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Ontario Institute for Studies in Education of the University of Toronto

Advisory Board

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Henrjeta Mece

An interdisciplinary scholar, artist, curator and educator. Working towards her Ph.D. in Social Justice Education and Diaspora and Transnational Studies, Mece’s current research focuses at the intersection of art, culture, transnationalism and higher education. Along her academic and professional career, for the past seven years she has been living a transnational life. During this time, she has regularly held talks, presentations, exhibitions, and has been a guest at world-class residencies at institutions including, International Studio and Curatorial Program New York (USA), the Banff Center for the Arts (Canada), Tirana Institute for Contemporary Art (Albania), Akureyri Studios (Iceland), Zweigstelle Berlin (Germany), and University of Lisbon (Portugal). Recently, she was one of the 200 artists selected to represent Eastern Canada in the Great and North exhibition at Istituto Veneto di Science Lettere ed Arti, Palazzo Loredan dell’ Ambasciatore (Venice, Italy)—as part of the Imago Mundi project initiated by Luciano Benetton mapping the art of humanity.

Mece has served in board leadership nationally at institutions and organizations including, CARFAC Ontario (Canadian Artists’ Representation/le Front des artistes Canadian, Ontario), University of Windsor, OCAD University, and University of Toronto. Committed to art, social change and dialogue she sees CMCE as an advancement platform for educational priorities and knowledge mobilization in the fields of art, culture and media.

Ryan Rice

Ryan Rice, Kanien’kehá:ka of Kahnawake, Quebec, is the Delaney Chair in Indigenous Visual Culture at the OCAD University. His curatorial career spans over 20 years in museums and galleries. Rice served as the Chief Curator at the IAIA Museum of Contemporary Native Arts in Santa Fe, NM and also held curatorial positions at the Aboriginal Art Centre (Ottawa, ON), named curatorial fellowships with the Art Gallery of Greater Victoria (Victoria, BC) and the Walter Phillips Gallery (Banff, AB), and Aboriginal Curator-In-Residence at the Carleton University Art Gallery. He received a Master of Arts degree in Curatorial Studies from the Center for Curatorial Studies, Bard College, New York; graduated from Concordia University with a Bachelor of Fine Arts and received an Associate of Fine Arts from the Institute of American Indian Arts, Santa Fe, New Mexico. Rice’s writing on contemporary Onkwehonwe art has been published in numerous periodicals and exhibition catalogues, and he has lectured widely. Some of his exhibitions include ANTHEM: Perspectives on Home and Native Land, FLYING STILL: CARL BEAM 1943-2005, Oh So Iroquois, Scout’s Honour, LORE, Hochelaga Revisited, ALTERNATION, Soul Sister: Re-imagining Kateri Tekakwitha, Counting Coup, Stands With A Fist: Contemporary Native Women Artists and ARTiculations in Print. Rice was also a co-founder and former director of the Aboriginal Curatorial Collective and currently sits on the Art Gallery of Ontario’s Education Council, Ontario Association of Art Galleries and the Native American Arts Studies Association board.


Catherine Lamaison

Catherine Lamaison completed her Ph.D in Social Justice Education at OISE, University of Toronto and her M.A. in American Studies at Université Paris Diderot in Paris, France. She is currently a Lecturer in the Department of French at the University of Toronto. Her research interests lie in the area of francophone cultural studies, ranging from transnational approaches to cultural production and identity formation, to social protests through popular culture in the African and Caribbean diasporas, to the question of translation and interpretation of fundamental francophone texts which sometimes lead to completely new theorizations in North American literature.

She has been engaged in community arts and arts for social change in Canada, serving as the francophone community arts coordinator for ArtBridges – ToileDesArts, a national hub and network of 300+ organizations working in those fields, from 2014 to 2017. Throughout her mission as a francophone coordinator, she travelled across East Canada to meet community partners and discover their community arts and arts for social change practices on the ground, she helped creating a catalogue of resources and tool kits for community partners, she attended and presented at conferences like the Power of The Arts National Forum from Michaëlle Jean Foundation to help promote the field and she facilitated more communication and exchange between anglophone and francophone organizations across Canada. She now serves as a member of the advisory board for Artbridges – ToileDesArts.

Rubén A. Gaztambide-Fernández

Rubén A. Gaztambide-Fernández is Associate Professor at the Ontario Institute for Studies in Education of the University of Toronto. His research and scholarship are concerned with questions of symbolic boundaries and the dynamics of cultural production and processes of identification in educational contexts. He draws on cultural studies, postcolonial and feminist theory, and critical sociology to inform his understanding of curriculum and pedagogy as encounters with difference. His current research focuses on the experiences of students attending specialized arts program in public high schools in cities across Canada and the United States. He is also Principal Investigator of the Youth Research Lab and the Youth Solidarities Across Boundaries, a participatory action research project with Latino/a immigrants and Indigenous youth in the city of Toronto. His theoretical work focuses on the relationship between creativity, decolonization, and solidarity. His book The Best of the Best: Becoming Elite at an American Boarding School (2009, Harvard University Press) is based on two years of ethnographic research at an elite boarding school in the United States. He is co-editor with Adam Howard of Educating Elites: Class Privilege and Educational Advantage (2010, Rowman & Littlefield).

