Dr. Kathy Sanford
Position
Contact
Credentials
EdD (Secondary Education) University of Alberta, MEd (Secondary English Education) University of Alberta, Graduate Diploma (Secondary English Education) University of Alberta, BEd (Secondary Music Education) University of Alberta
- Teacher education
- Language and literacy
- Gender and pedagogy
- Multiliteracies
- Digital portfolios
- Assessment for learning
- Feminist adult education
- Community-based education
- Qualitative and post-qualitative research methodologies
Research websites:
- Multiliteracies Education
- Transdisciplinary Inquiry Strategies
- Educational Research Methodologies
- Educational Discourses
- Issues of Assessment
- Gender and Pedagogy
Sanford, K., & Clover, D. (2024). Imagining the feminist Imaginary through Object-Based Research. International Journal for Talent Development and Creativity, 12(1).
de Oliveira Jayme, B., & Sanford, K. (2024). Collaborative Mosaics: A Rhizomatic Approach to Arts-based Multiliteracies. In IGI Global Arts-Based Multiliteracies for Teaching and Learning.
Kazmi, N., Sanford, K., Clover, D. (2024). Curating a Feminist Exhibition. Dialogues in Social Justice: An Adult Education Journal.
Clover, D., & Sanford, K. (2024). Unearthing a hidden curricula of gendered museum languages through critical feminist visual discourse analysis. International Journal of Lifelong Learning.
Kazmi, N., Sanford, K., Clover, D. (2024). The transformative power of feminist exhibitions for feminist adult education: The case of Cultures of Head Coverings. Studies in the Education of Adults (special edition).
Sanford, K., de Oliveira Jayme, B., & Manning-Lewis, T. (2024). Adult (Multi)Literacies for Global Equity/Social Justice in Challenging Times. Australian Journal of Adult Literacy.
Stahl, A., Sanford, K., Balabuch, A. (2023). African Archeological Research Special Edition Archaeology in Support of School Learning.
Jayme, B. & Sanford, K. (2023). Museum hacking as tool for critical and transformative pedagogy in Transformative Pedagogy: Promoting Inclusion and Justice in University Teaching. Cappiali, T., & Jean-Pierre, J.(Eds). Elgar Publishing. Pp. 123-136.
Moore, S.D.M., de Oliveira Jayme, B., Sanford, K. (2023). Malfunction: Regressive & reductive online assessment practices. In P. Heitz & L.Hill (Eds.), Assessment of online learners: Foundations and applications for teacher education. Routledge.
Sanford, K., Hopper, T., Fu, H. (2023). Pedagogically hacking the system: Developing a competency-based digital portfolio. In P. Heitz & L.Hill (Eds.), Assessment of online learners: Foundations and applications for teacher education. Routledge.
Clover, D., Sanford, K., Allen, W. (2022). Project design and methods: From professional development to critical and creative practice.
Clover, D., Sanford, K., Harman, K. (2022). Feminism, Adult Education and Creative Possibility: Imaginative Responses. Bloomsbury Press.
Fu, H., Hopper, T. F., Sanford, K., & Monk, D. (2022). Learning with digital portfolios: Teacher candidates forming an assessment identity. The Canadian Journal for the Scholarship of Teaching and Learning, 12(2). https://ojs.lib.uwo.ca/index.php/cjsotl_rcacea/article/view/11108
Openjuru, M., Monk, D., Sanford, K., Openjuru, G. (2022). Learning from informality: A case for arts learning in vocational education and training in Uganda. Engage! Journal, 4(1).
Manning-Lewis, T. & Sanford, K. (2022). Reimagining Multiliteracies for Science and Mathematics Teacher Candidates during the Pandemic. Language & Literacy, 24(1), 24-40.
Hopper, T., Fu, H., Sanford, K., Hinkel, T. (2021). YouTube for Transcribing and Google Drive for Collaborative Coding: Cost-Effective Tools for Collecting and Analyzing Interview Data. The Qualitative Report, 26(1). https://nsuworks.nova.edu/tqr/vol26/iss3/13/
Clover, D. & Sanford, K. (2020). Educating Epistemic Justice and Resistance Through the Feminist Museum Hack: Looking and Acting with Another eye? Museum International, p. 54-65.
Sanford, K., Hopper, T., Robertson, K., Collyer, V., Lancaster, L. (2020). Alberta Journal of Educational Research. Link2Practice: A Model of Ongoing Teacher and Teacher Candidate Professional Learning.
Sanford, K., Clover, D., Taber, N., Williamson, S. (2020). Feminist Critique and the Museum: Educating for a Critical Consciousness. Brill Publishers.
Sanford, K., Williams, L., Hopper, T., McGregor, C. (2012). Decolonizing Teacher Education: Indigenous Principles informing Teacher Education. inEducation 18(2), http://www.ineducation.ca/ .