PDP, B.Ed., PhD
Instructor
jenniferfane@capilanou.ca
Education
PhD, College of Medicine and Public Health, Flinders University, Australia, 2020.
B.Ed., Simon Fraser University, 2008.
Professional Development Program (PDP), Faculty of Education, Simon Fraser University, 2007.
Bio
Jennifer Fane (PhD, Flinders University, 2020) is an educator, researcher and author in the areas of childhood, education, health, well-being and sociology. She holds a PhD in Public Health from Flinders University (Australia), where her research investigated young children's experiences and understandings of their own well-being during the transition to school.
Fane trained as a teacher at Simon Fraser University from 2006 to 2007. She worked as a kindergarten teacher in the Greater Vancouver area before moving to Australia in 2013 to complete her PhD and begin a career higher education. She taught in the areas of pre-service teacher education, early childhood, health education, and women's and gender studies at Flinders University and Capilano University.
Fane is also currently the Project Coordinator for two CapU Work Integrated Learning initiatives focusing on embedding opportunities for students to engage in real-word learning and skills during their studies across both CapU campuses and all five faculties.
As an educator my focus is on embodiment and agentic teaching practices in early childhood and health education, and supporting pre-service educators in understanding, challenging and developing their own reflective practice and sense of professionalism.
I am passionate about developing strong relationships with families and communities, and developing inter-professional partnerships to support children across diverse early years and school settings.
My research has focused on the nexus between education and health services, and how socio-cultural understandings of health and well-being support children and families. Of specific interest is exploring participatory research with young children and the use of visual research methods.
Other current research interests include experiential and work integrated learning in higher education settings and understanding the challenges and complexities we face in embedding these opportunities for students into courses and programs, and supporting children's physical literacy development in early years settings.
Fane, J., MacDougall, C., Jovanovic, J., Redmond, G., & Gibbs, L. (2020). Preschool aged children's accounts of their own wellbeing: Are current indicators applicable? Child Indicators Research. https://doi.org/10.1007/s12187-020-09735-7
Fane, J., & Mitchell, D. (2020). Physical Literacy for Communities: A multi-sectoral approach and response to supporting families, schools, and communities' during COVID-19. In. Ferdig, R.E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R. & Mouza, C. (Eds). Teaching, Technology, and Teacher Education during the COVID-19 Pandemic: Stories from the Field. Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/216903/
Velardo, S., Fane, J., Jong, S., & Watson, M. (2020). Nutrition and learning. In R. Midford, G. Nutton, B. Hyndman, & S. Silburn (Eds). Health and Education Interdependence - Thriving from Birth to Adulthood. (1 Ed.) Singapore: Springer.
Fane, J., Pill, S., & Rankin, J. (2019). How do preservice physical education teachers understand health education and their role as health educators? Health Education, (78)3, 288-300. https://doi.org/10.1177/0017896918800519
Fane, J., MacDougall, C., Redmond, G., Jovanovic, J., & Gibbs, L. (2018). Exploring the use of emoji as a visual research method for eliciting children's voices in childhood research. Early Child Development and Care. 188(3) pp. 359-374. http://dx.doi.org/10.1080/03004430.2016.1219730
Jovanovic, J., Fane, J., & Andrew, Y. (2018). Giving institutional voice to work-integrated learning in academic workloads. International Journal of Work-Integrated Learning, 19(2) pp. 93-109. https://www.ijwil.org/files/IJWIL_19_2_93_109.pdf
Mackenzie, C., MacDougall, C., Fane, J., & Gibbs, L. (2018). Using Emoji in Research with Children and Young People: Because We Can? Vol 1 (2018); Proceedings of the 3rd World Conference on Qualitative Research Conference: Lisbon, Portugal. Oct 17-19. https://proceedings.wcqr.info/index.php/wcqr2018/article/view/11
Fane, J., & Schulz, S. (2017). Working against 'Pedagogic work': Challenges to engaging pre-service teachers in critical health education. Health education. https://doi.org/10.1108/HE-10-2016-0042
Fane, J. (2017). Using emoji as a tool to support children's wellbeing from a strength-based approach. Learning Communities Journal, 21(Special Issue November 2017) pp. 96-107. https://doi.org/10.18793/LCJ2017.21.08
Fane, J. (2017). Why I use emoji in research and teaching. The Conversation. http://theconversation.com/why-i-use-emoji-in-research-and-teaching-75399
Agnew, D., Fane, J., Drummond, M., & Henderson, P. (2017). I will make you understand: Using pictures to explore young boys' sport experiences. Boyhood Studies: An Interdisciplinary Journal, 10(1) pp. 44-65.
