Welcome



Jim and his research team have been hard at work analysing the data from his most recent research project about the micropolitics of social justice work. Check out the videos for some descriptions of what Jim has been working on lately.




Jim was recently invited to Chile where he spoke to educators in the city of Talca at the "Primier Congreso Internacional De Education" on Inclusive Leadership in October. It was sponsored by University of Santo Tomás in Talca.






Events




May 12th from 8:30am - 1pm, OISE/UT 8th floor
Jim organized a conference for the students in his graduate research courses in the Department of Theory and Policy Studies, Educational Administration called "Educational Leadership and Policy for a Changing World" hosted at OISE/UT 8th floor, May 12th from 8:30am - 1pm. The flyer is located here



Book Launch: Thursday December 1, 2011 5:30 - 8:00pm OISE Library (Main Floor)
Please join us for the book launch of "Brave New Teachers: Doing Social Justice Work in Neo-Liberal Times." The event is co-sponsored by the Centre for Leadership and Diversity. Refreshments will be served.


CLD Round table session November 29, 12:00 - 1:30, OISE/UT Room 6 - 272
Cynthia Joseph lead a discussion entitled: Equity, Opportunity and Education in Postcolonial Southeast Asia: The Malaysian case.

Publications





2009 - Present


Ryan, J. 2012. Struggling for Inclusion: Educational Leadership in Neoliberal Times. Greenwich, CT: Information Age Publishing.

Ryan, J. 2011. Administrative Approaches to Diversity: Imposing and Sharing Meaning. In J. MacBeath & T. Townsend (Eds.), International Handbook on Leadership for Learning (pp. 1125-1142). Dordrecht, NL: Springer.

Ryan, J. 2010. Understanding Leadership and Educating Future Leaders. Scholar-Practitioner Quarterly, 4 (4), 346-348.

Ryan, J. 2010. Establishing Inclusion In A New School: The Role Of Principal Leadership. Exceptionality Education International. 20 (2), 6-24.

Ryan, J. 2010. Promoting Social Justice in Schools: Principals' Political Strategies. International Journal of Leadership in Education. 13 (4), 357-376.

Ryan, J. 2009. Promoting a Diverse Educator Workforce: A Challenge for the Teaching Profession. Changing Perspectives. February, 17-19.

Ryan, J. 2010. Leading Diverse Schools. In P. Peterson, E. Baker & B. McGaw (Eds.), International Encyclopedia of Education 4th  Edition (832-838). Oxford: Elsevier.

Ryan, J., Pollock, K. & Antonelli, F. 2009. Teacher diversity in Canada: Leaky Pipelines, Bottlenecks and Glass Ceilings. Canadian Journal of Education. 32 (3), 512-538.

Ryan, J. & Rottmann, C. 2009. Struggling for Democracy: Administrative Communication in a Diverse School Context. Education Management, Administration and Leadership 37 (4), 473-496.


2007-2008

Ryan, J. In Press. Leading Diverse Schools. In B. McGaw, E. Baker & P. Peterson (Eds.), International Encyclopedia of Education, 3rd Edition. Oxford: Elsevier.

Ryan, J. 2007. Dialogue, Indentity and Inclusion: Administrators as Mediators in Diverse School Contexts. Journal of School Leadership. 17 (3), 340-369.

Ryan, J. & Rottman C. 2007. Educational Leadership and Policy Approaches to Critical Social Justice. Journal of Educational Administration and Foundations 18 (1&2), 9-23.

Ryan, J. 2007. Inclusive Leadership: A Review. Journal of Educational Administration and Foundations 18 (1&2), 92-125.

De Angelis, M., Griffiths, D. Joshee, R., Portelli, J., Ryan, J. & Zarestsky, L. 2007.
Talking About Social Justice And Leadership In A Context Of Accountability. Journal of Educational Administration and Foundations 18 (1&2), 24-51.

Ryan, J., Pollock, K. & Antonelli, F. (2007). Teacher and Administrator Diversity in Canada: Leaky Pipelines, Bottlenecks and Glass Ceilings. Paper Prepared for the Annual Conference of the Canadian Society for the Study of Education. Saskatoon. Maydiv.

Ryan, J. & Rottman, C. (Eds.) 2007. Educational Leadership and Policy Approaches to Social Justice. Journal of Educational Administration and Foundations. 18 (1&2).


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2005 - 2006


Johnson, L. & Ryan, J. 2006. International Perspectives on Leadership and Policy for Social Justice. Leadership and Policy in Schools 5 (1), 1-2.

Johnson, L. & Ryan, J. (Eds.). 2006. International Perspectives on Leadership and Policy for Social Justice. Leadership and Policy in Schools 5 (1).

