Executive Committee

Dr. Glenda L. Black is a Professor at Nipissing University, North Bay, Ontario. In the graduate program, she teaches courses related to educational leadership and adult learning. In the teacher education program, she teaches curriculum inquiry (action research), curriculum design and assessment courses. Prior to her arrival at Nipissing University, she was a classroom teacher and school administrator. Glenda’s research interests are in international teaching practicums, indigenous education, curriculum development, and of course action research. 

Dr. Kurt Clausen, Professor at the Faculty of Education at Nipissing University, has acted as editor-in-chief of the Canadian Journal of Action Research for the past 20 years, publishing nearly 50 issues.  He was the founder and first president of the Canadian Association of Action Research in Education (CAARE) in 2014.  He and Glenda Black co-edited CAARE's flagship polygraph The Future of Action Research in Education:  A Canadian Perspective for McGill-Queen's University Press in 2020.

Lincoln Smith is K-12 innovation and technology coach with almost two decades of experience working in public and private schools both in Canada and internationally. In his current role, he works at the intersection of educational technology (including GenAI), pedagogy, curriculum development,  and teacher-driven action research. Lincoln is also a sessional lecturer and doctoral candidate at the Ontario Institute for Studies in Education (OISE), University of Toronto. At OISE, his research focuses on holistic, collaborative, and teacher-driven approaches to teacher learning and accessibility and equity in teacher education.

Dr. Sunny Man Chu Lau, Full Professor at Bishop’s University in Quebec, is Canada Research Chair (Tier 2) in Integrated Plurilingual Teaching and Learning. She specializes in critical literacies, literature and language teaching, teaching English as a second language, plurilingual pedagogy, and participative-based research methodologies. Disrupting the university-school and theory-practice divides, Dr. Lau pioneers participative action research studies on cross-language and cross-curricular teacher collaborations to promote not only mobilization of languages for knowledge-construction but also metalinguistic and metacultural awareness for critical literacies education. She is co-editor for Critical Inquiry for Language Studies.  

Christopher Godfrey is a doctoral candidate at the Schulich School of Education (Nipissing University), and has spent more than a decade teaching K-12 students in the Canadian public and private educational systems. He has previously taught in South Korea, and crafted educational walking tour experiences for guests from around the globe. Christopher is presently researching professional learning best practices and technology integration in middle school classrooms, where his work in action research focuses on restoring teacher voice in learning. His work seeks to create experiences that better serves educators' individual needs, wants, and unique classroom environments. Christopher was recently honoured by The Learner Network, receiving their prestigious Emerging Scholar Award. 

Renee Davy is a PhD candidate in the Department of Integrated Studies in Education at McGill University. She has had extensive international experience teaching languages across Colombia, Jamaica and the United States to secondary and tertiary level students. Her research explores how Black immigrant youth in Quebec use community publishing and authentic writing to challenge dominant narratives and reimagine literacy.