• Translating and Mobilizing 'A New Social Contract for Education:' Illuminating and supporting teachers' worldly and critical pedagogies [with Nicholas Ng-A-Fook and Aparna Mishra Tarc]

  • Read Summary

  • Looking for a PhD student/applicant (with full-time K-12 teaching experience) to join project beginning September, 2024

• Opening Portals into Classrooms: School-university Collaboration on ‘Learning to Teach’ for Global Citizenship [with Melody Viczko, Julie Byrd Clark, Karen Pashby]

• Revisiting the ‘Enduring Tensions’ of IB in the 2020s

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. (forthcoming). Encyclopedia entry – K-12 Global / International Education (Volume: Diversity, democracy, and social justice in education). In R. Tierney, F. Rizvi, K. Ercikan, & G. Smith. International Encyclopaedia of Education (4^th Edition).

Tarc, P., & Budrow, J. (2022). Seeking the cosmopolitan teacher: Internationalising curricula in a Canadian preservice teacher education program. Teachers and Teaching: Theory and Practice DOI: 10.1080/13540602.2022.2062744

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 (4^th 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.

Chapters in Books:

Tarc, P. (in press). Elusive criticality, radical equality and pedagogy as provocation for thinking: Encountering Professor Lynn Mario de Souza.

Tarc, P. (2022). The capture of international education by progressive neoliberalism: Illuminations, qualifications and educating beyond. In A. Sharma, E. Wurzburg, & M. Schmeichel. New York: Routledge.

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.

Doctoral Supervision Completed

2022, Georges Wakim, Syrian Refugee Education in Lebanese Secondary Schooling: A Vertical Case Study

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

Polin Sankar-Persad, Developing Understandings of and Commitments to International Mindedness: Portraits of Five International Baccalaureate Teachers

Haoming Tang, Re-grounding Processes of Transformative Learning for Global Mindedness: Empirical and Meta Inquiries

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

Shamiga Arumuhathas, Is there Adversity in Diversity? Racialized International Students’ Experiences at Southwestern Ontario Universities

Noordin Abdulaziz Omar, Re-examining Ontario’s Parental Policy (2010-2022): Analyzing Marginalized Parental Inclusion and Exclusion through a Policy Discourse Lens