Lecturer, Reading Education Program, Department of Teaching and Learning
Justine Bruyère has worked as an educator, researcher and mentor for the last 15 years. As an elementary school teacher, Justine’s efforts were focused on engagement strategies and bringing the arts into the classroom, specifically involving lower school classrooms. In 2017, Justine completed her Ph.D. in Curriculum, Teaching, and Learning from the University of Toronto, OISE. Justine's interest areas of research combine multimodal learning, the arts, literacy, and action research. Currently, Justine teaches courses in the Reading Education and Elementary Education programs at Peabody College, Vanderbilt University.
Areas of specialization:
Literacy (reading and writing development), education through the arts
Second language learning, ELL, early literacy learning,
Curriculum and instruction, action research.
Using the four dimensions of critical literacy (Lewison, Leland, & Harste, 2008) as a springboard, Buryère's current research focuses on how critical discourse might influence authoring ideas and voice at the second grade level. More specifically, she is using drama in education teaching philosophies to bring stories to life, to engage students in critical conversations, and to foster author fluency.
Bruyère, J. (2017). In D. Booth (Ed.), What Is a ‘Good’ Teacher? Markham, ON: Pembroke.
Bruyère, J. (2014). Dramatic Play. In D. Booth (Ed.), Exploding the Reading: Building a World of Responses from One Small Story, 50 Interactive Strategies for Increasing Comprehension. Markham, ON: Pembroke.
Bruyère, J. (2018). OHARE Action Researchers in Education. OHARE. V1, p. 4-24. November.
Bruyère, J. (2015). Drama and Writing in the Kindergarten Classroom. Journal of Classroom Research in Literacy. V. 8, p. 10-24. April.