Editorial Team

Dr. Nicholas Ng-A-Fook is Professor of Curriculum Studies at the University of Ottawa, located on the unceded ancestral lands of the Algonquin Anishinaabeg People. His research is situated and spans across fields of study such as but not limited to curriculum studies, setter colonial studies, life writing, and history education. As a core member of the Canadian Journal of Education editorial team, Dr. Nicholas Ng-A-Fook brings over two decades of bilingual editorial leadership. He served as Francophone Editor for the Journal of the Canadian Association of Curriculum Studies and is currently co-editor of multiple national and international series. He is the recipient of numerous national and international awards, such as but not limited to the CSSE Herbert T. Coutts Distinguished Service Award (2024), CACS Ted T. Aoki Distinguished Service Award (2018), Canadian Oral History Association Prize (2018), Canadian Association Foundations in Education Outstanding Edited Collection Book Award (2021), and the R.W.B. Jackson Award (2023). His editorial vision remains committed toward ensuring rigorous, accessible, creative, and socially responsive scholarship in relation to different educational research landscapes.

Dr. Doron Yosef-Hassidim is a professional and a scholar in education with an international experience working with K-12 and higher education institutions in Canada, Israel, and the United States. He taught at Lakehead University’s Department of Graduate Studies and Research in Education, Thompson Rivers University’s teacher education program, and Florida State University’s School of Teacher Education. His research interests include educational theory, political and social philosophy of education, and educational leadership, and he spearheads interdisciplinary and international scholarly work on education’s autonomy. Within his professional experience he served in several teacher leadership and professional development positions. He is currently a teacher for SD73 in Kamloops, BC, and also developing doctoral courses for The Institute for Education in Malta.

Dr. Claude Quevillon Lacasse is an Assistant Professor in the Faculty of Education at the University of Ottawa. She is a member of Educlang and Erudid research units. Her research focuses on the development of bi-/plurilingual competencies, meta-/crosslinguistic awareness, crosslinguistic pedagogy, grammar teaching and writing instruction - particularly through authentic texts such as children's literature, and teacher training. She regularly gives workshops on her research interests, and has participated in several professional development projects with language teachers.

Dr. Myra Deraîche is a professor at the École de langues de l'Université du Québec à Montréal and co-director of the Groupe de recherche sur les jumelages interculturels (GReJI). She has been teaching French as a second language for 25 years. Her research interests include the teaching of second-language writing, writing in an intercultural context, intercultural education and communication, the CV of immigrants and their socio-professional integration. She has co-edited two collective works (in French in 2015; in English in 2022) and a thematic journal (in 2018) on intercultural twinning.

Dr. Chenkai Chi is a Postdoctoral Fellow at the Faculty of Education, University of Windsor, where he earned his PhD. Since 2016, he has worked on Xu and Connelly’s SSHRC Partnership Grant Project and is a recipient of the Ontario Graduate Scholarship, SSHRC Doctoral Fellowship, and Mitacs Globalink Research Award. His research interests include teacher education, comparative education, English as a second language acquisition, curriculum integration, and reciprocal learning. He collaborates with educators in Canada and China, with a recent focus on interdisciplinary approaches to teaching sustainability.

Will Burton is a lecturer in social and environmental education at the University of Winnipeg. He spent a decade as a classroom teacher and school leader at the elementary and high school level in Winnipeg, working in traditional and alternative programs, predominately advocating for and practicing project-based learning approaches to teaching and learning. He remains involved in the K-12 system, most recently through action research projects. Will’s research is currently focused on place-based education theory and practice, and climate change education in K-HE in Manitoba.

René Salem is a PhD candidate at the University of Montréal and coordinator at the P.H.A.R.E. History teaching research Team. With twelve years of experience teaching history and social sciences, his work focuses on the study of the aims of history teaching and the analysis of teaching practices. He also contributes to research on citizenship education and critical thinking, the analysis of didactic resources in history, historical literacy, the integration of video games in the classroom, and the impact of didactic resources and teaching practices on the achievement of citizenship related objectives in school curricula. He is also the author and co-author of various scientific articles and chapters in his field.

Sharon Hu has been the Journal Manager for the CJE since 2019. She is an experienced instructional designer specializing in using media and interactive activities to create meaningful learning experiences. Sharon’s keen interest in using educational technologies to enhance the learning experience led her to work at University of British Columbia, Fraser Health Authority, and BC Centre on Substance Use.