Dr Marianne Larsen

Associate Professor

Profile

I have a long-standing commitment and passion for teaching and research in comparative and international education. My research now focuses on the internationalization of higher education. My 2016 book, Internationalization of Higher Education: An Analysis through Spatial, Network and Mobilities Theories (2016) brings together my interest in post-foundational theories and global processes of higher education internationalization. I’m interested in pushing the boundaries about how we think about the effects of globalizing processes within educational contexts, and challenging taken-for-granted assumptions about how we (should) conduct our research and play out our roles as academics within internationalized and corporatized universities. My current research is about the ways in which higher education faculty are compelled to engage in transnational academic mobility (e.g. teaching abroad, international research partnerships) as a part of their professional work. I’m particularly interested in the barriers faculty face in their attempts to travel abroad for their work (e.g. financial, family commitments), and the experiences of faculty who are forced, against their wills, to engage in transnational mobility (e.g. refugee scholars). Please note that I am unable to take on any further graduate students to supervise at this time.

Expertise Areas

Research

Recent Publications

Larsen, M.A. & Tascon, C. (2018). Social Capital in Higher Education Partnerships: A Case Study of the Canada–Cuba University Partnership. Higher Education Policy, First online, 1-21.


Larsen, M.A. (2018). The Possibilities and Potential of Transnational History: A Response to Kazamias’ Call for Historical Research. European Education, 50(2), 101-115.


Larsen, M. A. (2017). International Service Learning: Rethinking the Role of Emotions. Journal of Experiential Education, 20(3), 1-16.  Impact Factor: .73


Larsen, M. A. & Searle, M. (2017). International Service Learning and Critical Global Citizenship: A cross-case study of a Canadian teacher education alternative practicum. Teaching and Teacher Education, 63, 196-205.


Searle, M. & Larsen, M.A. (2016) Host Community Voices and Community Experiences: Tanzanian Perspectives on a Teacher Education International Service Learning Project. Partnerships: A Journal of Service-Learning and Civic Engagement, 7(2), 1-16.


Larsen, M. (2016). Internationalization of Higher Education: An Analysis through Spatial, Networks, and Mobilities Theories. New York: Palgrave Macmillan.
http://www.palgrave.com/gb/book/9781137533449


Larsen, M. (Ed.) (2015). International Service Learning: Engaging Host Communities. New York: Routledge.
https://www.routledge.com/International-Service-Learning-Engaging-Host-Communities/Larsen/p/book/9781138841314
http://www.amazon.com/International-Service-Learning-Communities-Comparative/dp/1138841315


Larsen, M. (Ed.) (2014) Pensamiento innovador en Educación Comparada. En honor de Robert Cowen. Madrid: UNED Spanish Translation by María José García Ruiz. [Spanish Translation of New Thinking in Comparative Education]
http://e-spacio.uned.es/fez/view/bibliuned:editorial-Cienciassocialesyjuridicas-0102051CT01A01


Larsen, M. (2011). The Making and Shaping of the Victorian Teacher: A Comparative, New Cultural History. London/New York: Palgrave MacMillan.
http://www.palgrave.com/us/book/9780230241282
http://www.amazon.com/Making-Shaping-Victorian-Teacher-Comparative/dp/023024128X


Larsen, M. (Ed.) (2010) New Thinking in Comparative Education. Rotterdam: Sense Publishers.
https://www.sensepublishers.com/catalogs/bookseries/comparative-and-international-education-a-diversity-of-voices/new-thinking-in-comparative-education/
https://www.amazon.ca/New-Thinking-Comparative-Education-Honouring/dp/9460913032


Larsen, M., Rosati, D., Tomasi, M., Sheik, J. and Faden, L. (2008) AGIR! ACTIONS POUR UNE GÉNÉRATION IMPLIQUÉE ET RESPOSABLE: LCITOYENS ACTIFS: La Citoyenneté Mondiale dans nos Écoles Locales. Ottawa: CIDA. [French translation of ACT!: Active Citizens Today]
http://www.tvdsb.on.ca/act/agir/agir_temp.html


Larsen, M., Rosati, D., Tomasi, M., Sheik, J. and Faden, L. (2007) ACT! Active Citizens Today: Global Citizenship for Local Schools: A Teaching Kit for Middle School Social Studies Teachers. Ottawa: CIDA.
www.tvdsb.on.ca/act


Teaching and Supervision

Other

Throughout my life, I have had a long-standing commitment to issues of equity and social justice. Before becoming an educator in the 1990s, I worked for many years within the peace and environmental movements. Even today I continue to view global warming as the most serious crisis facing humanity, requiring radical educational and economic change. As a secondary school teacher in Toronto, I was a founding member of the group, Educators for Peace and Justice, and actively involved in the group, Educators for a Global Perspective, so it made perfect sense that my more academic research should also focus on social justice and global citizenship education. Indeed, I have always believed in the potential of education to act as a force for positive social change. As a Board member of various organizations that support young people who are homeless or at-risk of homelessness, I have seen, first hand, the positive impact of educational programs in empowering vulnerable youth to find ways to overcome the barriers they face in their lives. To this end, I founded the Johansen-Larsen Foundation, in 2008. See www.jlfoundation.ca for details. The mission of the JL Foundation is to support educational initiative that improve the lives of marginalized children, youth and animals at risk. The work I do now as President of the Foundation is incredibly rewarding and reflects my belief that academics need to be connected to the communities within which they live and find ways to contribute to improving society. We can, no longer, think of the university as an ivory tower, detached from the wider community in which it exists. Rather, it is my belief, that academics have a moral responsibility to the public good and this must be reflected in the work they do both within the university, including how they support their students, and outside in the broader community, both locally and globally.