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SWalsh1

Dr. Susan Walsh
Professor


Office: Seton 542
Phone: (902) 457-6598
Fax: (902) 457-4911
E-mail: msvu.ca

 

 

 

Research Interests

  • Innovative forms of research (arts-based research, writing as a process of inquiry, poetic inquiry, memory work/collective biography)
  • Female teachers—their subjectivities and experiences (women and difficult experiences in teaching; internationally educated female teachers), feminist poststructuralist theory
  • Contemplative inquiry, contemplative pedagogy, mindfulness, embodied and relational ways of being and knowing

Background

PhD, University of Alberta

Research Grants

May 2012. Compassionate Conversations. Community Connections and Creative Research Communications Grant, Mount Saint University. Co-Investigators: Susan Walsh, Kim MacAulay.

April 2010. Memory, sexuality, schooling: Collective biography and girlhood. Centre for Interdisciplinary Research on Human Development (CIRHD), Mount Saint University. Co-Investigators: Marnina Gonick, Susan Walsh, Marion Brown, Michele Byers, Mythili Rajiva, Jacqueline Warwick.

April 2006. Experiences of female teachers who are immigrants to Atlantic Canada: Implications for Canadian teacher education programs. Social Sciences and Humanities Research Council of Canada (SSHRCC). Principal investigator: Susan Walsh; Co-investigator: Susan Brigham.

November 2005. A study of policies and practices affecting immigrant teachers in Canadian teacher education programs. Atlantic Metropolis Centre, Pilot Project Grant. Susan Brigham and Susan Walsh, Co-principal investigators.

November 2004. Resymbolizing the experiences of immigrant women who have been involved with teaching. Atlantic Metropolis Centre of Excellence; Research Domain: Gender, Migration, Diversity/Immigrant Women. Susan Walsh and Susan Brigham, Co-Principal Investigators.

November 2004. Interrogating difficult experiences in teaching through an arts-informed inquiry. MSVU New Scholar’s Grant. Susan Walsh, Principal Investigator.

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Selected Publications

Books

  • Walsh, S. (in press).  Contemplative and artful openings: Researching women and teaching.  New York: Routledge.
  • Walsh, S., Bickel, B., & Leggo, C. (Eds.).  (2015). Arts-based and contemplative practices in research and teaching: Honoring presence. New York: Routledge. See book trailer at https://www.youtube.com/watch?v=PrmRKxVireQ

Book Chapters

  • Wiebe, S., Snowber, C., & Walsh, S.  (in press).  Curriculum triage: A poetic play upon crisis in schools.  In P. Sameshima, C. Leggo, K. James, & A. Fidyk, Poetic Inquiry III: Enchantments of Place.  Wilmington, Delaware:  Vernon Press.
  • Walsh, S., & Bai, H.  (in press).  Writing the cauldron as intersubjective practice.  In O. Gunnlaugson, E. Sarath, H. Bai, & C. Scott, The intersubjective turn in contemplative education: Shared approaches for contemplative learning & inquiry across disciplines.  New York: SUNY Press.
  • Walsh, S., Bickel, B., & Leggo, C. (2015). Introduction. In S. Walsh, B. Bickel, & C. Leggo (Eds.), Arts-based and contemplative practices in research and teaching: Honoring presence (pp. 1-19). New York: Routledge.
  • Walsh, S. & Bai, H. (2015). Writing witness consciousness. In S. Walsh, B. Bickel, & C. Leggo (Eds.), Arts-based and contemplative practices in research and teaching: Honoring presence (pp. 24-44). New York: Routledge.
  • Mesner, K., Bickel, B., & Walsh, S. (2015). Lectio divina: An invitation to readers. In S. Walsh, B. Bickel, & C. Leggo (Eds.), Arts-based and contemplative practices in research and teaching: Honoring presence (pp. 20-22). New York: Routledge.
  • Gannon, S., Walsh, S., Byers, M., & Rajiva, M. (2014/reprint). Deterritorializing collective biography. In M. Gonick & S. Gannon (Eds.), Becoming girl: Collective biography and the production of girlhood (pp. 59-78). Toronto: Canadian Scholars’ Press Inc./ Women’s Press.
  • Gonick, M., Walsh, S., & Brown, M. (2014/reprint). Collective biography and the question of difference. In M. Gonick & S. Gannon (Eds.), Becoming girl: Collective biography and the production of girlhood (pp. 41-58). Toronto: Canadian Scholars’ Press Inc./ Women’s Press.
  • Walsh, S. (2012). What does it mean to problematize language as we teach “English’? In, K. James, T. Dobson, & C. Leggo (Eds.), English in middle and secondary classrooms: Creative and critical advice from Canada’s teacher educators (pp. 48-51). Toronto: Pearson Education Canada.
  • Walsh, S. (2012). Glimpses of spaciousness at the edge of thought: Musings about meditation, language, and poetic inquiry. In, S. Thomas, A. Cole, S. Stewart (Eds.), The art of poetic inquiry.  Halifax:  Backalong Press. 
  • Brigham, S., & Walsh, S. (2011). Having voice, being heard, and being silent:  Internationally educated teachers’ representations of “immigrant women” in an arts-informed research study.  In E. Tastsoglou & P. Jaya, Immigrant women in Atlantic Canada: Challenges, negotiations, re-constructions (pp. 209-234). Toronto: Women’s Press. 
  • Walsh, S. (2003). Experiences of fear and pain in teaching: A collaborative arts-based inquiry. In A. Clarke & G. Erickson (Eds.), Teacher inquiry: Living the research in everyday practice (pp. 164-178). London: RoutledgeFalmer.

