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Amanda Gebhard, BA, BEd, MEd, PhD

Assistant Professor

Office: Education Building, Room 460
E-mail: amanda.gebhard@uregina.ca
Phone: (306) 585-4572

Research interests
Amanda is a qualitative researcher. Her research interests are in racism and whiteness in the helping professions, youth violence and bullying, subject-making and colonialism, the school-to-prison pipeline, critical pedagogy, and language and power. Amanda employs critical discourse analysis and anchors her research in anti-oppressive, feminist, and poststructural theories.

Amanda is based out of the Faculty of Social Work’s Prince Albert campus location. She completed her PhD at the University of Toronto in 2015. Her dissertation explored how taken for granted discourses about Indigenous peoples cited by educators (re)produce colonial subjectivities that lead to schooling exclusions and contact with the justice system. Amanda’s research interests are in anti-oppressive and consciousness-raising practices in social work and education, and in particular, in critical mentorship practices with young people. Amanda’s most current research projects relate to preventative approaches to school violence, settlement workers in schools and COVID-19, and institutional racism in Saskatchewan.

Amanda’s courses ask students to adopt a critical theoretical orientation to practice in social work and education. Courses taught in the Faculty of Social Work include: Critical Thinking, Critical Issues; Anti-Oppressive Social Work Practice; Communication in Social Work; Research in the Human Services; and Feminist Social Work. Amanda also lectures for the Faculty of Education, and has taught Anti-Racist and Multicultural Curriculum at the Master’s level and Pedagogy of Intersecting Anti-Racist Education at the undergraduate level, both through community-based programs at the Gabriel Dumont Society in Prince Albert. Prior to joining the Faculty of Social Work, Amanda was a sessional lecturer in the College of Education at the University of Saskatchewan.

Current Research Projects (Principal Investigator)

Project Title: School Settlement Work during COVID-19: A Community-Based Appreciative Inquiry

2020-2021

SSHRC Individual Partnership Engage Grant (PEG) COVID-19 Special Initiative

Working with our community partner, Saskatchewan Association of Immigrant Settlement and Integration Agencies (SAISIA), this project’s goal is to produce knowledge to respond to SAISIA's urgent needs to bolster existing supports for school settlement workers to improve service provision for newcomer students, families and communities, immediately and beyond the pandemic. We are weaving together the methodologies of community-based research and appreciative inquiry to foreground the insights of settlement workers in this project and anchoring the analysis in critical race theory. Co-Investigators: Dr. Fritz Pino, (Faculty of Social Work, University of Regina) and Dr. Willow Allen (University of Victoria). 

Project Title: Critical Literacy in the Social Work Classroom

2018-2020

This project examines the usage of critical literacy in the context of a social work classroom to develop students’ capacity to disrupt meta-narratives in the lives of marginalized groups, and thereby the connection between theory and practice. 

Project Title: Critical and Anti-oppressive Research on School Bullying and Violence: A Scoping Review

2020-2021

University of Regina Presidents SEED Grant                              

The purpose of this research is to identify research priorities and gaps in literature on school bullying and violence from critical perspectives to advance knowledge in educational programs and policy. The impetus for this project stems from longstanding trends around preventing school bullying in ways ignore the connections between violence experienced by young people, and race, class, and gender. 

Current Research Projects (Co-Investigator)                                                                                

Project: Investigating Schooling Experiences of Black Youth in Saskatoon

(PI: Dr. Funke Oba, School of Social Work, Ryerson University)

2019-2021      

SSHRC Insight Development Grant

This study examines how racism shapes the lives of Black youth attending secondary school in the urban centre of Saskatoon. The research aims to produce knowledge on how current school practices circulate racialized discourses that inhibit Black youth’s post-secondary educational aspirations.                                                

Project Title: Experiences of Racialized Students in Education, Social Work, and Nursing

 (PI: Dr. Gabriela Novotna, Faculty of Social Work, University of Regina)

2018-2020

SSHRC Insight Development Grant

This project investigates how programs in the helping professions—specifically education, nursing and social work—model the discourses they claim as their foundation, by investigating the experiences of racialized students in the programs.

Selected Publications and Conference Presentations

Gebhard, A. (2020). Rethinking Pink Day: Ending the bullying catch-all. Our Schools, Our Selves: Canadian Centre for Policy Alternatives, Summer/Fall, 23–25.

Gebhard, A. (2020). Power Relations, Knowledge Productions, and Teaching Against Oppression on the Canadian Prairies: A Self-Study, Studying Teacher Education, DOI: 10.1080/17425964.2020.1742105

Gebhard, A. (2019). Discursive (re)productions of (im)possible students in the Canadian Prairies, Discourse: Studies in the Cultural Politics of Education, DOI: 10.1080/01596306.2018.1452714

Gebhard, A. (April 2019). Troubling Discourses on Race and Gender: A Self-Study. American Educational Research Association Conference, Toronto, ON

Gebhard, A. (2018). ‘Let’s make a little drum’: Limitations and contradictory effects of cultural discourses in Indigenous education, Race Ethnicity and Education, DOI:10.1080/13613324.2017.1377172

Gebhard, A. (May 2018). Anti-oppressive Practice and Slippery Subjectivities: A Self-Study. Canadian Society for the Study of Education Conference, Regina, SK

Gebhard, A. (2018). Talking as a tool for (In)Equity: A book review of School Talk: Rethinking what we say about—and to—students every day by Mica Pollock. Canadian Journal of Education, 41(4).

Gebhard, A. (2017). Reconciliation or racialization? Contemporary discourses about residential schools in the Canadian Prairies, Canadian Journal of Education, 40(1).

Gebhard, A. (October 2017). Troubling Discourses on School Discipline in the Canadian Prairies: Nation Building and Schooling Exclusions. Canada 150 years…More or less Conference, Saskatoon, SK

Gebhard, A. (June 2017). “People see my school as the school where kids don’t succeed”: Teachers of Indigenous Students Negotiate Racializing Subjectivities. Canadian Society for the Study of Education Conference, Toronto, ON

Gebhard, A. (June 2016). “I’m not quite sure that a lot of them are getting it”: Questioning Cultural Theories in Aboriginal Education. Canadian Society for the Study of Education Conference, Calgary, AB

Gebhard, A. (June 2015). Teaching and Learning about Residential Schools: Shifting or Re-inscribing Harmful Subjectivities? Canadian Society for the Study of Education Conference, Ottawa, ON

Gebhard, A. (2014). Talking about residential schools today: When good intentions fail. Briarpatch. July/August

Gebhard, A. (2014, April). Towards Poststructural Possibilities for Deconstructing the School to Prison Pipeline. American Educational Research Association Conference, Philadelphia, PA

Gebhard, A. (2013). Schools, prisons and Aboriginal youth: Making connections. Journal of Educational Controversy, 7(1).

Gebhard, A. (2012). Pipeline to prison: How schools shape a future of incarceration for Indigenous youth. Briarpatch. September/October