Johanne Jean-Pierre
Assistant Professor
Phone: (416)736-2100 Ext: 60309
Email: jjpierre@yorku.ca
Dr. Johanne Jean-Pierre Ph.D. is an Assistant Professor in the Department of Sociology at York University. She previously worked as an assistant professor in the School of Child and Youth Care at Toronto Metropolitan University (formerly Ryerson University).
She conducts research projects in English and in French in the fields of sociology of education, sociology of race and ethnicity, youth studies, and research methodology. More specifically, she focuses on school and postsecondary trajectories, alternative school discipline interventions, and qualitative research. Her current research projects investigate the social-cultural dynamics that can inform promising policies and practices to work primarily with Francophone minority communities, and Black Canadian communities. She is also a co-investigator in the Empowering Next-generation Researchers In perinatal and Child Health (ENRICH) initiative. She is a co-founder of the Canadian Sociological Association Black Caucus and a co-founder of the first Canadian Sociological Association Francophone award: Prix d’excellence en sociologie de langue française de la Société canadienne de sociologie.
Degrees
PhD Sociology, McMaster UniversityMA Sociologie, Université d'Ottawa
Research Interests
Current Research Projects
-
Summary:
The proposed partnered research with the Delmore “Buddy” Daye Learning Institute (DBDLI), a not-for-profit center that promotes excellence in Africentric education, examines the role and meaning of intergenerational storytelling among African Nova Scotians. This research project explores the potential of intergenerational storytelling as a transformative educational practice. It will adress the fact that Black Canadians’ multifaceted histories are often relegated to footnotes, or minimized and erased in official narratives. It also responds to prior findings that Black students consistently stress the need for more culturally relevant and sustaining curricular content that values and fosters fluency in Black Canadian cultural heritage. In order to investigate intergenerational storytelling, the principal investigator will mobilize a qualitative approach.
Description:There are three objectives. The first objective consists of investigating how African Nova Scotian collective identity and generativity (intergenerational transmission of knowledge and lessons) take place during intergenerational storytelling. The second objective involves examining how intergenerational storytelling constitutes a counter-narrative that defies erasure from official narratives and promotes cultural sustainability. The last objective of this partnership is to generate knowledge to inform educational policy that fosters culturally educational content in schools.
Start Date:
- Month: Jun Year: 2024
End Date:
- Month: May Year: 2025
Funders:
Social Sciences and Humanities Research Council (SSHRC) Partnership Engage Grant
-
Summary:
This proposed interdisciplinary symposium brought together Black scholars working in the health and social sciences in Canada and provided them with opportunities to share their experiences conducting research with Black communities in various regions using diverse methodological approaches. The symposium consolidated and expanded the state of knowledge regarding how to conduct research with Black populations that can result in Black Canadian communities flourishing. It sought to highlight approaches and practices that build up Black communities and populations via four objectives: 1) Assemble French- and English-speaking Black scholars working with Black communities to exchange knowledge about their research. 2) Facilitate knowledge exchange between senior scholars and graduate students. 3) Establish the gaps and innovations needed within different fields to promote a more equitable society. 4) Summarize and disseminate the key lessons in at least one published scholarly article.
Description:This interdisciplinary project involved two phases: the one-day in-person symposium and subsequent dissemination of the findings. Phase 1, the one-day symposium took place on November 20, 2023 at York University. Phase 2 involves disseminating the important outcomes of the symposium, including in a research brief and at least one scholarly open access peer-reviewed article. The main audience of this in-person symposium was attended by faculty and graduate students, community-based organizations representatives , and the general public. The outcomes involved re-imagining research design, ethics and methodologies, knowledge creation based on the experiences of panelists, and more research collaboration between panelists, faculty, students, and community-based organizations.
