Picture of  Andrejs Kulnieks

Andrejs Kulnieks Assistant Professor, Curriculum Studies

Address
3017 Education

About

Dr. Andrejs Kulnieks is an Assistant Professor with the University of Saskatchewan in the Department of Curriculum Studies and is teaching in the area of English Language Arts, Literacies, and Drama education. Prior to this appointment, he worked with Nipissing, York, and Brock University, and was an Adjunct Professor with the Trent University Indigenous Environmental Studies Program. He has developed courses about Literacy, Critical Pedagogies, and Democratic Approaches to Education and worked with graduate Programs in Education at York University and Nipissing University. Prior to that he was a High School teacher in Southern Ontario. His co-edited book, Contemporary Studies in Environmental and Indigenous Pedagogies: A Curricula of Stories and Place, was published with Sense Publishers. His research spans the fields of curriculum theory, language and literacy, arts-informed research, poetic inquiry, Indigenous environmental studies, and leadership in eco-justice environmental education. Working with poetic inquiry helps him merge the art of music creation, visual representation, ecological literacy, and eco-justice education.

Education

  • Ph. D., Language, Culture and Teaching, York University, 2009
  • Graduate Diploma in Environmental/ Sustainability Education, York University, 2009
  • M. Ed., Graduate Studies, York University, 2000
  • B. Ed., Primary/Junior Level, York University, 1998
  • B. A., English, Honors Specialist, York University, 1997

Teaching

  • ECUR 320 - Literacy Across the Curriculum
  • ECUR 379 - Introduction to English language Arts (Secondary)
  • ECUR 349 - Methods of teaching Drama in Middle and Secondary Classrooms

Research

  • Language Arts and Literacy education
  • Poetic Inquiry
  • Indigenous / Environmental Education
  • Eco-hermeneutics

Service and Outreach

Graduate Supervision

Selected Publications

  • Longboat, D. Kulnieks, A. & Young, K. (2020). Oral history and orality: A new paradigm for social and eco-justice-oriented education. In Llewellyn K. R & Ng-A-Fook, N (Eds.) Oral History, Education, and Justice: Possibilities and Limitation for Redress and Reconciliation. New York: Routledge. 
  • Kulnieks, A., Young, K. (2018). Infusing Ecological Literacy in Teacher Identity:  Reflexive Curriculum Inquiry through Encounters of Place. (pp.76-85) E. Lyle (Ed.) The Negotiated Self: Employing Reflexive Inquiry to Explore Teacher Identity. Sense Publishers. 
  • Kulnieks, A., Longboat, D., & Young, K. (2016). Engaging eco-hermeneutical methods: Integrating Indigenous and environmental curricula through an eco-justice-arts-informed pedagogy. AlterNative: An International Journal of Indigenous Peoples. 12(1), 43-56. 
  • Kulnieks, A., Young, K. (2014). Ekphrastic poetics: Fostering a curriculum of ecological awareness through poetic inquiry. In education. Special Issue: Practices in Poetic Inquiry. 20(2), 78-89. 
  • Kulnieks, A., Longboat, D., & Young, K. (2013). Eco-literacy development through a framework for environmental educational leadership. The Canadian Journal of Environmental Education. 18, 112-126.

Selected Presentations

  • Kulnieks, A. (2019). Poetic inquiry as language leaning: developing arts-informed eco- justice education curricula through travel writing. Multiple paper panel: Arts-Informed conversations: Seventh International Symposium on Poetic Inquiry, Halifax, Nova Scotia. 
  • Corkett J., Davidson, S.F., Downey, A. & Burkholder, C., Kulnieks, A. & Young, K., Lyle, E., Sinner, A., Wiebe, S. (2019). Panel: Negotiated Selves: Untangling Teacher Identity with the help of Reflexive Inquiry Canadian Association for Curriculum Studies (CACS) SIG at the Canadian Society for the Study of Education (CSSE) conference, Vancouver, British Columbia. 
  • Kulnieks, A. (2018). Poetic Inquiry as a space for musical literacy: Understanding eco-justice education through history, culture and identity. Multiple paper panel: Language, culture and heritage. Paper presented at the Riga Readings in Social Sciences (RRSS) Conference, Riga, Latvia. 
  • Kulnieks, A., Longboat, & Young, K. (2017). Tramping the Imperishable: A Curriculum of Merging Orality and Literacies through Indigenous and Environmental Education. Chair for multiple paper panel: Sustaining. Paper presented at The Idea of Place: Space and Culture 20th Anniversary Conference. Edmonton, Alberta. May 6, 2017. 
  • Kulnieks, A., Longboat, D., & Young, K. (2013). Indigenizing environmental education: Exploring eco-justice pedagogies through language, place and eco-hermeneutics. Multiple paper panel: Sparking the utopian impulse: Imagining across theoretical traditions. Presented at the American Education Research Association (AERA) conference, Division B: Curriculum Studies. San Francisco, California. April 28, 2013.

 

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