Sue Winton
Professor
Ph.D. - Ontario Institute for Studies in Education, University of Toronto; M.Ed. - Ontario Institute for Studies in Education, University of Toronto; B.Ed. - Queen's University; B.A.H. - Queen's University
Location(s) / Contact Info:
203, Winters College - WC
Keele Campus
Email: swinton@edu.yorku.ca
Scholarly Interests
Dr. Winton's critical policy research examines how education policies and policy processes support and/or undermine critical democratic commitments to equity, diversity, social justice, and public participation in policymaking.
Courses Taught
- Policy and Practice (ED/EDST 4300)
- Urban Education (ED/EDUC 3300)
Selected Publications
- Winton. S. (2022). Unequal Benefits: Privatization and Public Education in Canada. University of Toronto Press
- Winton, S. & Staples, S. (2022). Shifting meanings: The struggle over private funding of public schools in Alberta, Canada Education Policy Analysis Archives, 30 (15). doi:10.14507/epaa.30.7002 .
- Farhadi, B. & Winton, S. (2021). Building a plane while flying: Crisis policy enactment during COVID-19 in Alberta secondary schools Journal of Teaching and Learning, 15. doi:https://doi.org/10.22329/jtl.v15i2.6725 .
- Hedges, S., Winton, S., Lubienski, C. & Rowe, E. (2020). Private actors and public goods: A comparative case study of funding and public governance in K-12 education in 3 global cities. Journal of Educational Administration and History, 52 (1), 103-119. doi:10.1080/00220620.2019.1685474.
- Winton, S. & Parekh, G. (Eds.). (2020). Critical Perspectives on Education Policy and Schools. (Winton, S. & Parekh, G., Eds.) Information Age Publishing
- Yoon, E. & Winton, S. (2020). Multiple privatisations in public education: Issues, theories, and conversations. Journal of Educational Administration and History, 52 (1), 1-8. doi:10.1080/00220620.2019.1693984.
- Winton, S. (2019). Coordinating policy layers of school fundraising in Toronto, Ontario, Canada: An institutional ethnography Educational Policy, 33 (1), 44-66.
- Winton, S. & L. Jervis (2019). Challenging special education assessment wait times policy in Ontario, Canada's public schools International Journal of Policy and Educational Leadership, 14 (7).
- Winton, S. (2018). Challenging fundraising, challenging inequity: Contextual constraints on advocacy groups' policy influence. Critical Studies in Education, 59 (1), 54-73. doi:10.1080/17508487.2016.1176062.
- Winton, S. & Milani, M. (2017). Policy advocacy, inequity, and school fees and fundraising in Ontario, Canada Educational Policy Analysis Archives.
- Winton, S. & Pollock, K. (2016). Meanings of success and successful leadership in Ontario, Canada in neoliberal times Journal of Educational Administration and History, 48 (1), 19-34.
- Winton, S. & Evans, M.P. (2016). Consulting, mediating, conducting, and supporting: How community-based organizations engage with research to influence policy. Leadership and Policy in Schools, 15 (1), 4-25.
- Winton, S. (2016). The normalization of school fundraising in Ontario: An argumentative discourse analysis Canadian Journal of Educational Administration and Policy (180).
- Pollock, K & Winton, S. (2015). The juggling act: Three principals' approaches to multiple accountability systems Educational Assessment, Evaluation and Accountability.
- Winton, S. & Tuters, S. (2015). Constructing bullying in Ontario, Canada: A critical policy analysis. Educational Studies, 41 ((1&2)), 122-142.
- Winton, S. & Brewer, C. (2014). People for Education: A critical policy history Qualitative Studies in Education, 27(9), 1091-1109. doi:10.1080/09518398.2014.916005.
- S. Winton (2013). From zero tolerance to progressive discipline and Student Success in Ontario, Canada. Educational Policy, 27 (3), 465-496. doi:10.1177/0895904812453994.