Ryan, J. 2006. Contradictions of Diversity in Schools: Inclusion, Understanding and Control. Paper Prepared for the Bi-Annual Conference of the International Philosophy of Education Society. Malta

Ryan, J. 2006. Exclusion in Urban Schools and Communities in D. Armstrong & B. McMahon (Eds.), Inclusion in Educational Environments: Addressing Issues of Diversity, Equity and Social Justice (pp. 3-29). Greenwich, CT: Information Age Publishing.

Ryan, J. 2006. Inclusive Leadership. San Francisco: Jossey-Bass.

Ryan, J. 2006. Inclusive Leadership and Social Justice for Schools. Leadership and Policy in Schools 5 (1), 3-17.

Ryan, J. 2006. Inclusive Leadership and Social Justice. Paper Prepared for the Annual Conference of the University Council of Educational Administration. San Antonio. November.

Ryan, J. 2006. Leadership and Social Justice. Part of “Continuing the Dialogue: A Cross-border Conversation on Democracy, Social Justice, and Globalization in Educational Policymaking and Practice” presented at for the Annual Conference of the University Council of Educational Administration. San Antonio. November.

Ryan, J. & Pollock. 2006. Principals’ Approaches to Inclusive Leadership: An Overview. Paper Prepared for the Annual Conference of the Canadian Society for the Study of Education. Toronto.

Ryan, J. 2005. An Inclusive Leadership Framework. Paper Prepared for the Annual Conference of the Canadian Society for the Study of Education. London.

Ryan, J. 2005. What is Leadership? Part of a “Cross Border Dialogue on Social Justice, Democracy, Policy and Leadership in Schools” for the Annual Conference of the University Council of Educational Administration (UCEA). Nashville Tennessee. November.

Ryan, J. 2005. What is Leadership? In W. Hare & J. Portelli (Eds.). Key Questions for Educators (pp. 22-25). Halifax: Edphil Books.

Ryan, J. 2005. Working Toward Inclusive Leadership. Paper Prepared for the Annual Conference of the American Educational Research Association. Montreal


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2003 - 2004

Ryan, J. 2004. Inclusive Leadership: A Review. Paper Prepared for the Annual Conference of the Canadian Society for the Study of Education. Winnipeg.

_____. 2003. Educational Administrators' Perceptions of Racism in Diverse School Contexts. Race, Ethnicity and Education 6 (2), 145-164.

Ryan, J. 2003. Greenfield and the Postmodern: Order, Anarchy and Inquiry in Educational Administration. In R. Macmillan (Ed.). Questioning Leadership: The Greenfield Legacy (pp. 237-257). London: Althouse Press.

Ryan, J. 2003. Leading Diverse Schools. Dordrecht, NL: Kluwer

_____. 2003. Leading Diverse Schools: Headteachers and Inclusion. Improving Schools 6 (2), 43-62.

_____.2003 Understanding and Inclusion in a Diverse School Setting: A Case Study. Leading and Managing 9 (2), 106-111.


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2000 - 2002

Ryan, J.J. In Press. Review of: Riley, K. & Rustique-Forrester (2002). Working with Disaffected Students. London: Paul Chapman. In International Journal of Leadership in Education.

Ryan, J. 2002. Educational Leadership in Contexts of Diversity and Accountability: A Review. In K. Leithwood & P. Hallinger (Ed.) The Second International Handbook of Educational Leadership and Administration. (pp. 979-1002). Dordrecht: Kluwer

Ryan, J. 2002. Inclusive Leadership for Ethnically Diverse Schools: Initiating and Sustaining Dialogue. In H. Fennell (Ed.) The Role of the Principal in Canada (pp. 119-141). Calgary: Detselig.

Ryan, J. 2002. Ethical Dilemmas in Diverse Schools. Paper Prepared for the Toronto Conference of the Centre for the Study of Values and Leadership. Toronto.

Ryan, J. 2002. Promoting Inclusive School-Community Relationships: Administrator Strategies for Empowering and Enabling Parents in Diverse Contexts. Paper Prepared for the Annual Conference of the Canadian Society for the Study of Education. Toronto.

_____. 2002. Promoting Inclusive School-Community Relationships: Administrator Strategies for Empowering and Enabling Parents in Diverse Contexts. Journal of Teaching and Learning 2 (1), 1-20.

Ryan. J. 2001. Difference, Power and Meaning in Education:Working Toward Inclusive Forms of Leadership. Paper Prepared for the Annual Conference of the Canadian Society for the Study of Education. Quebec.

Ryan, J. 2001. Principal Perceptions of Racism. Paper Prepared for the Annual Conference of the Canadian Society for the Study of Education. Quebec.

Ryan, J. 2000. Educational Leadership in Contexts of Diversity and Accountability. Paper Prepared for the Annual Conference of the Canadian Society for the Study of Education. Edmonton.

