevalent in the last twenty years, primarily through the work of Paulo Freire. Freire and other educators such as Matthew Lipman (1991), Ira Shor (1992), Myles Horton (1990), Nicholas Burbules (1993), Sophie Haroutunian-Gordon (1991), and Harvey B. Sarles (1993) have promoted dialogue as a mode of teaching. Others have primarily used it as a mode of inquiry ( Guba 1990; Green & Chandler 1990) or as an "examination for the purpose of discovering information or examining particular phenomena" (Green & Chandler, 1990, p. 204). While dialogue has not often been incorporated into research methods, there are those who see it as a promising and useful tool for clarifying positions and creating new understandings (Burbules, 1993; Freire, 1970; Guba, 1990; Green & Chandler, 1990;...
This paper examines the differences and similarities in approaches to community, voice and curriculum among three Canadian elementary schools with respect to their potential to enact central aspects of a critical pedagogy: to extend voice... more
This paper examines the differences and similarities in approaches to community, voice and curriculum among three Canadian elementary schools with respect to their potential to enact central aspects of a critical pedagogy: to extend voice to students and community; foster participatory, democratic education; and to cultivate critical reflection. The three schools offer different conceptions and practices. In one, a deficit model of education seems to dominate; in the second, we found an individual growth model of education; and in the third, a critical practice model of education was the foundation for more democratic educational practices. We argue that not all change initiatives and approaches are equally valuable, and that the latter model provides a more profound and just educational experience for students. This paper examines the differences and similarities in approaches to community, voice and curriculum among three Canadian elementary schools regarding their potential to en...
The aim of this paper is to clarify what is involved in the notion of teaching for critical thinking and identify some of the challenges that this notion faces. The paper is divided into two sections. Section one attempts to clarify the... more
The aim of this paper is to clarify what is involved in the notion of teaching for critical thinking and identify some of the challenges that this notion faces. The paper is divided into two sections. Section one attempts to clarify the notion of teaching for critical thinking by focusing on and analyzing the assumptions and practical implications of two contrasting teaching situations. Section two identifies and briefly comments on some of the common challenges that face those who take the ideal of critical thinking seriously. RESUME Cet article vise a preciser ce qui intervient dans la notion d'enseignement axe sur la pensee critique et a identifier certains des defis auxquels cette notion se heurte. L'article est divise en deux parties. La premiere tente de preciser la notion d'enseignement axe sur la pensee critique en examinant de pres et en analysant les hypotheses et implications pratiques de deux situations d'enseignement contrastantes. La seconde partie iden...
Research Interests:
The popular discourse of democratic education is home to numerous myths surrounding our conceptions of what inclusion means in today's schools. Certain beliefs like the idea that offering equal opportunities for participation to all... more
The popular discourse of democratic education is home to numerous myths surrounding our conceptions of what inclusion means in today's schools. Certain beliefs like the idea that offering equal opportunities for participation to all students regardless of individual need, which conflates equality and equity, or that democracy in classrooms involves nothing more than limitless inclusion are upheld as go-to solutions for the inevitable dilemmas for educators committed to inclusion. This paper argues that philosophical clarification of the concept of inclusion is urgently required by teachers, policy makers, and theorists of education committed to both democracy in education and democratic education. Our most urgent concern is related to the inherent attitude toward deficit implied by different understandings of inclusion. This is not necessarily due to the unclarities and ambiguities associated with the concept itself, but rather reflect the calculated and anticipatory way educators tend to approach classroom practice. We argue that with careful philosophical clarification, along with an entirely new stance on the part of teachers regarding their pedagogical practice and a reconceptualized notion of student 'needs', the concept of inclusion can continue to remain not only useful but essential to creating a robust democratic community in the classroom.
Research Interests:
Research Interests:
Roger J. Williams. RETHINKING EDUCATION: THE COMING AGE OF ENLIGHTENMENT. New York: Philosophical Library, 1986. 160 pp. $15.00.
Research Interests:
In our neoliberal context, the field of teacher education faces many challenges and tensions. One crucial challenge that arises deals with the tensions of deficit thinking. Regrettably, these tensions are often left unaddressed due to the... more
In our neoliberal context, the field of teacher education faces many challenges and tensions. One crucial challenge that arises deals with the tensions of deficit thinking. Regrettably, these tensions are often left unaddressed due to the demanding subjectbased curriculum learning approach in most Bachelor of Education programs. This paper1 examines why deficit thinking, particularly toward "inner-city students," is ethically problematic and inconsistent with creating true democratic education possibilities. This key question is addressed in this paper in four parts: (1) the connection between neoliberalism and public education, (2) the meaning and forms of deficit thinking with respect to teaching, (3) ethical implications of deficit thinking on students’ public school experiences, and (4) a call for a genuine democratic education in teacher education.