Monica added talks.
Monica started following the work of Ryuko Kubota, University of British Columbia, Department of Language and Literacy Education.
Monica started following the work of Inna Semetsky, Columbia University, Philosophy & Education in the Department of Arts & Humanities.
Monica Very honoured to be receiving the Language & Social Processes SIG 'Emerging Scholar Award' at AERA in April. Looking forward to (re)connecting with fellow researchers in Vancouver!
University of Ottawa | Université d'Ottawa
Research Associate, Part-time Professor, Education
Thesis Title: Experiences of Multiple Literacies and Peace: A Rhizoanalysis of Becoming in Immigrant Language Classrooms
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Diana Masny
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About
Monica Waterhouse recently completed her doctorate in the Society, Culture, and Literacies concentration at the University of Ottawa’s Faculty of Education in Ottawa, Canada. She has over ten years of English language teaching experience ranging from work with Francophone children in Northern New Brunswick to Chinese young adults in Beijing to adult immigrants in Ottawa. Most recently she has been a part-time professor at the University of Ottawa teaching courses that experiment with how educators both (re)produce and challenge social norms and inequities as we rise to the challenges presented by Canada’s increasingly multilingual and multicultural classrooms. Research interests are constituted by an assemblage: language teaching and learning, Multiple Literacies Theory, peace education, adult education, and Deleuzean philosophy. Her dissertation work, funded by a Social Sciences and Humanities Research Council Doctoral Fellowship, focused on experiences of multiple literacies – reading, reading world, reading self, reading peace and violence – in connection with the life experiences of adult learners enrolled in the federal government’s Language Instruction for Newcomers to Canada (LINC) program. Her research highlights the potential of Multiple Literacies Theory as a way to think differently about processes of learning and teaching language as inherently transformative events produced from an ever-becoming "rhizocurriculum."
