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INSPIRING EDUCATION | oise.utoronto.ca
Ontario Institute for Studies in Education of the University of Toronto

Dr. Tara Goldstein

Professor
Department of Curriculum, Teaching and Learning
Ontario Institute for Studies in Education at The University of Toronto
252 Bloor Street West
Toronto, ON M5S 1V6
tgoldstein@oise.utoronto.ca
 

Books:

  • Goldstein, T. (forthcoming) Staging Harriet’s House: Writing and Producing Research-Informed Theatre.  New York, NY: Peter Lang. Includes my play Harriet's House.
     
  • Goldstein, T.  (2003). Teaching and Learning in a Multilingual School:  Choices, Risks and Dilemmas.  Mahwah, NJ: Lawrence Erlbaum Associates, 221 pages. With contributions by Gordon Pon and Judith Ngan. Includes my play Hong King, Canada.
  • Goldstein, T. (2013).  Zero Tolerance and Other Plays: Disrupting racism, xenophobia and homophobia in school.  Rotterdam, The Netherlands:Sense Publishers

  • Goldstein, T. (2012) Staging Harriet¹s House: Writing and Producing Research-Informed Theatre.  New York, NY: Peter Lang. Includes the play Harriet's House.

  • Goldstein, T.  (2003). Teaching and Learning in a Multilingual School: Choices, Risks and Dilemmas.  Mahwah, NJ: Lawrence Erlbaum Associates, 221 pages. With contributions by Gordon Pon and Judith Ngan. Includes my play Hong King, Canada

     

Book Chapters:

  • Goldstein, T. (2012) Harriet¹s House:  Mothering Other People's Children.  In: Springgay, Stephanie (Ed.), M/othering a bodied curriculum: Relational theories of teaching and learning. Toronto:  University of Toronto Press.

 

  • Goldstein, T. (2008) Performed Ethnography:  Possibilities, Multiple Commitments, and the Pursuit of Rigour. In Gallagher, K. (Ed.). The Methodological Dilemma: Critical, Creative, and Post-Positivist Approaches to Qualitative Research.  New York, NY: Routledge, pp.85-102.
  • Goldstein, T. (forthcoming) Harriet’s House:  Mothering Other People’s Children.  In: Springgay, Stephanie (Ed.), M/othering a bodied curriculum: Relational theories of teaching and learning. Toronto:  University of Toronto Press.
     
  • Goldstein, T. (2008) Performed Ethnography:  Possibilities, Multiple Commitments, and the Pursuit of Rigour. In Gallagher, K. (Ed.). The Methodological Dilemma: Critical, Creative, and Post-Positivist Approaches to Qualitative Research.  New York, NY: Routledge, pp.85-102.
     
  • Goldstein, T.  (2004).  Performed ethnography for critical language teacher education.  In:  Bonny Norton and Kelleen Toohey (Eds.).  Critical Pedagogies and Language Learning.  Cambrige:  Cambridge University Press, pp.311-326.

Papers in Refereed Journals:

 

  • Goldstein, T. (2014). Learning from Other People¹s Families. Teaching Education Journal, 25(1): 65-81.

 

  • Goldstein, T., Gray, J., Salisbury, J. and Snell, P. (2014). When Educational Research Meets Theatre: Performed Ethnography and Research-Informed Theatre Project Design. Qualitative Inquiry, 20(5): 674­685.

 

  • Goldstein, T. (2012).  Ana¹s Shadow. Canadian Theatre Review, 151:61-81.

 

  • Goldstein, T. (2012).  Performed Ethnography and Research-Informed Theatre:  A Reflective Assessment.  Youth Theatre Journal, 26(1):88-100.

 

  • Goldstein, T. (2010).  Snakes and Ladders: A Performed Ethnography. International Journal of Curriculum and Pedagogy 3(1): 68-113.

 

  • Goldstein, T. with Wickett, J. (2009).   Zero Tolerance: A stage adaptation of an investigative report on school safety. Qualitative Inquiry 15(10): 1552-1568.

 

  • Goldstein, T., Russell, V. and Daley, A. (2007).  Safe, Positive and Queering Moments in Teaching Education and Schooling; A Conceptual Framework. Teaching Education Journal, 18(3)183-199.

 

  • Goldstein, T. (2010).  Snakes and Ladders: A Performed Ethnography. International Journal of Curriculum and Pedagogy 3(1): 68-113.

 

  • Goldstein, T. with Wickett, J. (2009).   Zero Tolerance: A stage adaptation of an investigative report on school safety. Qualitative Inquiry 15(10): 1552-1568.
     

 

  • Goldstein, T., Russell, V. and Daley, A. (2007).  Safe, Positive and Queering Moments in Teaching Education and Schooling; A Conceptual Framework.  Teaching Education Journal, 18(3)183-199.

 

  • Sykes, H. and Goldstein, T. (2004).  From Performed to Performing Ethnography:  Translating Life History Research into Anti-homophobia Curriculum for a Teacher Education Program.  Teaching Education Journal, 15 (1): 31-56.
     

 

  • Goldstein, T. (2002).  No Pain, no Gain:  Student Playwriting as Critical Ethnographic Language Research.  Canadian Modern Language Review, 59 (1): 53-76.
     

Published Playwriting:

  • Goldstein, T. (2008).  Seder.  In: Carver, M. H. and McFillen, K. (Eds.). The Hollow and Other Plays:  A Collection of Plays from the New Play Development Workshop 2004-2007.  Denver, CO: Association of Theatre in Higher Education and Playwrights Program Publication, 138-142.
     
  • Goldstein, T. (2004) Wendy (from Hong Kong, Canada).  In J. Thompson (Ed.).  She Speaks.  Toronto, ON:  Canada Playwrights’ Press, 201-202.