Dr. Dawn Wallin BA, BEd, PhD, MEd
Associate Vice-President Research (Engagement)

Dr. Dawn C. Wallin's areas of scholarship include educational leadership, rural education and governance, gender and equity issues in education, and teacher education in both K-12 and post-secondary education contexts. Dr. Wallin has held a number of formal and informal leadership/administrative positions over the course of her career, and she has worked to design effective educational programming opportunities for students in K-12 and post-secondary contexts.  She has consulted or partnered with organizations that represent a variety of interests, including ministries of education, eductional organizations, regional colleges and university faculties. She has also held executive positions for the Canadian Association for Educational Administration, the Canadian Association for Women in Education, and the Canadian Society for the Study of Education.

Bachelor of Arts (English), University of Saskatchewan

Bachelor of Education (English and Mathematics), University of Saskatchewan

Masters of Education (Educational Administration), University of Saskatchewan

• Student leadership: A case study of leadership opportunities and perceived effectiveness

Doctor of Philosophy (Educational Administration), University of Saskatchewan

• The effect of the rural context upon the career patterns of female administrators

Teaching Awards

Migizii Agamik Award. (2013). This award celebrates a University of Manitoba staff or faculty member (Indigenous or non-Indigenous) who has made a significant impact on the post-secondary journey of Indigenous students.

 

Graduate

• PhD: Doctoral Seminar
• PhD: Advanced Seminar in Educational Administration II
• PhD: Doctoral Tutorial in Education
• Ed.D.: Organizational Theory
• PhD and MEd: Qualitative Research Methods
• PhD and MEd: Tino Rangatiratanga – Sovereignty: An inquiry into Indigenous Leadership
• PhD and MEd: Fostering School Leadership Capacity to Support First Nations, Metis and Inuit (FNMI) Students
• PhD and MEd: Numberous independent study or readings classes
• MEd: Introduction to Statistics
• MEd: Theoretical Perspectives in Educational Administration
• MEd: Organizational Planning and Development
• MEd: Analysis of Educational Organizations
• MEd: Public School Law
• MEd: Legal Aspects of Education
• MEd: Personnel Administration
• MEd: Administrative Roles in School Systems
• MEd: The Principalship
• MEd: Rural Education, Schools, Communities and Policy Contexts
• MEd: Rural Education
• MEd: Envisioning and Leading Inclusive Special Education
• MEd:  Gender Issues in Education
• MEd: Women in Leadership

Post-Baccalaureate

• Fostering School Leadership Capacity to Support First Nations, Metis and Inuit (FNMI) Students
• Rural Education
• Envisioning and Leading Inclusive Special Education
• Gender Issues in Education
• Women in Leadership
• Current Tensions in Educational Leadership
• Management of Educational Institutions
• Personnel Administration in Education

Undergraduate

• Tino Rangatiratanga – Sovereignty: An inquiry into Indigenous Leadership
• Fostering School Leadership Capacity to Support First Nations, Metis and Inuit (FNMI) Students
• Organization of Public Education
• Teacher in the School Organization
• School Improvement and the Role of the Teacher
• Education in Society: Structures and Systems
• School and Society II: The Administrative Foundations of Education
• Faculty Advisor of Teacher Candidate Field Experiences
  

 

Teaching Innovation Grants

Gwenna Moss Centre for Teaching and Learning Experiential Learning Fund. (2019). Tino Rangatiratanga – Sovereignty: An inquiry into Indigenous Leadership. Facilitation of a land-based Indigenous study abroad course for undergraduate ITEP students and graduate students to Auckland and Ōpōtiki, Aotearoa. The course was a collaborative venture between University of Saskatchewan, Auckland University of Technology, and the community of Ōpōtiki.  Co-applicant with Mr. Chris Scribe.

Gwenna Moss Centre for Teaching and Learning Curriculum Innovation Fund. (2018).  College of Education Curriculum Mapping Project.  College-wide mapping of undergraduate curricula to learning outcomes.  

