Faculty of Education

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

Engaging Research in Professional Practice (GS/EDUC 7005)
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 .
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. & Parekh, G. (Eds.). (2020). Critical Perspectives on Education Policy and Schools. (Winton, S. & Parekh, G., Eds.) Information Age Publishing
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. (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. & 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).
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.
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.
S. Winton (2013). Rhetorical analysis in critical policy research. Qualitative Studies in Education, 26 (2), 158-177.
Winton, S. & Pollock, K. (2013). Preparing politically savvy principals in Ontario, Canada. Journal of Educational Administration, 51 (1), 40-54.
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.