This page contains a Flash digital edition of a book.
R Photo Credit: Rae Holtsbaum

etirements and Fond Farewells

Dr. Meredith Cherland In her tribute to Meredith pre- sented at the farewell celebration on Thursday, May 26th, Dr. Carol Schick outlined Meredith’s career: “Meredith’s career has been a long and remarkable journey, beginning as classroom teacher in the United States before moving to Canada with her partner, Carl. In 1975, she taught for the Regina Public Board of Education, and in 1978 began her career at the University of Regina as a sessional lecturer, and a few years later as a permanent contract. In 1990, supported by a doctoral Fellowship from SSHRC, Meredith earned her doctorate at Arizona State University on the topic of “Girls and Reading: Chil- dren, Culture and Literacy Experi- ence.” Her career has proceeded with the many publications, books, conferences, and invited lectures that define a successful academic life. She became full professor in 1995 at a time on campus when this was even rarer for women than it is today. She was also Associ- ate Dean from 1997 to 2002, an innovator of centres (such as the Centre for Teaching and Learning), the Middle Years focus in the El- ementary Education program, and a receiver of numerous awards.”

Dr. Schick spoke of a visible theme in Meredith’s career, say- ing “Of the themes that might


describe Meredith’s outstanding career, the most obvious are her advocacy for social justice and her exemplary abilities as a teacher. Meredith has taught courses re- lated to language arts in its many forms, including advocacy research in literacy education. Her work involves enabling people to use literacy to undermine and counter systems of dominance and unequal social and political power.”

Meredith, reflecting on her ca- reer, says: “One joy of 33 years with the Faculty of Education has been acquiring an understanding of important changes in teacher education over time. When I came to the Faculty in 1978, we were teaching the technical skills, strat- egies, and classroom management techniques a beginning teacher needs. As I leave in 2011, we are just as interested in helping young people learn to teach for a better world. We are more aware of how society produces curriculum, and of how White privilege advantages some children and disadvantage others. We’re graduating teachers who care more, and who do less harm. Well done!”

Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24