Marianne Larsen

mlarsen@uwo.ca

Curriculum Vitae

Dr. Marianne A. Larsen is a Professor Emerita at Western University’s Faculty of Education. She is a leading researcher in the field of comparative and international education (CIE) with a long-standing interest in the histories, theories, and methodologies within the field. Her scholarly research on spatial theories within CIE has been extensively cited. Much of her research has focused on the internationalization of higher education, including her book, Internationalization of Higher Education: An Analysis through Spatial, Networks, and Mobilities Theories. Dr. Larsen is also widely published on a range of internationalization issues such as international service learning, the internationalization of teacher education, international higher education research partnerships, and academic mobility. In 2023, she collaborated with a university in Kenya to develop their internationalization strategic plan and continues to publish on the topic of internationalization.

Dr. Larsen’s research has consistently been within a critical policy analysis framework. Her earlier research focused on comparative and critical analyses of policies to evaluate K-12 teachers and their work. Her research on teachers has examined both contemporary and historical impacts of policies in shaping teachers’ identities. She has returned to research on teachers and K-12 education publishing on the transnational new cultural history of teachers and teaching, and on current policy challenges K-12 school boards face in Ontario. Please note that I am unable to take on any further graduate students to supervise.

Research

Research Gate Profile Link:
- https://www.researchgate.net/profile/Marianne_Larsen3
Academic Profile at Academia:
- https://westernu.academia.edu/mlarsenuwocaLarsen

Recent Publications

Larsen, M.A. (2025). Attacks on school boards threaten local democracy. The Conversation Canada, 3 Sept. 2015.

Beech, J., Larsen, M.A. and Wei, W. (2024). Stretching spatial theories in comparative education: New approaches for challenging times. Comparative Education, 60(4).

Larsen, M.A. (2024). Internationalization of Higher Education -- Reflections from a Canadian Scholar. Journal of Higher Education Policy and Leadership Studies, 5(1): 180-185.

Beech, J. Kim, T., Klerides, T., Larsen, M., Prokou, E, Shibata M. & Welch, A. (2023). Robert Cowen, Emeritus Professor of Comparative Education, Institute of Education, University College London, Comparative Education, 59(3), 485-487.

Wei, W. & Larsen, M. A. (2023). Enacting care and control: leadership in Chinese secondary school dining halls. International Journal of Leadership in Education, 1-17. https://doi.org/10.1080/13603124.2023.2264253

Larsen, M.A. (2020). Transnational Academic Mobility: A Case Study of Fifteen Academics. Comparative and International Education, 48(3).

Larsen, M. A. (2020). Teachers and Teaching. A Cultural History of Education in the Age of Empire(v. 5 Cultural History series ). Heather Ellis (Ed). London, UK: Bloomsbury.

Larsen, M. & Al-Haque, R. (2020). Canadian Internationalization Policy Network as Assemblage (pp. 336-357). In R. Desai Trilokekar, M. Tamtik & G. Jones (Eds.) International Education as Public Policy in Canada. Montreal: McGill-Queen’s University Press.

Larsen, M. (2019). Secondary Education: Canada. Bloomsbury Education and Childhood Studies.M. Tatto and I. Menter (Eds.). London: Bloomsbury.

Larsen, M. (2019). Hygge, Hope and Higher Education: A Case Study of Denmark (pp. 71-89). In A. Peterson (Ed.) Higher education and hope: institutional, pedagogical and personal possibilities. New York/London: Palgrave Macmillan.

Teaching and Supervision

Please note that I am unable to take on any further graduate students to supervise.

PhD: 13

V. Sperduti (2021). Community service learning through the Perspectives of One American Host Community
H. Zhao (2021). Internationalization of Regional Higher Education in China: A Policy Enactment Case Study of a Transnational Dual-Degree Program
W. Wei (2020). Policy Transfer Across Borders: An Actor Network Analysis of Standards for Principals and Vice-Principals in China
E. Jaberi (2019). Understanding the Global Generation: a comparative case study of youth from Canada, Georgia, and Saudi
J. Kozak (2018). Investment in Spanish language learning through international service learning: A Case Study
J. S. Wealthiness Ford (2017). From the Igloo to the School
N. McKnight (2017). Exploring Early Childhood Leadership and Policy Enactment in Jamaica
C. Tascón (2017). Knowledge Production in International Research Collaboration: A Comparative Study of Canadian and Colombian Research Networks
C. Verret (2017). How do Educational Leaders in Small, Fragile and Developing Countries Translate their Understandings of Student Learning and Achievement into Leadership Practices: A Case Study about leadership in Haitian urban schools
R. Al-Haque (2017). The Relationship between Federal Citizenship and Immigration Policies and the Internationalization of Higher Education in Canada
J. Pennycook (2014). Reforming Ontario Teachers (1990-2010): The Role of the Ontario College of Teachers
A. Khorsandi (2014). A Critical Policy Analysis of Internationalization in Higher Education: An Ontario Case Study
K. Crowley (2010). Cambodian national education policy: Global wants or/and local needs?

MA/MEd: 12

Y. Su (2020). Challenges and Social Supports of Chinese Parachute Kids in a Canadian Secondary School: A Case Study.
F. Zhao (2020). Knock on the door: A feminist standpoint theory case study of internationally educated Chinese females finding academic positions in China.
R. Shahsavari Googhari (2017). How do Teachers Challenge Neoliberalism through Critical Pedagogy Within and Outside of the Classroom?
Z. Wang (2017). A Double Degree Program in International Communication: An Exemplary Case of Global Citizenship
J. Muir (2016). What Does it Mean to Be[have as] a Professional While Off-Duty? Utilizing Case Study to Articulate the Boundaries of a Policy Gap\
E. Jaberi (2014). Global Citizenship through the Eyes of Grade 7 Elementary Students: A Case Study.
C. Verret (2013). A Comparative Analysis of the Implementation of Education for All Policies in Two Countries: Barbados and the Republic of Ghana
B. Gough (2013). Perspective Transformation amongst Student Interns in an East African International Service-Learning Program: A Case Study
K. Wilson (2009). Historical Thinking and the History Textbook
L. Segedin (2008). Listening to the Voices of Students: Understanding the School-Related Factors that Limit ‘Student Success’
C. Maclennan (2007). A Critical Analysis of the Relationship between Organizational Culture, Teachers’ Values and Attitudes about teaching and learning, and Pedagogical Approaches at an Overseas American School in Egypt
A. Ciotti (2007). Negotiating tensions between university and family life: A case study of four academically successful working-class students

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.

Dr. Marianne Larsen, PhD

Professor Emeritus