Start Date:
- Month: Oct Year: 2023
End Date:
- Month: Sep Year: 2024
Collaborator: Alicia Boatswain-Kyte; Tya Collins
Collaborator Institution: McGill University; University of Ottawa
Collaborator Role: Co-investigators
Funders:
Social Sciences and Humanities Research Council (SSHRC) Connection Grant
Faculty of Liberal Arts & Professional Studies
Robarts Centre for Canadian Studies
-
Summary:
This research focuses on four main objectives. (1) It explores the evolution of the school resource officer (SRO) program in Canada. (2) It investigates the experiences of persons with nexus to SRO programs in five Canadian cities. (3) It interrogates the organizational, institutional and contextual factors influencing divergent decisions about SRO programs within cities and across educational jurisdictions. (4) It is designed to produce empirically and theoretically informed knowledge to guide policy on school security and police presence in schools.
Start Date:
- Month: Apr Year: 2022
End Date:
- Month: Mar Year: 2026
Collaborator: Dr. Temitope Oriola
Collaborator Institution: University of Alberta
Collaborator Role: Principal Investigator
Funders:
Social Sciences and Humanities Research Council (SSHRC) Insight Grant
-
Summary:
The next generation of researchers in human development, child and youth health research must be equipped to lead the creation and application of knowledge across all sectors to achieve the best reproductive, infant, child, and youth health outcomes. To address this need, we designed a unique national training and mentoring platform -Empowering Next generation Researchers In perinatal and Child Health (ENRICH). We are an interjurisdictional, interdisciplinary,intersectoral, and bilingual team of 193 experienced applicants, mentors, collaborators, partners, and patients. Building on our collective national expertise with research training, we developed strategic partnerships with 16 Canadian pediatric academic health centres and established a unified platform spanning eight Provinces and one Territory.
Collaborator: Dr. Susan Samuel
Collaborator Institution: University of Calgary
Collaborator Role: Principal Investigator
Funders:
Canadian Institutes of Health Research (CIHR) Health Research Training Platform (HRTP)
-
Summary:
Drawing from organizational theory, this qualitative inquiry will examine if and how institutional resources facilitate first generation graduate students’ academic success and persistence and how these students negotiate the challenges and expectations of graduate programs. It will address 3 specific objectives: 1) assess the scope and nature of existing institutional resources that support first generation graduate students through a content analysis of 22 Ontario universities’ official policies, and grey literature about student services and programs; 2) explore how first generation graduate students use institutional resources and perceive their experiences as they navigate graduate school; and 3) examine how belonging to a Francophone minority community affects graduate education experiences.
Start Date:
- Month: Jul Year: 2020
End Date:
- Month: Jun Year: 2023
Funders:
Social Sciences and Humanities Research Council (SSHRC) Insight Development Grant
Jean-Pierre, Johanne, and Jessica T. Bundy. 2023. “How advocacy strengthened African Nova Scotians’ social capital throughout their history.” Pp 360-367 in Reading Sociology: Decolonizing Canada Fourth Edition., edited by J. Jean-Pierre, V. Watts, C.E. James, P. Albanese, X. Chen, and M. Graydon. Don Mills, ON: Oxford University Press.
Jean-Pierre, Johanne, and Linamar Campos-Flores. 2020. “Mental health and wellbeing among migrants in rural areas of the Global North: Evidence from the literature.” Pp. 26-39 in Mental Health and Wellbeing in Rural Regions: International perspectives, edited by Sarah-Anne Munoz and Steve F. Bain. London, UK: Routledge.
Jean-Pierre, Johanne, and Fernando Nunes. 2015. "From integration to empowerment: multicultural education in the board of education of the city of Toronto from 1960 to 1975. " Pp. 271-288 in Revisiting Multiculturalism in Canada: Theories, Policies and Debates, edited by Shibao Guo and Lloyd Wong. Rotterdam, Netherlands: Sense Publishers.