_____. 2000 Educative Leadership for Culturally Diverse Schools. Leading and Managing.6 (1), 1-20.


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1990s

Ryan, J. 1999. Beyond the Veil: Moral Administration and Inquiry in a Postmodern World. In P. Begley (Ed.) Values and Educational Leadership.(pp. 106-124). Albany: SUNY Press.

Ryan, J. 1999. Inclusive Leadership for Culturally Diverse Schools. Paper Prepared for the Annual Conference of the American Educational Research Association. Montreal.

Ryan, J. 1999. Towards a New Age in Innu Education: Innu Resistance and Community Activism. In S. May (Ed.) Indigenous Community-Based Education (pp. 109-123). Clevedon: Multilingual Matters.

Ryan, J. 1996. The New Institutionalism in a Postmodern World: De-differentiation and the Study of Institutions. R. Crowson, W.L. Boyd & H.Mawhinney (Eds.) The Politics of Education and the New Institutionalism: Reinventing the American School. 189-202. London: Falmer.

Ryan, J.1999. The Value of Language and the Language of Value in a Multiethnic School. In P. Begely (Ed.) The Values of Educational Administration. (pp 73-96). London: Falmer.

Ryan, J. 1999. Race and Ethnicity in Multiethnic Schools: A Critical Case Study. Clevedon: Multilingual Matters.

Ryan, J.J. With Wignall, R. Moore. S & Tucker, J. 1997. Administering Schools with Culturally Diverse Student Populations. Toronto. Final Report for SSHRC.

_____. 1998 Towards a New Age in Innu Education: Innu Resistance and Community Activism. Language, Culture and Curriculum 11 (3), 339-353.

_____. 1998. Understanding Racial/Ethnic Stereotyping in Schools: From Image to Discourse. Alberta Journal of Educational Research. 44 (3), 284-301.

_____. 1998. Critical Leadership for Education in a Postmodern World: Emancipation, Resistance and Communal Action. International Journal of Leadership In Education..3 (1) 257-278.

Ryan, J. 1998. The Value of Language and the Language of Value in a Multiethnic School. Prepared for the Toronto Conference on Values and Educational Leadership.

Ryan, J. 1998. Representing Race/Ethnicty in Multiethnic Schools. Paper Prepared for the Annual Conference of the Canadian Society for the Study of Education. Ottawa.

Ryan, J. 1998. Perceptions of Policy and Practice in Culturally Diverse Schools. Paper Prepared for the Annual Conference of the American Educational Research Association. San Diego.

_____. 1997. Understanding Greenfield. International Studies in Educational Administration 25 (2), 95-105.

_____. 1997. Student Communities in a Culturally Diverse School Setting. Identity, Representation and Association. Discourse 18 (1), 37-53.

Ryan, J. & Tucker, J. 1997. Principal Perceptions of Diversity and Diversity-Related Strategies. Paper Prepared for the Annual Conference of the Canadian Society for the Study of Education. St. John’s.

Ryan, J. 1996. Beyond the Veil: Moral Administration and Inquiry in a Postmodern World. Paper Prepared for the Toronto Conference on Values and Educational Leadership.

Ryan, J. 1996. Critical Leadership for a Postmodern World. Paper Prepared for the Annual Conferernce of the Canadian Society for the Study of Education. St. Catharines.

_____. 1996. Restructuring First Nations Education: Trust, Respect and Governance.Journal of Canadian Studies.31 (2), 115-132.

_____. 1996. Putting Humpty Dumpty Together Again: Order, Anxiety and Systemic Reform. International Journal of Educational Reform. 5 (4), 453-462.

Hargreaves, A., Earl, L & Ryan J. 1996. Schooling for Change: Reinventing Education for Early Adolescents. London: Falmer.

Ryan, J. & Wignall, R. 1996. Administering for Differences: Dilemmas in Multiethnic Schools. In S. Jacobson, E. Hickcox & B. Stephenson (Eds.) School Administration: Persistant Dilemmas in Preparation and Practice., 47-62. Westport, CT: Praeger.

_____. 1995. Experiencing urban education: The adjustment of Native students to the out of school demands of a post-secondary education program. Canadian Journal of Native Studies. 15(2), 211-230.

_____. 1995. Order, Anarchy and Inquiry in Educational Administration. McGill Journal of Education, 30 (1), 37-59.

Ryan, J. & Harris, M. 1995. Images of Future Schools: Teaching and Learning in Culturally Diverse Schools. Paper Presented at Images of Future Schools Conference in May. Department of Educational Administration. OISE. Toronto.

Ryan, J. 1995. Student Communities in a Culturally Diverse School Setting. Identity, Representation and Association.Paper Presented at the Annual Conference of the American Educational Reseach Association, San Francisco.

