Dr. Anne Wagner

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Associate Professor / Faculty of Education and Professional Studies - School of Social Work - Social Work
Full-time Faculty
Anne Wagner, PhD is an Associate Professor in the Department of Social Work. My teaching and research interests include the areas of gender, race, social justice, (higher) education, critical pedagogies and violence against women. I have a varied academic and professional background. Before joining academia, I worked as a clinical social worker and manager both in community and institutional settings. The primary focus of my work involved violence against women and youth. Eventually my love of learning led me to return to school to pursue my PhD in Sociology & Equity Studies. This enabled me to re-kindle my passion for research and offered me new opportunities to continue my social justice work.
PhD, University of Toronto
MSW, University of Toronto
BA (Hon), University of Toronto
Areas of Specialization:

Higher education, critical pedagogies, anti-racism, feminist theories and social work practice.

Research Interests:

Currently, I am exploring the leadership of social science research teams in higher education. Specifically, the project focuses on the challenges of social justice approaches to research in the current academic context. My other research interests include exploring critical approaches to teaching and the significance of emotions to learning.  Another current project involves evaluating the provision of services to women who have experienced sexual violence, living in rural areas.

Selected Publications include:

McGinn, M. K., Acker, S., Vander Kloet, M., Wagner, A. (2019). Dear SSHRC what do you want? An epistolary narrative of expertise, identity, and time in grant writing, Forum: Qualitative Social Research, 20(1), DOI: http://dx.doi.org/10.17169/fqs-20.1.3128

Acker, S. & Wagner, A. (2019). Feminist scholars working around the neoliberal university. Gender and Education, 31(1), 62–81 https://doi.org/10.1080/09540253.2017.1296117

Shahjahan, R. A. and Wagner, A. E. (2018). Unpacking ontological security: A decolonial reading of scholarly impact. Educational Philosophy and Theory, 51(8), 779-791. https://doi.org/10.1080/00131857.2018.1454308

Wagner, A. and Shahjahan, R.A. (2015, June). Book Review of Re-envisioning higher education. In J. Lin, R. L. Oxford & E. J. Brantmeier (Eds.), for Teaching College Record.

Wagner, A. E. and Shahjahan, R. A. (2014). Centering embodied learning in anti-oppressive pedagogy. Teaching in Higher Education, 20(3), 244-254.

Wagner, A. E. (2014). Paradox of (in)visibility: Moving beyond the celebratory rhetoric of diversity. Atlantis, 36(2), 100-110.

Wagner, A. (2014). Re-imagining the (un)familiar: Feminist pedagogy in rural spaces. Gender & Education, 26(5), 553-567.

Yee, J.Y. and Wagner, A. (2012). Is anti-oppression teaching in Canadian social work classrooms a form of neo-liberalism? Social Work Education, 32(3), 331-348.

Wagner, A. and Yee, J.Y. (2011). Framing resistance in higher education: Implicating neo-liberalism. Canadian Social Work Review, 28(1), 89-105.

Wagner, A. (2010). Crisis... what crisis? The revitalization of academic feminism. Canadian Social Work Review, 27(2), 187-204.

Shahjahan, R., Wagner, A. and Wane, N (2009). Rekindling the sacred in teaching in higher education: Toward a decolonizing pedagogy. Journal of Thought, Spring/Summer: 59-75.

Wagner, A. and Magnusson, J.L. (2005). Neglected realities: Exploring the impact of women’s experiences of violence on learning in sites of higher education. Gender & Education, 17(4), 449-461.

Wagner, A. (2005). Unsettling the academy: Working through the challenges of anti-racist pedagogy. Race, Ethnicity and Education, 8(3), 261-275.

Wane, N., Shahajan, R. and Wagner, A. (2004). Walking the talk: Decolonizing the politics of equity of knowledge and charting the course for an inclusive curriculum in higher education. Canadian Journal of Development Studies, 15(3), 499-510.

Edited Books

Wagner A., Acker, S. and Mayuzumi, K. (Eds.) (2008), Whose university is it, anyway? Power and privilege on gendered terrain. Canadian Scholars Press.

Book Chapters

Yee, J.Y and Wagner, A. (in press). Tackling whiteness in the classroom and challenging the skills-based curriculum through anti-oppression teaching in social work. In R. Csiernik and S. Hillock (Eds.), Teaching social work: Canadian perspectives. University of Toronto Press: Toronto.

Acker, S., Wagner, A. and McGinn, M.K. (2018). Research leaders and student collaborators: Insights from Canada. In L. Gornall, B. Thomas and L. Sweetman (Eds.), Exploring consensual leadership in higher educationCo-operation, collaboration, partnership (pp.113-128). Bloomsbury Academic.

Wagner, A. (2016). Re-imagining the (un)familiar: feminist pedagogy in rural spaces. In B. Pini, R. Moletsane and M. Mills (Eds.), Education and the global rural: Feminist perspectives (pp. 101-115). Routledge. https://doi.org/10.4324/9781315646909

Wagner, A. (2010). Interpreting success: Student conceptualizations. In Learning to succeed: The challenges and possibilities of educational achievement for all” (pp. 59-103). George J. Sefa Dei (Ed.), New York Teneo Press.

Wagner, A. (2008). The invisible cloak: Exploring the impact of trauma on women learners in higher education. In A. Wagner, S. Acker and K. Mayuzumi (Eds.), Whose university is it, anyway? Power and privilege on gendered terrain (pp. 90-103). Canadian Scholars Press.

Wagner, A., Acker, S. and Mayuzumi, K.. (2008). Introduction. In A. Wagner, S. Acker and K. Mayuzumi (Eds.), Whose university is it, anyway? Power and privilege on gendered terrain (pp. 11-24). Canadian Scholars Press.