Published on Brock University (http://www.brocku.ca)
Associate Professor (PhD)
Department of Undergraduate and Graduate Studies in Education
Contact for Availability for Graduate Advisement
Nancy Taber, PhD, is an Associate Professor in the Faculty of Education at Brock University. She teaches in the areas of critical adult education, sociocultural contexts of schooling, and learning gender in a militarized world. Her work often draws on her experiences serving in the Canadian military as a Sea King helicopter air navigator. Nancy's research includes a critique of militarism from the standpoint of military mothers, an analysis of the ways in which discourses of militarism intersect with academia in higher education, and an exploration of gendered issues of militarism in fiction and popular culture. Nancy is a member of the Canadian Association for the Study of Adult Education (CASAE) as well as the Niagara Branch of the Canadian Authors Association (CAA). She is currently using the genre of short creative fiction to explore the complexities of women’s lives.
ADED 4P92: Gender in Adult Education
EDUC 5P00: Introduction to Social and Cultural Contexts of Education, Part 1: Preparing the Ground
EDUC 5P01:Introduction to Social and Cultural Contexts of Education, Part II: Developing a Critical Language
EDUC 5P14: War, Gender, and Learning
EDUC 5P24: Social and Cultural Contexts of Learning
EDUC 5P35: Adult Teaching and Learning
EDUC 5P36: Critical Perspectives in Adult Education
EDUC 5P92: Introduction to Educational Research
EDUC 5Q97: Culminating Seminar in Educational Studies
EDUC 7P31: Social, Cultural, Political Contexts of Education
EDUC 8P02: Diversity Issues in Schooling
SJES 5P02: Theorizing Social Justice and Equity Studies
Adult education; Workplace learning; Learning masculinities and femininities in everyday life; Gender in war/militaries/militarism; Interconnections between military and academic gendered discourses; Women's experiences in western militaries; Sociocultural issues in fiction and popular culture; Institutional ethnography; Autoethnography; Life histories; Feminist discourse analysis
Taber, N. (Ed.). (2015). Gendered Militarism in Canada: Learning Conformity and Resistance. Edmonton: University of Alberta Press.
T. Nesbit, S. Brigham, N. Taber, & T. Gibb. (Eds.). (2013). Building on critical traditions: Adult education and learning in Canada. Toronto: Thompson Publishing.
Taber, N. (2011). Ruling relations, warring, and mothering: Writing the social from the everyday life of a military mother. Saarbrucken, Germany: Lambert Academic Publishing.
Taber, N. (2015). Introduction: Learning, gender, and militarism. In N. Taber (Ed.), Gendered Militarism in Canada: Learning Conformity and Resistance (pp. 8-18). Edmonton: University of Alberta Press.
Taber, N. (2015). Official (masculinized and militarized) representations of Canada: Learning to be a "good" citizen. In N. Taber (Ed.), Gendered Militarism in Canada: Learning Conformity and Resistance (71-87). Edmonton: University of Alberta Press.
Taber, N. (2015). Conclusion: Final thoughts and connecting threads. In N. Taber (Ed.), Gendered Militarism in Canada: Learning Conformity and Resistance (pp. 216-219). Edmonton: University of Alberta Press.
Taber, N. (2015). Pedagogies of gender in a Disney mash-up: Princesses, queens, beasts, lost boys, and witches. In T. Brown, K. Jubas, & N. Taber (Eds.), Popular culture as pedagogy: Research in the field of adult education (p. 119-133). Rotterdam: Sense Publishers.
Taber, N. (2014). bell hooks: Feminist critique through love. In S. Totten & J.E. Pedersen (Eds.), Educating about social issues in the 20th and 21st centuries- Vol 4: Critical pedagogues and their pedagogical theories (pp. 253-274). Information Age Publishing, Inc.
Taber, N. (2013). Learning war through gender: Masculinities, femininities, and militarism. In T. Nesbit, S. Brigham, N. Taber, & T. Gibb. (Eds.), Building on critical traditions: Adult education and learning in Canada (pp. 139-148). Toronto: Thompson Publishing.
