Professor, Faculty of Education, Memorial University of Newfoundland
- 1994 Ph.D. OISE/University of Toronto
- 1986 M.Ed. OISE/University of Toronto
- 1982 B.Ed. Mount Allison University
- 1978 Bacc. ès Arts Université de Moncton
RECENT PUBLICATIONS AND PRODUCTIONS
Yeoman, E. (In Progress). "It Has To Mean Exactly What I Said": Translating Indigenous Writing. Winnipeg MB: University of Manitoba Press.
Penashue, T. E. (In Press). Nitinikiau Nitassinan, Co-edited and co-translated by Tshaukuesh Elizabeth Penashue and Elizabeth Yeoman. Winnipeg MB: University of Manitoba Press.
Kelly, U. & Yeoman, E. (Eds.). (2010). Despite This Loss: Essays on Culture, Memory and Identity in Newfoundland and Labrador. St. John’s NL: ISER.
Yeoman, E. and Roseman, R. (Directors). (2016). Honk If You Want Me Off The Road. (Documentary film)
Yeoman, E. & Penashue, E. (2018). “The Ones That Were Abused”: Thinking About the Beothuk Through Translation. In Polack, F. (Ed.) Traces of Ochre: Changing Perspectives on the Beothuk. Toronto: University of Toronto Press.
Yeoman, E. (2018). Detention. In Canadian Curriculum Studies: A Métissage of Inspiration/ Imagination/ Interconnection, Carl Leggo and Erika Hasebe-Ludt, Eds. Toronto ON: Canadian Scholars Press.
Yeoman, E. (2017). Ministers and Citizens Walking Together. In Improving Democratic Governance in Newfoundland and Labrador, Alex Marland and Lisa Moore, Eds. St. John’s NL: ISER Books.
Yeoman, E. (2017). Indigenous writing in Indigenous languages: Reconfiguring Canadian Literary Studies and Beyond. In Beyond Understanding Canada: Transnational Perspectives on Canadian Literature. Daniel Coleman and Lorraine York, Eds. Edmonton AB: University of Alberta Press.
Yeoman, E. (2010). A Sense of History: Remembering the World Wars. In Kelly, U. & Yeoman, E. (Eds.). (2010). Despite This Loss: Essays on Culture, Memory and Identity in Newfoundland and Labrador. St. John's NL: ISER.
McLeod, H, Gardner, M. and Yeoman, E. (2017). Biographical Explorations through Creative Work. Canadian Review of Art Education, 42(2).
Yeoman, E. (2013). Interviews with Sarah Townley, Inuktitut Program Co-ordinator, Labrador and Marguerite MacKenzie, Linguist and Innu-aimun specialist and Commentary. In The Morning Watch: Social and Educational Analysis. Special Issue: “Indigenizing the Academy”.
Yeoman, E. (2012). Translated Lives. In The Morning Watch: Social and Educational Analysis. Special Issue: “Becoming a Researcher”.
Yeoman, E. (2012). The Pedagogy of Translation: Learning from Innu Activist Elizabeth Penashue's Diaries. Journal of the Canadian Association of Curriculum Studies, 10(12). Special Issue: "Art in Times of Conflict."
Yeoman, E. (Fall, 2016). Review of Kilbourn, Russell J. A. and Eleanor Ty (Eds). The Memory Effect: The Remediation of Memory in Literature and Film. Toronto Buffalo London: Wilfred Laurier University Press, 2013. Topia: Canadian Journal of Cultural Studies, 36.
Yeoman, E. (Fall, 2014). Review of Multiculturalism Within a Bilingual Framework: Language, Race, and Belonging in Canada, by Eve Haque, TOPIA: Canadian Journal of Cultural Studies, 32: 308-312.
Yeoman, E. (2012). Review of Brock, Peggy. The Many Voyages of Arthur Wellington Clah: A Tsimshian Man on the Pacific Northwest Coast. Vancouver BC and Toronto ON: University of British Columbia Press, 2011. Canadian Journal of Native Studies.
Yeoman, E. (2012). Review of McCall, Sophie. First Person Plural: Aboriginal Storytelling and the Ethics of Collaborative Authorship. Vancouver BC and Toronto ON: University of British Columbia Press, 2011. Canadian Journal of Native Studies, 31(2).
Yeoman, E. (June, 2009). Review of Extraordinary Evil: A Brief History of Genocide... And Why It Matters by Barbara Coloroso. Toronto: Viking Canada (Penguin), 2007. Morning Watch.
ED6909 - Narrative Approaches to Teaching, Learning and Research:
This course will draw on literature, film, autobiography and popular culture as well as more traditional theoretical texts to examine the role of the narrative imagination in teaching, learning and research. Teaching and learning are broadly defined and the course may be useful to anyone with an interest in education, and/or in oral history, autobiography or narrative inquiry. Course participants will explore the socio-historical, cultural and personal “imaginative backgrounds” they bring to teaching, learning and research. A narrative approach will provide a means of relating imaginative and intellectual work to personal experience and its socio-historic context.
ED6394 - Biographical Explorations of Teaching and Learning
Course participants will reflect on lives as teachers and learners through reading, viewing and listening to a range of creative works (music, visual art, drama, literary writing, media pieces) that explore themes in teaching and learning. As they do so, they will also each develop a creative piece in the medium of their choice. The creative pieces will be presented in a public forum presentation at the end of the course. This course is offered as an optional culminating course for students on the all-course Master’s program in Education.
ED2040 Basic Interpersonal Communication
This course is designed to help students develop confidence through self-expression, and acquire skills in interpersonal relationships.
ED4621 Using Environmental Design to Transform Teaching and Learning
School experiences are shaped by adults and peers but also by the environment in which they take place. This course considers ways to use design to transform teaching and learning. Topics include sustainable schools, schoolyard revitalization, inclusive learning environments, community based learning, school kitchens and gardens, designs to encourage fitness and physical activity, developing the senses, and basic needs such as safety, air quality and wanted/unwanted sound.
VISITING PROFESSORSHIPS AND COLLABORATIONS
- Universitetet i Tromsø - The Arctic University of Norway, Fall 2015
- Shanghai Jiaotong University, Shanghai, China 2004-2005
A national award for: “(a) a strong sense of justice and passion for equity; (b) collegial, supportive, and a mentor for new scholars; (c) engagement in collaborative work that links with the academy and community (e.g., academics, practitioners, and possibly parents); (d) conducting research that is recognized as transformational in that it can be readily understood and acted upon; and (e) have initiated collaborative research projects that have had a positive impact on both the academy and the wider community.”