- Winton, S. & Pollock, K. (2013). Preparing politically savvy principals in Ontario, Canada. Journal of Educational Administration, 51 (1), 40-54.
- S. Winton (2013). Rhetorical analysis in critical policy research. Qualitative Studies in Education, 26 (2), 158-177.
- Winton, S. (2013). How schools define success: The influence of local contexts on the meaning of success in three schools in Ontario, Canada Canadian and International Education, 42 (1).
- Winton, S. (2011). Managing conduct: A comparative policy analysis of safe schools policies in Toronto, Canada and Buffalo, USA. Comparative Education, 47 (2), 247-263.
- Winton, S. (2010). Democracy in education through community-based policy dialogues Canadian Journal of Educational Administration and Policy, 114.
- Winton, S. (2010). Character development and critical democratic education in Ontario, Canada. Leadership and Policy in Schools, 9 (2), 220-237.
- Winton, S. (2010). Character education, new media and political spectacle. Journal of Education Policy, 25 (3), 349-367.
- Winton, S. (2008). The appeal(s) of character education in threatening times: Caring and critical democratic responses. Comparative Education, 44 (3), 305-316.
Research Projects
Critical Transitions: Identifying Key Factors Shaping Students’ Elementary, Secondary, and Post-secondary Pathways
Role: Co-Investigator
Year Funded: 2020
Funded by: Social Sciences and Humanities Research Council (SSHRC)
Taking Learning Online: Teachers’ Policy Enactment in Times of Crisis and its Aftermath
Role: Co-Investigator
Year Funded: 2020
Funded by: Social Sciences and Humanities Research Council (SSHRC)
This study examines how teachers enacted online learning policies introduced by governments and school boards in response to the COVID-19 pandemic and implications for social inequality.
Initiating and Sustaining Equity Innovations for System Reform.
Role: Collaborator
Year Funded: 2019
Funded by: Social Sciences and Humanities Research Council (SSHRC)
Advocacy and Arguments: Shifting Meanings of Public Funding of Private Schools
Role: Principal Investigator
Year Funded: 2019
Funded by: Social Sciences and Humanities Research Council (SSHRC)
This study examines the history of struggles over the meaning of public funding of private schools in BC, Manitoba, and Ontario in order to generate new theory that explains how policy actors and their arguments shift in response to changing cultural, economic and political contexts at multiple scales. It will also explain how dominant policy meanings retain their dominance over time despite changing policy environments.
International Students are “Ideal” Immigrants: A Critical Discourse Analysis of Study-Migration Pathways in Canada, Australia and Germany
Role: Co-Investigator
Year Funded: 2018
Funded by: Social Sciences and Humanities Research Council (SSHRC)
This study examines the emergence and implications of the "international students are ideal immigrants" policy discourse in 3 countries that "actively cultivate international students for skilled migration" (Hawthorne, 2008, 3).
Policy Layer Enactment: New Terrains of Understanding
Role: Co-Investigator
Year Funded: 2015
Funded by: Social Sciences and Humanities Research Council (SSHRC)
The purpose of this research is to understand the complexities of policy layer enactment in Ontario secondary schools. Findings will shed new light on how policy is interpreted, prioritized and “done” in real-world contexts.
Mobilizing Rhetoric for Policy Change: How Context Influences an Advocacy Group’s Success
Role: Principal Investigator
Year Funded: 2014
Funded by: Social Sciences and Humanities Research Council (SSHRC)
The study examines how an education advocacy group in Ontario, Canada, attempts to influence policy by defining and mobilizing the meanings of education policies. It uses rhetorical analysis to identify strategies used by the group and examines how the success of these strategies is affected by a policy’s historical, economic, cultural, and political contexts.
Awards
- Civic Engagement and Public Policy Research Fellowship, University at Buffalo, State University of New York - 2010-2011
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Keele, Glendon and Markham Campus
Contact
(416) 736-2100
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