Chris Campbell (he/him) is a PhD candidate in Education at the University of Manitoba. He is a research assistant for Dr. Mizzi's CRC in Queer, Community, and Diversity Education. Chris's PhD research focuses on education reform and its impacts on 2SLGBTQ+ students and content in public school systems. He has also worked as research coordinator for Dr. Catherine Taylor's RISE Research Program, which includes the Every Teacher Project on LGBTQ-inclusive Education and the RISE Project on 2SLGBTQ+-expansive Teacher Education. Alongside Dr. Tracey Peter and Dr. Taylor, he was co-investigator on the Second National Climate Survey on Homophobia, Biphobia, and Transphobia in Canadian Schools in partnership with Egale Canada.
Anika Baril is the Administrative Assistant supporting Dr. Mizzi’s CRC. She graduated from the University of Manitoba in 2017 with a major in Psychology and minor in Women and Gender Studies. Since then, she has completed the Human Resources Management certificate at Red River College Polytechnic in 2022 and holds Chartered Professional in Human Resources (CPHR) Candidate designation. Anika is working in the Faculty of Education at the University of Manitoba, as the Administrative Assistant for the Department of Educational Administration, Foundations and Psychology.
Stephanie Coughlin is the Financial Assistant supporting Dr. Mizzi's CRC. She graduated from the Asper School of Business in 2018 with a major in accounting. Stephanie has been working in the Faculty of Education at the University of Manitoba since 2015.
C Yendt (he/they) is the research assistant for Dr. Robert Mizzi’s Mapping Un/Safer Spaces on University Campuses Study. They are a certified teacher, with previous post-secondary study and degrees in the arts, teacher education and adult education, alongside graduate study in administration and leadership in education. They have also taken additional training in governance and non-profit leadership which has supported their passionate about community involvement and organizational governance.
Their previous research focused on mental health literacy (MHL) among pre-service teacher education candidates in the Province of Ontario, specifically exploring differences in literacy between the former 1-year program and the current, enhanced 2-year program and the impacts the of the 2013 ministry mandate that pre-service teachers receive comprehensive MHL training. They were also extensively involved in student leadership and advocacy, in a career spanning over a decade, including leadership roles at both the undergraduate and graduate levels, contributing to various research and policy papers.
Their current research interests include queer leadership and identities within post-secondary spaces and the intersection of these experiences/identities with mental health, wellness and illness, specifically as it relates to student leadership, queer identity and the COVID19 pandemic.
Ehsan Akbari is an artist, educator, and educational researcher. Currently, he is working as a lecturer and coordinator in digital pedagogy and literacies in the Faculty of Education at the University of Regina. He received his PhD from Concordia University in Art Education. The central question of his research is how digital technologies can be used in education to enrich teaching, learning, human interactions and environmental awareness. He has developed various creative and arts-based approaches to using digital media to explore place including smartphone sensory photography, soundscape compositions, and collective online mapping.
His doctoral dissertation, “Spatial and Collective Learning through Mobile Photography and Creative Cartography,” involved using a design-based research methodology to investigate how the mobility, networking, sensory, and mapping capabilities of smartphones could be used to encourage high school students to attend to their everyday surroundings. Akbari’s Master’s thesis, “Soundscape Compositions for Art Classrooms,” explored ways in which the process of listening, recording, and editing everyday soundscapes can be incorporated into art education to expand students’ awareness of their surroundings.
Dr. Akbari is working on the Mapping Intersectionality on University Campuses project.
Tannaz Zargarian received her PhD from York University’s Faculty of Education on “Iranian Women’s Quest for Self-Liberation Through the Internet and Social Media: An Emancipatory Pedagogy.” She is currently working on publishing articles from her dissertation.
Her area of research is adult education, digital literacies, social justice, spatial justice, and body autonomy.
As an Iranian-Canadian scholar she has been involved in social and spatial justice, digital literacies, body autonomy, and adult education. As an educator she has been teaching courses with a specific focus on diversity, equity and inclusion in education. Her recent project collaboration was on “Youth Civic Engagement in Social Media.”
Tannaz is a former postdoctoral fellow at the University of Manitoba, Faculty of Education and continues work as a research associate on the spatial justice in higher education project. Tannaz seeks to better understand the pedagogical effect of personal technology devices on the experience of in/exclusivity and in/equity amongst marginalized students in higher education. Exploring the interconnection of offline and online spaces, she investigates the similarities and differences between online and offline senses of belonging and cultural identities and learning experiences of marginalized students in higher education.
Dr. Zaragarian is working on the Mapping Intersectionality on University Campuses project.
Dr. Andrew B. Campbell (DR.ABC) is an Assistant Professor, Teaching Stream in Leadership for Racial Justice in Education in the Department of Curriculum, Teaching and Learning (CTL) at the University of Toronto – Ontario Institute for Studies in Education (OISE). His scholarship and teaching focus on anti-racist pedagogy and diversity in educational leadership. “Dr. ABC” is well known to the OISE community for his leadership on advancing anti-discrimination work in teacher education, and recently received OISE’s 2022 award for Excellence in Initial Teacher Education. He teaches courses in anti-discrimination education, leadership and diversity, educational change, urban education, and Black educators. Dr. ABC previously taught at Queens University, the University of the West Indies, Niagara University, Seneca College, and Durham College, in addition to past experience as a classroom teacher and administrator in Jamaica and the Bahamas. He has presented at numerous conferences and has delivered many presentations as a Keynote speaker, motivational speaker and workshop facilitator. He loves people, food, fashion, travelling and bringing his community together for a good meal.
