Dr Paul Tarc

Associate Professor


My main research interests in progressive and critical modes of education are articulated through 'post'-informed theories of representation, ethics, subjectivity and pedagogy. I have taught for nine years in K-12 schools in South America, South-East Asia and Ontario.

My first book, Global dreams, enduring tensions: International Baccalaureate (IB) in a changing world, uses the IB as the focal point to historicize the 'international' of international education under globalization. My recently published book, International education in global times: Engaging the pedagogic, focuses on the complex processes of learning and subject formation in and from one’s international experience.

My particular domains of inquiry include: globalization and education, international education (including international school teachers and the International Baccalaureate), theories of knowing, politics of schooling, progressive pedagogies, critical literacies, teacher education, reflective practice, teachers' work and learning, and interpretive research methods in Education.

Expertise Areas


  • Framing Citizenship Education and the Political from an Arendtian Perspective [collaborator Aparna Mishra Tarc]
  • Internationalizing Teacher Education [collaborators Jim Budrow, Aaron Koh, Miri Yemini, Karen Pashby]
  • Revisiting the ‘Enduring Tensions’ of IB in the unfolding of the 21st century

Note: View my PhD graduates and supervisees to see additional projects

In The News

Recent Publications


Tarc, P. (2013). International education in global times: Engaging the pedagogic. New York: Peter Lang.

Tarc, P. (2009). Global dreams, enduring tensions: International Baccalaureate in a changing world. New York: Peter Lang.

Papers in refereed journals:

Wu, X., & Tarc, P. (2019). Chinese international students in a Canadian private secondary school: becoming flexible citizens? Compare: A Journal of Comparative and International Education, DOI: 10.1080/03057925.2019.1684242

Tarc, P. (2019). Internationalization of Education as an Emerging Field of Study? A Conceptualization of International Education for Cross-domain Analyses. Policy Futures in Education, 17(6), 732-744.

Tarc, P., Mishra Tarc, A., & Wu, X (2019). Anglo-Western international school teachers as global middle class: Portraits of three families. Discourse: Studies in the Cultural Politics of Education, 40(5), 666-681. DOI: 10.1080/01596306.2019.1570635.

Tarc, P. (2018). ‘Walking the talk:’ A conceptualization of international mindedness to inform leadership in international schools. Peabody Journal of Education, 93(5), 486-499.

Budrow, J., & Tarc, P. (2018). What Teacher Capacities do International School Recruiters Look For? Canadian Journal of Education, 41(3), 860-889.

Wu, X. & Tarc, P. (2016). Translations and paradoxes of ‘Western’ pedagogy: Perspectives of English language teachers in one Chinese college. L2 Journal, 8(4), 55-75.

Tarc, P. & Mishra Tarc, A. (2015). Elite international schools in the global South: Transnational space, class relationalities and the ‘middling’ international school teacher. British Journal of the Sociology of Education 36(1), 34-52.

Tarc, P. (2013). What larger conditions and logics are in play in mobilizations of “education as a human right?” Democracy and Education, article 9.

Tarc, P. & Beatty, L. (2012). The emergence of the International Baccalaureate Diploma in Ontario: Diffusion, pilot study and prospective research. Canadian Journal of Education, 35(4), 241-275.

Tarc, P., Mishra Tarc, A., Ng-A-Fook, N., & Triolokekar, R.D. (2012). Re-conceiving international education: Theorizing limits and possibilities for transcultural learning. Canadian and International Education Journal 40(3), article 6.

Tarc, P. (2012). The uses of ‘globalization’ in the (shifting) landscape of Educational Studies. em>Canadian Journal of Education, 35(3), 4-29.

Mishra Tarc, A. & Tarc, P. (2010). What hybridity stammers to say: Becoming other than ‘oneself’ in Hanif Kureishi's 'My Son the Fanatic.' Letras y Letras, 26(2), 307-324.

Andreotti, V., Jefferess, D., Pashby, K., Rowe, C., Tarc, P. & Taylor, L. (2010). Difference and conflict in global citizenship in Higher Education in Canada. International Journal of Development Education and Global Learning, 2(3), 5-24.

