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Ontario Tech acknowledges the lands and people of the Mississaugas of Scugog Island First Nation.

We are thankful to be welcome on these lands in friendship. The lands we are situated on are covered by the Williams Treaties and are the traditional territory of the Mississaugas, a branch of the greater Anishinaabeg Nation, including Algonquin, Ojibway, Odawa and Pottawatomi. These lands remain home to many Indigenous nations and peoples.

We acknowledge this land out of respect for the Indigenous nations who have cared for Turtle Island, also called North America, from before the arrival of settler peoples until this day. Most importantly, we acknowledge that the history of these lands has been tainted by poor treatment and a lack of friendship with the First Nations who call them home.

This history is something we are all affected by because we are all treaty people in Canada. We all have a shared history to reflect on, and each of us is affected by this history in different ways. Our past defines our present, but if we move forward as friends and allies, then it does not have to define our future.

Learn more about Indigenous Education and Cultural Services

Pariss Garramone
PhD

Assistant Teaching Professor

Liberal Studies

Faculty of Social Science and Humanities

Contact information

Bordessa Hall - Room 328
Downtown Oshawa
55 Bond Street East
Oshawa, ON

905.721.8668 ext. 5865

pariss.garramone@ontariotechu.ca


Background

Dr. Pariss Garramone's interdisciplinary work examines the intersections of creativity, experiential learning, community involvement, writing pedagogy and curriculum theory, with a focus on social and environmental justice issues. Her teaching and pedagogical research engage ecocomposition practices that draw on Writing Across the Curriculum (WAC), feminist, and ecoliteracy scholarship.

Education

  • PhD in Education York University

Courses taught

  • Writing for the Social Sciences

Involvement

  • Selected publications

    Norquay, N., and Garramone, P. (2016). The Old Durham Road Black Pioneer Settlement: Contested Place as an Invitation to Curriculum. Journal of the Canadian Association for Curriculum Studies, 13(2), 20-31.

    Garramone, P. (2008). "Double Exposure Postcards, self-portraits and autobiography as arts-based research practice." Educational Insights, 12(1).

    Book chapters

    Garramone, P. (2015). “Digging Where We Stand”: Rethinking Critical Place-Based Classroom Pedagogies for Sustainability with The More-Than-Human World. In R. Mitchell and S. Moore (Eds.), Planetary Praxis and Pedagogy: Transdisciplinary Approaches to Environmental Sustainability (pp.107-118). Rotterdam, The Netherlands: Sense Publishers.

    Garramone, P. (2009). Getting to the roots: Re-thinking Canadian forests as curriculum. In J. Nahachewsky & I. Johnston (Eds.), Beyond ‘presentism’: Re-imagining the personal, social and historical places of curriculum (pp. 55-60). Rotterdam, The Netherlands: Sense Publishers.

    Garramone, P. (2006). Tellingsmiths: The work of planting trees and the politics of memory. In D. Barndt (Ed.) Wild Fire: Art as Activism (pp.160-173). Toronto, ON: Sumach Press.