Dr. Susan M. Holloway

• EDUC5356  English Methodology (I/S) (Year 1 & Year 2)
• EDUC5437 Windsor Underground Railroad Initiative (WURI) (P/J and I/S)
• EDUC5334  Language Across the Curriculum (I/S)
• EDUC5209  Critical Analysis of Social, Global & Cultural Issues (J/I and I/S)
• EDUC5324  Language Arts (J/I)

• EDUC8910  Introduction to Adult Education
• EDUC5565  Sociological Aspects of Education
• EDUC5540  Language, Culture, and Society
• EDUC5556  Approaches to Literacy Development
• EDUC5539  Second Language Teaching
• EDUC5557  English Language Arts for Secondary Teacher

• University of Windsor Alumni Award for Distinguished Contributions to University Teaching, 2018
• Standing Conference on University Teaching and Research in the Education of Adults (SCUTREA) David Jones Prize for Research Paper (first author, Dr. Patricia Gouthro), 2016
• University of Windsor Education Society Teacher of the Year Award (I/S division), 2016

Holloway, S. M. (Principal Investigator) & Gouthro, P. A. (Co-Investigator). (2018-2024).  “Multiliteracies for adolescents and adults: Teaching and learning literacy in the 21st century.” Social Science and Humanities Insight Research Grant. ($93,379.00)

Holloway, S. M. (Principal Investigator). (2017-2018). “Mapping multiliteracies in Canadian adult education.” University of Windsor Tri-Success Grant Program. ($5,000.00).

Gouthro, P. A. (Principal Investigator) & Holloway, S.M. (Co-Investigator). (2014-2017).  “Stories of Learning”: Creative literacies and lifelong learning: Exploring learning sites and creative educational opportunities around reading and writing fiction Social Science  and Humanities Insight Research Grant. ($148,338.00)

Gouthro, P. A. (Principal Investigator) & Holloway, S.M. (Collaborator). (2009-2014). Creating a  Canadian "Voice": Lifelong Learning, the Craft of Fiction Writing, and Citizenship.  Social Science and Humanities Standard Research Grant. ($138,454.00)           

Holloway, S. M. (Principal Investigator). (2015-2017). Tools for Thought: Situating Language  within a Multiliteracies Theoretical Framework. University of Windsor Women’s  Grant. ($5,000.00) (Related web platform found at www.multiliteraciesproject.com ).

Gouthro, P. A. (Principal Investigator) & Holloway, S. M. (Co-Investigator). (2013-14). Lifelong Learning and Conferences: An Initial Exploration of Learning Opportunities and  Conferences. Mount Saint Vincent University Internal Research  Grant. ($6,999.80)

Holloway, S. M. (Principal Investigator). (2011-12). Preparing Teachers to Become Lifelong  Learners: Exploring Effective Educational Strategies of Critical Teacher Educators.  University of Windsor Tri-Success Grant Program. ($5,000.00)

Holloway, S. M. (Principal Investigator) & Greig, C. J.  (Co-investigator). ( (2009-2010). A  Preliminary Critical Investigation into the Intermediate and Secondary English  Classroom: Exploring Teachers Self-Regulatory Practices of Censorship. University of  Windsor Humanities and Social Science Research Grant. ($5,000.00)

R         Gouthro, P. A. & Holloway, S. M. (2023). Critical social theory, inclusion, and a pedagogy of hope: Considering the future of adult education and lifelong learning. European Journal for Research on the Education and Learning of Adults (RELA), 14(3), 325-341. https://doi.org/10.3384/rela.2000-7426.4662

R         Holloway, S. M., Xu, S., Ma, S.* (2023). Chinese and Canadian preservice teachers in face-to-face dialogues: Situating teaching in cultural practices for West-East reciprocal learning. Teaching and Teacher Education Journal, 122, 1-10. https://doi.org/10.1016/j.tate.2022.103930

 

R         Holloway, S. M., & Qaisi, R.* (2022). Composing meaning through multiliteracies and multimodality with adolescents and adults. Language and Literacy, 24(2),85-106. https://doi.org/10.20360/langandlit29587

R           Holloway, S. M. (2021). The multiliteracies project: Preservice and graduate students learning through design in diverse content areas. Pedagogies: An International Journal, 16(3), 307-325. https://doi.org/10.1080/1554480X.2020.1787172

R           Holloway, S. M., & Gouthro, P. A. (2020). Using a multiliteracies approach to foster critical and creative pedagogies for adult learners. Journal of Adult and Continuing Education, 26(2), 203-220. https://doi.org/10.1177/1477971420913912

R            Gouthro, P. A., & Holloway, S. M. (2018). Learning to be critically reflective: exploring fiction writing and adult learning. Studies in Continuing Education, 40(2), 133–148. https://doi.org/10.1080/0158037X.2017.1415875

