University of Calgary

Dianne Gereluk

  • Dean
  • Professor

Currently Teaching

Not currently teaching any courses.


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),Understanding School Choice in Canada (University of Toronto Press, 2016, co-authored with Lynn Bosetti), and Rural teacher education in Canada: connecting land and people (Springer, 2020, co-edited with Michael Corbett).  She has a forthcoming book, Professional Ethics in law: a handbook for teachers (co-authored with Bruce Maxwell and Chris Martin) forthcoming in 2021.

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 contested topics regarding schools and education.

Research & Scholarly Activity

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.


PhD (Educational Policy and Foundations) 2004
Institute of Education, University of London

MA (Educational Policy) 1999
University of Calgary

BEd (Secondary) 1994
University of Alberta

Graduate Supervision

Principal Advisor

2015 – 2020

Terumi Taylor

Women’s perceptions of mentorship in a Saudi Arabian post-secondary context

2015 – 2020

Lois Fearon

Integrating sustainability into a business school curriculum


2015 – 2020

Rachael Edino

Nigeria’s capacity to meet the Millennium Development Goals for primary school enrolment

2016 – 2019

Gina Ko

The Experiences of Immigrant and Refugee Youth

in a Leadership Program


2012 – 2015

Greg Bass

The Effectiveness of Enabling Transformational Change across a School District


Merlin Thompson

Authenticity, Teaching Relationships and Suzuki


David Kelly

Constructing the Image of the Child in a Reggio Inspired Charter School

2011- 2018

(leave 2013-2014)

Vidal Chavannes

Afrocentric youth transition from high school to post-secondary institutions


Sukhi Singh

A Critical Discourse Analysis on the Ontario Secondary School Literacy Test



Susan Boddie

Existentialism and Vocal Instruction in Higher




2010-2019 (leave 2017-2018)

Walter Lee

Factors Affecting Students who Transfer from Private Career Colleges to Degree Programs in University


Professional & Community Affiliations

·       Vice Recording Secretary, Association of Alberta Deans Committee, 

·       Editorial Board Member, Philosophical Inquiry in Education

·       Editorial Board Member, Journal of Educational Thought

·       Board member, International Expert Advisory Panel on Rural Education

·       Editorial Board member, Bloomsbury Philosophy of Education, International Series Editorial Board 





Maxwell, B., Gereluk, D. & Martin, C. (forthcoming,2021) Professional ethics and law: a handbook for Canadian teachers.  Toronto: Canadian Scholars Press.

Corbett, M. & Gereluk, D. (2020). Rural teacher education in Canada: connecting land and people. Singapore: Springer. ISBN 978-981-15-2559-9 ISBN 978-981-15-2560-5 (eBook)

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:

Esterhuizen, A. & Gereluk, D. (2019). Section 11.1 of the Alberta Human Rights Act: Implementation, reaction and legacy. Critical Education.  10(9) 1-23.

Gereluk, D. (2018). Flourishing and well-being in the academy: a capabilities approach. Philosophical Inquiry in Education. 25(2), 171-187.   

Gereluk, D. & Titus, C. A. (2018). How schools can reduce youth radicalization. Šolsko polje: journal for theory and research in the field of education. 29(5-6), 33-50. Šolsko polje, XXIX, 2018, no. 5-6: Radicalization, Violent Extremism and Conflicting Diversity, eds. Mitja Sardoč and Tomaž Deželan (

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

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.



Gereluk, D. (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.

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. (2018) How schools can foster civic discussion in an age of incivility. The Conversation,

Gereluk, D. & Burns, A. (2018). Community-Based Teacher Education: addressing the rural teacher shortage and turnover. Education Canada.

Gereluk, D. (2018). It’s time to address the hidden agenda of school dress codes. The Conversation. 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.



  • 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.

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