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Refereed Journal Articles

  • Jordan, N., Richardson, P., Fisher, M., Bickel, B.,  & Walsh, S. (2016).  Provoking curricula of care: Weaving stories of rupture towards repair.  Journal of the Canadian Association for Curriculum Studies (JCACS), Special Issue, Canadian Curriculum Studies: A Métissage of Inspiration/Imagination/Interconnection, 14 (1), 33-54.
  • Walsh, S. (2014). Towards teaching with an open heart. Paideusis: Canadian Journal of Philosophy of Education Society. 21 (2), 14-23. Accessed April 13, 2014 at http://journals.sfu.ca/paideusis/index.php/paideusis/article/view/371
  • Walsh, S., Gonzalez, F., Joy, P., MacAulay, K. (2014). “But are we going to deal with the hard questions?”: Waves of Compassion in Halifax Regional Municipality. Paideusis: Canadian Journal of Philosophy of Education Society, 21 (2), 55-70. Accessed April 13, 2014 at http://journals.sfu.ca/paideusis/index.php/paideusis/article/view/375
  • Gannon, S., Walsh, S., Byers, M., & Rajiva, M. (2012). Deterritorializing collective biography. International Journal of Qualitative Studies in Education (QSE) (online first version). DOI:10.1080/09518398.2012.737044. Accessed February 13, 2014 at
    http://www.tandfonline.com/eprint/eTIdpNKbTFSMa6jb77nS/full
  • Walsh, S. (2012). Contemplation, artful writing: Research with internationally educated female teachers. Qualitative Inquiry, 18 (3), 265-276.DOI 10.1177/1077800411431553
  • Gonick, M., Walsh, S., & Brown, M. (2011). Collective biography and the question of difference. Qualitative Inquiry, 17 (8), 741-749. DOI 10.1177/1077800411421118
  • Walsh, S., Brigham, S., & Wang, Y. (2011). Internationally educated female teachers in the neoliberal context: Their labour market and teacher certification experiences in Canada. Teaching and Teacher Education, 27 (3), 657-665. DOI:10.1016/j.tate.2010.11.004
  • Walsh, S. (2008). Listening to difference in the teaching of “English”: Insights from internationally educated teachers. Changing English: Studies in Culture and Education, 15 (4), 397-405.
  • Walsh, S. & Brigham, S. & Members of the Women, Diversity and Teaching Group. (2007). Internationally educated female teachers who have immigrated to Nova Scotia: A research/performance text. International Journal of Qualitative Methods, 6 (3), 1-28. Accessed February 13, 2014 at http://ejournals.library.ualberta.ca/index.php/IJQM/issue/view/34  
  • C.O.R.E. (2006). Writing co-respondents: Teacher educators reflect on ‘orienting’ new students. Journal of the Canadian Association for Curriculum Studies (JCACS), 4 (2), 2-38. Accessed February 13, 2014 at https://pi.library.yorku.ca/ojs/index.php/jcacs/issue/view/725/showToc
  • Walsh, S. (2006). An Irigarayan framework and resymbolization in an arts-informed research process. Qualitative Inquiry, 12 (5), 976-993.
  • Counternormativity Discourse Group. (2005). Performing an archive of feeling: Experiences of normalizing structures in teaching and teacher education. Journal of Curriculum and Pedagogy, 2 (2), 173-214.
  • Walsh, S. (2004). Being homeless: Female subjectivity and difference. Journal of the Canadian Association for Curriculum Studies, 2 (1), 113-143. Accessed February 13, 2014 at https://pi.library.yorku.ca/ojs/index.php/jcacs/issue/view/713/showToc
  • Walsh, S. (2003). being-with, letting go: mindfulness. Educational Insights, 8 (2). Accessed February 13, 2014 at http://www.ccfi.educ.ubc.ca/publication/insights/v08n02/contextualexplorations/sumara/walsh.html
  • Walsh, S. (2001). Opening the underside of teaching: Tremblings. Crossing Boundaries. 1 (1), 148-163.
  • Walsh, S. (2000). Writing with the dark. Language and Literacy: A Canadian Educational E-Journal 2 (2). Accessed February 13, 2014 at http://ejournals.library.ualberta.ca/index.php/langandlit/issue/view/1352  
  • Walsh, S. (2000). Expectation and teaching: Mirrors, bridges and the space-between. English Quarterly, 32 (1 & 2), 44-48.
  • Walsh, S. (1998). Beyond Natalie Goldberg: A writer/teacher on books about writing. Alberta English, 36 (2), 28-34.
  • Luce-Kapler, R., & Walsh, S. (1996). Holographing the page. JCT: An Interdisciplinary Journal of Curriculum Studies, 12 (2), 19-27.

