1. 1
Academic CV
Georgann Cope Watson, PhD
5039 Serena Drive Beamsville ON L0R 1B2
georgann.watson@gmail.com
Education
PhD. Educational Studies, Brock University, Social and Cultural Contexts of Education
Thesis: Part-Time University Teaching in Ontario: A Self-Study
MEd. Studies in Teaching and Learning, Brock University, 2005
MEd. Project: Foucault and Pedagogical Practice
B.Ed. Adult Education, Brock University, 2007
BSc. (Honours) in Recreation Administration, University of Ottawa, 1979
Teaching Expertise
Adult Education, Theory and Application of Teaching and Training Adults, Teaching
Online, Educational Theory and Practice, Reflective Practice in Teaching Contexts,
Teaching in Higher Education, Women and Gender Studies, Critical Pedagogy, Feminist
Pedagogy, Intercultural Competence, Recreation and Leisure Studies, Outdoor
Recreation, Community Recreation, Non Profit Recreation, Child and Youth Studies,
Qualitative Research Methodology
Research Interests
S-STEP, The Pedagogy of University Teaching, Adult Learning, Instructional Design and
Methodology, Critical Pedagogy, Intercultural Competence
Teaching Experience
Instructor EDCA200 “Foundations of Adult Education”
University of Victoria (ONLINE) Fall 2015
Instructor TEAC 3980 “Instructional Techniques in Adult Education”
Durham College (ONLINE) 2010- Present
Instructor EDUC 77015 “Teaching Online”. Sheridan College (ONLINE) 2015- present
Instructor EDUC 77001 “Creating a Positive Learning Environment: An Introduction to
Adult Education”. Sheridan College 2011, 2012
Instructor EDUC 1F95 “Introduction to the Foundations of Education”
Brock University, 2008, 2009, 2010, 2011, 2012

2. 2
Facilitator ADED 4F32 “Facilitating Adult Learning”
(Online) Brock University, 2008
Course Coordinator RECL 3Q17 “Qualitative Research Methods”
Brock University, 2009
Course Coordinator EDUC 1F95 “Foundations of Education”
Brock University, 2012
Course Coordinator PSYC 1F90 “Introduction to Psychology”
Brock University, 2012
Course Coordinator PSYC 1F25 “Introduction to Psychology”
Brock University, 2012
Course Coordinator DART 1F93 “Introduction to Drama”
Brock University 2014
Teaching Assistant INTC 1F90 “Introduction to Intercultural Studies”
Brock University 2012-2014
Teaching Assistant RECL 1P91 “Introduction to Recreation and Leisure”
Brock University 2010
Teaching Assistant CHYS 3P10 “Qualitative Research Methods”
Brock University, 2010
Teaching Assistant EDUC 5P60 “Constructions of Organization”
Brock University 2008, 2009
Teaching Assistant EDUC 3P40 “Families, Schools and Literacy”,
Brock University 2007
Teaching Assistant EDUC 1F95 “Introduction to Education”
Brock University, 2004-2009
Teaching Assistant WISE 1F90 “Introduction to Women’s Studies”,
Brock University, 2004-2007
Marker Grader DART 1F01 ‘Acting for Non Majors’,
Brock University, 2012, 2014, 2015
Lecturer WISE 1F90 “Introduction to Women’s Studies”, 2006 – 2008
Guest Lecture on Naïve, Interpretive and Critical Levels of Analysis
WISE 2P00: “Contemporary Discourse in Women’s Studies”, 2006

3. 3
Guest Lecture: Foucault in the Classroom Workshop on Power and Disciplinary Practice
EDUC 5P28: “Critical Theory”, 2005
Publications
Peer Reviewed Journals
Cope Watson, G. and Smith Betts, A. (2010). Confronting otherness: An e conversation
between new doctoral students. Paper submitted to the Canadian Journal of New
Scholars in Education.
Cope Watson, G. (2008). “Against from within: Finding feminist pedagogical spaces
between traditional academic institutional margins”. The Feminist Teacher, 19(1), 71-73.
Cope Watson, G. (2005). Preps and Punks: An Inquiry into Externally Imposed Factors
that Contribute to the Social Categorization of Students. Brock Education: A Journal of
General Inquiry. 15(1)
Taber, N.,Howard, L. & Cope Watson, G. (2010). Researcher subjectivities as a
conceptual frame in collaborative research: How exploring the experiences of Adult
Educators led to examining researcher lenses. Canadian Journal of Adult Education
Studies.
Conference Presentations
Peer Reviewed Conferences
Norris, J. & Cope Watson, G. (2011). "Duoethnographies of
status, privilege, and power: A political turn for the public good."
Paper accepted for presentation at the American Educational Research Association
Conference, April 8 – 12, 2011, New Orleans, LA.
Cope Watson, G. (2010). Well said or well done? A duoethnography of feminist
pedagogy. Paper presented at the Canadian Society for the Study of Education
Conference, Montreal, QC, May.
Cope Watson, G. (2009). Where’s the feminist pedagogy in that? A self inquiry into
praxis. Paper presented at the Feminist Pedagogy Conference at the Graduate Center of
the City University of New York, NY, November.
Cope Watson, G. and Betts, A. (2009). Confronting otherness: An e conversation
between new doctoral students. Paper presented at Canadian Society for the Study of
Education Conference, May.
Cope Watson, G., S. Abbey, L. Howard, and N. Taber. (2008). Border-Crossings:
Creating a feminist workspace in the academy.

