Ofer Marmur

University of Auckland, New Zealand     

July 10, 2021 to July 9 2022

Ofer Marmur is a Lecturer (Assistant Professor equivalent) of Mathematics Education in the Department of Mathematics at the University of Auckland, New Zealand. His research focuses on the interrelationship between the cognitive, affective, and social dimensions of student learning, specifically in the context of undergraduate mathematics and teacher education. He was a postdoctoral research fellow in the Faculty of Education at Simon Fraser University, Canada, after having completed his doctoral studies in the Faculty of Education in Science and Technology at the Technion, Israel Institute of Technology.

Dr. Marmur is working on two ongoing projects. The first is a book with Dr. Rina Zazkis on “Memorable events in teaching, learning, and investigating mathematics”, which acknowledges the human dimension of mathematical doing and analyses “memorable events” from one’s mathematics studies across different topics and populations (students, teachers, mathematicians, and mathematics educators). The second is a scholarly article in collaboration with Associate Professor Yvonne Lai from the University of Nebraska-Lincoln, in which they compare different representations of practice and the aspects of teachers’ mathematical and pedagogical knowledge evident in each. Additionally, he is collaborating with Prof. David Pimm, inquiring into the role of lecturers’ gestures in communicating mathematical ideas in undergraduate mathematics courses.

Carol Yang Song

Fudan University, Shanghai, China

November 13, 2021 to November 12, 2022

Dr. Song is an Associate Professor in the Department of English Language & Literature, in the College of Foreign Languages at Fudan University in Shanghai, China. With the spread of globalization, universities around the world are increasingly engaged in varied processes of internationalization. As the world’s second largest economy, China is undergoing a transition from a sending country to a receiving country of international students. In 2017, the Chinese government launched ‘double World-class’ (i.e., world-class disciplines and world-class universities) Project to support the development of 42 top-tier universities in China, where internationalization is key part of the Project agenda.

Adopting an ethnographic approach, Dr. Song’s current research focuses on intercultural experiences and identity formation of both Chinese and international students enrolled in Master’s programmes in one of the ‘double world-class’ universities in Shanghai, China, which is actively engaged in internationalization. While acknowledging that Internationalization of Higher Education (IHE) is primarily driven by political and economic momentum at both national and institutional levels, her research addresses the issue of social justice and public responsibility of internationalizing universities by examining the power relations and cultural politics involved in national and institutional policy planning of IHE as well as how students and teachers, as situated within the sociopolitical context, experience and discursively construct interculturality in relation to their life trajectories.

Dr. Song is currently co-authoring a paper with Dr. Angel Lin on lived experiences of interculturality, discussing how the analysis of discursive processes of othering can provide critical perspectives on the emergence of a problematic kind of interculturality and cosmopolitanism in the ‘internationalizing’ higher education spaces in a rapidly globalizing city in Asia. She is also working on a collaborative project with Dr. Charles Bingham on how dialogic pedagogy could inform ethical practices of curriculum internationalization and multicultural classroom teaching and learning.

José Domene

University of Calgary, Canada

January 1, 2022 to June 30, 2022

Dr. José Domene immigrated to Canada with his family when he was a teenager, and has a Mexican and Chinese cultural heritage. José joined the Werklund School of Education as a Professor at the University of Calgary in 2018, having previously taught at the University of New Brunswick and Trinity Western University in British Columbia. He teaches graduate courses in counselling psychology and is a Registered Psychologist in Alberta.

Dr. Domene specializes in career development, and has engaged in a number of projects related to youth, and particularly marginalized youth. While here, he is working with Dr. Kris Magnusson in structuring the data entry and first round of data analysis on the Connecting Career Development and Mental Health for Youth (CCDMHY) Partnership Development Grant.

Yukihiro Takagishi 

Kumamoto University, Japan

February 4, 2022 to September 16, 2022

Dr. Takagishi is an Associate Professor in the Faculty of Humanities & Social Sciences at the Kumamoto University in Kumamoto, Japan. While here, Dr. Takagishi is working with Dr. Masahiro Minami on an international joint research related to the child welfare fields. The joint research is an attempt to develop and connect an advanced course to the basic staff training CORE developed and implemented by Dr. Minami for working in the child welfare field. His research interests can be divided into two main categories: 1) examination of theories of the causes effects of therapeutic and educational interventions for sexual problems among children in foster homes and psychological treatment facilities for children, and 2) development of programs for staff who intervene in sexual problems among children.

Orly Buchbinder

University of New Hampshire, Lee, NH USA

March 2, 2022 to May 31, 2022

Dr. Orly Buchbinder is an Associate Professor of Mathematics Education in the Department of Mathematics and Statistics at the University of New Hampshire, receiving her PhD in Mathematics Education from Technion, Israel Institute of Technology. Prior to pursuing her doctorate she taught high school mathematics in Israel for 8 years. Her research interests are broad, with the main focus on teaching and learning mathematical reasoning and proving at the secondary level. Studying both the cognitive and social aspects of students’ mathematical reasoning and justification processes, she aspires to understand the ways in which teachers can support students’ development of mathematical reasoning and argumentation skills. From a teacher educator’s perspective she queries the kinds of knowledge and professional support that pre-service and practicing teachers need in order to create learning environments that foster students’ engagement with justification and proving. From an instructional design perspective her research activities include design and evaluation of curriculum materials that provide students and prospective teachers with opportunities to practice mathematical reasoning, argumentation and proving. While here, Dr. Buchbinder was working with Dr. Rina Zazkis.

Peter Chin Soon Teo

National Institute of Education, Singapore

April 1, 2022 to May 31, 2022

Dr. Peter Teo is an Associate Professor in the Department of English Language & Literature at the National Institute of Education in Singapore. Having started out in his career as a language teacher in school and now a teacher educator at the National Institute of Education in Singapore, Peter Teo has had the opportunity to view teaching from both the practice and theory perspectives. His postgraduate education in Macquarie University in Australia and Lancaster University in the United Kingdom has also afforded him a critical lens with which to view sociocultural and sociolinguistic phenomena. His current work, both in teaching and research, converges on fields like Critical Discourse Analysis (CDA) and topics related to critical literacy and language pedagogy. While here, Dr. Teo was working with Dr. Angel Lin.

Jennifer Miskec

Longwood University, Farmville, VA USA

May 1, 2022 to May 31, 2022

Dr. Miskec is an English Professor at in the English and Modern Languages Department at Longwood University, who specializes in children’s and young adult literature. Jennifer is a Fulbright Scholar. Her courses include Children’s Literature, Young Adult Literature, Diversity in Literature for Young Readers, and Special Topics in Young Adult Literature. Dr. Miskec’s interests include contemporary American’s and young adult literature, popular picture books, Early Reader books, Middle Grade Reader books, global children’s culture, and place-based pedagogy. While here, she will be working with Beth Marshall in the development of an undergraduate special topics course on equity, diversity, and middle grade children’s books. As children’s books are central to the curriculum in elementary and middle-grade classrooms in British Columbia, teaching future educators how to choose high quality literature is critically important as middle grade fictions allow for the incorporation of diverse perspectives into the classrooms. While here, Dr. Miskec was working with Dr. Beth Marshall.