Chapters in Books:

Tarc, P. (2015). What is the ‘active’ in 21st century calls to develop ‘active global citizens’? Justice-oriented desires, active learning, neoliberal times. In J. Harshman, T. Augustine & M. Merryfield (Eds.), Research in global citizenship education (pp. 35-58). Charlotte, NC: Information Age Publishing.

Tarc, P. (2012). Full-time teachers’ learning: Engagements and challenges. In R. Clark, D. Livingstone & H. Smaller (Eds.), Teachers’ learning and power in the ‘knowledge society’ (pp. 87-108). Rotterdam: Sense Publishers.

Tarc, P. (2011). How does 'global citizenship education' construct its present? The crisis of international education. In V. Andreotti & L. M. de Souza (Eds.), Postcolonial perspectives on global citizenship education(pp.105-123). London: Routledge.

Tarc, P. (2011). Bridging (representations of) the 'global present' with the life-world of the classroom: Researching toward 'learning to teach' global citizenship education. In L. Shultz, A. Abdi, & G. Richardson (Eds.), Global citizenship education in post-secondary institutions: Theories, practices, policies (pp. 64-75). New York: Peter Lang.

Tarc, P. & Antonelli, F. (2010). Teachers' learning and work relations: (Shifting) engagements and challenges. In D. Livingstone (Ed.), Lifelong learning in paid and unpaid work (pp. 155-172). New York: Routledge.

Tarc, P. & Smaller, H. (2009). Research on Canadian teachers' work and learning. In S. Walters & L. Cooper (Eds.), Turning work and lifelong learning inside out (pp. 123-141). Capetown: Human Sciences Research Council.

Teaching and Supervision

Coordinator of International Education specialization in Master of Professional Education

Coordinator of International Education specialization cohort in Teacher Education

Doctoral supervision completed:

  • 2019, Eva Jaberi, Seeking the Global Generation: A Comparative Case Study of Youth from Canada, Georgia and Saudi Arabia [co-supervised with Marianne Larsen]

  • 2019, Qinghua Zhao, Routes to a Western Undergraduate Degree: Chinese Families’ Mobilization of Capital and Flexible Citizenship [co-supervised with Melody Viczko]

  • 2018, Farrukh Chishtie, The ‘Meaning’ and ‘Enactment’ of Natural Sciences: Depictions in Two Case Studies [co-supervised with Allan Pitman]

  • 2018, Xi Wu, Examining Chinese International Secondary School Students in Transnational Spaces: Becoming Flexible Citizens?

  • 2017, Clara Isabel Tascon De Arcila, Knowledge Production in International Research Collaboration: A Comparative Study of Canadian and Colombian Research Networks [with Marianne Larsen]

  • 2017, Desire Yamutaule, The Doubleness of International Double Degree Programs at Ontario Universities: Challenges and Prospects for Global Citizenship Education

  • 2012, Elida Sanchez Cruz, Women in Science and Engineering: The Impact of Gender Equity Policy in Mexican Higher Education

Doctoral supervision in progress:

  • Abbey Duggal, Equity Policies in Education [with Pam Bishop]

  • James Budrow, Becoming and Performing as the Internationally-minded Teacher

  • Vanessa Sperduti, Voluntourism and Essential Perspectives from One Host Community: A Case Study [co-supervising with Marianne Larsen]

  • Georges Wakim, Refugee Education in Lebanon: Case Study of Syrian Refugee Emergency Education

  • Aisha Al-Haque, Educational Programmers Doing Diversity : Toward a Critical Praxis

  • Polin Sankar-Persad, How Teachers Enact the International Baccalaureate Mission in Ontario Schools

  • Haoming Tang, Re-grounding Transformative Learning from International Experience

Preservice courses taught:

  • Framing International Education in a Globalizing World
  • Teaching Abroad: Opportunities & Challenges
  • Social Foundations of Education
  • Engaging New Media

Graduate courses taught:

  • International Education in Global Times (MPED)
  • Fieldwork / Research Project (International Education MPED)
  • Comparative and International Education
  • Internationalizing Education: Agendas, Contexts, Pedagogies
  • Doctoral Seminar
  • Globalization and Education
  • Analysis of Teaching