4. 4
Conference presentation to the Canadian Women’s Studies Association Conference,
Vancouver, BC.
Abbey, S., L. Howard, N. Taber and G. Cope Watson. (2008). Border-Crossings:
Interactive conversations in a feminist work space.
Conference presentation to the Canadian Association for the Study of Women and
Education (CASWE). Vancouver, BC.
Taber, N., S. Abbey, L. Howard, and G. Cope Watson. (2008). Lived experiences of adult
educators
Conference presentation to Canadian Association for the Study of Adult Education
(CASAE), Vancouver, BC.
Connolly, M and G. Cope Watson. (2008). Where’s the feminist pedagogy in that?
Conference presentation to the Canadian Women’s Studies Association Conference
(CWSA), Vancouver, BC.
Connolly, M. and G. Cope Watson. (2007). Bikini bytes 2: Barbie always wins.
Presentation at the Canadian Women’s Studies Association Conference. Saskatoon, SK.
Cope Watson, G. (2004) Exploring lived experiences of conference going and conference
organizing behaviours – Some preliminary lifeworld thematics. Presentation to the
International Human Science Research Conference, Brock University.
Other Conferences and Presentations
Cope Watson, G. (2007). Power in the classroom. Presentation to the Centre for
Teaching and Learning and Educational Technologies (CTLET), Teaching Assistant
Workshop Series. Brock University.
Cope Watson, G. (2007). Tales from the trenches. Presentation to the CTLET Teaching
AssistantTraining Day. Brock University.
Connolly, M and G. Cope Watson. (2007). Pedagogy and practice. Presentation at the
Ontario Association of Register Massage Therapist Conference, Brock University.
Cope Watson, G. (2006). Foucault in the classroom. Presentation to the CTLET
Teaching Assistant Workshop Series. Brock University.
Cope Watson, G. (2006). A graduate journey with Michel Foucault. Presentation to the
Faculty of Education Graduate Students Conference. Brock University.
Internships
The International Human Science Research Conference, August 5 – 8th
, 2004, Brock
University: Administrative Coordinator

5. 5
Grants and Awards
Brock University: Recipient of the Faculty of Education scholarship for an internship.
Nominated for the Senior Teaching Assistant Award, CTLET, 2008
Graduate Student Scholarship Award 2011
References
Dr. Renee Kuchapski Dr. Maureen Connolly
Associate Professor Professor
Chair, Graduate and Undergraduate Programs PEKN
Faculty of Education Brock University
Brock University mconnolly@brocku.ca
rkuchapski@brocku.ca
Dr. David Fancy
Associate Professor
DART
Brock University
dfancy@brocku.ca
Alison Brophey
Program Coordinator
Continuing Studies in Education
University of Victoria
abrophey@uvic.ca

6. 6
Principles of Practice
These Principles of Practice have been developed and articulated to support a transparent
and authentic relationship with learners. I share these principles with learners so they will
be able to make the connections between my values and beliefs about teaching and my
teaching practices.
Principle of Practice # 1: Transparency
I make the tacit explicit. Teaching about teaching requires a meta awareness of the ‘how’
of teaching. I am explicit about what I am doing and why I am doing it. I do not expect
students to know why I am using specific instructional designs, instructional techniques,
instructional strategies, and instructional media. Students need to work on two levels of
cognizance of teaching practice, and I need to support them as they make the connections
between the ‘what’ of teaching and the ‘how’ of teaching. I teach students teaching and
learning theory, and I enact what I teach about teaching and learning. I make this
connection explicit for students. I practice “full disclosure, regularly making public the
criteria, expectations, agendas, and assumptions that guide my practice”. (Brookfield,
2006b, p. 8) I model the pedagogy of teacher education.
Principle of Practice # 2: Authenticity and Credibility
I am authentically invested in the teacher/student relationship. For me, pedagogy is a
relationship with others to support them in their learning and development (Kelchtermans
& Hamilton, 2004). I am responsive to how students experience the learning
environment. I provide students with clearly articulated learning outcomes. I gather
formative feedback from learners after every lesson and I act upon it. I am more
interested in learning than in grades, but I recognize that we exist in an institutional
system where grades are necessary. I share autobiographical examples and personal
narratives of my own teaching and learning experiences to illustrate the theories and the
concepts I am teaching. I share my own fears and struggles (Brookfield, 2006b).
Principle of Practice # 3: Reflexivity
I recognize that that teaching is a political act and that the practice of teacher education is
connected to particular social, cultural, and political conditions. I recognize that I must
examine the social, cultural, and political implications of my teaching contexts and
teaching settings, and adjust my pedagogical practice to consider these implications.
I recognize that I must continue to acknowledge my own assumptions, values, and beliefs
about teaching. I know that I am not always cognizant of how my biases impact my
teaching, and that I must continue to engage in the Self-Study of Teacher Education
Practices (S-STEP) to engage in the research/reflection/action process.