Cristyne Hebert

Cristyne Hebert is doctoral candidate in York University’s Faculty of Education. Her dissertation research examines reflective practice in teacher education in the United States, and its potential standardization through the edTPA. Her other research interests include narratives of teaching and learning, epistemic oppression in education, reflective and autobiographical inquiry, public pedagogy, the aesthetic experience, and reform in teacher education. Cristyne has presented her work most recently at The Canadian Society for the Study of Education Conference (CSSE), The American Educational Research Association’s Annual Meeting (AERA), The American Association for the Advancement of Curriculum Studies Conference (AAACS) and The Curriculum and Pedagogy Conference.