This fall, the Faculty of Education welcomes three new faculty members: Cristina Delgado Vintimilla, Vidya Shah and Kate Tilleczek.
“The Faculty of Education is thrilled to welcome these new colleagues,” said Faculty of Education Dean Lyndon Martin. “It is an exciting time in the Faculty and their important work and scholarship will help us to continue to advance the priorities of our strategic plan.”
Cristina Delgado Vintimilla
Cristina Delgado Vintimilla joins the Faculty of Education with research interests in the ethical question of living well with others in and through pedagogical gatherings. She engages with this question by problematizing issues of subjectivity in relation to prescribed practices in education, and by unsettling pedagogies that are based in human supremacy and instrumental-managerial logics. She is interested in the intersection between pedagogy and the arts as an enabling space to rethink the project of the human. In her work as a pedagogista, Delgado Vintimilla is interested in the participatory and relational aspects of curriculum making, particularly when attending to pedagogical relations as something other than child centred. She is interested in conceptualizations that engage with the life of curriculum from tangible and intangible formations.
She is the pedagogista for the Ontario Centre of Excellence in Early Years and Child Care. Prior to joining York University, Delgado Vintimilla was immersed in developing innovative and situated early-childhood pedagogies at Capilano University Children Centre. She is also part of the Common World Childhoods Research Collective and the Early Childhood Pedagogies Collaboratory.
She is currently a co-investigator in the SSHRC Insight Grant “Transforming Waste Pedagogies in Early Childhood Education” and the SSHRC Partnership Development Grant “Exploring Climate Change Pedagogies with Children.”
Vidya Shah
Vidya Shah was awarded her PhD by OISE/University of Toronto in educational administration and leadership, and she has been a seconded faculty member since 2013, where she has taught and contributed to both the bachelor of education and master of leadership and community engagement programs.
Prior to her work with the Faculty, she held leadership positions at the Toronto District School Board and has strong connections within local and national community organizations.
Having already taught a number of courses in the Faculty – including urban education, studies in communities and their schools, teaching for diverse and equitable classrooms in Ontario, and enacting leadership and policy and initiatives in program design – Shah intends to support the conditions necessary for all educators to bring their whole selves to their work through meaningful relationships, critical dialogue and fundamental questions.
Kate Tilleczek
Kate Tilleczek is the Tier 1 Canada Research Chair (CRC) in Young Lives, Education and Global Good and a full professor in the Faculty of Education at York University. She is founder and scientific director of Young Lives Research Laboratory, which is international in scope and investigates how complex modern societies are shifting to support and/or negate the lives and well-being of young people.
Tilleczek’s CRC at York will be leveraged to collaborate across Faculties to morph her laboratory into the Young Lives Institute. She works in both local and global contexts and is editor-in-chief of Bloomsbury’s Youth: An International Archive. She has been honoured with Canada’s Whitworth Award for achievement in education research, was visiting research Fellow at Oxford University’s Department of International Development (Young Lives U.K. Project) and is associate editor of the Journal of Youth Studies.
Tilleczek is currently leading eight externally funded and youth-based research projects that engage young people in research about education, well-being and digital technology. For example, she is leading an interdisciplinary, SSHRC-funded study on long-term impacts of technology on young lives with a focus on Indigenous, immigrant and vulnerable youth. She was co-lead on a Global Affairs Canada project with and for Indigenous youth and communities in southern Chile in which a unique intercultural and interdisciplinary curriculum and school (Wekimün School) has been developed to integrate traditional and modern knowledge to meet the educational and well-being needs of youth and their communities. Her related project in Central America and the Caribbean is now focused on how education does/does not enhance the well-being and human rights of youth.