Short Biographies of the CI Editorial Team

Rubén A. Gaztambide-Fernández (Editor-in-Chief) is an Associate Professor in the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education of the University of Toronto. He teaches courses in curriculum theory, the arts in education, and popular culture. His articles have been published in education journals like the Harvard Educational Review, The Review of Education, Pedagogy, and Cultural Studies, the Review of Educational Research, and the Journal of Curriculum and Pedagogy. His book, The Best of the Best: Becoming Elite at an American Boarding School (Harvard University Press, 2009) is based on a two-year ethnographic study of the lives of students at an elite boarding school in the US. He is co-editor of the collections Cultural Studies and Education: Perspective on Theory, Methodology, and Practice (with Heather Harding and Tere Sordé-Martí, 2003, Harvard Education Press), Curriculum Work as a Public Moral Enterprise (with James Sears, 2004, Rowman and Littlefield), and most recently, Educating Elites: Class Privilege and Educational Advantage (with Adam Howard, 2010, Rowman & Littlefield). His current research focuses on the experiences of young artists attending specialized arts high schools in cities across Canada and the United States. He is also Principal Investigator of the project Youth Solidarities Across Borders, a participatory action research project with Latin@ and Urban Aboriginal youth in the Toronto District Board. His theoretical work focuses on the relationship between creativity and solidarity. He is particularly interested in the creative possibilities that arise from the social and cultural dynamics of urban centers. The movements and encounters that define urban spaces generate particular cultural dynamics with the potential to reshape human relations. 

Neil T. Ramjewan (Editor) is a PhD student in his fifth year at the University of Toronto in the department of Curriculum Studies and Teacher Development. His research is focused on the relationships between forms of state violence, namely sexual violence legitimated and enacted upon the body of immigrant male child, the subjectivity of said violated citizens, and the construction and reproduction of the heteropatriarchal nation. Prior to his current academic focus, he was involved in and continues to be interested in activist science pedagogy and research. He is published with the journal of Curriculum Inquiry (Editorial) and had made contributions to an edited collection on activist science pedagogies.

Christy Guthrie (Associate Editor) is a PhD student in the Department of Curriculum, Teaching and Learning at the University of Toronto (OISE), located on Mississaugas of the New Credit, Huron-Wendat, Seneca, and Petun territories. Her SSHRC-funded research uses critical and participatory methods to study cultural production and knowledge production in settler colonial contexts, focusing on questions of accountability to anti-racist and decolonial projects. Christy contributed to season one of the podcast The Henceforward (2016). 

Elena Toucan (Associate Editor) is a PhD student in Curriculum Studies and Teacher Development at OISE, University of Toronto. Her Master’s research focused on service as a context for individual and community development in international education and development programs. Current research interests include the relationship between global citizenship education curricula and local action, as well as the acquisition, generation and mobilization of knowledge through education, particularly as it relates to community development. In addition to her academic work, Elena has worked with over a dozen educational organizations in five different continents as a teacher trainer and as a consultant for organizational capacity building.

Lucy El-Sherif (Assistant Editor) is a doctoral candidate in the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education of the University of Toronto. Her research examines how Muslim Canadian youth learn citizenship through culture in the context of a precarious belonging.  Her previous research focus examined student experiences in international development community schools. In addition to her academic work, Lucy has worked with community organizations in mental health and cross-cultural parenting.  She has published papers relating to transnational citizenship, belonging and international development.

James Miles (Assistant Editor) is a PhD student in Curriculum Studies and Teacher Development at OISE/University of Toronto. His dissertation research focuses on the teaching and learning of difficult histories in Canada and young peoples’ historical consciousness. In addition to his academic work, James has taught secondary school history in Vancouver for 10 years and has co-written a number of textbooks and educational resources for teachers.