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Lisa Farley joined the faculty in 2007. Her research considers the uses of psychoanalysis in conceptualizing meaning in childhood education. Her book, 'Childhood Pathology' (2018), examines how psychoanalytic concepts inform ongoing challenges in representing development, belonging, interiority, and relationality. As part of her teacher education work, Farley explored how teachers' memories of their childhood schooling are key to becoming teachers. She is the Principal Investigator on the SSHRC-funded project in partnership with the Association of Children's Museums, which examines the meaning and challenges of museum programming practices in representing difficult knowledge to children. Farley's scholarly interests include studies of childhood psychoanalysis, emotional dynamics in teaching and learning, childhood memory in teacher education, and difficult knowledge in curriculum studies.
York University • Toronto, ON
Joined the Faculty of Education as a Professor, contributing to academic research and teaching.
Department of Liberal Arts & Professional Studies graduate programs generally follow the Faculty of Graduate Studies (FGS) B+ minimum requirement.