Dianne Gereluk

Dean

PhD - Educational Policy and Foundations

University of London Institute of Education, 2004

MA - Educational Policy

University of Calgary, 1999

BEd - Secondary

University of Alberta, 1994

Contact information

Phone

Office: 403.220.5625

Web presence

Skype: dgereluk

Location

Main Campus : EDT 1340

Research and Scholarly Activity

Research areas

  • Civic Education
  • Educational reform and policy
  • Philosophy and strategies of school reform
  • Policy development
  • Diversity
  • Ethics
  • Human rights
  • Multicultural education
  • Sexual orientation
  • Social justice and equity in education
  • Theory/philosophy of education
  • Teacher education
  • School reform
  • Leadership
  • Educational policy
  • Controversial issues in schools
  • Rural education
  • School of choice

Activities

Dianne Gereluk’s research examines normative aspects of educational policy and practice specifically related to politically contested and controversial issues in education. An overarching philosophical focus examines how educators can create the conditions for more robust political deliberation in an increasingly polarized civil society. Her work has also looked at political controversies in schools such as gun violence, gender and sexual identity, and youth radicalization. For over fifteen years, Gereluk has been a prominent spokesperson on the issue of dress code policies in schools, in North America and Europe. More recently, Gereluk has examined just preconditions for equity and access for rural schooling in Canada, and on the notion of well-being in higher education.

Current Projects:

  • Field Experience Assessment and Teaching Quality Standards,
    Alberta Education
    with Amy Burns
  • Pre-service teachers at risk: intervention strategies by and for teachers
    Alberta Advisory Committee for Educational Studies,
    with Amy Burns

  • Indigenous Languages Revitalization Pathways in Teacher Training
    Alberta Education
    with Yvonne Poitras Pratt, Patricia Danyluk, Amy Burns, and Darin Flynn


Biography

Dianne Gereluk received her doctorate of philosophy at the Institute of Education, University College London in 2004. She was a senior lecturer at Roehampton University, London England, from 2003-2009. Upon returning to Alberta, Dianne Gereluk served as Chair of Leadership, Policy and Governance specialization at the University of Calgary from 2011-2013. From 2013-2018, Dianne Gereluk served as Associate Dean of Undergraduate Programs in Education at the Werklund School of Education, University of Calgary.

Dr. Gereluk is author of Education and Community (Continuum, 2006), Symbolic Clothing in Schools (Bloomsbury, 2008), Education, Extremism and Terrorism (Bloomsbury, 2012), Questioning the Classroom: Perspectives on Canadian Education (Oxford University Press, 2016 co-authored with Christopher Martin, Bruce Maxwell, and Trevor Norris), and Understanding School Choice in Canada (University of Toronto Press, 2016, co-authored with Lynn Bosetti). Her edited book with Michael Corbett, Rural teacher education in Canada: connecting land and people (Springer)will be published in 2019.

Dr. Gereluk’s work has been published widely in the Guardian, Times Higher Education, National Post, The Independent, and other academic and professional journals. She speaks regularly on CTV, CBC, and Alberta Primetime on politically sensitive topics in schools and education.

Professional & Community Affiliations

Dianne Gereluk has provided service and leadership to the Werklund School of Education and University of Calgary since her arrival in 2011.   She was Chair of the Educational Leadership Specialization from 2011-2013 before being appointed as Associate Dean, Undergraduate Programs in Education from 2013-2018.  She served as a member of the executive cabinet for the University of Calgary United Way Campaign from 2014-2017. At the provincial level, she was a member of the Teacher Education Certification Committee (Alberta Teachers’ Association) from 2013-2018, and executive committee member of the Alberta Education Workforce Planning Committee from 2013-14.  She has served in numerous capacities over her academic career with the Canadian Philosophy of Education Society, Philosophy of Education Society (USA), and the Philosophy of Education Society of Great Britain.  She has served the broader community as a mentor with CRIEC/Bow Valley College Mentoring Collaborative, Center for Excellence in Immigrant and Intercultural Advancement, and for the Calgary Immigrant Services for Professional Immigrant Women.


Publications

Books:

Corbett, M. & Gereluk, D. (in press, 2019). Rural teacher education in Canada: connecting land and people. Singapore: Springer.

Gereluk, D., Martin, C., Maxwell, B., & Norris, T. (2016). Questioning the classroom: perspectives on Canadian education. Don Mills, ON: Oxford University Press. ISBN 978-0-19-901003-5 (paperback).

Bosetti, L. & Gereluk, D. (2016). Understanding school choice in Canada, Toronto, Buffalo, London: University of Toronto Press. UABN 978-1-4426-4308-6. Awarded publication of the year by the Canadian Association of Foundations in Education, 2017.

