Phone: (519) 253-3000 ext. 3843
Office: 3320, Leonard & Dorothy Neal Education Building
Assistant Professor, Ph.D York University
Editor of the Journal of Teaching and Learning (JTL)
Lana holds a PhD in Language, Culture and Teaching from York University. Lana has taught in elementary and post-secondary contexts in Canada and abroad with an emphasis on improving equitable outcomes for all students. Lana writes and researches about education policy and discourse, and the possibilities for ethically-informed pedagogy.
Language and meaning-making
Literacy and arts education
Philosophy of education
Education policy and discourse
- Language Arts
- Media Literacy
- Issues in Education
- PhD Research Proposal Colloquium
Parker, L. (2021). At the threshold: Hospitality and an education for responsibility in the Anthropocene. Springer Nature: Social Sciences.
Parker, L., Delia Deckard, N., Stewart, B., Nicholls, B. (2021). Hiding in plain sight: Constructing fractured identities as women in the neoliberal academy. In E. Lyle & S. Mahani (Eds.), Sister scholars: Untangling issues of identity as women in academe (pp. 115-123). DIO Press.
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.
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.
Parker, L. (2013). Book review of L.E. Pinto’s “Curriculum reform in Ontario: ‘Common Sense' policy processes and democratic possibilities.” Alberta Journal of Educational Research, 59(2), 319-323
- Doctor of Philosophy (Education), York University
- Master of Education, York University
- Bachelor of Education, Western University
- Bachelor of Business Administration, Schulich School of Business, York University
Professional Conference Presentations
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.
- 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?