Sandra R. Schecter (Co-director)
Sandra R. Schecter is professor of education and applied linguistics at York University, Toronto, Ontario, where she teaches courses in the education of vulnerable student populations, urban education, language pedagogy and research methodology. An ethnolinguist, she conducts research on language and literacy learning and socialization, and education policy and planning in the context of diverse, multi-ethnic societies. Her book publications include: Language as Cultural Practice: Mexicanos en el Norte (Lawrence Erlbaum Associates), the co-authored (with J. Cummins) volume, Multilingual Education in Practice: Using Diversity as a Resource (Heinemann), the co-edited (with L. Pease-Alvarez) volume Learning, Teaching, and Community: Contributions of Situated and Participatory Approaches to Educational Innovation (Lawrence Erlbaum Associates), and the co-edited (with R. Bayley) volume, Language Socialization in Bilingual and Multilingual Societies (Multilingual Matters). Her refereed publications include articles in a broad spectrum of scholarly and applied journals, such as Language Policy, TESOL Quarterly, Linguistics and Education, Adult Education Quarterly, Urban Education, Journal of Curriculum and Pedagogy, Canadian Journal of Education, Education Canada, Language Arts, International Journal of Qualitative Studies in Education, Pedagogy, Culture and Society, Pragmatics and Language Learning, American Educational Research Journal.
An activist researcher, Dr. Schecter has collaborated with practitioners in Canada, the US, and Europe on research initiatives that concern the education of vulnerable student populations. Her community-referenced collaborations with professional educators
affiliated with the Toronto District School Board, Peel District School Board, York Region District School Board, and Comunidad de Madrid have earned her the Research Impact Award (York University, 2014). Schecter’s federally sponsored research project, Parent
involvement as education: The primary and middle school classroom as a site of adult learning, was profiled in the Social Sciences and Humanities Research Council of Canada’s Performance Report to Parliament.