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Rachel Heydon, PhD
Faculty of Education E-mail: rheydon@uwo.ca Phone: 519.661.2111 x. 81244 B.A. (Hons.), B.Ed., M.Ed. (UWO), PhD (OISE/UT) Areas of interest: My interests stem from my experiences as a special education/literacy teacher in a variety of communities and settings. These interests include: language and literacy teaching, learning, and policy (particularly in regard to young children and other persons who are minoritized), intergenerational learning, disability studies, the development of curricula and educational and social policies that can lead to the improvement of children’s lives, and the development of curricula to support critically-reflective teacher development. These interests are all firmly rooted in critical theory with its goal of emancipation. Teaching: I help coordinate the pre-service elementary language arts component and teach graduate courses in the areas of early literacy and curriculum studies. Some sample projects/theses of the graduate students with whom I have worked include: the documentation of pedagogical strategies for teachers to support ELLs in the intermediate grades (Magdalena Ciesla); the creation of multimedia support for pre- and in-service teachers striving to implement a balanced literacy program (Cathy Hunter); and an analysis of what junior-level students say would help them in the development of their writing and representing (Carrie Lyons). Selected current research projects: Development of curricula for intergenerational learning programs (funded by SSHRC and Petro Canada): phase one entailed the study of various intergenerational curricula. The current phase involves the building and implementation of intergenerational art curricula within the community-at-large. The aim of this project is to understand the constituents of intergenerational curricula that enhance opportunities for multimodal literacy learning and intergenerational interaction. Teacher professional development initiatives for literacy teaching in Aboriginal and non-Aboriginal communities (with Kathryn Hibbert, UWO, funded by UWO and Foundation Western) Teacher candidates’ experiences with and evolving understandings of balanced literacy (with Kathryn Hibbert, UWO, funded by UWO) Selected scholarly activities: I am the past president of the Language and Literacy Researchers of Canada. I am a co-editor of the journal Language & Literacy.
Books in preparation: The handbook of intergenerational art projects (with Bridget Daly, Providence Mount St. Vincent, Seattle, WA) Books:
Peer-reviewed journal articles: Heydon, R. & Daly, B. (2008, May). What should I draw? I'll draw you! Intergenerational art for intergenerational learning opportunities and interaction. Young Children. Hibbert, K., Heydon, R. & Rich, S. (2007). Beacons of light, rays, or sun catchers? A case study of the positioning of lead literacy teachers and their knowledge in neoliberal times. Teaching and Teacher Education, 24(2), 303-315. Heydon, R. (2007). Making meaning together: Multimodal literacy learning opportunities in an intergenerational art program. Journal of Curriculum Studies 39(1), 35-62. Author Posting. (c) Taylor & Francis, 2007. This is the author's version of the work. It is posted here by permission of Taylor & Francis for personal use, not for redistribution. The definitive version was published in Journal of Curriculum Studies, Volume 39 Issue 1, February 2007. doi:10.1080/00220270500422665 Heydon, R. & Wang, P. (2006). Curricular ethics in early childhood education programming: A challenge to the Ontario kindergarten program. McGill Journal of Education, 41(1). Heydon, R. (2005). The De-pathologization of childhood, disability and aging in an intergenerational art class: Implications for educators. Journal of Early Childhood Research, 3(3), 243-268. (Winner of the CSSE New Scholar Fund Award) Heydon, R. (2005). The theory and practice of pedagogical ethics: Features for an ethical praxis in/out of special education. Journal of Curriculum Studies, 37(4), 381-394. Heydon, R. & Iannacci, L. (2005). Biomedical literacy: Two curriculum teachers challenge the treatment of dis/ability in contemporary literacy education. Language & Literacy, 7(2) Heydon, R., Hibbert, K. & Iannacci, L. (2004/2005). Strategies to support balanced literacy approaches in pre- and inservice teacher education. Journal of Adolescent and Adult Literacy, 48(4), 312-319. Heydon, R. & Iannacci, L. (2004). Learning how to “do”: Creating spaces for the “missing” in language and literacy research. Journal of the Canadian Association for Curriculum Studies, 2(2), 1-6. Heydon, R. (2004). Writing nonna: A consideration of ethical representation in narrative research. Language and Literacy, 6(1). Heydon, R. (2003). Literature circles as a differentiated instructional strategy for including ESL students in mainstream classrooms. The Canadian Modern Language Review, 59(3), 463-475.
Heydon, R. (2002). Between words: Imagination, language
and literacy. English Quarterly, 34(1&2), 40-46.
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