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Major Report

Walsh, S., & Brigham, S. (2008). Internationally educated teachers and teacher education programs in Canada: Current practices. Atlantic Metropolis Centre Working Paper Series: Working Paper No. 18/2-08. Accessed February 25, 2014 at http://community.smu.ca/atlantic/documents/WP18--WalshandBrigham2.pdf

Selected Conference Presentations

  • Provoking curriculum with care: Artfully weaving threads of and with care. (2015). Co-presenters: N. Jordan, P. Richardson, R. M. Fisher, B. Bickel. (2015). Provoking Curriculum Studies Conference, University of British Columbia, Vancouver, BC, February 20-21.
  • Creating sane spaces in the academy: A visioning workshop. (2015). Co-presenters: B. Bickel, L. Fels, N. Jordan, V. Kelly, C. Snowber. Provoking Curriculum Studies Conference, University of British Columbia, Vancouver, BC, February 20-21.
  • Arts-based and contemplative practices in research and teaching: Honoring presence (poster presentation). (2014). Co-presenters: B. Bickel, C. Leggo, H. Bai. Association for Contemplative Mind in Higher Education Conference, University of Washington, Seattle, Washington, October 10-12.
  • Attending to interconnectivity: Artistic and contemplative practices in education. (2014). Co-presenters: C. Leggo, B. Bickel, & K. Mesner. Brock University, St. Catharine’s Ontario, May. Canadian Association for Curriculum Studies (CACS/CSSE).
  • Changing Canadian landscapes: Introducing contemplative education in Canadian higher education. (2013). Panel members: H. Bai, L. Anderson, D. Rasmussen, S. Walsh, D. Sable, A. Kumar. Amherst MS, November 8-10. Association for Contemplative Mind in Higher Education.
  • Poetic inquiry as compassionate practice. (2013). Avmor Art Gallery, Montreal QC. October 23-26. International Symposium on Poetic Inquiry.
  • Difficult experiences in teaching: Mindfulness and writing in inquiry. (2013). University of Victoria, Victoria BC. June 1-5. Arts Researchers and Teachers Society (ARTS), Canadian Society for the Study of Education (CSSE).
  • Writing as apprenticeship to contemplative consciousnesses. (2013). Co-presenter: Heesoon Bai. In symposium entitled Contemplative and artistic practices in research and pedagogy: Heesoon Bai, Barbara Bickel, Lynn Fels, Vicki Kelly, Carl Leggo, Keri Mesner, Sean Park, Shahar Rabi, Celeste Snowber, Susan Walsh. University of Victoria, Victoria BC. June 1-5. Canadian Association for Curriculum Studies (CACS) Annual Conference, Canadian Society for the Study of Education (CSSE).
  • Leading with an open heart in the post secondary context. (2012). Co-presenter: D. Sable. Mount Saint Vincent University, Halifax Nova Scotia. November 1-3. A Gathering of Mindful Professionals: Atlantic Contemplative Centre.
  • Writing witness consciousness. (2012). Co-presenter: Heesoon Bai. Panel: Understanding curriculum as compassion through contemplative and artistic practices: Heesoon Bai, Barbara Bickel, Lynn Fels, Vicki Kelly, Carl Leggo, Celeste Snowber, Susan Walsh. University of British Columbia, Vancouver BC. April 10-13. American Association for the Advancement of Curriculum Studies.
  • Contemplative practice in teaching and learning. (2012) Mount Saint Vincent University, Halifax NS. October 29, 2011. Teaching Showcase: Association of Atlantic Universities.
  • Art, awareness, attunement:  Arts-based research with internationally educated female teachers. (2011) University of Illinois at Urbana-Champaign, Champaign-Urbana, Illinois, USA. May 18-21, 2011. International Congress of Qualitative Inquiry.
  • Deterritorializing collective biography. (2011) Co-presenters: Susanne Gannon, Michele Byers, Mythili Rajiva. University of Illinois at Urbana-Champaign, Champaign-Urbana, Illinois, USA. May 18-21, 2011. International Congress of Qualitative Inquiry.