Gwenna Moss Centre for Teaching and Learning Experiential Learning Fund. (2017). Onikanawak:  For Those Who Lead:  Supporting Culturally Relevant Teaching, Learning and Leading Through Indigenous Perspectives. Development of a land-based annual summer course for school leaders/educators designed to foster excellence in teaching, learning and leading through Indigenous pedagogy and to support individuals in their efforts to foster cultural diversity in their organizational milieus.  The course was a collaborative venture between University of Saskatchewan, University College of the North, and Opaskweyak Cree Nation.

Gwenna Moss Centre for Teaching and Learning Experiential Learning Fund. (2016).  Onikanawak:  For Those Who Lead:  Supporting Culturally Relevant Teaching, Learning and Leading Through Indigenous Perspectives. Development of a land-based annual summer course for school leaders/educators designed to foster excellence in teaching, learning and leading through Indigenous pedagogy and to support individuals in their efforts to foster cultural diversity in their organizational milieus.  The course was a collaborative venture between University of Saskatchewan, University College of the North, and Opaskweyak Cree Nation.

University of Manitoba Teaching and Learning Enhancement Fund. (2015). Onikanawak:  For Those Who Lead:  Supporting Culturally Relevant Teaching, Learning and Leading Through Indigenous Perspectives. Development of a land-based annual summer course for school leaders/educators designed to foster excellence in teaching, learning and leading through Indigenous pedagogy and to support individuals in their efforts to foster cultural diversity in their organizational milieus.  The course was a collaborative venture between University of Manitoba, University College of the North, and Opaskweyak Cree Nation. 

University of Manitoba Extended Education Summer Innovation Fund. (2013). Fostering School Leadership Capacity to Support First Nations, Metis and Inuit Learning.  Summer Institute co-designed and taught with Dr. Sherry Peden, Brandon University. 

University of Manitoba Extended Education Summer Innovation Fund. (2011). Rural Education:  Blended Learning.  Development and teaching of a blended learning course on Rural Education. 

University of Manitoba Extended Education Summer Innovation Fund. (2011). Fostering School Leadership Capacity to Support First Nations, Metis and Inuit Learning.  Summer Institute co-designed and taught with Dr. Sherry Peden, Brandon University.

University of Manitoba Summer Session Innovation Fund. (2008). Envisioning and Leading Inclusive Special Education.  Design of a summer institute with Dr. Rick Freeze.

Selected Grants

SSHRC Insight Grant. (2019-2023). Wāhkōhtowin: Decolonizing teacher education.  In collaboration with ITEP (Chris Scribe), Greater Saskatoon Catholic Schools (Terri Fradette), Saskatoon Public Schools (Brent Hills), Kahkewistahaw First Nation (Evan Taypotat, Lori McAuley, Saskatoon Tribal Council.

Government of Saskatchewan. (2018). Following Their Voices School Implementation Study. Contracted research in collaboration with Saskatchewan Educational Leadership Unit, University of Saskatchewan and University of Regina. Principal investigator: Dr. Scott Tunison.  Co-investigators: Dr. Dawn Wallin, Dr. Jaqueline Ottmann, Dr. Angelina Weenie, Dr. Jenn DeLugt.

SSHRC Awards to Scholarly Publications Program (ASPP). (2017). Publications grant for the book entitled, Transforming conversations: Feminism and education in Canada since 1970, co-edited with Dr. Janice Wallace. 

World University Service of Canada with Windle Trust Kenya. (2016). Research in gender responsive pedagogy Kenya Equity in Education Project (KEEP).  Collaboration with Dr. Janet Okoko (PI), Dr. Laurie Hellsten-Bzovey, Dr. Amin Mousaivi, Dr. Mary Otieno, Ms. Zahra Jama Mohamed.   

