Phone: (519)-253-3000 ext. ****
Office: Room 3334, Leonard & Dorothy Neal Education Building
Assistant Professor of Educational Foundations
Catherine Vanner uses qualitative and participatory visual methods to study gender and education in diverse country contexts including Canada, Kenya, and Mali, with a concentration on the ways in which education can transform and/or perpetuate norms and behaviours related to gender-based violence. Her work emphasizes feminist, critical, and decolonizing theories and perspectives. Prior to joining the Faculty of Education at the University of Windsor, she was a Postdoctoral Research Fellow in the Department of Integrated Studies in Education at McGill University. She previously worked as an Education Advisor or Consultant for organizations including Plan International, UNESCO, and the Canadian International Development Agency (now Global Affairs Canada).
- Gender and education
- School-related gender-based violence
- Feminist pedagogy
- Children’s participation rights
- Girls’ activism
- Education in conflict
- Textbooks and learning materials
- Communication In Education
- Learning in the Educational Setting
Vanner, C. & Dugal, A. (In press). Powerful, personal, political: Activist networks by, for, and with girls and young women. Girlhood Studies: An Interdisciplianry Journal, 13(2).
Gonick, M., Vanner, C., Dugal, A. & Mitchell, C. (In press). We want to be free: Girlfesto as a method of participatory policymaking with girls and young women. Young.
Lamb, P. Vanner, C., Raissadat, H., Nyariro, M., & Sadati, H. (In press). Experiencing multiple embodiments in a cross-cultural, inter-generational event to support girls challenging gender-based violence. Global Education Review.
Vanner, C. (2020). Writing in my little red book: The process of taking fieldnotes in primary school case study research in Kirinyaga, Kenya. In C. Burkholder and J. Thompson (Eds.), What about fieldnotes? Approaches, practices and ethical considerations in educational research and teaching. Abingdon-on-Thames, UK: Routledge.
Vanner, C. (2019). Toward a definition of transnational girlhood. Girlhood Studies, 12(2), 115-132. doi:10.3167/ghs.2019.120209
Vanner, C., Kovinthan Levi, T. & Akseer, S. (2019). South Sudanese primary school textbooks: Transforming and reinforcing conflict. Prospects: Comparative Journal of Curriculum, Learning, and Assessment. doi:10.1007/s11125-019-09452-2
Vanner, C. (2019). Examining gender safety in schools: Teacher agency and resistance in two primary schools in Kirinyaga, Kenya. Education Sciences, 9(1), 63-77. doi:10.3390/educsci9010063
Vanner, C. (2018). “This is a competition”: The relationship between examination pressure and gender violence in primary schools in Kenya. International Journal of Educational Development, 62: 35-46. doi:10.1016/j.ijedudev.2018.02.001
Vanner, C. & Kimani, M. (2017). The role of triangulation in sensitive art-based research with children. Qualitative Research Journal, 17(2): 77-88. doi:10.1108/QRJ-12-2016-0073
Vanner, C., Akseer, S., & Kovinthan, T. (2016). Learning peace (and conflict): The role of primary learning materials in peacebuilding in post-war Afghanistan, South Sudan and Sri Lanka. Journal of Peace Education, 14(1): 32-53. https://doi.org/10.1080/17400201.2016.1213710
Vanner, C. (2015). Positionality at the centre: Constructing an epistemological and methodological approach for a Western feminist researcher working in the postcolonial. International Journal of Qualitative Methods, 14(4), 1-12. doi:10.1177/1609406915618094
Vanner, C. (2013). “We are the assets of the school”: An analysis of children’s participation rights in a school health and nutrition project in El Salvador. The International Journal of Children’s Rights, 22(2), 339-360. doi:10.1163/15718182-02202005
Ph.D. in Education, University of Ottawa
M.A. in International Affairs, Carleton University
B.A. (Honours) in Political Science, McMaster University
2019 Evidence for Education in Emergencies Research Grant, Dubai Cares
2019 Insight Development Grant, Social Sciences and Humanities Research Council of Canada
2018 Innovation Research Grant, Comparative International Education Society