Pamela Osmond-Johnson
Biographic Data
| ID | 5042888 |
|---|---|
| NAME | Pamela Osmond-Johnson |
| GIVEN NAMES | Pamela |
| FAMILY NAME | Osmond-Johnson |
| SIGNATURE | OSMOND-JOHNSON P |
| AFFILIATIONS | University of Regina |
| ORCID | 0000-0002-0110-8916 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
School Leadership in Crisis
This article mobilizes the Job Demands-Resource (JD-R) model and draws on data from a longitudinal study of Saskatchewan school administrators’ work and wellbeing to situate and trouble the enduring nature of high job demands, low job resources, and stress for incumbents in this province. Our findings point to serious implications of continued inattention to issues of stress, with school administrators either retiring from, leaving, or expressing…
Theorising new potentials for teacher activism
Using post-structural theories, this paper explores the public discourses of several Canadian teacher unions and grassroots teacher activist groups around the issue of school reopening plans in Canada amidst the COVID-19 pandemic. The paper aims to highlight the ways in which these two forces of teacher activism can influence and impress upon each other to create a different possible future for collective resistance to neoliberalism in education …
The Power of Affect
With prevailing global neoliberal ideology, teachers and teacher unions must respond to market-driven governmental policies intended to undermine public education. In Saskatchewan, Canada, teacher activists feel compelled to both counter neoliberal discourses and proactively advocate for equitable, high-quality public education. To explore acts of resistance, semi-structured interviews with four teacher activists were employed to understand how t…
Navigating the “ethical space” of truth and reconciliation
Although there is much contention around the role of settlers in reconciliation [Maddison, S., Clark, T., & de Costa, R. (2016). The limits of settler colonial reconciliation: Non-Indigenous peoples and the responsibility to engage. Singapore: Springer], the current under-representation of Indigenous peoples in Canada’s K-12 education sector necessitates that non-Indigenous principals engage with the TRC’s Calls to Action if they are to be realiz…
Contextualizing Teacher Professionalism
This paper draws on data collected as part of a study of the discourses of teacher professionalism amongst union active teachers in the Canadian provinces of Alberta and Ontario. Interviews revealed a triad of influences on the professionalism discourses of participants: engagement in teacher associations, the larger policy environment, and teacher agency. The manner in which this triad played out in each case, however, was unique to the particul…
Navigating the “ethical space” of truth and reconciliation
Although there is much contention around the role of settlers in reconciliation [Maddison, S., Clark, T., & de Costa, R. (2016). The limits of settler colonial reconciliation: Non-Indigenous peoples and the responsibility to engage. Singapore: Springer], the current under-representation of Indigenous peoples in Canada’s K-12 education sector necessitates that non-Indigenous principals engage with the TRC’s Calls to Action if they are to be realiz…
Contextualizing Teacher Professionalism
This paper draws on data collected as part of a study of the discourses of teacher professionalism amongst union active teachers in the Canadian provinces of Alberta and Ontario. Interviews revealed a triad of influences on the professionalism discourses of participants: engagement in teacher associations, the larger policy environment, and teacher agency. The manner in which this triad played out in each case, however, was unique to the particul…
Navigating the “ethical space” of truth and reconciliation
Although there is much contention around the role of settlers in reconciliation [Maddison, S., Clark, T., & de Costa, R. (2016). The limits of settler colonial reconciliation: Non-Indigenous peoples and the responsibility to engage. Singapore: Springer], the current under-representation of Indigenous peoples in Canada’s K-12 education sector necessitates that non-Indigenous principals engage with the TRC’s Calls to Action if they are to be realiz…
The Power of Affect
With prevailing global neoliberal ideology, teachers and teacher unions must respond to market-driven governmental policies intended to undermine public education. In Saskatchewan, Canada, teacher activists feel compelled to both counter neoliberal discourses and proactively advocate for equitable, high-quality public education. To explore acts of resistance, semi-structured interviews with four teacher activists were employed to understand how t…
School Leadership in Crisis
This article mobilizes the Job Demands-Resource (JD-R) model and draws on data from a longitudinal study of Saskatchewan school administrators’ work and wellbeing to situate and trouble the enduring nature of high job demands, low job resources, and stress for incumbents in this province. Our findings point to serious implications of continued inattention to issues of stress, with school administrators either retiring from, leaving, or expressing…
Theorising new potentials for teacher activism
Using post-structural theories, this paper explores the public discourses of several Canadian teacher unions and grassroots teacher activist groups around the issue of school reopening plans in Canada amidst the COVID-19 pandemic. The paper aims to highlight the ways in which these two forces of teacher activism can influence and impress upon each other to create a different possible future for collective resistance to neoliberalism in education …
Political science (4 works) · Sociology (4 works) · Law (3 works) · Grassroots (2 works) · Pedagogy (2 works) · Politics (2 works) · Psychology (2 works) · Teacher education (2 works) · Teacher Education and Leadership Studies (2 works) · Affect (linguistics) (1 work)