SSHRC Insight Grant. (2015-2020). The Role of Teaching Principals in Rural, Remote and Northern Contexts.  Co-Researcher with Dr. Paul Newton, University of Saskatchewan.  

SSHRC Standard Research Grant. (2009-2012). The Experience and Contributions of the First Female Academics in Departments of Educational Administration in Canada.  Principal Researcher in collaboration with Dr. Janice Wallace, University of Alberta.

SSHRC Standard Research Grant. (2004-2007). The Missing Voice in Educational Policy Development in Canada—A Case Study of Manitoba.

National Rural Congress Director

Saskatchewan Professional Teachers Regulatory Board TECC Committee Member

Wáhkóhtowin Professional Development School Advisory Group

Cumberland House Off-Campus Teacher Education Cohort Leadership Team Member

Note: Course-based graduate student supervision not included

External Examiner

• PhD: Gregory Hadley, St. Francis Xavier University (2020)
• EdD: Tracy Drefko, University of Calgary (2018)
• PhD; Laura Lockhart, University of Western Ontario (2016)
• PhD: Peter Edwards, Ontario Institute for Studies in Education (2016)
• PhD: Graham Jackson, University of Alberta (2014)
• PhD: Carol Murray, University of Calgary (2014)
• PhD: Shahid Mughal, Iqra University, Karachi Pakistan (2014)
• EdD: Virginia Stead, Ontario Institute for Studies in Education, University of Toronto (2012)
• EdD: Deo Bishundayal, University of Calgary (2011)
• PhD: Marcella Ogenchuk, University of Saskatchewan (2010)
• PhD: Mike Parr, University of Toronto (2010)
• PhD: Joan Lim, University of Alberta (2009)

PhD Supervision (Completed)

• Tenneisha Nelson, University of Saskatchewan (2019)
  
  • Examining leadership-as-practice

• Chris Penner, University of Manitoba (2019)
  
  • Grandmothers raising grandchildren: Development of a school-based grandmother support group

• Heather Anderson, University of Manitoba (2018)
  • A feminist analysis of educational polciies related to gender equity: Policy framing of gender equity in Manitoba Education

• Alysha (Sloane) Farrell, University of Manitoba (2017)
  • Educational leaders and their witnesses: An arts-based psychoanalytic inquiry into performance of ir/rational administrative acts

• Danielle Kolton, University of Manitoba (2013)
  • Understanding social justice in education: Exploring the concept with principals through dilemma analysis

• Sherry Peden, University of Manitoba (2011)
  • Dancing with the elephant:  Teacher education for the inclusion of First Nations, Métis and Inuit histories, worldviews and pedagogies

• Jennifer Lawson, University of Manitoba (2008)
  • An examination of cooperative inquiry as a professional learning strategy for inner-city principals

MEd Supervision (Completed)

• Maryam Yasinian, University of Saskatchewan (2020)
  • The role of self-efficacy in female post-secondary leadership

• Lorraine DeMonye, University of Manitoba (2014)
  • Women’s experiences in administration in Christian faith-based schools

• John Karras, University of Manitoba (2013)
  • Implicit theories of intelligence and intellectual engagement: A correlational study

• Tia Cumming, University of Manitoba (2012)
  • Instructional leadership: Principal perceptions of their instructional leadership practices

• Troy Reinhart, University of Manitoba (2012)
• Alysha Sloane, University of Manitoba (2012)
  • Theatre of the Commons: A theatrical inquiry into the democratic engagement of former refugee families in public high school communities

• Lonnie Liske, University of Manitoba (2011)
  • Not many parents, not much involvement: A study of parent-centred school partnership councils in three Manitoba schools

• Chris Penner, University of Manitoba (2011)
  • School attachment theory and restitution processes: Promoting positive behaviours in middle years schools

• Colleen Kachur-Reico, University of Manitoba (2010)
  • The career path of female superintendents in Canada in 2010: Changing times or reinforcing old news?