Link to website: https://drabc.ca/
Parent, Grand-parent, Romantic Partner, Educator, Story Teller, Performance Artist, Writer and Filmmaker.
I am a transgender woman – a person with a female brain born in a male body in 1950 when few people had heard of the word transgender, let alone knew what it meant.
I began living my life honestly on May 8th, 2018 at the age of 68. Although I struggle with self-acceptance, you cannot hurt me. I have learned to create my own safe space – nothing you can ask me or say to me will offend me.
Open dialogue and active listening go a long way to develop compassion and understanding – positive role models are needed to continue achieving the gains we have made to date.
To that goal, my role as Project Developer, Department of Equity, Diversity and Inclusion, Rady Faculty of Health Sciences is to help provide support, education, and resources to foster a proud, resilient, and diverse 2SLGBTQ+ community.
Taanshi kiyawaaw – Lucy Fowler
d-ishinikaashon, Winnipeg d-oschin p dan Winnipeg ni-wiikin. En Michif niya. Lucy (she/they) is a Two-Spirit Métis woman, born and raised in Winnipeg, Manitoba, and a member of the Two-Spirit Michif Local of the Manitoba Métis Federation. Her family were Sinclairs, Cummings, Prudens, some of whom took scrip in St Andrews, and she also has other family and ancestors from Red River, Oxford House, Norway House, and Sioux Valley, and settler ancestors from Ireland and the Orkney Islands. Lucy is an academic and community organizer, working as an Assistant Professor in the Faculty of Education at the University of Manitoba with a research and teaching focus on Métis youth identity, Indigenous education, queer theory, and youth cultures. She bridges that academic work with community work, dedicated mostly to the Mamawi Project and Red Rising Magazine, and creating virtual gathering spaces for Métis youth.
Nancy Hansen, PhD, is a Professor and Director of the Interdisciplinary Master’s Program in Disability Studies at the University of Manitoba. Nancy obtained a PhD (Human Geography) from the University of Glasgow. and her research interests in disability studies are varied ranging including; disability in spaces of culture education, literacy social policy, employment healthcare MAiD, COVID-19, access and experiences of disabled and LGBTQ communities in post-conflict areas. She is co-editor of the Routledge History of Disability and Untold Stories: A Canadian Disability History Reader. In addition, Nancy has written numerous book chapters and contributed to various international academic journals.
Albert McLeod is a Status Indian with ancestry from Nisichawayasihk Cree Nation and the Métis community of Norway House in northern Manitoba. He has over thirty years of experience as a human rights activist and is one of the directors of the Two-Spirited People of Manitoba. Albert began his Two-Spirit advocacy in Winnipeg in 1986 and became an HIV/AIDS activist in 1987. He was the director of the Manitoba Aboriginal AIDS Task Force from 1991 to 2001. In 2018, Albert received an Honorary Doctorate of Laws from the University of Winnipeg. Albert lives in Winnipeg, where he works as a consultant specializing in Indigenous peoples, cultural reclamation, and cross-cultural training.
Noreen Mian (she/her) is the Executive Director of the Rainbow Resource Centre.
Noreen believes in the power of community and has worked and volunteered in the not-for-profit sector for over ten years as the Executive Director of Volunteer Manitoba and Chair of the Winnipeg Folk Festival. She has a talent for cutting through noise to get to the heart of any matter and champions best practices in governance and organizational development. Noreen holds a MA in cultural studies (Athabasca) and a BA in Art History (McGill) and before beginning her career, spent six months living in West Africa volunteering in community development.
Chantal Shivanna Ramraj is an Early/Middle Years teacher on Treaty 1 Territory, where she grew up. They are currently teaching grade 3/4. She is interested in Education for social justice as informed from her BA (Hons) in Political Studies and Women's and Gender Studies. She is a queer, non-binary genderqueer woman who has been teaching since graduating with her BEd in 2018.
Trevor J. Smith (he/him) is completing a Bachelor of Arts (Hons) degree at the University of Manitoba, majoring in psychology. He has served as the University of Manitoba Students' Union's 2SLGBTQ+ Representative for the past two years. Trevor was a member of the first cohort of the Investigaytors in Winnipeg, a community-based research capacity-building program for 2SGBQ+ men, and he is currently involved in several other 2SGBQ+ men's health initiatives in Manitoba.
Dr. Merli Tamtik is associate professor of educational administration in the Faculty of Education, University of Manitoba. Her research interests are in multi-level governance, internationalization of (higher) education and education policy. She is a recipient of several federal (SSHRC) and institutional grants for her research projects. In 2019 she was the recipient UofM/UMFA Merit Award for Research Category. In 2020 Dr. Tamtik was awarded Canadian Bureau of International Education (CBIE) Catalyst Award with Drs. Trilokekar and Jones for their co-edited book International Education as Public Policy in Canada. She was a Board Director of Canadian Society for the Study of Higher Education (CSSHE) for 5 years and is currently co-editing a Special Anniversary Issue of Canadian Journal of Higher Education. Her recent research projects examine Indigenous entrepreneurship and international student experiences in Manitoba.