About Us

Who We Are

In July, 2016, the Interdisciplinary Centre for Research in Curriculum as a Social Practice (ICRCSP) became a Senate approved research centre focused on collaborating across sectorial and disciplinary boundaries, to think in new ways about curriculum in schools, in our communities, and in higher education settings.

Collectively, we include practitioners, students, community members, scholars and educational experts in curriculum research spanning multiple disicplines and settings.


The Research Centre strives to have a positive impact on curriculum development, policy and practice in ways that best serve learners of all ages. We actively promote research that challenges reductionist views of curriculum, and is inclusive of previously omitted components of Canadian curricula. For example, we take seriously the Truth and Reconciliation Commission of Canada's Call to Action (PDF) with respect to Education for Reconciliation.


The ICRCSP is committed to engaging researchers and other stakeholders to undertake research related to our purpose. See 'Join Us' to learn how you may become involved. We are governed by a Governing Board as set out by Western University's Senate, and advised by a Research Advisory Committee.

Our Research Advisory Committee:

Professor Mark Priestley, Deputy Dean of the Faculty of Social Sciences, and Director of the Network for Curriclum Studies, University of Stirling, Stirling, UK.

Professor Priestely started his career as a History teacher, working in secondary education in England and New Zealand. He is a former Director of Initial Teacher Education and First Year Educational Studies.

Amongst his publications:

  • Priestley, M., Biesta, G.J.J. & Robinson, S. (2015). Teacher Agency: An Ecological Approach. London: Bloomsbury Academic.
  • Priestley, M & Biesta, GJJ (eds.)(2013). Reinventing the curriculum: new trends in curriculum policy and practice. London: Bloomsbury.
  • Drew, V., Priestley, M. & Michael, M. (2016). Curriculum Development Through Critical Collaborative Professional Enquiry. Journal of Professional Capital and Community, 1[1], 92-106.
  • Priestley, M., Laming, M & Humes, W. (2015). Emerging school curricula: Australia and Scotland compared. Curriculum Perspectives, 35[2], 52-63.

For more information, see the Stirling Network for Curriculum Studies

Professor Sharon Rich, (Emerita) Former Associate Vice-President, Academic, Former Dean of Education, Nipissing University, North Bay, ON.
Dr. Elizabeth Thorn Chair in Literacy and Language Arts

Professor Rich was an educator and consultant prior to working at the University of Alberta, Western University, the University of New Brunswick and Nipissing University. She was former Chair of the Continuing Teacher Education program at Western, and Dean of the Faculty of Education at UNB.

Amongst her publications:

  • Riley, T., & Rich, S. (2011). No More Boundaries: Narrative Pedagogies, Curriculum, and Imagining Who We Might Become. In K. Y., Darren Stanley (Ed.), Contemporary Studies in Canadian Curriculum: Principles, Portraits, and Practices (pp. 101–123). United States: Detselig Enterprises.
  • Rich, S. (2010). Where are we? The state of education in the 21st Century. Learning Landscapes. Auger, W. & Rich, S. (2007). Curriculum theory and methods: Perspectives on teaching. Toronto: John Wiley and Sons.

Dr. Roz Stooke, (Retired). Dr. Stooke began her career as a teacher and community librarian. She teaches graduate courses in Curriculum Studies and her research interests include the study of curriculum (in particular early literacy) in community settings. She explores the social organization of practitioners’ work in community settings such as libraries, play groups and other informal spaces. She is also interested in the scholarship of teaching and learning in higher education, especially in the area of support for graduate student writing.

Amongst her publications:

  • Hamilton, M., Heydon, R., Hibbert, K. & Stooke, R. (Eds). (2015). Negotiating spaces for literacy learning: Multimodality and governmentality. London, UK: Bloomsbury.
  • Ng., L., Hibbert, K., Regan, S. Phelan, S. Stooke, R., Metson, C. Schryer, C. Manampe, M. & Friesen, F. (2015). Supporting children with disabilities at school: Implications for the advocate role in professional practice and education. Disability and Rehabilitation.
  • Ng, S., Stooke, R., Regan, S., Hibbert, K., Schryer, C., Phelan, S., & Lingard, L. (2013). An institutional ethnography inquiry of health care work in special education: A research protocol. International Journal of Integrated Care, 13(8), 2-11.