Verna St. Denis

Verna St. Denis

Professor, Educational Foundations

Research areas


teaching lives of Indigenous teachers; anti-colonial, critical race theory; anti-oppressive teacher education; associations and collaborations between western theories; Indigenous education

Curriculum Vitae


ACADEMIC CREDENTIALS:
Ph.D., 2002, Anthropology of Education, Exploring the Socio-Cultural Production of Aboriginal Identities: Implications for education. Unpublished doctoral dissertation Stanford University, Stanford, California.
M.A., 1989, Community Development, Community-based Participatory Research: A Case Study. Unpublished M.A. thesis. University of Alaska/Fairbanks, Fairbanks, Alaska.
B.Ed., 1982, (Distinction), University of Saskatchewan, Saskatoon, Canada.

AWARDS AND SCHOLARSHIPS:
Provost University of Saskatchewan, College of Education, Outstanding Teaching Award, 2011.
R.W.B. Jackson Award – [Canadian Educational Researchers’ Association Most Outstanding English Language Journal Article, May 2008]. St. Denis, V. (2007). Aboriginal education and anti-racist education: Building alliance across cultural and racial identity. Canadian Journal of Education, 30(4), 1068-1092.
Nominated – Distinguished Graduate Supervisor Award, College of Graduate Studies and Research, April 2008 and April 2009.
Nominated – 2006-2007 University of Saskatchewan Students’ Union Excellence in Teaching Award [Professor can win once in a 5-year period].
Excellence in Teaching Award 2003/2004, University of Saskatchewan Student Union, University of Saskatchewan, Saskatoon, Sask.
Doctoral Fellowship Award, $28,000, Social Sciences and Humanities Research Council of Canada, 1996-98
Fulbright Scholarship, $15,000, Canada-US Fulbright Exchange Foundation, Ottawa ON, 1994-95
Native Economic Development Scholarship, $10,000, Canadian Northern Studies Trust, Ottawa ON, 1985-86 Academic Achievement Award, Indian Teacher Education Program, College of Education, University of Saskatchewan, 1979
Academic Achievemen Award, Indian Teacher Education Program, College of Education, University of Saskatchewan, 1978
Undergraduate Scholarship, [1 year tuition] College of Education, University of Saskatchewan, 1978

PRINCIPAL COURSES TAUGHT
EDFDT335 - First Nations and Cross-Cultural Education
EDIND852 - Theory and Practice of Anti-Racist Education
EDFDT860.3 - Anthropology and Education
EDIND 855.3 - Cross-cultural Research Methodology

INDEPENDENT READING COURSES SUPERVISED
EDIND 898.3 - White identity and the education of development workers.
EDIND 898.3 - White Racialization and Italian Immigration
EDIND 898.3 - Politics of Aboriginal Curriculum
EDIND 898.3 - Poststructural Theory in Education
EDIND 898.3 - Poststructuralism, Difference and Education
EDIND 898.3 - Feminist of Colour: Theorizing Education for Social Change
EDIND 898.3 - White teachers and the Denial of Racism in Their Pedagogical Practice.                                              
EDIND 898.3 -The concept of success in schools: A critical examination.

GRADUATE STUDENT SUPERVISION IN PROGRESS

Sheelah McLean. ‘Talking back’: Student and teacher subjectivity and counter-narratives in public schools. Phd Dissertation Proposal. (Co-supervisor, Dr. Alex Wilson)

Sarah Loewen. White identity and the education of development workers. Masters thesis proposal. Educational Foundations.

Cody Dill. An inquiry into the anti-oppressive application of spoken word poetry. Masters thesis proposal. Educational Foundations.

Tammy Adair. Experiences of Aboriginal teachers with racism in Saskatchewan public high schools. Masters Thesis Proposal. Educational Foundations.

Curline Lindo. Women in Leadership in Jamaican Elementary and Secondary Schools. Masters Thesis Proposal. Educational Foundations.

SELECTED COMPLETED MASTERS' STUDENTS SUPERVISED

Robert Henry, M.Ed. Not just another thug: The implications of defining youth gangs in a prairie city. Department of Educational Foundations, (Co-Supervisor Dr. AlexWilson). 2009.

Krysta Pandolfi, M.Ed. Rushing from and hastening to: Nationhood, whiteness and Italian-Canadians. Department of Educational Foundations, (Co-Supervisor Dr. Dianne Miller). 2009.

Carmen Baker, M.Ed. (Thesis). Historical racial theory: On-going Racialization in Saskatchewan. Department of Educational Foundations. (Co-Supervisor, Dr. Dianne Miller). 2007.

Sheelah McLean, M.Ed. (Thesis).  Beyond the pale: Whiteness and innocence in education.  Department of Educational Foundations, 2007.

Lisa Wilson, M.Ed. (Thesis).  Discourses of dominance: Saskatchewan adult basic education curriculum and Aboriginal learners. Adult and Continuing Education, 2004.

Scott Farmer, M.Ed. (Thesis).  Grade 12 Canadian history: A postcolonial analysis.  Indian and Northern Education, 2004.

Karyn Drane, M.A. (Thesis).  Landscapes of difference: An inquiry into the discourse of the National Park and its effect on Aboriginal identity production.  Native Studies, 2003.

