Joseph Levitan
Biographic Data
| ID | 759409 |
|---|---|
| NAME | Joseph Levitan |
| GIVEN NAMES | Joseph |
| FAMILY NAME | Levitan |
| SIGNATURE | LEVITAN J |
| AFFILIATIONS | McGill University |
| ORCID | 0000-0002-1525-974X |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Using community-based participatory action research to create culturally grounded education at scale: A study of systems change in Peru
In this article, we share the process of a long-term community-based participatory action research (CBPAR) project working with Quechua communities in Peru to co-create culturally grounded curriculum materials. We show how policy advocacy, collaboration between Indigenous communities, governments, and social organizations can work to systematically address long-standing social justice issues in education. The project, which has been running since…
Reflexivity and positionality in research: Insider/outsider-outsider/insider perspectives and the relational turn
In this article, we examine how positionality and reflexivity shape the research process from planning to dissemination, arguing that prevailing approaches overlook the relational nature of identity. We identify two dominant trends in research writing: a brief ‘positionality statement,’ that list identities without analyzing their influences, and a short autobiography account that centers the researcher rather than their relationship to their res…
Contextualizing E-Learning Experiences With Indigenous Communities: A Practical, Research-Based Approach
During the COVID-19 pandemic, more than 300,000 students in Peru dropped out of the school system. Most of the students were rural Indigenous students. A lack of infrastructure and connectivity, as well as a lack of contextualized and appropriate educational resources, made it virtually impossible for rural students to engage in formal learning. The pandemic has made clear the need and viability for distributed e-learning in rural communities. Ho…
The Potentials and Pitfalls of Podcasting to Push the Epistemological Boundaries of Action Research
In this paper, we discuss the potential role of podcasting as a mainstream element of action research work and dissemination. Pulling from debates in qualitative and action research literatures about epistemology, voice, and participation, we make the case that podcasting, despite many possible challenges because of its possibilities for misinformation, can add innovative contributions to the field that push the epistemological boundaries of rese…
Rural indigenous students’ pathways to and through Peruvian institutos: An ecological systems analysis
Exploring the limits of 21st century educational change discourses
This paper discusses the discourses surrounding an ambitious high-school transformation project in a large Canadian city that sought to reimagine education for 21st century learning. It was grounded in a broad review of the latest educational research. While an initial eight schools signed on, by the end of the second year all had left the project. Drawing upon Gee's ([2005]. An introduction to discourse analysis: Theory and method. New York, NY:…
Rural indigenous students in Peruvian Urban higher education: Interweaving ecological systems of coloniality, community, barriers, and opportunities
In Peru, Indigenous students from rural communities must often migrate to urban areas to access higher education. Navigating to and through urban higher education is a complex task where Peru’s oppressive colonial legacies intertwine with students’ community values, resources, and strengths. How can we more deeply understand the interconnecting systems that oppress and support rural Indigenous students, and how can we mobilize these understanding…
Salir Adelante: Collaboratively Developing Culturally Grounded Curriculum with Marginalized Communities
In this article we discuss a collaborative research project meant to ground community members’ voices in curriculum design. We argue that performing collaborative research with students and parents can better inform curriculum design decisions, particularly for communities whose identities, knowledge(s), and ways of being have been historically marginalized. Building from the culturally responsive curriculum literature, we have developed a cultur…
The legacy of postmodernism in popular thought and the emergence of “Inter/trans relational” -isms in educational theory
The legacy of postmodernism in popular thought and the emergence of “Inter/trans relational” -isms in educational theory ." Educational Philosophy and Theory, 50(14), pp. 1498–1499
Accidental ethnography: A method for practitioner-based education research
This article presents and discusses Accidental Ethnography (AccE), a methodology for practitioners to examine past experiences and contribute their findings to scholarly discourse. Accidental ethnography is the systematic analysis of prior fieldwork. It utilizes extant data "accidentally" gathered (i.e. the data were not collected as part of a predesigned study) to provide insight into a phenomenon, culture, or way of life. The accidental ethnogr…
Global citizenship and the importance of education in a globally integrated world
As national borders dissipate and technology allows different cultures and nationalities to communicate on a regular basis, more individuals are self-identifying as a global citizen. Using Social Network Analysis and multi-level modelling, this study explores factors associated with global citizen affinity and finds that education plays an important, perhaps the most important, role in individual’s affinity towards this self-identification. Resul…
Accidental ethnography: A method for practitioner-based education research
This article presents and discusses Accidental Ethnography (AccE), a methodology for practitioners to examine past experiences and contribute their findings to scholarly discourse. Accidental ethnography is the systematic analysis of prior fieldwork. It utilizes extant data "accidentally" gathered (i.e. the data were not collected as part of a predesigned study) to provide insight into a phenomenon, culture, or way of life. The accidental ethnogr…
Global citizenship and the importance of education in a globally integrated world
As national borders dissipate and technology allows different cultures and nationalities to communicate on a regular basis, more individuals are self-identifying as a global citizen. Using Social Network Analysis and multi-level modelling, this study explores factors associated with global citizen affinity and finds that education plays an important, perhaps the most important, role in individual’s affinity towards this self-identification. Resul…
