Cher Hill
Biographic Data
| ID | 5143155 |
|---|---|
| NAME | Cher Hill |
| GIVEN NAMES | Cher |
| FAMILY NAME | Hill |
| SIGNATURE | HILL C |
| AFFILIATIONS | Simon Fraser University |
| ORCID | 0000-0002-6364-0078 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Critical Forest Studies
Critical Forest Studies is a rapidly growing field that takes multispecies relationships with/in forests as the starting point for critical and creative inquiry. Shaped by the contested political ecologies that emerge where different forest cosmologies, languages, histories, and ecologies meet, the field builds on related developments in the environmental humanities which explore multispecies relations through artistic, historical, philosophical,…
Ecologising the Research Image
The emerging field of critical forest studies necessitates more-than-human approaches to knowledge creation with forestscapes that makes their complex and expansive relationships sensible. This calls for a new ecological reading of the research image, and in turn, a new image of research which attends to Indigenous and place-based connections across bodies, geographies and temporalities. This paper explores this new political ontology of the imag…
Disrupting Colonial Narratives of Place
What happens when traces of the past are invited to "haunt" the present, disrupting the colonial narratives inherent in local spaces, and creating openings for new stories and new relationships? Guided by Indigenous and post-human worldviews, this action-research project facilitated community learning about the q̓íc̓əy̓ (Katzie) Slough, while collectively imagining new futures for this waterway. Elementary students learned from Elders and environ…
Teaching with the Virus
Using new materiality theory, we analyzed teachers’ and administrators’ descriptions of educational practices and everyday life in schools during the first year of the COVID-19 pandemic. During this time, the virus and the Provincial Health Authority were agential parts of classrooms that both restricted pedagogical possibilities, as well as created openings for something new to occur. As educators taught “with the virus,” pedagogy and curriculum…
Working in a ‘community-engaged’ university during an era of reconciliation
Seeking serendipity
The COVID-19 pandemic has disrupted and dismantled conventional models of teaching and learning within teacher education programmes across British Columbia, Canada. Along with the challenges encountered by teacher education programmes, these circumstances have also catalysed long-overdue changes to traditional and colonial educational structures, policies, pedagogies, and practices. Through the analysis of conversations with eight diverse teacher…
The educational impact of the Covid-19 rapid response on teachers, students, and families
What kind of educator does the world need today? Reimagining teacher education in post-pandemic Canada
Our unique pre-service and in-service teacher education programmes at Simon Fraser University, in which experiential learning and professional mentorship are combined with academic course work, have undergone emergency modifications in order to enable our students to continue with their programmes while adhering to government restrictions due to COVID 19. As we respond to the emergent needs within university and school communities, social-emotion…
Disrupting Boundaries in Education and Research
In Disrupting Boundaries in Education and Research, six educational researchers explore together the potentialities of transdisciplinary research that de-centres human behaviour and gives materiality its due in the making of educational worlds. The book presents accounts of what happens when researchers think and act with new materiality and post-human theories to disrupt boundaries such as self and other, human and non-human, representation and …
No prominent works on this page.
Disrupting Boundaries in Education and Research
In Disrupting Boundaries in Education and Research, six educational researchers explore together the potentialities of transdisciplinary research that de-centres human behaviour and gives materiality its due in the making of educational worlds. The book presents accounts of what happens when researchers think and act with new materiality and post-human theories to disrupt boundaries such as self and other, human and non-human, representation and …
What kind of educator does the world need today? Reimagining teacher education in post-pandemic Canada
Our unique pre-service and in-service teacher education programmes at Simon Fraser University, in which experiential learning and professional mentorship are combined with academic course work, have undergone emergency modifications in order to enable our students to continue with their programmes while adhering to government restrictions due to COVID 19. As we respond to the emergent needs within university and school communities, social-emotion…
Working in a ‘community-engaged’ university during an era of reconciliation
Seeking serendipity
The COVID-19 pandemic has disrupted and dismantled conventional models of teaching and learning within teacher education programmes across British Columbia, Canada. Along with the challenges encountered by teacher education programmes, these circumstances have also catalysed long-overdue changes to traditional and colonial educational structures, policies, pedagogies, and practices. Through the analysis of conversations with eight diverse teacher…
The educational impact of the Covid-19 rapid response on teachers, students, and families
Teaching with the Virus
Using new materiality theory, we analyzed teachers’ and administrators’ descriptions of educational practices and everyday life in schools during the first year of the COVID-19 pandemic. During this time, the virus and the Provincial Health Authority were agential parts of classrooms that both restricted pedagogical possibilities, as well as created openings for something new to occur. As educators taught “with the virus,” pedagogy and curriculum…
Disrupting Colonial Narratives of Place
What happens when traces of the past are invited to "haunt" the present, disrupting the colonial narratives inherent in local spaces, and creating openings for new stories and new relationships? Guided by Indigenous and post-human worldviews, this action-research project facilitated community learning about the q̓íc̓əy̓ (Katzie) Slough, while collectively imagining new futures for this waterway. Elementary students learned from Elders and environ…
Critical Forest Studies
Critical Forest Studies is a rapidly growing field that takes multispecies relationships with/in forests as the starting point for critical and creative inquiry. Shaped by the contested political ecologies that emerge where different forest cosmologies, languages, histories, and ecologies meet, the field builds on related developments in the environmental humanities which explore multispecies relations through artistic, historical, philosophical,…
Ecologising the Research Image
The emerging field of critical forest studies necessitates more-than-human approaches to knowledge creation with forestscapes that makes their complex and expansive relationships sensible. This calls for a new ecological reading of the research image, and in turn, a new image of research which attends to Indigenous and place-based connections across bodies, geographies and temporalities. This paper explores this new political ontology of the imag…
Sociology (6 works) · Pedagogy (5 works) · Political science (4 works) · Art (3 works) · Indigenous (3 works) · Medicine (3 works) · Posthumanist Ethics and Activism (3 works) · Public relations (3 works) · Aesthetics (2 works) · Anthropology (2 works)