Dr. Lana Parker

Parker, L., (2023). Making the most of it: Thinking about educational time with Hägglund and Levinas. Journal of Philosophy of Education, 57(6), 1147-1160. https://doi.org/10.1093/jopedu/qhad067

Parker, L. (Ed.). (2023). Education in the age of misinformation: Philosophical and pedagogical explorations. Palgrave Macmillan.

Parker, L., & Smith, K. (2022). Considerations for literacy education in the post-truth era. Journal of Language and Literacy, 24(2), 198-215. https://doi.org/10.20360/langandlit29577

Parker, L., Xu, S., Chi, C. (2022). Chinese pre-service teachers’ perspectives of mentoring relationships in an international learning partnership. Journal of Teacher Education 73(5), 525-537. https://doi.org/10.1177/00224871221108655

Parker, L. (2022). Classrooms as places of productive friction. Philosophy of Education Quarterly, 78(1), 58-71.

Parker, L. (2022). The skin as seen: Thinking through racialized subjectivities and pedagogy with Levinas. Studies in Philosophy and Education, 41(2), 227-242. https://doi.org/10.1007/s11217-021-09801-9

Smith, K. & Parker, L. (2021). Reconfiguring literacies in the age of misinformation and disinformation. Journal of Language and Literacy Education, 17(2), 1-27.

Parker, L. (2021). At the threshold: Hospitality and an education for responsibility in the Anthropocene. SN: Social Sciences, 1(53), 1-18.  https://doi.org/10.1007/s43545-021-00059-z\

Parker, L. (2020). Literacy in the post-truth era: The significance of affect and the ethical encounter. Educational Philosophy and Theory 53(6), 613-623. https://doi.org/10.1080/00131857.2020.1803834

Parker, L., & Vetter, D. (2020). Mentoring each other: Teachers listening, learning, and sharing to create more successful classrooms. Markham, ON: Pembroke.

Parker, L. (2020). Hospitality at the Intersection of Place, Time, and Self. In E. Lyle (Ed.), Identity Landscapes: Contemplating Place and the Construction of Self (pp. 259-267). Boston, MA: Brill/Sense. 

Parker, L. (2019). Deconstructing “Growing Success”: A critical discourse analysis of Ontario’s assessment policy. Critical Education, 10(14), 1-18.

Parker, L. (2019). An argument for Levinasian ethics and the arts with considerations for pedagogy. Philosophical Inquiry in Education 26(1), 33-48.

Parker, L. (2018). “Who are you?”: Developing teacher identity through an ethics of intersubjectivity. In E. Lyle (Ed.), The negotiated self: Employing reflexive inquiry to explore teacher identity (pp. 127-137). Boston, MA: Brill/Sense. 

Parker, L. (2018). Rendering uncertainty beautiful: Considerations for teacher education and induction. In D. C. Young, W. L. Kraglund-Gauthier, & T. G. Ryan (Eds.), Readiness for the field: Perspectives from within the triangle of teacher education (pp. 115-130). Champaign, IL: Common Ground. 

Parker, L. (2018). Pursuing freedom, making strange: Pedagogical considerations for art as an other. Brock Education: A Journal of Educational Research and Practice, 28(1), 19-31. 

Molitor, S., Parker, L., & Vetter, D. (2018). Mentoring for all: Building knowledge and community. Journal of Professional Capital and Community. https://doi.org/10.1108/JPCC-12-2017-0035. 

Parker, L. (2017). Creating a crisis: Selling neoliberal policy through the rebranding of education. Canadian Journal of Educational Administration and Policy, 183, 44-60.

 Education

 Major Funding / Awards

• SSHRC Partnership Development Grant Co-Investigator - ($175,679) – The Public Education Exchange
• SSHRC Insight Grant Primary Investigator - (93,100) – Between dissensus and disinformation: Examining possibilities for literacy education in the age of misinformation
• SSHRC Connection Grant Co-Investigator (24,518) – Sealing the leaky pipeline: Developing best practices in mentorship for racialized graduate students
• SSHRC Insight Development Grant Primary Investigator - (47,846) – What is the role of literacy education in a post-truth era?