Gereluk, D. (2012). Education, extremism and terrorism: What should be taught in citizenship education and why, London, New York: Bloomsbury. (hbk) ISBN: 978-1-4411-6971-6 (pbk) ISBN: 978-1-4411-0515-8

Gereluk, D. (2008). Symbolic Clothing in Schools, London, New York: Bloomsbury. ISBN 978-0-8264-9766-6

Gereluk, D. (2006). Education and Community, London, New York: Bloomsbury. (hbk) ISBN: 0-8264-8466-2 (pbk) ISBN 9781847060396

Selected peer reviewed articles:

Gereluk, D. (in press, 2018). Flourishing and well-being in the academy: a capabilities approach. Philosophical Inquiry in Education.

Donlevy, J.K., Brandon, J., Gereluk, D. (2018). School trustees acting badly and freedom of expression under the Charter. Education Law Journal, 27(2), 125.143. ISSN 08382875

Russell-Mayhew, S., Ireland, A., Murray, K., Nutter, S. Gabriele, T., Peat, G., Gereluk, D. (2017). Reflecting and informing health and wellness: the development of a comprehensive school health course in a Bachelor of Education program. Journal of Educational Thought, 50 (2&3), 156-181.

Donlevy, J. K., Gereluk, D., Brandon, J., Patterson, P. (2016). Trinity Western Law School: Quo Vadis? Journal of Educational Thought. 49(2), 160-190.

Thompson, M., Gereluk, D., & Kowch, E. (2016). School identity in the context of Alberta charter schools. Journal of School Choice: International Research and Reform, 10(1), 112-128. DOI: 10.1080/15582159.2015.1132934

Gereluk, D., Donlevy, J.K., & Thompson, M. (2015). Normative considerations in the aftermath of targeted gun violence in schools. Educational Theory. 65(4), 459-474. DOI: 10.111/edith.12127

Gereluk, D., Farrell, M., Donlevy, J.K., Patterson, P., & Brandon, J. (2015). Parental rights, teachers’ professional autonomy and contested pedagogy under the Alberta Human Rights Act. Critical Education, 6(2), 1-18. ISSN 1920-4125.

Donlevy, K. Brandon, J., Gereluk, D. & Patterson, P. (2015). Canada’s constitutionally protected Catholic schools and gay-straight alliance clubs. Education and Law Journal, 24(1), 49-65. ISSN 0838-2875

Donlevy, J.K, Gereluk, D., Patterson, P. & Brandon, J. (2014). Freedom of conscience and Catholic schools. Interchange. 44(1-2) 241-255. DOI 10.1007/s10780-014-9209-3

Gereluk, D. (2013). The democratic imperative to address sexual equality rights in schools, Educational Theory. 63(5), 511-523. DOI: 10.1111/edth.12038.

Gereluk, D. (2013). Student Engagement and controversial Issues in Schools. Philosophy of Education Yearbook. 73-80. https://www.academia.edu/26153713/Student_Engagement_and_Controversial_Issues_in_Schools

Donlevy, J.K., Gereluk, D., Brandon, J., & Patterson, P. (2012). Money, Law, and Religion: Non-Catholic Students in Saskatchewan's Catholic Separate Schools - The Theodore case, Journal of Educational Administration and Foundations, 22(2), 61-85.

Gereluk, D. (2012). Finding a balance: local autonomy and state involvement in alternative provisions of educational choice, Philosophy of Education Yearbook, 327-330. ISSN: 8756-6575

Gereluk, D (2011) When good intentions go awry: Limiting Toleration and Diversity through Bill 44, Canadian Issues (Special Issue of the Comparative and International Studies Society) pp. 75-79.

Gereluk, D. (2007) What not to wear: Dress codes and uniform policies in the common school, Journal of Philosophy of Education. 41(4), 644-657.

Gereluk, D, & Race, R. (2007). Multicultural Tensions in England, France and Canada: contrasting approaches and consequences, International Studies in Sociology of Education, 17(1 & 2), 113-128.

Gereluk, D. (2006). ‘Why can’t I wear this?!’ Banning Symbolic Clothing in Schools, Philosophy of Education Yearbook, 106-114.

Gereluk, D. (2005). Should Muslim Headscarves be banned in French Schools? Theory and Research in Education, 3(3), 154-172.

Gereluk, D. (2005). Promoting Community in a Changing Educational Environment, British Journal of Educational Studies, 53(1), pp. 4-18.

Chapters

Gereluk, D. (forthcoming, 2019). A problem-based approach in philosophy of education. Colgan, A., & Maxwell, B. (Eds.) The importance of philosophy of education in teacher education. London, New York: Routledge.

Gereluk, D. & Donlevy, J.K. (2018). Building ethical judgment and reasoning for preservice teachers. In Maxwell, B., Tanchuk, N., & Scramstad, C. (Eds.) Professional ethics, education and law for Canadian teachers. Ottawa: Canadian Association for Teacher Education. ISBN 978-0-9947451-9-7 (ebook).

