Susan Crowley:
Susan is currently teaching in Prince Rupert school district. She has 30+ years of experience teaching French, music, and Primary education. Susan is also a former Faculty Associate at SFU, a former assistant director of professional development division at BCTF (B.C. Teachers' Federation); and has completed her Masters in First Nations Education with a focus on the role and education of Non-Native teachers in First Nation education.

Debbie Leighton-Stephens:
Debbie is a member of the Tsm’syen nation, her home community is Metlakatla, B.C. She has a professional teaching certificate, a General Studies Degree and a Masters Degree in First Nations Education. Over the years Debbie has worked as an elementary classroom teacher, SFU Faculty Associate, Sm’algyax Program Coordinator and currently is the Department Head for First Nations Education Services in Prince Rupert school district #52.

Vonnie Hutchingson:
Vonnie has been a teacher, coordinator at the district level, principal of a K-12 school and a director of Aboriginal Education Branch for the Ministry of Education. She was born on Haida Gwaii; a Raven from the village of Skedan , and is a member of the Haida/Tsimshian nations.

Brenda Point:
Brenda is originally from Thunder Bay, Ontario and is of Ojibwa/Metis ancestry. She grew up in British Columbia and lives in Chilliwack, Skowkale First Nation with husband and family. After studying and working in Early Childhood Education, Brenda returned to complete a teaching degree at UBC NITEP. She has worked as the Aboriginal Support teacher at Chilliwack Middle School and presently is the Aboriginal District Coordinator and the LUCID Project leader for SD#33.

SFU Research Team

Lead Researcher:
	Mark Fettes, Assistant Professor, was involved in research on First Nations language policy and community-based education and in grant program administration before his appointment to SFU in 2002. He has worked in diverse intercultural contexts in several countries. Dr. Fettes will be responsible for the overall direction and coordination of the project, and he will be directly concerned with the development of the teacher’s guide (Phase One), critical ethnographies (Phase Two), and communities of practice (Phase Three). www.educ.sfu.ca/fri/Fettes
Associate Researchers:
	Kieran Egan, Professor, a Tier 1 Canada Research Chair in Education. His writings and lectures on imaginative education have won international acclaim. Dr. Egan’s project research will further examine and elaborate the nature of imaginative engagement in the classroom. www.educ.sfu.ca/kegan
	Sean Blenkinsop, Assistant Professor of Education, has an extensive background in alternative education and has more than 2000 days of teaching and learning in the outdoors. He has a docotorate in philosophy of eduation from Harvard and research interests that include existentialism, relational epistemologies, and ecological dialogue.

University Collaborators in the Faculty of Education currently include:

Ann Harris, MA student

Ann was educated and reared in the States, Ann taught secondary school English for six years, and then worked as an instructor and course director for the North Carolina Outward Bound School. Now a M.A student in Educational leadership, she is interested in how agents of change can help others flourish while also flourishing themselves.

Rod McKellar, PhD

Rod is a recent PhD graduate who worked with the LUCID project as well as a high-school classroom teacher. Currently he is developing an overview of district literacy practices among the three participating communities in the project and aims to contrast them with the project’s conception of “romantic understanding” as a vital dimension in the development of imaginatively fluent literacy . He is particularly interested in how orality can be used to mediate students' abilities into literacy in all areas, not just in the language arts

Kym Stewart, PhD student

Kym recently completed her Masters of Arts from the School of Communication and began the PhD in the Faculty of Education in September. For 6 years Kym worked as a research assistant in the Media Analysis Lab where she studied the roles of various media in contemporary families, particularly the concerns of and the impacts of television and advertising on the children’s imaginative play, sedentary lifestyles and aggression. Currently she is focusing on developing critical media education lessons to be delivered in grade 4 students’ math and science curricula.

Anne Chodakowski, PhD student

Originally from Nova Scotia, Anne obtained her BA and MA in English from Acadia University before migrating to B.C. After teaching ESL for several years on the coast and in the interior, she completed her BEd through the University of British Columbia and taught high school English and drama. She is presently pursuing doctoral studies at SFU in Curriculum Theory and Implementation and is especially interested in how the imagination can be used to imbue schools with soul. Particular topics of interest include how the self is conceived and negotiated through narration (especially in writing and drama), the role of emotion and play in learning, and the possibilities of imaginative teacher education.

Tannis Calder, Teacher support and curriculum developer

Tannis is a practicing teacher and a dedicated advocate of imaginative education, who began working with the Imaginative Education Research Group in May 2002 as a research assistant and curriculum developer. Tannis has taught in small remote communities in BC’s north where the vast majority of her students have been of First Nations descent.   Her interest in the fine and performing arts and environmental education support her zest for using narrative and the story form to structure lessons and find engaging new ways to support student's learning. Tannis was invited to Join the LUCID project in the summer of 2006 and now works as a curriculum coordinator and support person for teachers in the Lucid Project.

District Advisory Committees