Gerry Tetrault, M.Ed. (Thesis). Taiwanese identity and language education. Educational Foundations, 2003.

PUBLICATIONS

St. Denis, V. (2011). Silencing Aboriginal curricular content and perspectives: “There are other children here.” Review of education, pedagogy, and cultural studies, 33(4), pp. 306-317.

St. Denis, V. (2011). Foreword. In M. Cannon & L. Sunseri (eds.), Racism, colonialism and Indigeneity in Canada: A reader, pp. Don Mills ON: Oxford University Press.

St. Denis, V. (2011 Reprinted). Rethinking cultural theory in Aboriginal education. In M. Cannon & L. Sunseri (eds.), Racism, colonialism and Indigeneity in Canada: A reader, pp. Don Mills ON: Oxford University Press.

St. Denis, V. (2009). Rethinking cultural theory in Aboriginal education. In Levine-Rasky, C. (ed.), Canadian perspectives on the sociology of education, pp. 163-182. Don Mills: Oxford University Press.

St. Denis, V. (2007). Aboriginal education and anti-racist education: Building alliance across cultural and racial identity. Canadian Journal of Education, 30(4), 1068-1092.

St. Denis, V. (2007). Feminism is for everybody: Aboriginal women, feminism and diversity. In J. Green (Ed.). Making space for indigenous feminism, pp. 33-52. Halifax: Fernwood Press.

Schick, C. & St. Denis, V. (2005). Troubling national discourse in anti-racist curricular planning. Canadian Journal of Education, 28(3), 295-317.

Schick, C. & St. Denis, V. (2005). Critical autobiography in integrative anti-racist pedagogy. In L. Biggs & P. Downe (Eds.), Gendered intersections: An introduction to women’s and gender studies, pp. 387-392.  Halifax: Fernwood Publishing.

St. Denis, V. (2004). Real Indians: Cultural revitalization and fundamentalism in Aboriginal education. In C. Schick, J. Jaffe & A. M, Watkinson (Eds.), Contesting fundamentalisms, pp. 35-47. Halifax: Fernwood.

St. Denis, V. (2004). Community-based participatory research: Aspects of the concept relevant for practice. In W. K. Carroll (Ed.), Critical strategies for social research, pp. 292-302. Toronto: Canadian Scholars’ Press.

St. Denis, V. & Schick, C. (2003). What makes anti-racist pedagogy in teacher education difficult?  Three popular ideological assumptions. The Alberta Journal of Educational Research, XLIX, (1), 55-69.

St. Denis, V. (2000). Indigenous Peoples, Globalizations, and Education: Making Connections.  The Alberta Journal of Educational Research, XLVI (1), 36-048.

St. Denis, V. (1992). Community-Based Participatory Research: Aspects of the Concept Relevance for Practice.  Native Studies Review, 8(2), 51-74.

Katz, R. & St. Denis, V. (1991). Teacher as Healer. Journal of Indigenous Studies, 2(2), 23-35.

RESEARCH REPORTS

St. Denis, V. (2010). A study of Aboriginal teachers’ professional knowledge and experience in Canadian public schools. Prepared for the Canadian Teachers’ Federation and Canadian Council on Learning. pgs. 80.

St. Denis, V. & Hanson, C. (2004). Increasing Women’s Participation in Municipal Consultations: A Federation of Canadian municipalities/City of Saskatoon Research Project. Saskatoon, SK. 41pgs.

St. Denis, V. & Hampton, E. (2002). Literature review on racism and the effects on Aboriginal education. Prepared for Minister’s National Working Group on Education, Indian and Northern Affairs Canada, Ottawa, Ontario. 49 pgs.

St. Denis, V., Bouvier, R., & Battiste, M. (1998) Okiskinahamakewak Aboriginal Teachers in Saskatchewan Public Schools: Responding to the Flux. The study funded by Saskatchewan Education identified significant experiences and relationships of Aboriginal teachers in the public school system.  Saskatoon, SK, October 31, 106 pgs.

RESEARCH AND GRANTS

St. Denis, V. (2011). Integrating Aboriginal Content and Perspectives into Public Schools. John Ranton McIntosh Faculty/Student Research Grant. $2000.

St. Denis, V. & O’Haire, N. (2007-2008). Aboriginal Teachers’ Professional Knowledge. Canadian Council on Learning: Aboriginal Learning 2006 RFP. $65,000.00

St. Denis, V. & Hanson, C. (2003-2004). Increasing Women’s Participation in Municipal Consultation Processes National Study, $10,000.00, Community Services: Office of Race Relations, City of Saskatoon, Sask.

St. Denis, V. & Hanson, C. (2003-2004). Increasing Aboriginal Women’s Participation in Municipal Consultation Processes Aboriginal Work Program Inventory, $12,000.00, Economic Development Branch, Indian and Northern Affairs Canada, Regina, Saskatchewan.

Battiste, M., Bouvier, R., & St. Denis, V. (Co-Investigators), Okiskinahamakewak Aboriginal Teachers in Saskatchewan Public Schools: Responding to the Flux, $23,000, Saskatchewan Education, December, 1996-September, 1998.