R            Greig, C. J., & Holloway, S. M. (2016). A Foucauldian analysis of literary text selection practices and educational policies in Ontario, Canada. Discourse (Abingdon, England), 37(3), 397–410. https://doi.org/10.1080/01596306.2015.1043239

R            Holloway, S. M., & Gouthro, P. A. (2014). A Foucauldian analysis: Adult education and publishing Canadian fiction in a globalized context. RELA: The European Journal for Research on the Education of Learning of Adults, 5(1), 81-96. https://doi.org/10.3384/rela.2000-7426.201351

R            Gouthro, P. A., & Holloway, S. M. (2013). Reclaiming the radical: Using fiction to explore adult learning connected to citizenship, Studies in the Education of Adults, 45(1): 41-56. https://doi.org/10.1080/02660830.2013.11661640

R            Gouthro, P. A. & Holloway, S. M. (2013). Preparing teachers to become lifelong learners: Exploring the use of fiction to develop multiliteracies and critical thinking. Special Issue of Language and  Literacy, 15(3): 50-68.

R            Holloway, S. M. (2012). Visual literacies and multiliteracies: An ecology arts-based pedagogical model. Language and Literacy, 14(3), 150-168.

R            Holloway, S. M. (2011). Literature circles: Encouraging critical literacy, dual language reading, and multi-modal approaches. English Quarterly, 42(3-4), 21-35.

R            Holloway, S. M. & Greig, C. J. (2011). Literary text selections in secondary school classrooms: Exploring the Practices of English Teachers as Agents of Change. Brock Education: A Journal of Educational Research and Practice, 20(2), 25-42. https://doi.org/10.26522/brocked.v20i2.168

R            Holloway, S. M., & Gouthro, P. A. (2011). Teaching resistant novice educators to be critically reflective. Discourse: Studies in the Cultural Politics of Education, 32(1), 29-41. 29-41. https://doi.org/10.1080/01596306.2011.537069

R            Holloway, S. M., & Salinitri, G. (2010). Investigating teacher candidates’ mentoring of students at risk of academic failure: A Canadian experiential field model. Mentoring & Tutoring: Partnership in Learning, 18(4), 383-403. https://doi.org/10.1080/13611267.2010.511847

R            Holloway, S. M. (2009). Using literature in adult learning contexts to address contentious issues of race, culture, power, and privilege. Transformative Dialogues: Teaching and Learning Journal, 2(3),1-24. 

R            Holloway, S.M., & Williams, J. (2017). Introducing literary theory to students using a multiliteracies theoretical framework: An example of theory to practice. In K.  Magro  & J. Jones (Eds.), New Voice and Vision in Literacy Learning:  Encouraging Transformative Learning. Descartes University, Paris and The  University of Ulm, Germany: International Centre for Innovation in Education. 

 

R           Gouthro, P.A., & Holloway, S.M. (2015). Feminism and femininities: Learning gender through fiction. Clover, D.E., Butterwick, S. Chovanec, D. & Collins, L.  Women, adult education and leadership in Canada. (p.p. 245-255). Toronto:  Canadian Women’s Scholars Press. 

 

R           Greig, C. J., & Holloway, S. M. (2012). Canadian manhood in ‘crisis’?: Gender, justice  and the politics of masculinities. In C. Greig & W.  Martino (Eds.), Canadian men  and masculinities: Historical and  contemporary perspectives (p.p. 119- 138). Toronto: Canadian Scholar Press.

 

R         Holloway, S. M. & Gouthro, P. A. (2023). Creative curriculum for adult learning community through multiliteracies. CASAE: Canadian Association for the Study of Adult Education Conference. Ontario Institute for Studies in (OISE), University of Toronto, Toronto, Ontario. pp. 131-136.

R         Holloway, S. M., & Gouthro, P.A. (2022). Using a multiliteracies framework to explore adult literacy practices through arts-based learning organizations. ESREA: European Society for Research on the Education of Adults Tri-Annual Conference, University of Milano Bicocca, Milan, Italy. Ledizioni Press. p.p. 213-218.

R         Gouthro, P. A, & Holloway, S. M. (2022). Critical social theory and the ontology of hope: Implications for the future of adult education. ESREA: European Society for Research on the Education of Adults Tri-Annual Conference, University of Milano Bicocca, Italy. Ledizioni Press. p.p. 207-212.

R            Gouthro, P.A.,  Holloway, S.M., & Jarvis, C. (2018). Triggering transformative learning:  Using fiction and the narrative arts to creatively explore critical social issues in  adult learning. SCUTREA: Standing Conference on University Teaching and the  Research in the Education of Adults. University of Sheffield, Sheffield, UK.