Jean-Pierre, Johanne. 2022. Review of the book Segregation by experience: Agency, racism, and learning in the early grades by Jennifer Keys Adair and Kiyomi Sánchez-Suzuki Colegrove. Teachers College Record, https://journals.sagepub.com/pb-assets/cmscontent/TCZ/Book%20Reviews%20Collection%202022/September%202022/segregationbyexperience-1663602478.pdf
Jean-Pierre, Johanne. 2019. [Review of the book Educators on diversity, social justice, and schooling: A reader, by S.E. Singer & M.J. Harkins]. Canadian Journal of Education/Revue Canadienne de l’Éducation 42(1):ix-xii.
Jean-Pierre, Johanne. 2016. [Review of the book The cultural matrix: Understanding Black youth, by O. Patterson]. Canadian Journal of Sociology/Cahiers Canadiens de Sociologie 41(1):105-108.
Jean-Pierre, Johanne. 2015. [Review of the book Reimagining intervention in young lives: work, social assistance, and marginalization, by K.R. Foster & D.C. Spencer]. Canadian Journal of Sociology/Cahiers Canadiens de Sociologie 40(1):95-97.
Jean-Pierre, Johanne, Alicia Boatswain-Kyte, Tya Collins, and Emmanuela Ojukwu. 2024. “Designing afro-emancipatory qualitative research with and for Black people.” Qualitative Research (online first) https://doi.org/10.1177/1468794124126445
Jean-Pierre, Johanne, Sabrin Hassan, and Asha Sturge. 2023. "Enhancing the learning and teaching of public speaking skills." College Teaching 71(4):219-226.
Jean-Pierre, Johanne, and Prudence Carter. 2023. “Sociological imaginations for anti-racist futures: An interview with Dr. Prudence Carter.” Sociology 57(2):325-333.
Jean-Pierre, Johanne, and Carl E. James. 2022. "Black Life, complexities, nuances, and insights." Canadian Review of Sociology/Revue canadienne de sociologie 59(4) : 430-435.
Jean-Pierre, Johanne. 2022. « Les composantes de l’espoir critique dans les récits de parents Afro-canadiens de la Nouvelle-Écosse. » Canadian Review of Sociology/Revue canadienne de sociologie 59(4) : 507-524.
Jean-Pierre, Johanne, and Tya Collins. 2022. "Penser une démarche épistémologique afro-émancipatrice en recherche qualitative par, pour et avec les communautés noires" [Reflections on an Afro-Emancipatory Epistemological Approach by, for, and with Black Communities]. Recherches qualitatives 41(1): 13-34.
Jean-Pierre, Johanne, Alana Butler, Océane Jasor, Julius Haag, and Natalie Delia Deckard. 2022. « Symposium : Building solidarity : The founding of the Canadian Sociological Association (CSA) Black Caucus. » Canadian Review of Sociology/Revue canadienne de sociologie 59(4) : 544-546.
Jean-Pierre, Johanne. 2021. "How African Nova Scotians envision culturally relevant and sustaining pedagogy as civic repair." British Journal of Sociology of Education 42(8): 1153-1171.
Jean-Pierre, Johanne, Beverly-Jean Daniel, and Tya Collins. 2021. "Presentation of the special issue regarding African Canadian educational excellence." Canadian Journal of Education/Revue canadienne de l’éducation 44(1): CIi-CIxii.
Jean-Pierre, Johanne, Michelle Landry, Guillaume Durou, Audrey Rousseau, and Myriame Martineau. 2020. "Annonce officielle de la création du Prix d’excellence en sociologie de langue française de la Société canadienne de sociologie." Canadian Review of Sociology/Revue canadienne de sociologie 57(4):737-740.
Jean-Pierre, Johanne, and Carl E. James. 2020. "Beyond pain and outrage: Developing the ability to detect, understand, and address anti-Black racism in Canada." Canadian Review of Sociology/Revue canadienne de sociologie 57(4): 708-712.
