Casey Burkholder became invested in the notion of citizenship and belonging from an early age, growing up in Canada’s North. Because her family moved frequently (from Edmonton to Red Deer to St. Albert to Fort Smith, NT, to Calgary to Winnipeg), and because as an adult she has lived in Wolfville, Chongqing, Hong Kong, Calgary, and Montreal, she has often struggled to answer the question, “Where are you from?” At Casey’s first teaching job at a public school in Hong Kong, she taught ‘non-Chinese’ ethnic minority youth. During her two years as a classroom teacher, she saw her students systematically excluded from school activities and language instruction, and watched as many students were pushed out of the school for offenses such as tardiness and absenteeism. She wondered about the disjuncture between the government’s policy to include ethnic minority youth in schools, and their lived experiences. This question served as the foundation for Casey’s Master of Arts work, which she undertook in Educational Studies at Concordia University. In her doctoral work at McGill University’s Department of Integrated Studies in Education, Casey is embarking on a study that includes an analysis of the representations of ethnic minorities’ histories and cultures in Social Studies textbooks, and an action-oriented project of creating youth-led responses to these representations with participatory video. In her teaching practice at the post-secondary level at Concordia, McGill and the University of PEI, Casey infuses her critical pedagogical practices with the need to include, explore and represent multiple perspectives of history, belonging, and citizenship.
ACADEMIC AWARDS & FELLOWSHIPS
McGill University ($11,000.00 CAD), 2016
Herschel and Christine Victor Fellowship in Education
Social Sciences and Humanities Research Council ($105,000.00 CAD), 2015-2018
Joseph-Armand Bombardier Canada Graduate Scholarship
McGill University ($7,000.00 CAD), 2015
Jackie Kirk Fieldwork Support Fund
City University (Hong Kong) ($14,000.00 CAD), 2015
Graduate Research Fellowship
McGill University ($2,030.00 CAD), 2015
Graduate Excellence Award
2015-2016 Trudeau Foundation Scholarship, 2015
McGill Shortlisted Candidate
McGill University ($2,000.00 CAD), 2014
Graduate Excellence Award
McGill University ($250.00 CAD) 2014
Education Graduate Students’ Society Travel Award
McGill University ($500.CAD), 2013
Graduate Research Enhancement and Travel Award
McGill University ($5,000.00 CAD), 2013
Concordia University (97,200.00 CAD), 2013
Graduate Fellowship (Declined)
University of Hong Kong (120,000.00 USD), 2013
PhD Fellowship (Declined)
Concordia University ($2,000.00 CAD), 2013
Graduation Bonus Award
Concordia University ($750.00 CAD), 2013
Concordia University Conference and Exposition Award
Concordia University ($2,750.00 CAD), 2012
George Springate Graduate Scholarship in Education.
Concordia University ($7,500.00 CAD), 2011
Faculty of Arts and Science Graduate Fellowship in Ethnic Studies and Social Diversity
Acadia University ($1,000.00 CAD), 2007
Dr. Wilfred Whyte Memorial Scholarship
MacEntee, K., Burkholder, C., & Schwab-Cartas, J. (Eds.). (2016). What’s a cellphilm?: Integrating mobile phone technology into participatory arts based research and activism. Rotterdam: Sense Publishers.
PEER REVIEW ARTICLES AND BOOK CHAPTERS
Burkholder, C., Crump, A., & Godfrey-Smith, L. (2016). Unofficial multilingualism in an intercultural province: Micro-level case studies of policy as lived experience. Manuscript in preparation.
Burkholder, C. & Gube, J. (2016). ‘When our racial identities are entangled with our scholarly endeavors’: (Re)presenting the identities of ethnic minority students in Hong Kong. Manuscript submitted.
Burkholder, C. (2016). Literacies of dissent: Montreal’s multilingual street art. In Sarkar, M., Crump, A., & Godfrey-Smith, L. (Eds.), Voices from Montréal. Manuscript in preparation.
Burkholder, C. (Accepted). “Democracy! Not just for locals but for us too!”: Exploring ethnic minority youth calls for democracy through cellphilms. In P. Carr, M. Hoechsmann & G. Thésée (Eds.) Democracy 2.0: Media, political literacy and education in the era of corporate and (potentially) participatory media. Rotterdam: Sense Publishers.
Burkholder, C. (Accepted). DIY media making for social change: Hong Kong’s ethnic minority youth speak back to exclusion and call for social action through cellphilms. In S. Bastien & H. Holmarsdottir (Eds.) Youth as architects of change: Global efforts to advance youth-driven innovation for social change. London: Palgrave MacMillan.
MacEntee, K., Burkholder, C., & Schwab-Cartas, J. (Accepted). Cellphilms. In P. Leavy (Ed.) The Oxford handbook of methods for public scholarship. Oxford, UK: Oxford University Press.
Burkholder, C., Ramos Pakit, A., & Soriano, J. (Accepted). ‘This is where I grew up’: Reflections on girlhood, schooling, and pressing for change for ethnic minorities in Hong Kong. Girlhood Studies.
Burkholder, C. (Forthcoming). Editorial: Considering discourses and identities in educational inquiry.Canadian Journal for New Scholars in Education, 7(2), 4-6.
