Dr. Connie Morrison

Dr. Connie Morrison is an Assistant Professor at Memorial University’s Faculty of Education where she has designed and taught a wide range of courses in undergraduate programs as well as in graduate studies - Curriculum Teaching and Learning Studies. She has been an assistant professor in McGill's Department of Integrated Studies in Education, and the co-editor of English Quarterly.

Dr. Morrison holds a Ph.D. in Education (Media Education, Social Justice Pedagogy & New Literacy Studies) and an M.Ed. in Educational Leadership Studies, both from Memorial University. Before coming to Memorial, Connie completed her undergraduate studies at the University of New Brunswick where she received a B.Ed. in Secondary English Education and a B.A. in English.

Her current research interests include the cultural politics of representation, navigating teacher education in an AI landscape, and creating innovative opportunities to integrate sports & the arts into public education.  She is currently collaborating on research projects that examine how arts initiatives and teacher education can help create inclusive spaces for individuals and communities.  

Publications

Book:

Morrison, C. (2010). Who do they think they are? Teenage Girls and Their Avatars in Spaces of Social Online Communication.  New York: Peter Lang.

Morrison, C. (2011). Avatars and the cultural politics of representation: Girlhood identity in social networking spaces. [Doctoral Thesis, Memorial University]. 

Chapters:

Morrison, C. (2016). Creating and regulating identity in online spaces: Girlhood, Social networking and avatars, In C. Mitchell and C. Rentschler (Eds.). Girlhood studies and the politics of place: Contemporary paradigms for research. New York: Berghahn Books. https://doi.org/10.2307/j.ctt14jxn1

Strong-Wilson, T., Mitchell, C., Morrison, C., Radford, L. & Pithouse-Morgan, K. (2014). In L. Thomas (Ed.), Using digital memory-work in teaching for transformation. Becoming teacher: Sites for development of Canadian Teacher Education (pp. 442-468). Canadian Association for Teacher Education.

Morrison, C. (2007). Critical autobiography for transformative learning: Gaining a perspective on perspective. (pp.111-126). In M. Gardner and U. Kelly (Eds.), Narrating Critical Connections: The journey towards holistic and transformative learning. New York: Palgrave-Macmillan.

 Peer-Reviewed Journals:

Strong-Wilson, T., Mitchell, C., Morrison, C., Radford, L., & Pithouse-Morgan, K. (2014). “Reflecting forward” on the digital in multidirectional memory-work between Canada and South Africa. McGill Journal of Education, 49(3), 1-22. Retrieved from https://mje.mcgill.ca/article/view/9115

Magro, K. & Morrison, C. (Fall/Winter 2013). Editorial: Literacy and learning connections in literacy education. English Quarterly: Journal of the Canadian Teachers of English language Arts (K. Magro & C. Morrison, Eds.), 44(3-4), 1-6.

Morrison, C. (2009). The everyday literacy practice of avatar creation: Creating a bridge between curriculum intent and practice.  Canadian Journal for New Scholars in Education, 1(2).  http://www.cjnse-rcjce.ca/index.php/cjnse/article/view/60/47

Bride, K., Morrison, C. & Hoben, J. (Fall, 2009).  Living Lives Between Borders: Interdisciplinary Academic Work and the Search for Transformative Openings. The Morning Watch (K. Bride, C. Morrison & J. Hoben, Eds.), 28(1-2). Available online at mun.ca/educ/faculty/mwatch/fall09.html