 

R            Gouthro, P.A. & Holloway, S.M. (2017). Troubling perspectives: Learning about  insider/outsider viewpoints from fiction. SCUTREA: Standing Conference on  University Teaching and the Research in the Education of Adults. Adult  Education for Inclusion and Diversity. University of Edinburgh, Edinburgh,  Scotland. p.p. 150-156.

 

R            Gouthro, P.A., Holloway, S.M., & Guy, J.* (2017). Reading the world: Dialogical learning  and conversations with fiction. CASAE: Canadian Association for the Study of  Adult Education Ryerson University, Toronto, Ontario. p.p. 145-150.

 

R            Gouthro, P.A., & Holloway, S.M. (2016). The cost of creativity: Adult learning in austere  times. SCUTREA: Standing Conference on University Teaching and the Research  in the Education of Adults. University of Leicester, Leicester, UK. p.p. 102-108.

 

R            Gouthro, P.A., & Holloway, S.M. (2016). Fictional spaces, learning places: Exploring  creative learning sites connected to fiction. CASAE: Canadian Association for the  Study of Adult Education University of Calgary, Calgary, Alberta. p.p. 100-106.

 

R            Gouthro, P.A., &  Holloway, S.M. (2015). Fiction and reflective learning. Standing  Conference on University Teaching and the Research in the Education of Adults.  (SCUTREA). Conference Proceedings submitted. University of Leeds, Leeds,  England, UK.

 

R            Holloway, S.M., Gouthro, P.A., Careless, E.J.* (2014). Women’s experiences in learning  to write fiction: Exploring gendered engagement in communities of  practice. Canadian Association for the Study of Adult Education (CASAE),  Congress, St. Catharine’s, Ontario, p.p. 133-136.

 

R            Gouthro, P.A., Holloway, S.M. (2014). Conferences as lifelong learning sites: Engaging  with different communities of practice. Canadian Association for the Study of  Adult Education (CASAE), Congress, St. Catharine’s, Ontario, p.p. 107-110.

 

R            Gouthro, P.A., Holloway, S.M., & Careless, E.J.* (2013). Lifelong learning and  Canadian writers: Fiction writing, citizenship, and learning around identity  issues. Canadian Association for the Study of Adult Education.

 

R            Gouthro, P.A. & Holloway, S.M. (2012). Disciplinary Boundaries and Creative  Pedagogical Practices. Society for Research into Higher Education. Newport,  Wales, UK.

 

R            Gouthro, P.A., Holloway, S.M. & Careless, E.J.* (2012). Fiction writing and lifelong  learning: Reflecting on the role of educators in fostering well-being and  happiness. Standing Conference of University Teachers and Educators of  Adults. England.

 

R            Gouthro, P.A., Holloway, S.M. & Careless, E.J.* (2012) Critical Literacies and  Democratic Learning: Using Fiction Reading and Writing to Engage in Lifelong Learning Connected to Citizenship. Canadian Association for the Study of Adult  Education. Wilfrid Laurier University and the University of Waterloo, Waterloo, ON, pp.138-144. 

 

R           Gouthro, P.A., Holloway, S.M. & Careless, E.J.* (2011) Creative pedagogical approaches  Using fiction to prepare educators for working in international and intercultural  contexts. Standing Conference of University Teachers and Educators of Adults  (SCUTREA). University of Lancaster, Lancaster, England, UK. p.p. 58-65.

 

R            Gouthro, P.A., Holloway, S.M. & Careless, E.J.* (2011). Fiction writing and learning for  critical citizenship: Exploring the potential of reading and writing fiction to foster  democratic learning opportunities. Canadian Association for the Study of Adult  Education (CASAE), Ontario Institute for Studies in Education, Toronto, Ontario.  p.p. 247-253.

 

R            Gouthro, P.A., & Holloway, S.M. (2010). Cultivating wisdom: Fostering critically  reflective learning through an interdisciplinary approach to university teaching  that draws upon fiction writing and reading. Society for Research in Higher  Education (SRHE), Newport, Wales, UK. 3 pages.

 

R            Gouthro, P. A. & Holloway, S. M. (2010). Reclaiming the radical: Using fiction to  challenge the ‘facts’ of a neoliberal discourse in lifelong learning. Standing Conference for University Teachers and Educators of Adults  (SCUTREA), University of Warwick, Warwick, UK. Retrieved  from http://www.leeds.ac.uk/bei/COLN/COLN_default.html. p. 1-7.

 

R            Holloway, S. M., & Gouthro, P. A. (2010). Lifelong learning (and unlearning) about  identity and citizenship through creative writing and Canadian fiction. Canadian  Association for the Study of Adult Education (CASAE). 79th Congress of the  Humanities and Social Sciences.Concordia University. Montreal, Quebec. p. 161- 165.

 

R            Gouthro, P. A. & Holloway, S. M. (2009). Fact or fiction? A critical assessment of an  alternative framework for knowledge construction using fiction to explore issues  around identity and citizenship for Education students in Canadian  universities. Society for Research in Higher Education (SRHE) Newport, Wales,  UK. p. 1-3.