Burkholder, C. (Forthcoming). Whose Hong Kong? Cellphilming and civic engagement with ethnic minority youth. In S. Malik, C. Chapain & R. Comunian (Eds.). Community filmmaking: Diversity, innovation, policy and practice. New York, NY and London, UK: Routledge.
Burkholder, C. (Forthcoming). Chapter 14: Looking within and looking around: On cellphilming with pre-service Social Studies teachers in Prince Edward Island. In S. Steinberg and A. Ibrahim (Eds.).Radical youth pedagogy: Flipping the script on the culture of schooling. New York, NY: Peter Lang.
Burkholder, C. & MacEntee, K. (Forthcoming). Exploring the ethics of a participant-produced cellphilm archive: The complexities of dissemination. In D. Warr, M., Guillemin, S., Cox and Waycott, J. (Eds.), Ethics and visual research methods: Theory, methodology and practice. London: Palgrave Macmillan.
Burkholder, C. (In press). On keeping public visual fieldnotes as reflexive ethnographic practice.McGill Journal of Education, 50(3).
MacEntee, K., Burkholder, C., & Schwab-Cartas, J. (2016). What’s a cellphilm? Introducing the methodology. In K. MacEntee, C. Burkholder, and J. Schwab-Cartas (Eds.). What’s a cellphilm?: Integrating mobile phone technology into participatory arts based research and activism.Rotterdam: Sense Publishers.
Burkholder, C. (2016). We are HK too!: Disseminating cellphilms in a participatory archive. In K. MacEntee, C. Burkholder, and J. Schwab-Cartas (Eds.). What’s a cellphilm?: Integrating mobile phone technology into participatory arts based research and activism. Rotterdam: Sense Publishers.
Schwab-Cartas, J., MacEntee, K., & Burkholder, C. (2016). Where do we go from here? A conclusion. In K. MacEntee, C. Burkholder, and J. Schwab-Cartas (Eds.). What’s a cellphilm?: Integrating mobile phone technology into participatory arts based research and activism. Rotterdam: Sense Publishers.
Burkholder, C. (2016). Editorial: From the personal to the institutional: Exploring language and identity across spaces. Canadian Journal for New Scholars in Education, 7(1), 1-3.
Burkholder, C., Makremalla, M., Abdou, E., Khan, F., & Khoja, N. (2015). Why study power in digital spaces anyway? Considering power and participatory visual methods. Perspectives in Education, 33(4), 6-22.
Mitchell, C. & Burkholder, C. (2015). Chapter 43: Literacies and research as social change. In J. Rowsell and K. Pahl (Eds.). Routledge Handbook of Literacy Studies. New York, NY and London, UK: Routledge.
Filion, M. & Burkholder, C. (2015). Intercultural education for all? A comparative analysis of intercultural educational policies in Quebec and Hong Kong. International Journal of Comparative Education and Development, 17(2), 21-35.
Burkholder, C. & Filion, M. (2014). Educating adults for citizenship: Critiquing adequate language practices and Canada’s Citizenship Test. Canadian Journal for the Study of Adult Education. 26(4), 1-14.
Burkholder, C. (2013). ‘Just the school makes us non-Chinese’: Contrasting the discourses of Hong Kong’s Education Bureau with the lived experiences of its Non-Chinese Speaking secondary school population. Journal of Educational Research for Social Change, 2(2), 43-58.
Burkholder, C. (2012). [Review of the book Undoing whiteness in the classroom: Critical educultural teaching approaches for social justice activism]. McGill Journal of Education, 47(2), 251-253.
Burkholder, C. (2016). Literacies of dissent: Multilingual street art as public scholarship. Belonging, Identity, Language and Diversity. [Blog]. Retrieved from:https://bildlida.wordpress.com/2016/02/14/literacies-of-dissent-multilingual-street-art-as-public-scholarship-by-casey-burkholder/
Burkholder, C. (2015). On multilingual research spaces and digital dissemination. Belonging, Identity, Language and Diversity. [Blog]. Retrieved from:https://bildlida.wordpress.com/2015/07/15/on-multilingual-research-spaces-and-digital-dissemination-by-casey-burkholder/
Burkholder, C. (2015). Revisiting and articulating identity and belonging in Hong Kong. Belonging, Identity, Language and Diversity. [Blog]. Retrieved from:https://bildlida.wordpress.com/2015/04/27/revisiting-and-articulating-identity-and-belonging-in-hong-kong-by-casey-burkholder/
Burkholder, C. (2015). But what about space? Belonging, Identity, Language and Diversity. [Blog]. Retrieved from: https://bildlida.wordpress.com/2015/04/06/but-what-about-space-by-casey-burkholder/.
Burkholder, C. (2015). Public, participatory and reflexive ethnographic visual fieldnotes. Casey and the Field. [Blog]. Retrieved from: https://caseyandthefield.wordpress.com/
Burkholder, C. (2014). Notes from the field: On becoming a non-Chinese person (again). Belonging, Identity, Language and Diversity. [Blog]. Retrieved from:https://bildlida.wordpress.com/2014/12/21/notes-from-the-field-on-becoming-a-non-chinese-person-again-by-casey-burkholder/