Dr. Ann Sherman served as Dean of the Faculty of Education at the University of New Brunswick from 2010 until her untimely passing in 2017. Dr. Sherman was a researcher with wide-ranging interests, including equity and inclusion, science education, early childhood education, and women in leadership, among other areas.


Dr. Sherman’s obituary notes that “as a great educator, she received many awards and accolades, but was most proud to receive a Lifetime Membership in the Association of Canadian Deans of Education … for her regular, strong contributions to the association, spearheading research and writing projects.” The full obituary and a video of her life may be found here.


In 2017, ACDE established the Sherman Lecture series to celebrate and continue Dr. Sherman’s legacy in Canadian education. Each year, ACDE invites a distinguished speaker to deliver the Sherman Lecture during the annual conference of the Canadian Society for the Study of Education.

Past Lectures


Looking Back, Moving Forward with Critical Anti-Racist Education


Featuring Dr. Verna St. Denis, Special Advisor to the President on Anti-Racism and Anti-Oppression and Professor Emerita, University of Saskatchewan

The integration of First Nations, Metis and Inuit children into Canadian public education began in the mid 1950s. Despite the availability of various renditions of culturally responsive education, public education continues to struggle to meet the needs of Indigenous and other racially minoritized children. Faculties of Education must be compelled to examine and seek to disrupt the whiteness of its faculty, its educational programs, specifically its graduate education curriculum that inevitably reproduce future generations of faculty. Meaningfully addressing the racial inequities that public education produces must become a priority for our Faculties of Education.


Re-Imaging Education: Making equity initiatives responsive to the experiences and ambitions of today’s students and faculty


Featuring Dr. Carl E. James, Jean Augustine Chair in Education, Community & Diaspora, York University

Are the “equity measures” put in place by today’s Canadian educational institutions responsive to the needs, concerns, conditions, experiences, expectations and ambitions of marginalized and racialized students? Apart from the COVID-19 pandemic having exacerbated (and likely exposed) inequities in schooling and education, what impact have the world-wide anti-racism protests (following the police murder of an African American man)—generated by Black Lives Matter, Idle No More, Residential Schools Protests, and Truth and Reconciliation Report—had on the self-examinations and talk of systemic racism within the institutions. Are Indigenous, marginalized and racialized students being effectively and equitably served? Are institutions’ claims, programs, initiatives, and activities—such as EDI (Equity, Diversity & Inclusion) polices and frameworks, anti-racism task force investigations and reports, unconscious bias/anti-oppressive training, and cluster/ targeted hiring—really making a difference? What can we expect in terms of cultural changes?


Reconciliation in a Post-Curriculum World: The Future of Education


Featuring Dr. Niigaan Sinclair, Anishinaabe (St. Peter’s/Little Peguis), Professor in Native Studies, University of Manitoba

Co-sponsored by the Canadian Association for Studies in Indigenous Education (CASIE)


Dr. Sinclair’s lecture was recorded shortly after the public announcement of the discovery of 215 unmarked graves at the site of the former Kamloops Residential School. Dr. Sinclair asserts that the biggest epidemic in Canada is that silence has become the order of the day. Silence has resulted in the erasure of cemeteries, the awarding of honorary degrees to those who were complicit in violence, and continued indemnification of those who hoard power and privilege.


In this lecture, Dr. Sinclair asserts that the task of faculties of education is to create educators who understand that reconciliation is about relationships. He invites us to see reconciliation as a conversation in which everyone comes together in a lifelong process of moving toward the future.


Debwewin: On the Pedagogy of Truth


Featuring Dr. Sheila Cote-Meek, Professor & AVP Academic/Indigenous Programs, Laurentian University

Dr. Cote-Meek’s presentation wove together both personal and professional experience, drawing upon work published in Colonized Classrooms: Racism, trauma and resistance in post-secondary education (2014). Education was and is one of the primary tools of colonization. As such, it has always been a site of extreme violence, as the place where narratives of colonialization are told/re-told, and where Indigenous students hear about history. Narratives are often reduced to clichés, perpetuating the notion that colonization is in the past or that it does not retraumatize. The greatest challenges confronted by Indigenous peoples when they enter any classroom space is the longstanding and ongoing history of colonialism, oppression and racism. Dr. Cote-Meek asks: As leaders and educators, how will you promote decolonization?


Recording not available


Inclusion, Education, and Social Responsibility


Featuring Dr. Vianne Timmons. President, University of Regina

ACDE’s Accord on Teacher Education speaks not only to faculties of education and teacher-educators, but to the whole post-secondary system and what it should be doing to prepare young people for the future. In the inaugural Sherman Lecture, Dr. Timmons focuses on Principle 3 of the Accord, which highlights and points to our responsibilities as educators:


Principle 3: Teacher education programs prepare professional educators who foster social responsibility. Programs of teacher education ensure that educators are committed to providing a transformative learning experience that inspires inclusiveness, social responsibility, reciprocity, and sustainability.


According to Dr. Timmons, issues related to inclusion are some of the most pressing ones facing our youth, our schools and our society. Dr. Timmons brings these issues vividly to life through her narrative.