Bailey, Jonathan, and Johanne Jean-Pierre. 2020. "The effects of COVID-19 prevention measures on families." Child & Youth Services 41(3):219-221.
Daniel, Beverly-Jean, and Johanne Jean-Pierre. 2020. "Re-imagining child and youth care practice with African Canadian youth." International Journal of Child, Youth & Family Studies 11(2): 25-39.
Jean-Pierre, Johanne, Sabrin Hassan, Asha Sturge, Kiaras Gharabaghi, Megan Lewis, Jonathan Bailey, and Megan Panitch. 2020. "Poised to advocate: The pedagogy of the lightning talk in child and youth care education." International Journal of Child, Youth & Family Studies 11(3): 108-125.
Jean-Pierre, Johanne, Sandrina de Finney, and Natasha Blanchet-Cohen. 2020. "Introduction to special issue: An exploration of child and youth care pedagogy and curriculum." International Journal of Child, Youth & Family Studies 11(3):1-11.
Jean-Pierre, Johanne. 2020. "L’appartenance entrecroisée à l’héritage historique et au pluralisme contemporain chez des étudiants franco-ontariens." Linguistic Minorities and Society/Minorités linguistiques et société 13: 3-25.
Jean-Pierre, Johanne, and Lance McCready. 2019. "Introduction to the special issue : African Canadians, Gender and Sexuality/Édition spéciale: Les afro-canadiens, le genre et la sexualité." Canadian Journal of Sociology/Cahiers canadiens de sociologie 44(4): 311-318.
Jean-Pierre, Johanne. 2018. "The experiences of and responses to linguicism of Franco-Ontarian and Quebec English-speaking postsecondary students." Canadian Review of Sociology/Revue canadienne de sociologie 55(4): 510-531.
Jean-Pierre, Johanne, and Sylvia Parris. 2018. "Alternative school discipline principles and interventions: An overview of the literature." McGill Journal of Education/Revue des sciences de l’éducation de McGill, 53(3): 414-433.
Jean-Pierre, Johanne. 2017. "Le rêve inachevé d’étudier et de socialiser en français en toute sécurité linguistique: les perspectives d’étudiants franco-ontariens." Canadian Journal of Higher Education/La Revue canadienne d’enseignement supérieur 47(3): 136-151.
Davies, Scott, Janice Aurini, Emily Milne, and Johanne Jean-Pierre. 2015. "Les effets des programmes d’été de littératie: Les théories d’opportunités d’apprentissage et les élèves « non-traditionnels » dans les écoles de langue française en Ontario." Canadian Journal of Sociology/ Cahiers canadiens de sociologie 40(2) : 189-222.
Silvius, R., Campos-flores, L., Dabrowska-Miciula, E., de Lima, P., Jean-Pierre, J., Cacho, P., Sotkasiira, T., Kerrigan, N., & Bopp, T. (2018). Ethnicity, race and place nexus-understanding migrant and minority ethnic health and wellbeing in rural areas in the EU and Canada. The European Journal of Public Health 28(suppl. 1): 7-7.
De Lima, P., Jean-Pierre, J., & Campos-Flores, L. (2017). Beyond utilitarianism: migrant well-being and mental health in rural areas. 27th European Society for Rural Sociology Congress Book of Abstracts: Uneven Processes of Rural Change: on Diversity, Knowledge and Justice. Krakow: The European Society for Rural Sociology.
Current Courses
Term | Course Number | Section | Title | Type |
---|---|---|---|---|
Fall 2024 | GS/SOCI6760 3.0 | A | Race and Ethnicity | SEMR |
Fall/Winter 2024 | AP/SOCI3630 6.0 | A | Sociology of Education | LECT |
Upcoming Courses
Term | Course Number | Section | Title | Type |
---|---|---|---|---|
Fall/Winter 2024 | AP/SOCI3630 6.0 | A | Sociology of Education | LECT |
Dr. Johanne Jean-Pierre Ph.D. is an Assistant Professor in the Department of Sociology at York University. She previously worked as an assistant professor in the School of Child and Youth Care at Toronto Metropolitan University (formerly Ryerson University).