Ryan, J. 1995. Organizing for Teaching and Learning in a Culturally Diverse School Setting. Paper presented at the Annual Conferernce of the Canadian Society for the Study of Education. Montreal.

Ryan, J. & Wignall, R. 1994. Dilemmas of Diversity in Ethnocultural Schools. 993 Narrative and Knowledge: Inclusive Pedagogy for Contemporary Schooling. Paper presented at the Annual Conferernce of the Canadian Society for the Study of Education. University of Calgary. Calgary.

Wignall, R. & Ryan, J. 1994. Ethnocultural Students, Cultural Discontinuities and School Policies and Practices: Understanding Barriers to Achievement in the Changing Social Context. Paper Presented at the Annual Conference of the American Educational Reseach Association. New Orleans.

Ryan, J. 1994. Putting Humpty Dumpty Back Together Again:Order, Anxiety and Systemic Reform. Paper Presented at the Annual Conference of the American Educational Reseach Association. New Orleans.

Ryan, J. & Wignall, R. Administering for Differences: Dilemmas in Multiethnic Schools. Paper Presented at the International Intervisitation Program (IIP) For Administrators. OISE/SUNY at Toronto and Buffalo.

Ryan, J. 1994. Organizing the facts: Aboriginal education and cultural differences in discourse and knowledge. Language and Education.8 (4), 251-271.

Drake, S. & Ryan, J. 1994. Narrative and Knowledge: Inclusive Pedagogy in Comtemporary Times. Curriculum and Teaching9 (1) 45-56.

Ryan, J. 1994. Transcending the limitations of social science: Insight, understanding and the humanities in educational administration. Journal of Educational Thought., 28 (3) 225-244.

Ryan, J.J. 1994. Teaching and Learning in a Multiethnic School. Toronto: OISE Transfer Grant Report.

_____. 1993. Aboriginal learning styles: A critical review. Language, Culture and Curriculum., 5 (3), 161-183.

_____. 1993 Studying effective schools and districts: The problem with universals and uniformity. Canadian Journal of Education., 18 (1), 79-85.

Drake, S. & Ryan, J. J. 1993 Narrative and Knowledge: Inclusive Pedagogy for Contemporary Schooling. Paper presented at the Annual Conferernce of the Canadian Society for the Study of Education. Carleton University. Ottawa.

Ryan , J. J. 1993. Order, Anarchy and Inquiry in Educational Administration. Paper presented at the Annual Conferernce of the Canadian Scoiety for the Study of Education. Carleton University. Ottawa.

____. 1992. Organizing the facts: Aboriginal education and cultural differences in school discourse and knowledge. Paper presented at the Annual Conference of the Canadian Society for the Study of Education. Charolottetown, PEI.

____. 1992. Restructuring Native Education: Trust, Respect, and Governance. Paper presented at the Restructuring Education Conference: Choices and Challenges at the Ontario Institute for Studies in Education. Toronto.

Ryan, J. J. & Drake, S. 1992 Narrative and knowledge: Teaching educational administration in a post modern world. Journal of Educational Administration and Foundations. 7 (2), 13-26.

Ryan, J. J.. 1992 Formal schooling and deculturation: Nursing practice and the erosion of Native Communication styles. The Alberta Journal of Educational Research, 38, 2; 91-103.

_____. 1992. Eroding Innu cultural tradition: Individualization and communality. Journal of Canadian Studies, 26 , 4; 94-111

_____. 1991. Observing and normalizing: Foucault, discipline, and inequality in schooling. Journal of Educational Thought, 25, 2; 104-119.

Ryan, J. J. 1991. A study of selected aspects of the Native Nurses Entry Program. Lakehead University.

Treslan, D. & Ryan, J. J. 1991. Perceptions of principals' authority bases. In Singh, A. and I.J. Baksh (eds.) Dimensions of Newfoundland Society and Education, Vol. 2. St. John's Memorial University of Newfoundland, 526-540. (Reprint).

Ryan, J. J. 1991. Native education: Obstacles and pathways to cultural integrity. In The Role of Circumpolar Universities in Northern Development. Thunder Bay: Lakehead University centre for Northern Studies Occasional Paper #4, 217-226.

Haines, J. & Ryan, J. J. 1991. An analysis of student teachers' perceptions of significant elements of their practicum experience. Paper presented at the Annual Conference of the Canadian Society for the Study of Education. Kingston, Ontario.

Ryan, J. J. 1991. Finding Time: The impact of space and time constraints on post-secondary native students. Paper presented at the Annual Conference of the Canadian Society for the Study of Education. Kingston, Ontario.

_____. 1990. Science, the arts and educational administration. Paper presented at the Annual Conference of the Canadian Society for the Study of Education. Victoria, British Columbia.

