Dr. Gary Pluim
Ph.D. University of Toronto, 2014
M.A. University of Toronto, 2008
B.Ed. Queen's University, 1997
B.A. University of Waterloo, 1995
Courses:
EDUC 3238: Outdoor, Ecological & Experiential Education (2014, 2015, 2016)
EDUC 3239: Global Citizenship Education: Issues for Teachers (2015, 2016, 2017, 2018, 2019)
EDUC 3910: Critical Thinking in Education (2018)
EDUC 3910: Place Based Education in Simcoe County (2021)
EDUC 4413: Foundations of Education (2013, 2014, 2015)
EDUC 4015: Curriculum & Instruction in Social Studies: Primary / Junior (2016; 2018)
EDUC 4034: Curriculum & Instruction in Social Studies (2016-17, 2018, 2019-20, 2020-21)
EDUC 4353: Social Difference in Education (2016; 2019, 2020, 2021)
EDUC 4375: Democracy and Education (2019, 2020)
EDUC 4417: Educational Psychology (2014)
INTD 3011: Non-Governmental Organizations and Social Justice (2017)
INTD 3011: Democracy in the Era of Trump (2017)
INTD 3011: Histories of Indigenous-Settler Relationships in Huronia (2018)
INTD 3014: Topics in International Conflict & Human Rights: Global Citizenship (2018)
SOCI 1100: Introduction to Sociology (2014-15, 2015-16; 2017-18)
My research explores meanings and expressions of citizen participation in international and educational contexts. While the recommendation of more citizen participation routinely emerges as a solution in addressing global social problems such as unequal wealth distribution, misguided international development programs, and a myriad of social injustices, the contexts, constraints and conditions through which citizens actually participate are frequently obscured. Exploring issues related to citizen participation—cross-cultural interpretations, norms, and worldviews; barriers of language, gender, and class; and the limits and opportunities of participatory institutions—is a central focus of my research.
Some examples of my work include my doctoral thesis that examined constructions and conceptualizations of youth participation in the context of the post-disaster, national reconstruction of Haiti; my contribution to the Democracy, Political Literacy and Transformative Education research project, an initiative that examines how educators perceive democracy and how their perceptions impact their students’ understanding of democracy; and recent research that explores teachers experiences with critical reflexivity in the classroom.