Dr Marianne Larsen
Chair, Critical Policy, Equity and Leadership Studies
I have a long-standing commitment and passion for teaching and research in comparative and international education. My recent research has focused on the complex ways that international service learning (ISL) shapes university students as global citizens. I’ve also produced an edited book (2015) on the impact of ISL on host communities and envisioning more mutually beneficial ways to engage host communities in planning and facilitating ISL programs, especially in Global South settings. My new 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. I hope you will join me in continuing this exciting line of higher education research, drawing upon various post-foundational theories and methodologies, to better understand the complex and sometimes contradictory effects of internationalization on students, faculty and members of the wider community.
- Research Gate Profile Link:
- Academic Profile at Academia:
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.
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]
Larsen, M. (2011). The Making and Shaping of the Victorian Teacher: A Comparative, New Cultural History. London/New York: Palgrave MacMillan.
Larsen, M. (Ed.) (2010) New Thinking in Comparative Education. Rotterdam: Sense Publishers.
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]
Larsen, M. (Ed.) (2015). International Service Learning: Engaging Host Communities. New York: Routledge.
Larsen, M. (2016). Internationalization of Higher Education: An Analysis through Spatial, Networks, and Mobilities Theories. New York: Palgrave Macmillan.
- Globalization and internationalization of teacher education: a comparative case study of Canada and Greater China
- Higher Education Leadership and the Internationalization Imaginary: Where Personal Biography Meets the Socio-Historical
- Host Community Voices and Community Experiences: Tanzanian Perspectives on a Teacher Education International Service-Learning Project
- Critical Global Citizenship and International Service Learning: A Case Study of the Intensification Effect
- Replacing Old Spatial Empires of the Mind
- Spatial Theorizing in Comparative and International Education Research
- International Service Learning
- Internationalization in Canadian Higher Education: A Case Study of the Gap between Official Discourses and On-the-Ground Realities
Teaching and Supervision
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.