Ryan, J.J. 1990 Review in Journal of Educational Thought, 24 (2), 133-135. of Holmes, M., K.A. Leithwood, and D.F. Musella (eds.), 1989, Educational Policy for Effective Schools. New York: Teachers College Press/Toronto: OISE Press.

_____. 1990. Change, control, and methodology in native education: A response to folds. Curriculum Inquiry, 20, 4; 439-449.


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1980s

_____. 1989. Disciplining the Innut: Normalization, characterization and schooling. Curriculum Inquiry, 19,4; 379-403.

_____. 1989. Native education: Obstacles and pathways to cultural integrity. Paper presented at the Conference on the Role of Circumpolar Universities in Northern Development. Thunder Bay.

_____. 1989. Observing and normalizing: Foucault, discipline an inequality in schooling. Paper presented at the Annual Conference of the Canadian Society for the Study of Education. Quebec City.

Ryan, J.J. 1988. Disciplining the Innut: Social form and control in bush, community and school life. CSSE News, 15, 7 & 8, 4.

_____. 1988. Economic development and Innu settlement: The establishment of Sheshatshit. Canadian Journal of Native Studies, 8,1; 1-25.

_____. 1988. Conservative science in educational administration. Journal of Educational Administration and Foundations, 3, 2; 5-22.

_____. 1988. Science in educational administration: A comment on the Holmes-Greenfield Dialogue. Interchange. 19, 2; 68-70.

Treslan, D.L. & Ryan, J. J. 1986. Perceptions of principals' influence bases. The Canadian Administrator, 26, 2; 1-7.


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Books



inclusion

Ryan, J. 2012. Struggling for Inclusion: Educational Leadership in Neoliberal Times. Greenwich, CT: Information Age Publishing.

Struggling for Inclusion documents the struggles in which inclusive-minded administrators find themselves when they promote equity initiatives. Administrators routinely struggle when they attempt to include all members of their school communities, ¬teachers, students, and parents in the various aspects of schooling. Given the presence of a host of obstacles, setting right the injustices associated with racism, classism, sexism, ableism, homophobia, and other exclusive practices is not an easy thing to do. Employing the results of original empirical studies, surveys of current research, recent theoretical literature and personal experiences, this book seeks to provide school leaders with a sense of what it is like to promote inclusion and equity in the contemporary neoliberal context. Among other things, it looks to provide educators with an understanding of the obstacles that stand in the way of inclusion, the nature of the struggles that await them, and ideas for what they might do.

inclusive

For a sample chapter, please search here.

Ryan, J. 2006. Inclusive Leadership. San Francisco: Jossey-Bass.

The culture of schools and the diversity of those who lead them have not kept pace with the growing diversity in the student population. The culture of today's school is often "Balkanized"—making effective leadership a particular challenge. James Ryan's work focuses on leadership as an intentionally inclusive practice that values all cultures and types of students in a school. This book draws on his groundbreaking research to develop the powerful new idea of inclusive leadership.
For more information about this publication, please click here.

 

 

leading diverse schools

For a sample chapter please click here.

Ryan, J. 2003. Leading Diverse Schools. Dordrecht, NL: Kluwer Academic Press.

This book explores the challenges that school administrators face in ethnically diverse contexts. Based on an empirical study, it shows how principals do or do not promote inclusive practices in their schools. The various chapters cover principal perceptions of, and responses to, racism and antiracism, school community relationships, and difference. Also addressed are administrators' efforts to learn about diversity and to educate others in their school communities about it. This volume is the first of its kind to specifically target school administrators and ethnic diversity. While collections of essays and individual articles have explored general and specific aspects of diversity, no book to date has targeted leadership and ethnical diversity specifically, is supported by empirical data, or follows a consistent theme throughout. This book will be of interest to school administrators, prospective administrators, teachers, graduate students, academics and all others who are concerned about education, leadership, diversity and inclusion.
For more information about this publication, please click here.

 

 

raceandethnicity

For a sample chapter please click here.

Ryan, J. 1999. Race and Ethnicity in Multiethnic Schools: A Critical Case Study. Clevedon: Multilingual Matters.

Race and Ethnicity in Multiethnic Schools explores the representation of race/ethnicity in a multiethnic school. Employing a critical case study approach, it appeals to the wider social context to explain the unequal struggle over the meaning of race and ethnicity in the school. In doing so it examines how stereotyping, curriculum, identity and language practices provide advantages for some and penalize others. The book also provides suggestions for how educators might find ways to introduce discourses that make it possible for traditionally marginalized students and members of the community to have their voices heard and to shape meanings that work in their interest.
For more information about this publication, please click here.

 

 

schoolingforchange

For a sample chapter, please search Google Books.

