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PhD in Education
he/him/his
Graduate Student
Philosophy of Education
Ikeoluwapo B. Baruwa holds B.Ed in Adult Education and Political Science, and M.Ed in Philosophy of Education from the University of Ibadan. With the reality that inclusive education evokes positive influences on the experiences of a learner as a being qua being, and the unceasing commitment to teaching, research and community service globally, Ikeoluwapo has been involved in a series of letters on education. Ikeoluwapo's research interrogates the points of intersection of philosophies and policies as they relate to the promotion of Education for All (EFA).
Twitter: @ikbouncehub
Google Scholar: https://cutt.ly/0C1KGmH
LinkedIn: https://www.linkedin.com/in/ikeoluwapo-b-baruwa-pesgb-06086275
To celebrate Science Literacy Week, award-winning science children’s author Dr. Lindsey Carmichael joined us to talk about what science literacy is, why it is important, and what role books play in science literacy.
While browsing the Faculty of Education website you may notice some brand new colourful illustrations.
You may notice a new feature on some profiles on the Faculty website – we are excited to share the name pronunciation guide now available in the people directory.
Master of Education
She/Her
Graduate Student
Social Justice Education
Haley Marando is a full-time MEd student within the Faculty of Education, previously receiving a Bachelor of Arts Honours (English/Drama) and Bachelor of Education (Intermediate/Senior), both from Queen's University. Haley has also received Additional Basic Qualifications in both the Primary and Junior divisions. Haley works part-time as an Occasional Teacher for the Limestone District School Board, as well as for Athletics and Recreation at Queen's.
PhD in Education
she/her
Graduate Student
Special Education
Haley Clark (she/her) is a PhD candidate in the Faculty of Education at Queen’s University. Her research focuses on inclusive education, well-being, mentorship, and critical disability studies. Her research explores how systemic barriers, stigma, and educational structures impact the well-being and self-determination of students with ADHD. Haley’s background in the sociology of education, mentorship, and disability studies spurs her active involvement in inclusive education as a Special Education Advisory Board member for Autism Ontario and Add*ed Research Group Projects Manager.
She has held instructional roles at Queen’s University, teaching courses in inclusive pedagogy, school law, and professional identity, and brings extensive experience as a research assistant on projects related to autism, mental health, mentorship, and teacher well-being. Haley's work spans community-based initiatives, qualitative and mixed methods research, and multi-institutional collaborations. She has presented at numerous regional and international conferences on ableism, language use, and disability identity. She is a published author in the area of mentorship and disability education. Haley holds an MA in Sociology from the University of Guelph and a BA (Hons) in Criminal Justice and Public Policy.”
