Dr. Lana Parker

Parker, L., & Smith, K. (2022). Considerations for literacy education in the post-truth era. Journal of Language and Literacy, 24(2), 198-215. https://doi.org/10.20360/langandlit29577

Parker, L., Xu, S., Chi, C. (2022). Chinese pre-service teachers’ perspectives of mentoring relationships in an international learning partnership. Journal of Teacher Education 73(5), 525-537. https://doi.org/10.1177/00224871221108655

Parker, L. (2022). Classrooms as places of productive friction. Philosophy of Education Quarterly, 78(1), 58-71.

Parker, L. (2022). The skin as seen: Thinking through racialized subjectivities and pedagogy with Levinas. Studies in Philosophy and Education, 41(2), 227-242. https://doi.org/10.1007/s11217-021-09801-9

Smith, K. & Parker, L. (2021). Reconfiguring literacies in the age of misinformation and disinformation. Journal of Language and Literacy Education, 17(2), 1-27.

Parker, L. (2021). At the threshold: Hospitality and an education for responsibility in the Anthropocene. SN: Social Sciences, 1(53), 1-18.  https://doi.org/10.1007/s43545-021-00059-z\

Parker, L. (2020). Literacy in the post-truth era: The significance of affect and the ethical encounter. Educational Philosophy and Theory 53(6), 613-623. https://doi.org/10.1080/00131857.2020.1803834

Parker, L., & Vetter, D. (2020). Mentoring each other: Teachers listening, learning, and sharing to create more successful classrooms. Markham, ON: Pembroke.

Parker, L. (2020). Hospitality at the Intersection of Place, Time, and Self. In E. Lyle (Ed.), Identity Landscapes: Contemplating Place and the Construction of Self (pp. 259-267). Boston, MA: Brill/Sense. 

Parker, L. (2019). Deconstructing “Growing Success”: A critical discourse analysis of Ontario’s assessment policy. Critical Education, 10(14), 1-18.

Parker, L. (2019). An argument for Levinasian ethics and the arts with considerations for pedagogy. Philosophical Inquiry in Education 26(1), 33-48.

Parker, L. (2018). “Who are you?”: Developing teacher identity through an ethics of intersubjectivity. In E. Lyle (Ed.), The negotiated self: Employing reflexive inquiry to explore teacher identity (pp. 127-137). Boston, MA: Brill/Sense. 

Parker, L. (2018). Rendering uncertainty beautiful: Considerations for teacher education and induction. In D. C. Young, W. L. Kraglund-Gauthier, & T. G. Ryan (Eds.), Readiness for the field: Perspectives from within the triangle of teacher education (pp. 115-130). Champaign, IL: Common Ground. 

Parker, L. (2018). Pursuing freedom, making strange: Pedagogical considerations for art as an other. Brock Education: A Journal of Educational Research and Practice, 28(1), 19-31. 

Molitor, S., Parker, L., & Vetter, D. (2018). Mentoring for all: Building knowledge and community. Journal of Professional Capital and Community. https://doi.org/10.1108/JPCC-12-2017-0035. 

Parker, L. (2017). Creating a crisis: Selling neoliberal policy through the rebranding of education. Canadian Journal of Educational Administration and Policy, 183, 44-60.

 Education

Selected Conference Presentations

Parker, L. “Thinking about educational time with Hägglund and Levinas.” American Educational Research Association. Chicago, IL.

Parker, L. “The New Information Environment: What’s missing from the curriculum?” American Educational Research Association. Chicago, IL.

Parker, L. (March 2022). Classrooms as places of productive friction. Philosophy of Education Society. San Jose, California.

Parker, L. (September 2021). What is the role of literacy education in the age of mis/dis/information? European Conference of Educational Research. Geneva, Switzerland - Online.

Parker, L. (September 2021). The skin as seen: Thinking through racialised subjectivities with Levinas. European Conference of Educational Research. Geneva, Switzerland - Online.

Smith, K & Parker, L. (June 2021) (Mis)information, views, and fake news: What should media literacy pedagogy look like in the post-truth era? Canadian Society for the Study of Education Annual Conference. Edmonton, Alberta – Online.

Parker, L. & Smith, K. (May 2021) What is the responsibility of literacy education in the post-truth era? American Educational Research Association. Seattle, WA – Online.

Molitor, S., Parker, L., & Vetter, D. (April 2018). Mentoring for all: A second year of study. American Educational Research Association. New York, New York.

Parker, L. (May 2018). An argument for Levinasian ethics and the arts with considerations for pedagogy. Canadian Society for the Study of Education – Canadian Philosophy of Education Society. Regina, Saskatchewan.

Molitor, S. Parker, L., & Vetter, D. (April 2017). Mentoring for all: Building a community of knowledge for the mentors of beginning teachers and teacher candidates. American Educational Research Association. San Antonio, Texas.

Parker, L. (May 2017). Creating the conditions for listening and uncertainty in the university classroom. Teaching in Focus, York University. Toronto, Ontario.

Parker, L. (May 2016). Rendering uncertainty desirable. Teaching in Focus, York University. Toronto, Ontario.

Parker, L. (May 2015). Reading Arendt and Rancière for hope: The space for, temporality of, and potential within political action. Canadian Society for the Study of Education – Canadian Philosophy of Education Society. Ottawa, Ontario.

Parker, L. (May 2012). Branding and agenda-setting: Examining connections among politics, the media, and education policy in Ontario. Canadian Society for the Study of Education. Kitchener, Ontario.

 Major Funding / Awards

• SSHRC Insight Grant Primary Investigator - (93,100) – Between dissensus and disinformation: Examining possibilities for literacy education in the age of misinformation
• SSHRC Connection Grant Co-Investigator (24,518) – Sealing the leaky pipeline: Developing best practices in mentorship for racialized graduate students
• SSHRC Insight Development Grant Primary Investigator - (47,846) – What is the role of literacy education in a post-truth era?