Hargreaves, A., Earl, L & Ryan J. 1996. Schooling for Change: Reinventing Education for Early Adolescents. London: Falmer.

Schooling for Change (Lorna Earl, Jim Ryan, Andy Hargreaves) is based on extensive international research which looks at how schools in general, and secondary schools in particular, have been selling our young people short. Drawing on this rich grounding of research but written in an accessible and provocative way, this book explores the possibilities for better schooling for early adolescents. The book includes thoughtful and practical discussions of school cultures that promote positive change in young people; systems of support that weave care into the very fabric of teaching and learning; information about organizational structures that foster good teaching and learning; curriculum frameworks that guide teachers without cramping them; and suggestions for alternative assessment strategies that recognize many intelligences and many forms of achievement. Schooling for Change is thoughtful and thought provoking in its critique of existing school practice and is ground breaking in its review of alternative schooling practices for early adolescents. All educators who have struggled with trying to create better schooling for the future of our youth and for the youth of our future will find invaluable insights and encouragement in this important book.

Graduate Courses



1003 Introduction to Research in Educational Administration

A seminar examining the strategies, techniques, and problems involved in the conduct of research in educational administration. This seminar prepares the student for defining research problems, reviewing relevant literature, writing research proposals, conducting research and writing reports in educational administration. During this course the student will prepare the proposal for their Major Research Paper. NOTE: All master's candidates are strongly recommended to take this course towards the end of their program.

1040 Educational Administration I: Policy, Leadership and Change

This course provides an introduction to educational policy, leadership and change in general and to this program in particular by focusing on foundational concepts and theories significant to the understanding of education and educational administration. It offers a critical examination of a wide range of topics central to educational administration, educational policy, leadership and change, such as organization, community, power, authority, change, difference, leadership, and values. This examination will take into account major historical developments in the field as well as differing theoretical stances or paradigms, such as positivism, functionalism, interpretivism, critical pedagogy, feminism, post-structuralism and post-modernism. The course will help students understand how to use theory to make sense of educational practice in productive ways. NOTE: All master's candidates are strongly recommended to take TPS1040 as the first course in their program and before taking TPS1041.


1041 Schooling and Society in an Administrative Context

This course will focus on the social and policy contexts in which elementary and secondary educators work. Students will be exposed to a variety of issues related to schooling in a diverse and complex environment such as: differing purposes, philosophies, and values of education; multiculturalism and social justice; equity issues related to race, class, gender, and language; parental influences on schooling; the relationship of schooling to the labor market and the economy; choice of school and program; decentralization and centralization; standards and accountability; educational finance; school reform; educational and non-educational pressure groups and stakeholders. Through an exploration of these or related topics, this course will help students to continue to develop their understanding of different paradigms and methods used in research in educational administration, leadership, policy and change. NOTE: All master's candidates are strongly recommended to take TPS1041 as their second course after completing TPS1040.


1042 Educational Leadership and Cultural Diversity

This course is designed to acquaint students with the practices and issues associated with administration, organization, and leadership in educational organizations with culturally diverse student populations. Students will have the opportunity to critically analyse and appraise the practices and issues involved in the administration and leadership of such schools. They will also have the chance to probe and clarify their own conceptions of, and attitudes toward, multiethnic and anti-racist education generally and leadership in such school organizations specifically, in ways that will assist them with their own administrative practices.


1048 Educational Leadership and School Improvement

A companion course to 1047. Contemporary conceptions of leadership are examined for their value in helping present schools improve and future schools serve their publics well. Understanding of expert leadership is developed through the study not only of expert leaders' behaviors, but also of their feelings, values, and problem-solving strategies. The formal and informal experiences that contribute to the development of leadership expertise will be examined.


3029 Educational Leadership and Social Justice

The course will focus on selected aspects of educational leadership and social justice. Subjects to be explored include, among others, ideas of social justice and democracy, critical theories of education and leadership, the nature of leadership, democratic leadership, leadership and issues of race, class, gender, and sexual orientation, feminist approaches to leadership, leadership in aboriginal contexts, barriers to practicing leadership for social justice, and globalization and leadership. NOTE:Open only to the Ed.D. Cohort beginning in May 2007.

 

3040 Administrative Theory and Education Problems I

A review of major perspectives on the individual and the organization includes discussion of questions pertaining to the nature of society and the nature of people. Of immediate concern is the manner in which decisions and organizational outcomes are produced, as well as the bearing that these sets of arrangements have upon productivity and the well-being of those whose lives are touched by organized education. Of express concern is the manner in which power is exercised in everyday situations that may involve elected officials, appointed administrators, teachers, students, and the public at large.


