Christina Parker, OCT, B.A., M.T., Ph.D.

Lecturer, Education and Society Program, Victoria College

Office Location: Northrop Frye Hall, Room 301

Email: , or 


Office Hours: Mondays, 3-4 pm, also available by appointment


B.A., with honours  (University of Toronto)

M.T. (University of Toronto)

Ph.D. (University of Toronto)

Dr. Christina Parker is a Lecturer in the Education and Society program at Victoria College, University of Toronto. She teaches Communication and Conflict Resolution (JVS200), which focuses on principles and practices of conflict management, resolution, and transformation—emphasizing interpersonal communication across different identities, interests and worldviews. She also teaches introduction to Teaching (VIC362), which is a course designed to critically examine relationships between principles of teaching through legal, ethical and professional practices. Dr. Parker is also an Instructor in Interdisciplinary Studies at Ryerson University where she teaches Conflict Resolution in Community Services and is an affiliated Instructor for the Consortium for Peace Studies in the Faculty of Social Work at the University of Calgary where she teaches peace building and social justice. As an Ontario Certified Teacher, with a specialization in teaching history, Dr. Parker has taught in the K-12 system with the Toronto District School Board and abroad in the United States and Botswana.
Dr. Parker’s research expertise is in curriculum and pedagogy, restorative justice, conflict resolution, inclusion, multiculturalism, peacebuilding, and dialogue in diverse global communities. She examines issues such as how peacebuilding education and conflict dialogue processes could work to foster a sense of inclusion for diverse identities and how such practices, in their successful implementation, can challenge young people to engage in authentic dialogue and conflict learning. Dr. Parker’s research on peacebuilding for democracy and social justice in diverse multicultural classrooms shows how dialogic and anti-oppressive pedagogies facilitate inclusive spaces where all students have the opportunity to participate and have their voices heard. Dr. Parker is also the 2014-2015 President of the Citizenship Education Research Network (CERN), an organization that engages researchers interested in deepening civic participation and dialogue in Canadian society.
  Parker, C. (forthcoming). Practicing conflict resolution and cultural responsiveness within interdisciplinary contexts: A study of community service practitioners. Conflict Resolution Quarterly .
  Bickmore, K. & Parker, C. (2014). Constructive conflict talk in classrooms: Divergent approaches to addressing divergent perspectives. Theory& Research in Social Education, 42 (3), 291-335.
  Parker, C. (2014, May). Dialogue about Diversity and Conflict: How can Restorative Justice Processes Address Cross-Cultural Conflicts in Multicultural Classrooms? Paper Presented at the Citizenship and Education Research Network (CERN), Canadian Society for Studies in Education (CSSE), St. Catharines, Ontario, Canada.
  Parker, C. (2014). Conflict resolution practices in diverse contexts: Exploring interdisciplinary professionals’ experiences with conflict and diversity. Paper presented at Peace Education SIG, American Educational Research Association (AERA), Philadelphia, Pennsylvania, USA.
  Parker, C. (2014). Religion, identity, and education: Opening spaces for dialogue about religious diversity in diverse public school classrooms. Paper presented at the Annual Conference of the Comparative and International Education Society (CIES), Toronto, Ontario, Canada.
  Parker, C. (2013). Peacebuilding education: Using conflict dialogue for democratic and inclusive learning opportunities for diverse students. International Journal of Peace Studies, 18 (2), 1-24.
  Parker, C. (2013). Dialogue, difference, and conflict in education for democracy. In Proceedings of The Canadian Society for Studies in Education (CSSE) Conference, Victoria, British Columbia, Canada.
  Parker, C. (2013). Democratic peacebuilding education: Implications for immigrant students in diverse classrooms. Democratic Citizenship Education SIG, American Educational Research Association (AERA), San Francisco, California, USA.
  Parker, C. (2013). Cultural immersion: Using ethnography, with criticality, to study peacebuilding dialogue pedagogies with diverse students. Paper presented at 34th Annual Ethnography in Education Research Forum , University of Pennsylvania, Philadelphia, PA, USA.
  Parker, C. (2012). Conflicts and “Canadian” identities embedded in citizenship education: Diverse immigrant students’ experiences. In P. Cunningham & N. Fretwell (Eds.), Creating Communities: Local, National and Global (ISBN 978-1-907675-19-5), London: Children’s Identity and Citizenship in Europe International Conference (CiCe/CitizED), York, UK.
  Parker, C. & Bickmore, K. (2012). Conflict management and dialogue with diverse immigrant students: Novice teachers’ approaches and concerns. Journal of Teaching and Learning, 8 (2), 47-64.
Parker, C. (2012). Inclusive democratic citizenship education with diverse immigrant students. Paper presented at Citizenship and Education Research Network (CERN), The Canadian Society for Studies in Education (CSSE), Waterloo, ON, Canada.
  Parker, C. (2012). Approaches to multicultural curriculum: Exploring the power of transformative classroom dialogue with ethno-cultural minorities. Multiculturalism SIG, American Educational Research Association (AERA), Vancouver, British Columbia, Canada.
  Parker, C. (2011). Conflictual dialogue pedagogies as learning opportunities for ethno-cultural minority immigrant students [Special Issue]. Citizenship Education Research Network, 1 (1), 43-56.
  Parker, C. (2011). Conflictual dialogue pedagogies as learning opportunities for immigrant students. In Proceedings of The Canadian Society for Studies in Education (CSSE), Fredericton, New Brunswick, Canada.
  Bickmore, K., Parker, C., Larsen, S. (2011). Preparation for conflict talk in intercultural contexts: Teacher development and curriculum infusion. In Proceedings of The Canadian Society for Studies in Education (CSSE), Fredericton, New Brunswick, Canada.
  Parker, C. (2010b). A multicultural approach to teaching English Language Arts: Starting with the personal and connecting to the global. English Quarterly, 41 (3/4), 67-78.
  Parker, C. (2010a). Finding our way home (at school): A study of students’ experiences of bringing their home culture into the classroom. Journal of Teaching and Learning, 7 (1), 17–29.