She conducts research projects in English and in French in the fields of sociology of education, sociology of race and ethnicity, youth studies, and research methodology. More specifically, she focuses on school and postsecondary trajectories, alternative school discipline interventions, and qualitative research. Her current research projects investigate the social-cultural dynamics that can inform promising policies and practices to work primarily with Francophone minority communities, and Black Canadian communities. She is also a co-investigator in the Empowering Next-generation Researchers In perinatal and Child Health (ENRICH) initiative. She is a co-founder of the Canadian Sociological Association Black Caucus and a co-founder of the first Canadian Sociological Association Francophone award: Prix d’excellence en sociologie de langue française de la Société canadienne de sociologie.
Degrees
PhD Sociology, McMaster UniversityMA Sociologie, Université d'Ottawa
Research Interests
Current Research Projects
-
Summary:
The proposed partnered research with the Delmore “Buddy” Daye Learning Institute (DBDLI), a not-for-profit center that promotes excellence in Africentric education, examines the role and meaning of intergenerational storytelling among African Nova Scotians. This research project explores the potential of intergenerational storytelling as a transformative educational practice. It will adress the fact that Black Canadians’ multifaceted histories are often relegated to footnotes, or minimized and erased in official narratives. It also responds to prior findings that Black students consistently stress the need for more culturally relevant and sustaining curricular content that values and fosters fluency in Black Canadian cultural heritage. In order to investigate intergenerational storytelling, the principal investigator will mobilize a qualitative approach.
Description:There are three objectives. The first objective consists of investigating how African Nova Scotian collective identity and generativity (intergenerational transmission of knowledge and lessons) take place during intergenerational storytelling. The second objective involves examining how intergenerational storytelling constitutes a counter-narrative that defies erasure from official narratives and promotes cultural sustainability. The last objective of this partnership is to generate knowledge to inform educational policy that fosters culturally educational content in schools.
Project Type: FundedRole: Principal Investigator
Start Date:
- Month: Jun Year: 2024
End Date:
- Month: May Year: 2025
Funders:
Social Sciences and Humanities Research Council (SSHRC) Partnership Engage Grant
-
Summary:
This proposed interdisciplinary symposium brought together Black scholars working in the health and social sciences in Canada and provided them with opportunities to share their experiences conducting research with Black communities in various regions using diverse methodological approaches. The symposium consolidated and expanded the state of knowledge regarding how to conduct research with Black populations that can result in Black Canadian communities flourishing. It sought to highlight approaches and practices that build up Black communities and populations via four objectives: 1) Assemble French- and English-speaking Black scholars working with Black communities to exchange knowledge about their research. 2) Facilitate knowledge exchange between senior scholars and graduate students. 3) Establish the gaps and innovations needed within different fields to promote a more equitable society. 4) Summarize and disseminate the key lessons in at least one published scholarly article.
Description:This interdisciplinary project involved two phases: the one-day in-person symposium and subsequent dissemination of the findings. Phase 1, the one-day symposium took place on November 20, 2023 at York University. Phase 2 involves disseminating the important outcomes of the symposium, including in a research brief and at least one scholarly open access peer-reviewed article. The main audience of this in-person symposium was attended by faculty and graduate students, community-based organizations representatives , and the general public. The outcomes involved re-imagining research design, ethics and methodologies, knowledge creation based on the experiences of panelists, and more research collaboration between panelists, faculty, students, and community-based organizations.