  • The name of the game: A theatre collective creation research project. (2010) Co-presenters: Aren Morris, Women, Diversity and Teaching Group. Mount Saint Vincent University, Halifax, Nova Scotia. May 2-6, 2010. International Cultural Research Network (ICRN) Conference.
  • Mindfulness and poetry/poetic inquiry. (2009) Charlottetown, Prince Edward Island. October 15-18, 2009. International Conference on Poetic Inquiry.
  • Internationally educated female teachers as cosmopolitanized subjects: Implications for teacher education. (2009). University of Barcelona, Barcelona, Spain. July 1-4. Sixteenth Annual Conference on Learning.
  • Writing our way to dinner: Collective biography, food, and relations of difference. (2009). Co-presenters: Marnina Gonick, Mythili Rajiva, Michele Byers, Marion Brown. Carleton University, Ottawa Ontario. May 24-26. Canadian Women’s Studies Association (CWSA) Annual Conference.
  • Internationally educated female teachers and theatre collective creation: Ruminations on co-researching. (2009). Co-presenters: Aren Morris, Maha Abdelrhman Amin, Selena Nemorin. Carleton University, Ottawa Ontario. May 23-26. Comparative and International Education Society of Canada (CIESC) Annual Conference, Canadian Society for the Study of Education (CSSE).
  • Women and difficult experiences in teaching: Agency, resistance, and implications for teacher education. (2008). University of Gothenburg, Gothenburg, Sweden. September 10-12. European Conference on Educational Research (ECER).
  • Writing mesostics: Exercises in chance, openness, and democracy. (2008). Co-presenters: Michelle Forrest, Valda Leighteizer, Susan Brigham. University of British Columbia, Vancouver BC. May 31-June 3. Canadian Philosophy of Education Society Conference (CPES/CSSE).
  • What does it mean to teach ‘English’?: Insights from research with internationally educated female teachers. (2008). University of British Columbia, Vancouver BC. May 31-June 3. Canadian Association for Curriculum Studies Conference (CACS/CSSE).
  • Internationally educated teachers and Canadian teacher education programs in neoliberal times. (2008). Co-presenter: Susan Brigham. University of British Columbia, Vancouver, B.C., May 31-June 3. Canadian Association for Teacher Education (CATE/CSSE).
  • Female internationally educated teachers in Canada: Re-credentialing in the age of globalization. (2008). Co-presenters Yina Wang, Susan Brigham. University of British Columbia, Vancouver BC. May 31-June 3. Comparative and International Education Society of Canada Annual Conference (CIESC/CSSE).
  • Our lives in public spaces. (2008). Co-presenters: Susan Brigham and the Women, Diversity, and Teaching Group. World Trade and Convention Centre, Halifax, Nova Scotia. April 3-6. 10th National Metropolis Conference.
  • Internationally educated teachers in Atlantic Canada. (2008). Co-presenter: Susan Brigham. World Trade and Convention Centre, Halifax, Nova Scotia. April 3-6.10th National Metropolis Conference.

Mount Saint University University Courses Taught

Graduate

  • GLIT Arts-Based Research
  • GCRD 6356/GFDD 6556/GLIT Inquiry into Contemplative Education
  • GLIT 6727 Literacy Learning I
  • GLIT 6728 Literacy Learning II
  • GLIT 6757 Drama as a Way of Knowing and Being
  • GLIT 6757 Gender and Literacy
  • GLIT 6757 Literacy, The Arts, and Inquiry
  • GEDU 6170 Focus on Research Literacy

Bachelor of Education

  • EDUC 5345 Advanced Curriculum Practice: Secondary Language Arts
  • EDUC 5443 Curriculum and Instruction in Elementary School Language Arts
  • EDUC 5509 Inquiry into Contemplative Education

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