Published on Brock University (http://www.brocku.ca)
Associate Professor (PhD)
Department of Graduate and Undergraduate Studies in Education
Dr. Denise E. Armstrong is an associate professor in Administration and Leadership. She has worked in K-20 institutions in Canada and the Caribbean as a teacher, head of Student Services, teacher education coordinator and instructor, and school principal. Her research and writing focus on personal, professional and organizational change and transitions, educational leadership, ethics, equity, student engagement, and culturally responsive pedagogy. She is co-editor of two book series:
1) Issues in the Research Theory, Policy and Practice of Urban Education Book Series, Information Age Publishing: http://www.infoagepub.com/category/urban-education
2) Educational Leadership for Social Justice Leadership Series, Information Age Publishing: http://www.infoagepub.com/index.php?id=11
She is also the author of Administrative Passages: Navigating the Transition from Teacher to Assistant Principal (2009, Springer Publishing) and co-author of Inclusion in Urban Educational Environments: Addressing Issues of Diversity, Equity and Social Justice (2006, Information Age).
Personal, professional, and organizational change and transition; Educational leadership; Vice-Principal and principal transitions; Administrative socialization; Student engagement; Equity; Leadership for social justice
Armstrong, D. (2009). Administrative passages: Navigating the transition from teacher to assistant principal. Studies in Educational Leadership, Vol. 4. Dordrecht, Netherlands: Springer.
Armstrong, D., & McMahon, B. J. (Eds.). (2006). Inclusion in urban educational environments: Addressing issues of diversity, equity, and social justice. Greenwich, CT: Information Age Publishing.
Armstrong, D. (December, 2010). Rites of Passage: Coercion, compliance, and complicity in the socialization of new vice-principals. Teachers College Record, 111(12), 1-21.
McMahon, B., & Armstrong, D. (2010). Unraveling the knots and strengthening the ties: Countering democratic racism. International Journal of Urban Educational Leadership.
Mogadime, D., Mentz, PJ, Armstrong, D. E., & Holtam, B. (2010). Constructing self as leader: Case studies of women who are change agents in South Africa. Urban Education, 45(6), 797-821.
Armstrong, D. (2004). Constructing moral pathways in the transition from teaching to administration. Values and Ethics in Educational Administration, 3(1), 1-8.
Armstrong, D., & McMahon, B. (2002). Engaged pedagogy: Valuing the strengths of students on the margins. Journal of Thought, 3(1), 53-65.
Contributions to Edited Books
Armstrong, D. (2010). Betwixt and between: Balancing the absurd contrasts of middle space leadership. In K. Anderson (Ed.), The leadership compendium: Emerging scholars of Canadian educational leadership (pp. 118-132). Federicton, NB: Atlantic Centre for Educational Administration and Leadership.
Armstrong, D., & McMahon, B. J. (2006). Introduction. In D. E. Armstrong & B. J. McMahon (Eds.), Inclusion in urban educational environments: Addressing issues of diversity, equity, and social justice (pp. ix-xvi). Greenwich, CT: Information Age Publishing.
McMahon B., & Armstrong, D. (2006). Framing equitable praxis: Systematic approaches to building socially just and inclusionary educational communities. In D. E. Armstrong, & B. J. McMahon (Eds.), Inclusion in urban educational environments: Addressing issues of diversity, equity, and social justice (pp. 301-319). Greenwich, CT: Information Age Publishing.
Armstrong, D. (2005). Leadership at the crossroads: Negotiating challenges, tensions and ambiguities in the transition from teaching to administration. In H. D. Armstrong (Ed.), Examining the practice of school administration in Canada (pp. 113-128). Alberta, Canada: Detselig Enterprises.
McMahon, B., & Armstrong, D. (2003). Racism, resistance, resilience: The 3Rs of educating Caribbean students within a Canadian context. In T. Bastick & A. Ezenne (Eds.), Teaching Caribbean students: Research on social issues in the Caribbean and abroad (pp. 249-284). Kingston: University of the West Indies.
Armstrong, D., & Joshee, R. (2009). Review of the book: The RoutledgeFalmer reader in multicultural education: Critical perspectives on race, racism and education by G. Ladson-Billings & D. Gillborn (Eds.). (2005). London: RoutledgeFalmer. Urban Education, 44(3), 253-258.
Case Study Commentaries
Armstrong, D. (2009). Case commentary: The principal in the middle. In D. Smith & P. Goldlatt (Eds.). Exploring leadership and ethical practice through professional inquiry (pp. 182-183). Montreal, Quebec: Laval University Press.