• Elizabeth Matyi, University of Manitoba (2010)
  • Preparation and training of Hungarian school directors

• Patrick Armstrong, University of Manitoba (2010)
  • Full-time mentors: A qualitative study of new teacher perceptions

• Julie Millar, University of Manitoba (2009)
  • The impact of the Downey walk-through approach on effective instructional leadership practices, teacher self-reflection, and on enhancing student learning

Books

Wallin, D., & Wallace, J. (Eds). (2018). Transforming conversations: Feminism and education in Canada since 1970. McGill-Queen’s University Press.

Young, J., Wallin, D., & Levin, B.  (2014).  Understanding Canadian schools: An introduction to educational administration (5^th ed.).  E-Book available at http://homepage.usask.ca/~dcw130

Book Chapters

Wallin, D. (2020). A day in the life performance of a re/dis/un/covering female administrator. In R. Niesche, & A. Heffernan (Eds.), Researching identity and subjectivity in educational leadership (pp. 155-175).  Routledge.

Wallin, D. (2018). Productive conversations from a feminist perspective.  In S. Eacott (Ed.), Beyond leadership: A relational approach to organizational theory in education (pp. 211-230).  Netherlands: Springer Publishing.

Sloane, A., & Wallin, D.  (2016). Igniting the Social Imagination: from Theatre of the commons:  A theatrical inquiry into the democratic engagement of newcomer families in public high school communities.  (Excerpt Reprint). In M. Predergast & J. Saxton, Applied theatre: International case studies and challenges for practice (2^nd ed., pp. 111-112).  Intellect Books.

Wallin, D., & Wallace, J. (2016).  From Foxy Loxy to grit and moxie: Challenging the orthodoxy.  In L. Chultz & M. Viczko (Eds.), Assembling and governing the higher education institution: Democracy, social justice and leadership in global higher education (pp. 361-383).  Palgrave Studies in Global Citizenship Education and Democracy Series.  London, EN:  MacMillan Publishers Ltd.

Wallin, D.  (2015).  Feminist thought and/in Educational Administration: Conceptualizing the issues.  In P. Newton & D. Burgess (Eds.), Educational administration and leadership: Theoretical foundations (pp. 81-103).  Toronto, ON: Routledge Publishing.

Peer Reviewed Publications

Jutras, M., Wallin, D., Newton, P. (2020). Rural teaching principal: Leadership with precious few minutes. Special Edition of the Canadian Journal of Educational Administration and Policy, 192, 67-76.

Wallin, D., Newton, P., Jutras, M., & Adilman, J. (2019). “I’m not where I want to be”: Teaching principals’ instructional leadership practices. Special Issue of the Rural Educator, 40(2), 23-32. Available at https://files.eric.ed.gov/fulltext/EJ1225125.pdf

Reading, C., Khupe, C., Redford, M., Wallin, D., Versland, T., Taylor, N., & Hampton, P. (2019). Educating for sustainability in remote locations. Special Issue of the Rural Educator, 40(2), 43-53. Available at https://files.eric.ed.gov/fulltext/EJ1225160.pdf

Wallin, D., DeLathower, E., Adilman, J., Hoffart, J., & Prior-Hildebrandt, K. (2017).  Undergraduate peer mentors as teacher leaders:  Successful starts.  International Journal of Teacher Leadership, 8(1), 56-75. Available at https://files.eric.ed.gov/fulltext/EJ1146808.pdf

Wallace, J., & Wallin, D.  (2015).  “The voice inside herself”: Transforming academic identities. Gender and Education, 1-18.  DOI: 10.1080/09540253.2015.1019838

Wallin, D., & Newton, P. (2014).  Teaching principals in small rural schools: “My cup overfloweth”.  Alberta Journal of Educational Research, 60(4), 708-725. Available at https://journalhosting.ucalgary.ca/index.php/ajer/article/view/55982