T. Nesbit, S. Brigham, N. Taber, & T. Gibb. (2013). The continuing imperative of Canadian adult education and learning. In T. Nesbit, S. Brigham, N. Taber, & T. Gibb, (Eds.), Building on critical traditions: Adult education and learning in Canada (pp. 355-360). Toronto: Thompson Publishing.
Taber, N. (2013). Mulan, western military mothers, and gendered militarism: The warrior myth of equality. In J.M. Aston & E. Vasquez (Eds.), Masculinity and femininity: Stereotypes/myths, psychology and role of culture (pp. 95-110). New York: NOVA Science Publishers, Inc.
Taber, N. (2012). Beginning with the self to critique the social: Critical researchers as whole beings. In L. Naidoo (Ed.), An ethnography of global landscapes and corridors (pp. 73-88). Rijeka, Croatia: InTech Publishing. http://www.intechopen.com/articles/show/title/beginning-with-the-self-to-critique-the-social-critical-researchers-as-whole-beings
Taber, N. & Gouthro, P. (2006). Women and adult education in Canadian Society. In T. Fenwick, T. Nesbit & B. Spencer (Eds.), Contexts of adult education: Canadian perspectives (pp. 58-67). Toronto: Thompson Educational Publishing, Inc.
Peer-reviewed journal articles
Lane, L., Taber, N., & Woloshyn, V. (2015). The challenge of sustaining critique across time and texts: "I never said that" about The Hunger Games. Atlantis: Critical Studies in Gender, Culture, & Social Justice, 119-128.
Mojab, S. & Taber, N. (2015). Memoir pedagogy: Gender narratives of violence and survival. Canadian Journal for the Study of Adult Education, 27(2), 31-45. Available at http://journals.msvu.ca/index.php/cjsae/issue/view/305
Taber, N. (2015). Intersecting discourses of gender: Military and academic gendered organizations. International Journal of Lifelong Education, 34(2), 230-246. Available at http://dx.doi.org/10.1080/02601370.2014.988188
Taber, N. (2015). Pedagogical discourses of gender, peace, and equality: Jane Addams Children's Book Awards. Journal of Peace Education, 12(1), 1-14. Available at: http://www.tandfonline.com/eprint/NM5s7CnZxbS5GwYycehU/full
Taber, N. (2014). Critiquing war in the classroom: Professor positionality, vulnerability, and possibility. New Horizons in Adult Education and Human Resource Development, 26, (4), 1-17.
Taber, N., Woloshyn, V., Munn, C. & Lane, L. (2014). Exploring representations of “super” women in popular culture: Shaping critical discussions with female college students who have learning exceptionalities. Adult Learning, 25(4), 142-150.
Taber, N. (2014). Generals, colonels, and captains: Discourses of militarism, higher education, and learning in the Canadian university context. Canadian Journal of Higher Education, 44(2), 105-117.
Taber, N. (2014). Tensions between practice and praxis in academia: Adult education, neoliberalism, professional training, and militarism. Canadian Journal for the Study of Adult Education, 26(2), 9-20.
Taber, N. (2013). Detectives, bail bond "persons," and fairy tales: A feminist antimilitarist analysis of gender in Grimm and Once Upon a Time. Gender Forum: An Internet Journal for Gender Studies, 44, Art. 2, http://www.genderforum.org/index.php?id=731
Taber, M.J. & Taber, N. (2013). Exploring emergency response: Theories of communities of practice, safety cultures, situation awareness, and tacit knowledge. International Journal of Emergency Management, 9(1), 46-58.
Taber, N., Woloshyn, V., & Lane, L. (2013). "I think she's more like a guy" and "he's more like a teddy bear": Girls' perception of gender and violence in The Hunger Games: Journal of Youth Studies, 16(8), 1022-1037. Available at http://www.tandfonline.com/action/showAxaArticles?journalCode=cjys20
Woloshyn, V., Taber, N., & Lane, L. (2013). Discourses of masculinity and femininity in The Hunger Games: "Scarred," "bloody," and "stunning." International Journal of Social Science Studies, 1(1), 150-160.