Gereluk, D. (2017). Should schools have dress codes? Warnick, B. (Ed.). Philosophy: Education. Farmington Hills, MI: Macmillan. 357-371.

Burns, A. & Gereluk, D. (2017). Interpreting 21st century educational reform in Alberta: A pilot study. In P Preciado Babb, L. Yeworiew, & S. Sabbaghan (Eds.) Selected proceedings of the IDEAS Conference 2017 Leading Educational Change. Calgary, Canada: Werklund School of Education, University of Calgary 84-92.

Gereluk, D. & Scott, D. (2014). Citizenship Education and the Construction of Identity in Canada. In Petrovic, J. & Kuntz, A. (Eds.) Citizenship education around the world. London, New York: Routledge. ISBN 13: 978-0-415-72106-6 (hbk), 978-1-315-86361-0

Gereluk, D. (2013) Parental Rights and the Aims of Education. In Hare, W. & Portelli, J. (Eds.) Philosophy of Education: Introductory Readings 4th Edition. Calgary: Brush Education. 326-338. ISBN 978-1-55059-445-4 (pbk) – ISBN 978-1-55-59-446-1 (epub)

Gereluk, D. (2010) Should parents have a say in their children’s schooling? In Richard Bailey (Ed.) Introduction to Philosophy of Education, London: Bloomsbury.

Gereluk, D. (2009) Children’s Autonomy and Symbolic Clothing in Schools: help or hindrance?, in Yvonne Raley and Gerhard Preyer.(eds). Philosophy of Education in the Era of Globalization, London, New York: Routledge. 198-211. ISBN10: 0-415-99606-6 (hbk) ISBN10: 0-203-87111-1 (ebk)

Recent professional articles:

Gereluk, D. & Burns, A. (2018). Community-Based Teacher Education: addressing the rural teacher shortage and turnover. Education Canada. https://www.edcan.ca/articles/community-based-teacher-education/

Gereluk, D. (2018). It’s time to address the hidden agenda of school dress codes. The Conversation. https://theconversation.com/its-time-to-address-the-hidden-agenda-of-school-dress-codes-97600 Republished in National Post, Ottawa Citizen, Independent (Cape Town, South Africa), Raw Story, Hamilton Spectator Halifax Chronical herald, The Good Men Project.

Gereluk, D., Kowch, E., & Thompson, M. (2016). The Alberta Public Charter School System: Moving beyond secret gardens. Education Canada. https://www.edcan.ca/articles/the-alberta-public-charter-school-system/

Gereluk, D. (2015). Teacher education in 2030: What will be different? ATA Magazine, March 4, 2015. https://www.teachers.ab.ca/News%20Room/ata%20magazine/Volume%2095%202014-15/Number-3/Pages/FromTheMouthsOfDeans.aspx

Gereluk, D., Kowch, E., & Thompson, M. (2014). The impact, capacity and adaptability of the Alberta Public Charter School System: Final research report. Calgary: TAAPCS. Pp. 185


Awards

  • Canadian Association of Foundations in Education, Publication of the Year Award, 2017 – Book publication of the year awarded to the book, Understanding School Choice in Canada (University of Toronto Press, 2016). Co-authored with Lynn Bosetti.
  • Leadership Excellence in Education Award, Werklund School of Education, 2016 – awards one Leadership in Education Award annually to an academic staff member who demonstrates outstanding leadership and commitment to improving teaching and learning experiences in the School and in the profession.
  • U Make a Difference Award, University of Calgary, 2015 – acknowledges outstanding contributions to the university’s vision, and recognizes individuals and teams who exemplify excellence and the ability to reach above and beyond the expected to “Make a Difference” in the university community.
  • University of Calgary Teaching Award for Curriculum Development, Taylor Institute for Teaching and Learning 2015 – recognizes the teaching excellence of any combination of academic or non-academic colleagues who contribute as a team to the creation or revitalization of a curriculum at the program level. Awarded to the Bachelor of Education program.
  • Spencer Foundation, 2014: awarded to examine the rise of gun violence in schools. Special issue on gun violence was published in Educational Theory, 2015.
  • Fellow, Higher Education Academy, UK 2007 – awarded to academics based on significant experience in the areas of professional activity, awareness of pedagogical issues and integration of scholarship, research and/or professional activities with teaching and supporting learning.
  • Stanford Academic Scholarship (Spencer Foundation), 2003 – awarded a full scholarship to attend the Stanford/Illinois Institute in Philosophy of Education for advanced PhD doctoral students.
  • Overseas Research Scholarship Award (Higher Education Funding Council for England), 2001 - 2003 – full international bursary awarded to international postgraduate students based on outstanding merit and research potential.