Ph.D., University of Alberta
M.Ed., University of Alberta
B.Ed., University of Alberta
Dr. Simmee Chung is an assistant professor in the Faculty of Education at Concordia University of Edmonton. She has over 15 years of teaching and teacher leadership experience in Canadian school contexts. Her relational, intergenerational research alongside immigrant families and Indigenous youth deepens her understanding of practices and policies that are more responsive to the complexities of diverse communities. Currently, Simmee works in consultation and collaboration with Elders, Knowledge Holders, educational leaders, and fellow scholars to support a “Braided Approach” and experiential learning across the After Degree, BEd program.
Highlighting Dr. Chung’s passion for working with children, youth, and families, she received Alberta’s Provincial Excellence in Teaching Award and the University of Alberta’s 2017 Outstanding Teacher Education Doctoral Dissertation Award. Generous funding from several agencies including SSHRC and multi-ministries have also supported her scholarly pursuits. Simmee’s research interests include narrative inquiry, intersections in curriculum-making, conceptualizations of belonging and identity-making, braiding ways of knowing, and teacher education.
Selected Peer-Reviewed Articles:
Lessard, S., Kootenay, I., Whiskeyjack, F., Chung, S., Caine, V. & Clandinin, D. J. (2020). Working with Indigenous Elders in Narrative Inquiry: Reflections and Key Considerations. Qualitative Inquiry. 11(2). 93-108.
Caine, V., Chung, S., Steeves, P., & Clandinin, D. J. (2019). The necessity of a relational ethics alongside Noddings’ ethics of care in narrative inquiry. Qualitative Research. Retrieved from: https://doi.org/10.1177/1468794119851336
Chung, S. (2018). Education Is Ceremony: Thinking with Stories of Indigenous Youth and Families. LEARNing Landscapes, 11(2), 93-108. Retrieved from: https://doi.org/10.36510/learnland.v11i2.949
Selected Chapters in Books:
Chung, S. & Clandinin, D.J. (2019). Chapter 10: The interwoven stories of teachers, families, and children in curriculum making. In Clandinin, D. J. Journeys in Narrative Inquiry: The Selected Works of D. Jean Clandinin. London: Routledge.
Xu, Q., Chung, S. & Yi, L. (2018). Chapter 36: Teacher education in the English language arts, English as a second or additional language, and English as a foreign language. In J. Clandinin & J. Husu (Eds.), SAGE Handbook of Research on Teacher Education: SAGE.
Chung, S., & Lessard, S. (2017). Considerations for Mentoring Indigenous Children and Youth. Final report to Alberta Mentoring Partnership and Government of Alberta. Retrieved from: https://albertamentors.ca/wp-content/uploads/2017/07/Considerations-for-Mentoring-Indigenous-Children-and-Youth-Alberta-Mentoring-Partnership.pdf