https://doi.org/10.3167/bhs.2017.100104
Bevan, N., & Fane, J. (2017). Embedding a critical inquiry approach across the AC:HPE to support adolescent girls in participating in traditionally masculinised sport. Learning Communities Journal, 21(Special Issue November 2017) pp. 138-151. https://doi.org/10.18793/LCJ2017.21.11
Fane, J. (2017). Researching with Visual Methods: Eliciting Children's Voices in Child Wellbeing Research
SAGE Research Methods Cases, http://dx.doi.org/10.4135/9781473997844
Fane, J. (2017). Conducting a Qualitative Systematic Review of Interdisciplinary Research - Investigating Children's Health & Wellbeing during the Transition to School. SAGE Research Methods Cases, http://dx.doi.org/10.4135/9781473981089
Fane, J., MacDougall, C., Redmond, G., Jovanovic, J., & Ward, P. (2016). Young children's health and wellbeing across the transition to school: A Critical Interpretive Synthesis. Children Australia, 41(2), 126-140. https://doi.org/10.1017/cha.2016.4
Jovanovic, J., & Fane, J. (2016). Learner engagement under the 'regulatory gaze': Possibilities for re-positioning early childhood pre-service teachers as autonomous professionals. Early Years: An International Research Journal. https://doi.org/10.1080/09575146.2015.1124006
Schulz, S., & Fane, J. (2015). A healthy dose of race? White students' and teachers' unintentional brushes with whiteness. Australian Journal of Teacher Education, 40(11), 137-154. Retrieved from: http://ro.ecu.edu.au/ajte/vol40/iss11/8
Fane, J., & Ward, P.R. (2014). How can we increase children's understanding of the social determinants of health? Why charitable drives in schools reinforce individualism, responsibilisation and inequity. Critical Public Health, https://doi.org/10.1080/09581596.2014.935703
Fane, J. (2013). Promoting school health? A case for the use of interprofessional education within teacher education programs to support health promoting schools. Refereed paper presented at 'Knowledge makers and notice takers: Teacher education research impacting policy and practice', Australian Teacher Education Association (ATEA), Brisbane, 30 June–3 July. https://atea.edu.au/wp-content/uploads/2013_fane.pdf
PhD Research Student Publication Award, College of Medicine and Public Health, Flinders University, 2018.
Young Scholar Award, 30th International Australian Council for Health, Physical Education, and Recreation (ACHPER) Conference, Canberra, Australia, 2017.
Australian Awards for University Teaching, National Citation for Outstanding Contributions to Student Learning, Government of Australia, 2016.
PhD Research Student Publication Award, Faculty of Medicine, Nursing, and Health Science, Flinders University, 2016.
Three Minute Thesis (3MT) Faculty Winner, Medicine, Nursing, and Health Science, Flinders University, 2016.
Three Minute Thesis (3MT) School Winner, School of Health Science, Flinders University, 2016.
Vice-Chancellor's Awards for Excellence in Teaching, presented to the Early Childhood Education Team, Flinders University, 2015.
Faculty Award for Excellence in Teaching, presented to the Early Childhood Education Team, Flinders University, 2015.
PhD Research Student Publication Award, Faculty of Medicine, Nursing, and Health Science, Flinders University, 2014.