Project Type: FundedRole: Principal Investigator
Start Date:
- Month: Oct Year: 2023
End Date:
- Month: Sep Year: 2024
Collaborator: Alicia Boatswain-Kyte; Tya Collins
Collaborator Institution: McGill University; University of Ottawa
Collaborator Role: Co-investigators
Funders:
Social Sciences and Humanities Research Council (SSHRC) Connection Grant
Faculty of Liberal Arts & Professional Studies
Robarts Centre for Canadian Studies
-
Summary:
This research focuses on four main objectives. (1) It explores the evolution of the school resource officer (SRO) program in Canada. (2) It investigates the experiences of persons with nexus to SRO programs in five Canadian cities. (3) It interrogates the organizational, institutional and contextual factors influencing divergent decisions about SRO programs within cities and across educational jurisdictions. (4) It is designed to produce empirically and theoretically informed knowledge to guide policy on school security and police presence in schools.
Project Type: FundedRole: Co-investigator
Start Date:
- Month: Apr Year: 2022
End Date:
- Month: Mar Year: 2026
Collaborator: Dr. Temitope Oriola
Collaborator Institution: University of Alberta
Collaborator Role: Principal Investigator
Funders:
Social Sciences and Humanities Research Council (SSHRC) Insight Grant
-
Summary:
The next generation of researchers in human development, child and youth health research must be equipped to lead the creation and application of knowledge across all sectors to achieve the best reproductive, infant, child, and youth health outcomes. To address this need, we designed a unique national training and mentoring platform -Empowering Next generation Researchers In perinatal and Child Health (ENRICH). We are an interjurisdictional, interdisciplinary,intersectoral, and bilingual team of 193 experienced applicants, mentors, collaborators, partners, and patients. Building on our collective national expertise with research training, we developed strategic partnerships with 16 Canadian pediatric academic health centres and established a unified platform spanning eight Provinces and one Territory.
Project Type: FundedRole: Co-applicant
Collaborator: Dr. Susan Samuel
Collaborator Institution: University of Calgary
Collaborator Role: Principal Investigator
Funders:
Canadian Institutes of Health Research (CIHR) Health Research Training Platform (HRTP)
-
Summary:
Drawing from organizational theory, this qualitative inquiry will examine if and how institutional resources facilitate first generation graduate students’ academic success and persistence and how these students negotiate the challenges and expectations of graduate programs. It will address 3 specific objectives: 1) assess the scope and nature of existing institutional resources that support first generation graduate students through a content analysis of 22 Ontario universities’ official policies, and grey literature about student services and programs; 2) explore how first generation graduate students use institutional resources and perceive their experiences as they navigate graduate school; and 3) examine how belonging to a Francophone minority community affects graduate education experiences.
Project Type: FundedRole: Principal Investigator
Start Date:
- Month: Jul Year: 2020
End Date:
- Month: Jun Year: 2023
Funders:
Social Sciences and Humanities Research Council (SSHRC) Insight Development Grant
All Publications
Jean-Pierre, Johanne, and Jessica T. Bundy. 2023. “How advocacy strengthened African Nova Scotians’ social capital throughout their history.” Pp 360-367 in Reading Sociology: Decolonizing Canada Fourth Edition., edited by J. Jean-Pierre, V. Watts, C.E. James, P. Albanese, X. Chen, and M. Graydon. Don Mills, ON: Oxford University Press.
Jean-Pierre, Johanne, and Linamar Campos-Flores. 2020. “Mental health and wellbeing among migrants in rural areas of the Global North: Evidence from the literature.” Pp. 26-39 in Mental Health and Wellbeing in Rural Regions: International perspectives, edited by Sarah-Anne Munoz and Steve F. Bain. London, UK: Routledge.
Jean-Pierre, Johanne, and Fernando Nunes. 2015. "From integration to empowerment: multicultural education in the board of education of the city of Toronto from 1960 to 1975. " Pp. 271-288 in Revisiting Multiculturalism in Canada: Theories, Policies and Debates, edited by Shibao Guo and Lloyd Wong. Rotterdam, Netherlands: Sense Publishers.