3042 Field Research in Educational Administration

The course explores naturalistic and ethnographic methods of research applied to field research and case studies in educational administration. The researcher as participant in as well as an observer of social reality; the relationship of fact and value in social research, the limits of science in truth-making; the relationship of such science-established truth to evaluation and administrative action; and the problems of ethical inquiry into organizational and administrative realities.
 

Projects



2010

The Micropolitics of Social Justice Leadership in Education. (Funded by SSHRC)
J. Ryan, Principal Investigator, D. Amstrong, R. Joshee, & J. Portelli, Co-Investigators.
Through this study the researchers are examining how leaders understand the political environment in which they work, put these understandings into practice, and strategically reflect on their action.

2008

Educational equity and inclusion in Neoliberal Times: Policy webs and school practice. (Funded by SSHRC)
J. Portelli, Principal Investigator, R. Joshee, J. Ryan, B. Spencer, A. Vibert, Co-Investigators.
Through this study the researchers are examining how policy discourses interact in complex ways to influence school practice. The goal of this study is to understand the impact of the provincial policy context on this work.

2004

Principals' Approaches to Inclusion.
J. Ryan, Principal Investigator, R. Joshee, Co-Investigator.

1999

Creating Conversations Across Differences: Principals’ Communication Strategies for Diverse Educational Communities. (Funded by SSHRC)
J. Ryan, Principal Investigator

1993

Principals’ Problem Solving Practices in Schools with Diverse Ethnocultural Student Populations. (Funded by SSHRC)
J. Ryan Principal Investigator, R. Wignall, co-investigator

1993

Teaching in Diverse Contexts. (Funded by the Ontario Ministry of Education)
J. Ryan, Principal Investigator, R. Wignall, Co-investgator.

1992


Principals problem solving in schools with enthocultural student populations. (Funded by SSHRC)
J. Ryan, Principal Investigator

1992

Administration in schools with enthnocultural school populations.
J. Ryan, Principal Investigator

1989

A Study of Selected aspects of Lakehead University’s Native Nurses' Entry Program (NNEP). (Funded by Indian and Northern Affairs Canada)
J. Ryan, Principal Investigator

Current Research Team



Stephanie Tuters

Stephanie is a PhD candidate in LHAE, Ed Admin at OISE/UT. Her doctoral thesis, supported by Ontario Graduate Scholarships and University of Toronto Scholarships, explores what helps and hinders teachers in doing equity work. She is currently the project manager for two large Social Sciences and Humanities Research Council of Canada (SSHRC) funded, mixed methods studies. The first study explores the micropolitics of social justice leadership. The second study investigates the impact of the Neoliberal policy agenda on education, specifically the work of educators and educational leaders in Canada. She is currently the project manager for Dr. Jim Ryan for his SSHRC funded project “The Micropolitics of Social Justice Leadership”. She also acts as the project manager for Dr. John Portelli for his SSHRC project “Educational equity and inclusion in neoliberal times: Policy webs and school practice”. Stephanie has experience designing research protocols, collecting, and analysing data in mixed methodologies. Her work has been presented at both academic and practitioner conferences and can be found in both academic and practitioner publications. Stephanie has also worked for the Ontario Ministry of Education as a policy analyst/researcher.


Shemina Sheikh

Shemina is a doctoral student in LHAE, Ed Admin at OISE/UT. As a research student for Jim Ryan she has been investigating the fear factors involved with leading for social justice. Her personal research interests include the nature of education for Muslim youth in Ontario and the role public education and Islamic schools have had in shaping the experiences of Muslim Youth in schools.


Katie Higginbottom

Katie holds an Honors Bachelor of Arts (Sociology) from Queen’s University (2005) and a Bachelor of Education from The University of Western Ontario (2006). Katie worked as a secondary school teacher for 5 years prior to beginning her PhD, during which time she earned her Master’s in Educational Leadership from The University of Western Ontario (2010). Katie Higginbottom is currently a PhD candidate at the Ontario Institute for Studies in Education (University of Toronto) in the department of Leadership, Higher and Adult Education. Her research interests include Women in Leadership, Leadership for Social Justice, and Micropolitics. Katie has worked as both a research fellow and graduate assistant on Dr. Jim Ryan's The Micropolitics of Social Justice Leadership SSHRC-funded study since September 2011. She has been involved in interviewing, transcribing and shadowing social justice leaders. Katie can be contacted at k.higginbottom@mail.utoronto.


Higginbottom, K. & Friesen, C. (2013). Social justice in schools: A case of conflicting values. Canadian Journal of Educational Administration and Policy.


Sofya Malik

Sofya is a Ph.D. candidate in Educational Administration at OISE/UT. Before joining OISE, she served as Research Coordinator and Research Officer at a large Ontario school board (2007 - 2011). During this period, Sofya coordinated various research projects such as the federally-funded Understanding the Early Years (UEY) initiative whose main emphasis was on community engagement and knowledge mobilization.


