Cynthia Gallop

Education:
University of Calgary (PhD)
University of Calgary (MSW)
University of Calgary (BA)

Office: T181
Phone: (403) 440-6985
E-mail: cgallop@mtroyal.ca

Scholarly Interests:

My undergraduate and graduate work focused on Critical Theory and how it may be re-considered today. Before coming to MRU in 2008, I worked as a consultant to non-profit organizations in policy and program development and evaluation, making programs more equitable and accessible to marginalized individuals. My scholarly interests now include Indigenous peoples’ experiences in education and justice systems, student engagement, organizational change, community development, Participatory Action Research, and interpretive and creative research approaches.

Teaching Statement:

As a humanist and critical theorist, my primary goal as an educator is to facilitate a learning environment where students are agentic, engaged learners. My approaches to student learning involve exploring the human condition through theoretical and practical problem-solving and small and large group dialogue. In my classes, students will begin to analyze and challenge power structures and recognize systems of oppression – ideas they may have once felt were “common sense”. I believe education is inherently political. As such, I am a passionate educator and lifelong learner. By showing and telling students that I am committed to their education, I hope to inspire them and instill a passion for learning and critical inquiry.

Relevant Publications and/or Presentations:

Gallop, C.J. & Aulakh, H. (2024). Exploring Hope and Hopelessness with Adults Involved in the Canadian Justice System - Preliminary Findings of a Community-Based Autophotography Research Project. Conference paper presented to the Western Society of Criminology.

Gallop, C. J., Turner, D., Arshinoff, J., Bullee, M., & Arcand, R. (2023). Sticks and stones may break our bones and names can also hurt us: Alumni of the Plains Indians Cultural Survival School reflect on their experiences. Critical Education, 14(2), 22-45.

Gallop, C. J., Guthrie, B., & Asante, N. (2023). The impact of experiential learning on professional identity: Comparing community service-learning to traditional practica pedagogy. Journal of Experiential Education, 46(4), 474-490.

Gallop, C. J. (2019). Insinuating: Understanding approaches to critical practice. In The Routledge handbook of critical social work (pp. 484-495). Routledge.

Gallop. C. J., C. J., & Bastien, N. (2016). Supporting Success: Aboriginal Students in Higher Education. Canadian Journal of Higher Education, 46(2), 206-224.