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Meaghan Dougherty, MA, Ed.D

Contract Faculty in MEd in School Counselling (Vancouver)

I have had the honour of working with students throughout their capstone projects.  This allows me to learn about the students’ varied areas of interest and see the applicability of their research to practice.  I enjoy providing practical support throughout their process.   

Research

Imagination and educational leadership; leadership education; the complex relationship between education and the labour market and the transition from post-secondary education to work; relational practice; criticality; teaching and learning encounters; interviewing and qualitative inquiry; teaching research methods; relational and performative ontologies and methodologies that explore more-than-human entanglements.

Publications

Judson, G., & Dougherty, M. (Eds.). Cultivating imagination in leadership: Transforming schools and communities. Teachers College Press. Projected publication date: March 24, 2023

Dougherty, M. (2022). Need to get somewhere fast: A critical examination of the transition from post-secondary education to work. DIO Press.

Dougherty, M. (2022). Reconceptualising the transition from post-secondary education to work. Journal of Education and Work, 35(3), 241-255. https://doi.org/10.1080/13639080.2022.2048251

Dougherty, M. (2021). Reflections: The relational practice of teaching and learning. Reflections: Narratives of Professional Helping, 27(1), 49-63.

Cox, R.D., & Dougherty, M. (2018). (Mis)measuring developmental math success: Classroom participants’ perspectives on learning. Community College Journal of Research and Practice, 43(4), 245-261. doi: 10.1080/10668926.2018.1456378

Cox, R.D., Dougherty, M., Hampton, S., Neigel, C., and Nickel, K. (2017). Does this feel empowering? Using métissage to explore the effects of critical pedagogy. International Journal of Critical Pedagogy, 8(1), 33-57.

Teaching

I see teaching-learning as an emergent encounter, where both teachers and students become different through the interaction.  I work to create an environment where students are able to lean into the discomfort of challenging their thinking.  Ideally, I hope to disrupt and unlearn colonized and disciplinary aspects of the classroom to provide space for thinking, being, and doing in new ways. 

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