Raz Rotem

Raz Rotem is currently pursuing a Masters of Education in the Social Justice Education department at the Ontario Institute for Studies in Education. Raz’s master’s research is focused currently on Canada Truth and Reconciliation Commission (TRC) Call for Action on Language and Culture. Raz is interested in the implications of the TRC recommendations on formal and informal Art and Media Education programs. Raz has a Bachelors of Fine Arts from the Ontario College of Art and Design (OCAD University) Sculpture and Installation department, and is a graduate of Humber College Child and Youth Care program. As a practicing artist and an art educator, Raz is also interested in community art, art and/or community-based research, transformative education, earth centered education, traditional crafts and traditional knowledge, sustainability and life-long learning.

Maral Karimi


Maral Karimi is pursuing a PhD in Social Justice Education at the Ontario Institute for Studies in Education. Maral graduated with a Masters degree in Interdisciplinary Studies at York University. Her master’s research on the impact of the discourse of the leaders of the Iranian Green Movement of 2009 is scheduled to publish in a forthcoming book in Winter 2018. Her study applies critical discourse analysis to the communications of the actors involved in the movement through the lens of YouTube to facilitate an understanding of the underlying causes and the origins of the movement. The study maps social movements in Iran since the beginning of the 20th century particularly focusing on the rhetoric of Ayatollah Khomeini in order to historicize the Green Movement and its aspirations.

Maral’s PhD research is in the areas of transnational feminism, media and cultural relations, Habermasian Theory of Communicative Action and the public sphere in the age of social media, ideology and discourse in social movements, and middle eastern studies. In addition to her role as a coordinator at the Centre for Media and Culture in Education at the University of Toronto, Maral also serves on the organizing committee for the Women and Gender Studies Association at Congress 2018 in Regina, Saskatchewan.

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Mark Houghton

Mark Houghton is a Ph.D. Candidate in OISE’s Department of Social Justice Education at the University of Toronto with a specialization in workplace learning and social change through the collaborative program of the same name. His main areas of interest are Philosophy of Education, Rhetorical Theory, Subculture Studies, and how emotion affects young human beings in precarious forms of work, labour and identity. Mark looks to the technical side of the performing arts world, a world he has both trained and worked within for over twelve years, as a unit of analysis and microcosm for the study of precarity. Mark is particularly interested in the rising area of information-labor, a cultural work milieu no longer attached to the ideological Fordist models of twentieth century. Information-labour serves, creates and is enchained to the proliferation of social media platforms and the interests of those whom such platforms serve. Contemporary young people who emerge into this world of information labour often expect the type of work-life enjoyed by generations of the recent past, but find a very different, fragmented and precarious form of contract. Through these areas of study and the theoretical models used to navigate and decode them, Mark looks for helpful and alternative epistemologies that aid in deterritorializing modernity’s cultural constructed discourse of “young people” and the responsibilities placed upon, and expected of, them.

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Elizabeth H. Charles

As an adult educator and PhD student in the department of Social Justice Education, I use critical pedagogies to explore how Canadian popular culture reflects and perpetuates the dominance of white, able-bodied, masculinity. My interest lies in the dominant social culture’s impact on the lived experiences of female racialized bodies in Toronto.  In my classroom, students explore how popular discourses of diversity, multiculturalism, inclusivity and tolerance found in the Canadian workplace protect the dominant social culture while alienating and marginalizing those who are “othered” in Toronto.  The radio program that I recently produced featured critical reflections about my life-long experiences with diversity in Toronto. Additionally, I have analyzed how the lack of critical pedagogy in adult ESL classes reinforce existing social power imbalances, favouring Eurocentric perspectives.


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Eve Haque

Eve Haque is Associate Professor in the Department of Languages, Literatures and Linguistics at York University. She has also served on the board of the Association of Canadian Studies (ACS) and is currently on the Advisory board for the Canadian Association of Cultural Studies (CACS) and the journal Topia. Her research and teaching interests include multiculturalism, migration and language policy, with a focus on the regulation and media representation of racialized im/migrants in white settler societies. She has published in such journals as Social Identities, Journal of Multilingual and Multicultural Development, as well as Pedagogy, Culture and Society, among others. She is also the author of Multiculturalism within a bilingual framework: Language, race and belonging in Canada (University of Toronto Press, 2012).