Salir Adelante: Collaboratively Developing Culturally Grounded Curriculum with Marginalized Communities
In this article we discuss a collaborative research project meant to ground community members’ voices in curriculum design. We argue that performing collaborative research with students and parents can better inform curriculum design decisions, particularly for communities whose identities, knowledge(s), and ways of being have been historically marginalized. Building from the culturally responsive curriculum literature, we have developed a cultur…
Exploring the limits of 21st century educational change discourses
This paper discusses the discourses surrounding an ambitious high-school transformation project in a large Canadian city that sought to reimagine education for 21st century learning. It was grounded in a broad review of the latest educational research. While an initial eight schools signed on, by the end of the second year all had left the project. Drawing upon Gee's ([2005]. An introduction to discourse analysis: Theory and method. New York, NY:…
Global citizenship and the importance of education in a globally integrated world
As national borders dissipate and technology allows different cultures and nationalities to communicate on a regular basis, more individuals are self-identifying as a global citizen. Using Social Network Analysis and multi-level modelling, this study explores factors associated with global citizen affinity and finds that education plays an important, perhaps the most important, role in individual’s affinity towards this self-identification. Resul…
Accidental ethnography: A method for practitioner-based education research
This article presents and discusses Accidental Ethnography (AccE), a methodology for practitioners to examine past experiences and contribute their findings to scholarly discourse. Accidental ethnography is the systematic analysis of prior fieldwork. It utilizes extant data "accidentally" gathered (i.e. the data were not collected as part of a predesigned study) to provide insight into a phenomenon, culture, or way of life. The accidental ethnogr…
The legacy of postmodernism in popular thought and the emergence of “Inter/trans relational” -isms in educational theory
The legacy of postmodernism in popular thought and the emergence of “Inter/trans relational” -isms in educational theory ." Educational Philosophy and Theory, 50(14), pp. 1498–1499
Salir Adelante: Collaboratively Developing Culturally Grounded Curriculum with Marginalized Communities
In this article we discuss a collaborative research project meant to ground community members’ voices in curriculum design. We argue that performing collaborative research with students and parents can better inform curriculum design decisions, particularly for communities whose identities, knowledge(s), and ways of being have been historically marginalized. Building from the culturally responsive curriculum literature, we have developed a cultur…
Rural indigenous students in Peruvian Urban higher education: Interweaving ecological systems of coloniality, community, barriers, and opportunities
In Peru, Indigenous students from rural communities must often migrate to urban areas to access higher education. Navigating to and through urban higher education is a complex task where Peru’s oppressive colonial legacies intertwine with students’ community values, resources, and strengths. How can we more deeply understand the interconnecting systems that oppress and support rural Indigenous students, and how can we mobilize these understanding…
Exploring the limits of 21st century educational change discourses
This paper discusses the discourses surrounding an ambitious high-school transformation project in a large Canadian city that sought to reimagine education for 21st century learning. It was grounded in a broad review of the latest educational research. While an initial eight schools signed on, by the end of the second year all had left the project. Drawing upon Gee's ([2005]. An introduction to discourse analysis: Theory and method. New York, NY:…
Contextualizing E-Learning Experiences With Indigenous Communities: A Practical, Research-Based Approach
During the COVID-19 pandemic, more than 300,000 students in Peru dropped out of the school system. Most of the students were rural Indigenous students. A lack of infrastructure and connectivity, as well as a lack of contextualized and appropriate educational resources, made it virtually impossible for rural students to engage in formal learning. The pandemic has made clear the need and viability for distributed e-learning in rural communities. Ho…
The Potentials and Pitfalls of Podcasting to Push the Epistemological Boundaries of Action Research
In this paper, we discuss the potential role of podcasting as a mainstream element of action research work and dissemination. Pulling from debates in qualitative and action research literatures about epistemology, voice, and participation, we make the case that podcasting, despite many possible challenges because of its possibilities for misinformation, can add innovative contributions to the field that push the epistemological boundaries of rese…
Rural indigenous students’ pathways to and through Peruvian institutos: An ecological systems analysis
Using community-based participatory action research to create culturally grounded education at scale: A study of systems change in Peru
In this article, we share the process of a long-term community-based participatory action research (CBPAR) project working with Quechua communities in Peru to co-create culturally grounded curriculum materials. We show how policy advocacy, collaboration between Indigenous communities, governments, and social organizations can work to systematically address long-standing social justice issues in education. The project, which has been running since…
Reflexivity and positionality in research: Insider/outsider-outsider/insider perspectives and the relational turn
In this article, we examine how positionality and reflexivity shape the research process from planning to dissemination, arguing that prevailing approaches overlook the relational nature of identity. We identify two dominant trends in research writing: a brief ‘positionality statement,’ that list identities without analyzing their influences, and a short autobiography account that centers the researcher rather than their relationship to their res…
Sociology (7 works) · Political science (6 works) · Pedagogy (5 works) · Global Educational Policies and Reforms (4 works) · Indigenous (4 works) · Qualitative research (4 works) · Action research (3 works) · Geography (3 works) · Global Education and Multiculturalism (3 works) · Biology (2 works)