Dr. Wiebe teaches Global Issues 151 and English Secondary Methods 436. Formerly, he has worked as a principal in Calgary, AB and a high school English teacher in Vancouver, BC. He did his graduate work at the University of British Columbia.
Sean's current research includes the following:
Poets’ Pedagogies: Alternate forms of knowing and new literacies: This study investigates the ways teaching poets have conceptualized poetic ways of knowing, and offers Secondary English Education teachers alternative pedagogical approaches for improving adolescent literacy. A paper on this research has been published in the LEARNing Landscapes online education journal, entitled: A Poet’s Journey as A/r/tographer: Poetic Inquiry With Junior High School Students.
Re-Enchanting Learning: Interfacing transcendence in learning sites and sites of being (with Mark Daley, UBC): This study extends recent work in educational theory which has turned toward injecting “life” (i.e. the sacred) back into schooling practices (see Davis & Williams, 2003; and Henderson, & Kesson, 2004).
Subversive Pedagogies: Searching the identity of More Al within Moral Communities (with Carl Leggo, UBC):
When “best practice” theory is applied to moral structures, school cultures reduce the opportunity for students to have an embodied learning engagement. In response to the emerging best practices paradigm for school improvement,, we suggest there is a continual need for re-imaginings, re-understandings, and moral subversions in order to rupture spaces from which new possibilities can emanate.
Ways of Being in Teaching: Conversing Paths to Meaning (with John J. Guiney Yallop, Acadia University): In the project we use intertextual autobiography to explore ways of being in teaching. Our writing springs from how our individual phenomenological understandings are dialogically part of the ways we interrelate knowledge back upon itself. In dialogue we create ways, contexts, and strategic relationships for exploring the nature of what we know and for situating that knowledge in the narratives of our lives. We write to investigate and articulate the subtle nuances of our agreements and disagreements, of the complex ways we have come to hold our identities, our ways of being in teaching.
Harnessing New Technologies to Teach Academic Writing to the Net Generation (with Sandy McAuley, UPEI): Taking the form of a dialogue based on the fifteen-week collaboration of two colleagues implementing an innovative first-year university writing course, this paper documents some of the successes and challenges faced as they sought to create a space for Web2.0 technologies in their classrooms.
Writing the Digital Economy: A Summary of Research and Perspectives: Models of conventional writing, publishing, and feedback are shifting, the structures of classrooms are changing, the writing process is evolving, and new digital media are impacting the way many Canadian citizens live, learn, and write. These changes not only affect education, but our society and economy at large.