Dr Paul Tarc

Associate Professor

Profile

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

Research

  • Opening Portals into Classrooms: School-university Collaboration on ‘Learning to Teach’ for Global Citizenship [with Melody Viczko, Julie Byrd Clark, Karen Pashby, Polin Sankar Persad & Shamiga Arumuhathas]
  • Internationalizing Teacher Education [with Jim Budrow, Aaron Koh, Miri Yemini, Karen Pashby]
  • Illuminating Critical and Worldly Forms of Citizenship Education [with Haoming Tang and Nicholas Ng-A-Fook]
  • Revisiting the ‘Enduring Tensions’ of IB in the unfolding of the 21st century

In The News

Recent Publications

Books

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:

Tarc, P., & Budrow, J. (accepted). Seeking the cosmopolitan teacher: Internationalising curricula in a Canadian preservice teacher education program. Teachers and Teaching: Theory and Practice.

Tarc, P. (in press). Encyclopedia entry - International Baccalaureate: Meanings and uses in a globalizing world (Volume: Globalization and the geopolitics of education). In R. Tierney, F. Rizvi, K. Ercikan, & G. Smith. International Encyclopaedia of Education (4th Edition). Amsterdam: Elsevier.

Tarc, P. (2021). Transnational governing for the pedagogical ideals of K-12 international education: Contrasting PISA and IB. Educational Review. DOI: 10.1080/00131911.2021.1965095

Wu, X., & Tarc, P. (2021). Challenges and possibilities in English language learning of rural lower-class Chinese college students: The Effect of capital, habitus, and fields. Journal of Multilingual and Multicultural Development.DOI: 10.1080/01434632.2021.1931249

Wu, X., & Tarc, P. (2021). Chinese international secondary school students as flexible citizens: Toward cosmopolitan learning. Discourse: Studies in the Cultural Politics of Education.

Tarc, P., & Mishra Tarc, A. (2020). Think globally, act…  towards influencing United States’s possible futures?! Extrapolating global citizenship education beyond ‘roots and routes’ and in the wake of a global hegemon. In F. Rizvi & M. Peters (eds.), The long read: On the relevance of the US elections. Educational Philosophy and Theory.

Tarc, P. (2020). Education post ‘Covid-19’: Re-visioning the face-to-face classroom. Current Issues in Comparative Education 22(1).

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. (accepted). The capture of international education by progressive neoliberalism: Illuminations, qualifications and educating beyond.

Tarc, P. (in press). Final reflections on family travel in the 21st century. In. C. Maxwell, M. Yemini, & K. Bach, Nurturing mobilities: Family travel in the 21st century.

Tarc, P. (2020). Foreword. In. K. M. Magro, L. Kornelsen, & G. Balzar (Eds.), Teaching global citizenship education. Toronto: Canadian Scholars Press.

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

Doctoral Supervision Completed

2021, Vanessa Sperduti, Seeking the Perspectives of a Host Community in a US-based Service Learning Program: A Case Study  [co-supervised with Marianne Larsen]

2020, James Budrow, Becoming a Cosmopolitan Teacher: Empirical and Theoretical Inquiries

2019, Abbey Duggal, Teaching for Equity:  A Case Study of Teachers,’ Vice Principals,’ and Principals’ Perspectives in Three High-Poverty Elementary Schools in Ontario, Canada [co-supervised with Pam Bishop]

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

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

2018, Farrukh Chishtie, The ‘Meaning’ and ‘Enactments’ of Natural Sciences: ANT-Mobilities [co-supervised with Allan Pitman]

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

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

2017, Clara Tascon de Arcila, Knowledge production in international research collaboration: A comparative study of Canadian and Colombian Research Networks [co-supervised with Marianne Larsen]

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

Doctoral supervision in progress

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

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

Haoming Tang, Re-grounding transformative learning from international experience

Aisha Haque, Educational Programmers ‘Doing Diversity’: Toward a Critical Praxis

Shamiga Arumuhathas, Experiences of racialized international students in the ‘progressive’ university