Visiting Scholars 2012-2013

Academic University Department Research Area(s)

Linda Mahood


University of Guelph

Department of History

19th and 20th Century Scotland and Canada
History of Punishment and Social Control
Child Welfare, 19th and 20th Century.

Linda Mahood, BA (University of Saskatchewan) M Litt., Phd, (University of Glasgow) is Professor of History at the University of Guelph. She is author of The Magdalenes, Routledge, 1989 and re-published (Routlege Classics), 2012; Policing Gender Class and Family, University College London, 1996; and Feminism and Voluntary Action: Eglantyne Jebb and Save the Children, Palgrave, 2010. She is also co-editor of Social Control in Canada, Oxford University Press, 1999. And the author of many articles in the field of the historical sociology of gender, sexuality, juvenile delinquency and child welfare agencies in journals like Gender and History, History of Education, Journal of the History of Sexuality.

Mahood's current research is a book entitled,'Hitchhiking: Hitting the Road in the 1970s'. This historical biographical study of growing up in the 1960s and 1970 takes a different look at the question of how the young citizen-apprentice came of age in the Cold War and Nuclear Age. In 1968, Prime Minster Trudeau challenged all young Canadians to get out and see the country. He asked, ‘what better way is there to know Canada and promote the world?’ The idea of traveling around Canada must have caught on because in the summer of 1971 the press announced that 300,000 young hitchhikers were heading across Canada. The research is based on 100 oral history road stories, which provide the setting for the theoretical exploration of the social construction of social problems, gender, generation, the entrepreneurial self (risk-taking), mobility, sexuality and danger along the Canadian landscape.

Victor Satzewich McMaster University

Department of Sociology

Vic Satzewich is Professor of Sociology at McMaster University.  He has published a number of books and articles on various aspects of immigration, racism and ethnic relations in Canada.  His most recent books include Racism in Canada (Oxford University Press, 2011); ‘Race’ and Ethnicity in Canada: A Critical Introduction (Oxford University Press, 2010); Transnational Identities and Practices in Canada (University of British Columbia Press, 2006); and The Ukrainian Diaspora (Routledge, 2002).   In 2005 he was given an Outstanding Contributions Award by the Canadian Sociology Association.

He is part of the Welcoming Communities Initiative, which is a SSHRC funded Community University Research Alliance involved with the study and analysis of immigration to small and medium sized communities in Canada.

He has a number of ongoing research projects.  One of his projects is a SSHRC funded study of decision making at Canadian visa offices abroad. He is interested in how discretion is exercised by Canadian visa officers. He has conducted field work at eleven Canadian visa offices in various parts of the world and will be spending time in Edinburgh writing up some of the result of that research.

Building on his work previous work on policing and racial profiling, he is also conducting research on policing and immigration.  In particular, he is interested in how police officers understand the challenges associated with immigration driven diversity in Canada, and how racialized minority youth understand policing as a career option.

Jerome Cranston University of Manitoba Department of Educational Administration, Foundations and Psychology Jerome Cranston, Ph.D. has over 20 years experience in education as a superintendent of schools, principal and teacher in Canada’s Prairie Provinces. Currently, Dr. Cranston is an Assistant Professor and Coordinator of the Educational Administration area-Group in the Faculty of Education at the University of Manitoba. He researches and teaches as part of an interdisciplinary, international “community of inquiry” on topics of educational leadership and systemic inequity. His work uses critical perspectives to explore organizational structures and behaviors that act as blinders to social injustice in the education system. He most recent research project, funded by a Social Sciences and Humanities Research Council Insight Development Grant, explores how First Nations communities hire teachers who are both competent to teach and also culturally competent to teach in First Nations schools.
James Bickerton St Francis Xavier University Department of Political Science and Co-ordinator of Development Studies James Bickerton is Professor of Political Science and Coordinator of Development Studies at St. Francis Xavier University. He is the author or editor of over 50 publications, as well as several commissioned studies. His research on Canada has focused on federalism, regionalism, and regional development, as well as party and electoral politics. He has served on both federal and provincial Electoral Boundaries Commissions for Nova Scotia, and on the national executive of the Canadian Political Science Association.
Patrick Fafard University of Ottawa

Graduate School of Public and International Affairs

Canadian and comparative federalism; health policy including the politics of public health; evidence and policy.

Patrick Fafard completed a Ph.D. in Political Studies from Queen's University, where he also taught at the School of Policy Studies from 1995 to 1998. Before joining the University of Ottawa, he also served as Director-General of Strategic Policy and Research at the Intergovernmental Affairs Secretariat of the Privy Council Office of Canada (2002-2005), as Executive Director of the Policy and Planning Branch of Saskatchewan Health (1999-2002), and as Executive Director of the Saskatchewan Commission on Medicare (2001). His research interests are in the areas of federalism, intergovernmental relations and comparative public policy, especially health policy. He is currently working on a book-length study of the politics of public health provisionally entitled, Science and Social Justice: Public Health Governance.

Daniel Scott University of Victoria

School of Child and Youth Care (SCYC)

Dr Daniel Scott is currently on a year-long study leave from the School of Child and Youth Care, (SCYC) University of Victoria, Victoria BC Canada where he has served 5 years as director of the school and will be returning to that position in July of 2013. The school has a long history of distance education (since 1983) in the education of professional practitioners doing a wide range of social care work ­ the European equivalent being social pedagogy. In addition SCYC has worked with Indigenous/First Nations communities in Western Canada and has delivered early childhood degree and diploma programs in sub-Saharan Africa and the Middle East.

During his time at the Centre Dr Scott will consider with colleagues and graduate students the success and challenges of indigenizing curriculum and developing and delivering programmes with and in First Nations. In addition SCYC’s recent work of capacity building through an early years graduate diploma distance delivery model in Africa will inform conversations regarding distance education and a model for Africa that has seen over 90% of students complete their program and remain in country practicing professional in their field.

Dr Scott spent October, 2012 at the University of Edinburgh, Centre for Research on Families and Relationships (CRFR) and is returning to continue his collaboration with them through the Centre for Canadian Studies. SCYC is celebrating its 40th anniversary in 2013 and there are significant parallels with educational programmes and research agendas at the University of Edinburgh and in CRFR. He will continue to work with CRFR and Professor Kay Tisdall and the other directors in building links between them and SCYC in areas of shared research areas and methodological approaches as well as knowledge mobilization strategies. 

Based on his own long standing research in the area of children and adolescent spirituality Dr Scott will be linking to the Theology and Therapy project led by Professor Liz Bondi, and other members of the project, Seamus Prior, and Alette Willis. He will also re-connect with Professor John Davis, Professor of Childhood Inclusion, in the school of education and their BA Childhood Practice that aligns with the professional degrees offered by SCYC in Canada meeting with students and staff.

In addition, while in Scotland, Dr Scott will collaborate with colleagues at the Centre for Excellence for Looked-after Children in Scotland (CELCIS) at the University of Strathclyde as they develop a distance Masters program focused on the care of looked after children. At CELCIS he will also be presenting on The Girls’ Diary Project: Writing Ourselves Into Being, a decade long research project that he has facilitated exploring the inner lives of girls in a participatory autoethnographic research project using the women’s adolescent diaries.