Taber, N. (2013). A composite life history of a mother in the military: Storying gendered experiences. Women’s Studies International Forum, 37, 16-25.
Woloshyn, V., Lane L., & Taber, N. (2012). Advancing from a diary cartoon novel to young adult fiction: Exploring issues of gender and power with girls with reading difficulties. Teaching and Learning, 7(2), 79-96.
Fournier, G., Loughridge, J., Macdonald, K.., Sperduti,V., Tsimicalis, E., & Taber, N. (2012). Learning to commemorate: Challenging prescribed collective memories of war. Social Alternatives, 31(2), 41-45.
Taber, N., Woloshyn, V & Lane, L. (2012). “Food chains,” mean girls, and revenge fantasies: Relating fiction to life in a girls’ book club. Brock Education Journal, 22(1), 26-40. http://brock.scholarsportal.info/journals/brocked/home/issue/view/25/showToc
Lane, L., Taber, N., & Woloshyn, V. (2012). Negotiating tensions between researching, facilitating, and critiquing gender: Exploring institutional and feminist influences. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 13(3), Art. 10, http://nbn-resolving.de/urn:nbn:de:0114-fqs1203100.
Woloshyn, V., Lane L., & Taber, N. (2012). It’s not just in the jeans: Using a book club to facilitate four female students' engagement and critical reading of a diary cartoon novel. The Reading Professor, 34(2), 31-38.
Lane, L. & Taber, N. (2012). Experiences with cultural capital: Educational life stories of first-generation post-secondary students. Canadian Journal for the Study of Adult Education, 24(2), 1-15.
Taber, N. & Woloshyn, V. (2011). Exceptionalities, gender, and power: Issues of inclusion in children’s award-winning literature. Gender and Education, 23(7), 889-902.
Taber, N. (2011). Social care in adult education: Resisting a marketplace agenda. Adult Education Quarterly, 61(4), 376-393.
Taber, N. & Woloshyn, V. (2011). Dumb dorky girls and wimpy boys: Gendered themes in diary cartoon novels. Children’s Literature in Education, 42(3), 226-242.
Taber, N. (2011). “You better not get pregnant while you’re here”: Tensions between masculinities and femininities in military communities of practice. International Journal of Lifelong Education, 30(3), 331-348.
Howard, L. & Taber, N. (2010). Faculty development in community colleges: Challenges and opportunities in teaching the teachers. Brock Education Journal, 20(1), 34-48.
Taber, N., Howard, L. & Watson, G. (2010). Researcher subjectivities as a conceptual frame in collaborative research: How exploring the experiences of adult educators led to examining researcher lenses. Canadian Journal for the Study of Adult Education, 23(1), 39-54.
Taber, N. (2010). Institutional ethnography, autoethnography, and narrative: An argument for incorporating multiple methodologies. Qualitative Research, 10(1), 5-25.
Taber, N. (2009). Gender in children’s books written for military families: The gendered portrayal of women and men, mothers and fathers in the Canadian military. Journal of Integrated Social Sciences, 1(1), 120-140.
Taber, N. (2009). The Profession of Arms: Ideological codes and dominant narratives of gender in the Canadian military. Atlantis: A Women’s Studies Journal, 34(1), 27-36.
Taber, N. (2009). Exploring the interconnections between adult education, militarism, and gender: Implications for our field. Studies in Continuing Education, 31(2), 189-196.
Taber, N., Plumb, D. & Jolemore, S. (2008). Grey areas and organized chaos in emergency response. Journal of Workplace Learning, 20(4), 272-285.
Taber, N. (2008). Emergency response: eLearning for paramedics and firefighters. Simulation & Gaming: An Interdisciplinary Journal of Theory, Practice and Research, 39(4), 515-527.
Taber, N., Humble, A. & Norris, D. (2006). A Freirean approach to family life education: Teaching a graduate institute in Jamaica. Convergence, 34(1), 45-60.
Taber, N. (2005). Learning how to be a woman in the Canadian Forces/unlearning it through feminism: An autoethnography of my learning journey. Studies in Continuing Education, 27(3), 289-301.