Sofya has been a member of the Ontario College of Teachers since 2002, and has taught for over four years at both the elementary and secondary levels in Ontario and abroad. Sofya completed a Bachelor of Arts (B.A. Hons) degree with an English Specialist and French minor at the University of Toronto. She obtained a Bachelor of Education (B.Ed.) in teaching French as a Second Language and English at Queen’s University and a Master of Education (M.Ed.) in Organizational Studies at the University of Ottawa.


Her research interests include studying the role of knowledge mobilization in shaping policy and practice in education within the Canadian context. She is also interested in how global cities support the needs of immigrant and minority students.

Recent Graduate Students



2011

Fei Wang “Leading Diverse Schools: Tempering Accountability Policy with Social Justice”
Deborah Dunbar “Student Engagement: Views from Inside One Postsecondary Institution”
Grant Armstrong “Leadership in Times of Change: An Examination of a Merger Experience”

2010

Darrin Griffiths “Promoting Inclusion in Urban Contexts: Elementary Principal Leadership”
Valentyna Kushnarenko “International Collaboration in Higher Education: The Canadian-Ukrainian Curriculum Development”
Mike Parr “The Principals' Role in Facilitating Inclusive School Environments for Students Considered to be Experiencing Behavioural Problems in Intermediate Level Schools”
Django Keita “Parental Involvement in School in a Double Minority Context: The Case of Racial Francophone”
Cam Cobb “Minoritized Parents, Special Education, and Inclusion”

2008

Coleen Stewart “Performing as Expected? Principals' Responses to Educational Reform in Ontario”
Anita Arvast “Critical Theory and the Spectacle of the CAAT Program Review: A Foucaldian Discourse Analysis”

2007

Bob Bahleida “The Role of Patriarchy and Gender in Elementary School Women Teachers’ Experiences with Power”

2006

Lucy Miller "Professional Development in a Large School District: An Application of Guskey's Model"

2005

Fred MacDonald “Teacher [professional] identity in turbulent times”
Ed MacNeil “Spirituality in educational leadership: Perspectives on Christian beliefs and administrative practice”
Aubrey Penney “Multi-age grouping perspective”

2004

Lynn Dunn "Supervisory Officers and Principals, Network Technologies and Organizational Learning"
Malcolm Richmond "The Value of Impress: Toward a Noramative Account of Educaitonal Administration"

2003

Tom Skinner "The Role of the School Principal in Contemporary Society: A Rual Manitoba Perspective"
Judy Cormier

2002

Sonia James-Wilson "Towards a Knowledge Base for the Preparation of Urban and Inner-City Teachers: A Social Justice Approach"
Michelle Stack "I Saw What I Saw": The Media creates a Miracle Cure for Annorexia"

2001

Janet Archibald "Excellence in Mathematice: Teaching Practidces of Four Exemplary Secondary School Mathematics Teachers"

2000

Mary Harris "In Search of Multiethnic Community: Exploring Friendship Constructions Among High School Students"
Anita Trnavcevic "Market Without Choice? The Development of Public Marke3ts in Elementary Schooling in Slovenia"
Fae Samuels "The Peer Mediation Process in Secondary Schools"

1999

Grace Robinson "Administrators Views of and Strategies for Dealing with Conflicts Involving New Canadians"

1998

John Brock "College Administrators Understandings of Care and Connectedness"
Sandra Anthony "Black-Eyed Susan: "Blue Eyed" Schools: Academically Oriented Black Girls in Toronto School"
Lorayne Robertson "Educators Responses to Equity In-Service"
John Tucker "Understanding Transitions: The First Post-Secondary Term"

About



 Jim Ryan is a professor in the Department of Theory and Policy Studies at the Ontario Institute for Studies in Education at the University of Toronto (OISE/UT) and is co-director of the Centre for Leadership and Diversity (CLD). He teaches in the Educational Administration program. Now in his 20th year at OISE/UT, Jim came from Lakehead University in 1991 where he was involved in teacher education and graduate studies. He has taught and administered in an aboriginal school in a northern Canadian community and in other schools. His interests are reflected in recent publications and current research activities. They include, among others: leadership in diverse school communities, inclusion, philosophy and theory in educational administration, research methods, social and critical and postmodern theory, aboriginal education, and various organizational approaches to schooling.



Jim is a respected researcher and educator. He received the David E. Hunt Award for Excellence in Graduate Teaching from David E. Hunt himself in May 2007.

Contact






Jim Ryan can be contacted at:
Ontario Institute for Studies in Education
Theory & Policy Studies
252 Bloor Street West, 6th Floor
Toronto, Ontario
M5S 1V6, Canada

Phone: (416) 978-115

Fax: (416) 926-4741
 


jim.ryan@utoronto.ca