People
Executive board
We are the elected officers of the association in charge of CASE-ACSE's operations and activities. This includes the Annual General Meeting (AGM) and the Annual Conference as part of CAFE-CSSE.
President
Dr. Alana Butler
Alana Butler is an Assistant Professor in the Faculty of Education at Queen’s University. In 2015, she graduated with a Ph.D. in Education from Cornell University in Ithaca, New York. She joined Queen’s University in 2017 and currently teaches in the Bachelor of Education program as well as the Graduate Studies program. Her research interests include the academic achievement of low-socio economic students, race and schooling, equity and inclusion, and multicultural education. Prior to joining Queen’s University, she taught at Toronto Metropolitan University and the University of Toronto as a part-time lecturer. She is currently Principal Investigator on an Insight Development Grant from the Social Sciences and Humanities Research Council for a study on post-secondary access for low-income youth
Vice-President
Dr. Beyhan Farhadi
Dr. Beyhan Farhadi is an Assistant Professor in Educational Policy and Equity at the Ontario Institute for Studies in Education of the University of Toronto researching online education and resistance to neoliberal restructuring. Dr. Farhadi draws from extensive experience teaching in secondary schools and public education advocacy to bridge research and practice. Her multidisciplinary research engages critical policy sociology, social and cultural geography, as well as surveillance studies, to understand the contexts within which inequity and injustice persist in schools. Dr. Farhadi is also a research associate with the Canadian Centre for Policy Alternatives, Ontario, and formerly the research cluster lead for Community Engagement and Public Scholarship at the Institute for Research on Digital Literacies at York University in Toronto. .
Past-President
Dr. Ee-Seul Yoon
Dr. Ee-Seul Yoon is an Associate Professor in the areas of Educational Administration, Leadership, and Policy at the University of Manitoba. Dr. Yoon’s scholarship is interdisciplinary, drawing from sociology, geography, and critical policy studies. Her research aims to better understand how the marketization and privatization of education impact equity, decolonization, and inclusion in the Canadian education systems. Her doctoral dissertation received the AERA Social Context of Education Division’s Distinguished Dissertation Award. Her SSHRC-funded post-doctoral work advanced a cutting-edge mixed-methods geospatial approach to understanding school choice inequity. Dr. Yoon is currently conducting two SSHRC-funded studies that spatially examine the multiple inequities facing diverse learners and school leaders in the era of neoliberalism and market-based reforms. To see her publication list, visit her Google Scholar Profile.
Program Chair
Dr. Jeannie Kerr
Jeannie Kerr is an educational philosopher, theorist and qualitative researcher of Irish maternal and Settler identity. She is an Associate Professor in the Faculty of Education at Simon Fraser University. Jeannie’s scholarship examines the reproduction of societal inequalities in preK-12, teacher education, and higher education settings, and is directed towards collaboratively repairing and renewing relations in educational settings, urban landscapes, and Canadian society. Drawing on her significant experience in culturally enriched urban K-12 classrooms, her theorizing and research projects centre the complications and complicities in educational activities, and works to disrupt the centring of Euro-Western approaches and knowledges in the broader interest of systemic change.
Secretary-Treasurer
Dr. Gus Riveros
Gus Riveros is associate professor in the Faculty of Education at Western University. He currently teaches in the Bachelor of Education and Graduate Education programs. His areas of interest include education policy analysis, educational administration, and spatial analysis in education. His current research examines the spatial configurations of urban schooling, as well as the relations between urban change and the availability of educational opportunity. Dr. Riveros' research has been supported by the Social Sciences and Humanities Research Council of Canada (SSHRC). A list of his publications and current projects can be seen in his faculty website
Communications Officer
Dr. Max Anthony-Newman
I am an educational researcher focusing on parental engagement, immigrant students, and linguistic minorities. My PHD research undertaken at the University of Toronto focused on the parental engagement of Eastern European immigrant parents in Canadian elementary schools through the Bourdieusian lens. This project aimed to explore how social and cultural capital of immigrant parents affects patterns of their engagement with children’s education and learning in the host country, and how the engagement of immigrant parents matches the expectations of their teachers and narratives expressed in policy documents. My work has been published in the British Journal of Sociology of Education, Curriculum Journal, School Community Journal, and Educational Review. My teaching expertise is in the sociology of education with special emphasis on social justice, immigration, and social inequality. I worked with undergraduate and postgraduate students at the University of Toronto in 2017-2021 before coming to Sheffield Hallam University in 2022. Prior to joining academia, I taught ESL to linguistically and culturally diverse students in Canada and Europe for more than a decade and worked in language assessment and writing support in Toronto, Canada.
Student Representative
Christine Corso
Christine is a former elementary and junior high school Science teacher, and in 2021-2022 taught in the McMaster Health Sciences (BHSc) Program at McMaster University, her alma mater. Christine also spent four years working at People for Education, a non-profit policy research and advocacy organization based in Toronto. Christine’s research interests include knowledge mobilization and policy change, equity in opportunities to learn, and the politics of education policy. Her doctoral research is about the experiences of Toronto high school students during COVID.