Wallace, J., Wallin, D., Viczko, M., & Anderson, H. (2014, Spr).  The first female academics in programs of Educational Administration in Canada:  Riding waves of opportunity.  McGill Journal of Education, 49(2), 437-458. Available at https://mje.mcgill.ca/article/view/9016

Wallin, D., & Peden, S. (2014, Spring).  Touring turtle island:  Fostering leadership capacity to support First Nations, Metis and Inuit learners.  In Education (Special Issue, Part 2: Indigenous Education), 19(3), 47-68. Available at https://ineducation.ca/ineducation/article/view/150

Wallin, D., & Scribe, C., Daniels, L., Warren, D., & Cardinal, K. (2020). Partners in learning: Working together to decolonize teacher education. National Association of Professional Development Schools, Atlantic City, NJ, Feb. 13-15.

Wallin, D., & Newton, P. (2019). “I can’t drive 55”: Teaching principals speeding through the day in sleepy towns.  Paper presented at the Canadian Association for the Study of Educational Administration annual conference, University of British Columbia, June 1-5, 2019.

Riveros, G., Farrell, A., Gardiner, R., Stelmach, B., & Wallin, D. (2019). Is Greenfield still relevant? Re-visiting the Man Who Comes Back Through the Door in the Wall.  Panel session presented at the Canadian Association for the Study of Educational Administration annual conference, University of British Columbia, June 1-5, 2019.

Wallin, D., Newton, P. (2019).  The role of the teaching principal. Paper presentation at the annual National Rural Congress, Mar. 31-Apr. 2, 2019, Saskatoon, SK.

Goddard, T., Corbett, M., Driedger-Enns, L., Gereluk, D., O’Connor, K., & Wallin, D. (2018).  Disentangling issues of rural teacher education in Canada. Symposia presentation cross-listed at the annual conferences of the Canadian Association for the Study of Educational Administration, Canadian Association of Teacher Education, and the Canadian Association for Curriculum Studies, University of Regina, May 26-30, 2018.

Newton, P., Wallin, D., Jutras, M., & Adilman, J. (2018, Apr). Principals in rural, remote and northern schools in Canada: Workload, roles and instructional leadership.  Paper presented at the annual meeting of the American Educational Research Association, Apr. 13-17, 2018, New York, NY.

Okoko, J., Wallin, D., & Hellsten-Bzovey, L. (2017).  Effectiveness of the gender responsive pedagogy-Kenya Equity in Education Project.  Presentation at the European Council on Educational Research, Copenhagen, Denmark, August 22-25, 2017.

Peden, S., Wallin, D., Young, D., & Nijssen, L. (2017).  Onikaniwak:  Towards reconciliation.  Paper presented at the World Indigenous Peoples Conference on Education, Toronto, ON, July 24-29, 2017.

Saskatoon 650 CKOM News (2020, Aug 13). The rural-urban divide has common ground in back-to-school planning. Available at https://www.ckom.com/2020/08/13/the-rural-urban-divide-has-common-ground-in-back-to-school-planning/

Hinther, M. (2019, Dec. 13). Wāhkōhtowin model enhances teacher training. University of Saskatchewan On Campus News. Available at https://news.usask.ca/articles/colleges/2019/w%C4%81hk%C5%8Dhtowin-model-enhances-teacher-training.php

Ellsworth, K. (2018, Sept. 19). CSSE catches up with Dr. Dawn Wallin.  Available at https://csse-scee.ca/blog/memprofile/csse-catches-up-with-dawn-wallin/

Macleod, J. (2018, June 25).  More than a remote possibility: Collaborative professionalism for rural principals.  Saskatchewan Bulletin, 85(01), 6. Available at https://www.stf.sk.ca/about-stf/news/more-remote-possibility-collaborative-professionalism-rural-principals

Chalmers-Brooks, K. (2014, June 9).  The R word: Where does rural education fit in a world pushing all things global and urban?  Teaching Life, II, 17-18. Available at http://issuu.com/umcatl/docs/teachinglife_summer2014