Jean-Pierre, Johanne. 2022. Review of the book Segregation by experience: Agency, racism, and learning in the early grades by Jennifer Keys Adair and Kiyomi Sánchez-Suzuki Colegrove. Teachers College Record, https://journals.sagepub.com/pb-assets/cmscontent/TCZ/Book%20Reviews%20Collection%202022/September%202022/segregationbyexperience-1663602478.pdf
Jean-Pierre, Johanne. 2019. [Review of the book Educators on diversity, social justice, and schooling: A reader, by S.E. Singer & M.J. Harkins]. Canadian Journal of Education/Revue Canadienne de l’Éducation 42(1):ix-xii.
Jean-Pierre, Johanne. 2016. [Review of the book The cultural matrix: Understanding Black youth, by O. Patterson]. Canadian Journal of Sociology/Cahiers Canadiens de Sociologie 41(1):105-108.
Jean-Pierre, Johanne. 2015. [Review of the book Reimagining intervention in young lives: work, social assistance, and marginalization, by K.R. Foster & D.C. Spencer]. Canadian Journal of Sociology/Cahiers Canadiens de Sociologie 40(1):95-97.
Jean-Pierre, Johanne, Alicia Boatswain-Kyte, Tya Collins, and Emmanuela Ojukwu. 2024. “Designing afro-emancipatory qualitative research with and for Black people.” Qualitative Research (online first) https://doi.org/10.1177/1468794124126445
Jean-Pierre, Johanne, Sabrin Hassan, and Asha Sturge. 2023. "Enhancing the learning and teaching of public speaking skills." College Teaching 71(4):219-226.
Jean-Pierre, Johanne, and Prudence Carter. 2023. “Sociological imaginations for anti-racist futures: An interview with Dr. Prudence Carter.” Sociology 57(2):325-333.
Jean-Pierre, Johanne, and Carl E. James. 2022. "Black Life, complexities, nuances, and insights." Canadian Review of Sociology/Revue canadienne de sociologie 59(4) : 430-435.
Jean-Pierre, Johanne. 2022. « Les composantes de l’espoir critique dans les récits de parents Afro-canadiens de la Nouvelle-Écosse. » Canadian Review of Sociology/Revue canadienne de sociologie 59(4) : 507-524.
Jean-Pierre, Johanne, and Tya Collins. 2022. "Penser une démarche épistémologique afro-émancipatrice en recherche qualitative par, pour et avec les communautés noires" [Reflections on an Afro-Emancipatory Epistemological Approach by, for, and with Black Communities]. Recherches qualitatives 41(1): 13-34.
Jean-Pierre, Johanne, Alana Butler, Océane Jasor, Julius Haag, and Natalie Delia Deckard. 2022. « Symposium : Building solidarity : The founding of the Canadian Sociological Association (CSA) Black Caucus. » Canadian Review of Sociology/Revue canadienne de sociologie 59(4) : 544-546.
Jean-Pierre, Johanne. 2021. "How African Nova Scotians envision culturally relevant and sustaining pedagogy as civic repair." British Journal of Sociology of Education 42(8): 1153-1171.
Jean-Pierre, Johanne, Beverly-Jean Daniel, and Tya Collins. 2021. "Presentation of the special issue regarding African Canadian educational excellence." Canadian Journal of Education/Revue canadienne de l’éducation 44(1): CIi-CIxii.
Jean-Pierre, Johanne, Michelle Landry, Guillaume Durou, Audrey Rousseau, and Myriame Martineau. 2020. "Annonce officielle de la création du Prix d’excellence en sociologie de langue française de la Société canadienne de sociologie." Canadian Review of Sociology/Revue canadienne de sociologie 57(4):737-740.
Jean-Pierre, Johanne, and Carl E. James. 2020. "Beyond pain and outrage: Developing the ability to detect, understand, and address anti-Black racism in Canada." Canadian Review of Sociology/Revue canadienne de sociologie 57(4): 708-712.