R         Holloway, S. M., & Williams, J. (2017). Introducing literary theory to students using a multiliteracies theoretical  framework: An example of theory to practice. In K. Magro & J. Jones (Eds.), New Voice and Vision in Literacy Learning: Encouraging Transformative Learning. Descartes University, Paris and The   University of Ulm, Germany: International Centre for Innovation in Education.

R         Gouthro, P. A., & Holloway, S. M. (2015). Feminism and femininities: Learning gender through fiction. Clover, D.E., Butterwick, S. Chovanec, D. & Collins, L. Women, adult education and leadership in Canada. (p.p. 245-   255). Canadian Women’s Scholars Press.

R         Greig, C. J., & Holloway, S. M. (2012). Canadian manhood in ‘crisis’?: Gender,  justice and the politics of masculinities. In C. Greig & W. Martino (Eds.), Canadian men and masculinities: Historical and contemporary perspectives. (p.p.119-138). Canadian Scholar Press.

Holloway, S.M. (2015,). Book Review: Feminist History in Canada [Review of the book Feminist History in Canada: New Essays on Women, Gender, Work, and Nation,  edited by Carstairs, C. & Janovicek, N.]. The Canadian Journal for the Study of Adult Education, 27(2), 123-125.

Holloway, S. M. (Invited. 2023, March 17). Canadian educators using multiliteracies pedagogies to teach L2 adult learner immigrants. International Associate of Teachers as a Foreign Language (IATEFL) English to Speakers of Other Languages (ESOL) ESOL Matters Newsletter. p.p. 4-8.

Holloway, S. M., & Stagg Peterson, S. (2022, May 31). Why Ontario’s ‘Right to Read      Inquiry’ needs to broaden its inquiry. The Conversation. https://theconversation.com/why-ontarios-right-to-read-inquiry-needs-to-broaden-its-recommendations-182378

Holloway, S. M., & Gouthro, P. A. (Invited, 2022). https://unbound.upcea.edu/current-issue

Holloway, S. M., & Pizzuto, G. (2021). Multiliteracies in a biology classroom. Canadian Teacher Magazine, 10-11  https://canadianteachermagazine.com/tag/2021-winter-issue/

Holloway, S. M., & Qaisi, R.*(2021). Inclusive education supported through multiliteracies pedagogy. Promising Practices, Research, Teaching: Education Canada magazine. EdCan Network. https://www.edcan.ca/articles/inclusive-education-supported-through-multiliteracies-pedagogy/

Holloway, S. M. (2014, editorial invited publication; revised version of earlier peer reviewed publication). Visual literacies and multiliteracies: An ecology arts-based pedagogical model. Fine Print, 37(2),13-16.

Holloway, S. M. (2014). Kudos to Congress for childcare. [Letter to the editor]. Federation for the Humanities and Social Sciences Congress website. Editorial invitation to republish this letter in the Canadian Association of University Teachers Bulletin, 61(7).

Rasha Qaisi (Comprehensive Portfolio in progress.)

Chen, Siyu. (2023.). Music as a bridge to literacy and multiliteracies development for Second Language Learners. Faculty of Education. University of Windsor. Windsor,     Ontario, Canada.

Mohiti Asli, Yalda. (2018). Developing a multiliteracies pedagogy in mature female English language learners in Iran. Faculty of Education. University of Windsor. Windsor, Ontario, Canada.

Qaisi, Rasha. (2021). Linguistic and cultural diversity: Examining support for English Language  Learners in Canada through multiliteracies and sociocultural theories for teaching and learning. Faculty of Education. University of Windsor. Windsor, Ontario, Canada.

Bruyere, Justine. (2010). (Co-Supervisor with Dr. Kara Smith.) Contributing a verse: Drama as a pathway towards curricular engagement for elementary teachers and students. Faculty of Education, University of Windsor, Windsor, Ontario.

Laboni, Nurun Nahar. (2021). Multiliteracies Pedagogy in Second Language Learning: Examining How Canadian Elementary ESL Classrooms Can Empower Diverse English Language Learners. Faculty of Education, University of Windsor, Windsor, Ontario.

Ma, Simin. (2018). Teaching English as a Foreign Language (EFL) Learners in China through a Multiliteracies Theoretical Framework using Picture Books. Faculty of Education, University of Windsor, Windsor, Ontario.

Bajic, Beka. (2017). Inclusion in French immersion programs: Allophone student attrition from French immersion programs in southwestern Ontario. Faculty of Education, University of Windsor, Windsor, Ontario.

Wang, Yiding. (2017). Addressing interlanguage fossilization in China’s English as an Additional Language Learners. Faculty of Education, University of Windsor, Windsor, Ontario.