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
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 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
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. (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
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.