Bailey, Jonathan, and Johanne Jean-Pierre. 2020. "The effects of COVID-19 prevention measures on families." Child & Youth Services 41(3):219-221.
Daniel, Beverly-Jean, and Johanne Jean-Pierre. 2020. "Re-imagining child and youth care practice with African Canadian youth." International Journal of Child, Youth & Family Studies 11(2): 25-39.
Jean-Pierre, Johanne, Sabrin Hassan, Asha Sturge, Kiaras Gharabaghi, Megan Lewis, Jonathan Bailey, and Megan Panitch. 2020. "Poised to advocate: The pedagogy of the lightning talk in child and youth care education." International Journal of Child, Youth & Family Studies 11(3): 108-125.
Jean-Pierre, Johanne, Sandrina de Finney, and Natasha Blanchet-Cohen. 2020. "Introduction to special issue: An exploration of child and youth care pedagogy and curriculum." International Journal of Child, Youth & Family Studies 11(3):1-11.
Jean-Pierre, Johanne. 2020. "L’appartenance entrecroisée à l’héritage historique et au pluralisme contemporain chez des étudiants franco-ontariens." Linguistic Minorities and Society/Minorités linguistiques et société 13: 3-25.
Jean-Pierre, Johanne, and Lance McCready. 2019. "Introduction to the special issue : African Canadians, Gender and Sexuality/Édition spéciale: Les afro-canadiens, le genre et la sexualité." Canadian Journal of Sociology/Cahiers canadiens de sociologie 44(4): 311-318.
Jean-Pierre, Johanne. 2018. "The experiences of and responses to linguicism of Franco-Ontarian and Quebec English-speaking postsecondary students." Canadian Review of Sociology/Revue canadienne de sociologie 55(4): 510-531.
Jean-Pierre, Johanne, and Sylvia Parris. 2018. "Alternative school discipline principles and interventions: An overview of the literature." McGill Journal of Education/Revue des sciences de l’éducation de McGill, 53(3): 414-433.
Jean-Pierre, Johanne. 2017. "Le rêve inachevé d’étudier et de socialiser en français en toute sécurité linguistique: les perspectives d’étudiants franco-ontariens." Canadian Journal of Higher Education/La Revue canadienne d’enseignement supérieur 47(3): 136-151.
Davies, Scott, Janice Aurini, Emily Milne, and Johanne Jean-Pierre. 2015. "Les effets des programmes d’été de littératie: Les théories d’opportunités d’apprentissage et les élèves « non-traditionnels » dans les écoles de langue française en Ontario." Canadian Journal of Sociology/ Cahiers canadiens de sociologie 40(2) : 189-222.
Silvius, R., Campos-flores, L., Dabrowska-Miciula, E., de Lima, P., Jean-Pierre, J., Cacho, P., Sotkasiira, T., Kerrigan, N., & Bopp, T. (2018). Ethnicity, race and place nexus-understanding migrant and minority ethnic health and wellbeing in rural areas in the EU and Canada. The European Journal of Public Health 28(suppl. 1): 7-7.
De Lima, P., Jean-Pierre, J., & Campos-Flores, L. (2017). Beyond utilitarianism: migrant well-being and mental health in rural areas. 27th European Society for Rural Sociology Congress Book of Abstracts: Uneven Processes of Rural Change: on Diversity, Knowledge and Justice. Krakow: The European Society for Rural Sociology.
Current Courses
Term | Course Number | Section | Title | Type |
---|---|---|---|---|
Fall 2024 | GS/SOCI6760 3.0 | A | Race and Ethnicity | SEMR |
Fall/Winter 2024 | AP/SOCI3630 6.0 | A | Sociology of Education | LECT |
Upcoming Courses
Term | Course Number | Section | Title | Type |
---|---|---|---|---|
Fall/Winter 2024 | AP/SOCI3630 6.0 | A | Sociology of Education | LECT |