Cross appointed to the Centre for the Study of Theory and Criticism,
University of Western Ontario
Apr. 6 "Recognizing 40 years of engaged education" Western Social Science
Mar. 28 was awarded 2017 Award of Excellence in Undergraduate Teaching (Western University), his 7th teaching award.
Feb. 8 "Anton Allahar — a serendipitous vocation" the Gazette
Fri. Apr. 7 presented Keynote “The political economy of migration: 'race' and ethnicity in Canada's Caribbean diaspora” at the MER 2017 Graduate Student Conference, Western University
Wed. Mar. 29 presented “Colonial mischief: the legacies of racism and violence in the Caribbean” Caribbean Students Organization, Western University
Mar. 23 presented "Democracy on trial: Donald Trump, post-truth, fake news and alternative facts” Social Science Speaker Series, Fanshawe College.
Mar. 11 presented “Selling the modern university” at the March Break Open House, Western University
Mar. 10 interviewed by Tom Howell for CBC Radio on “Conservative thought.” Interview to be broadcast May 22.
Mar. 10 presented “The death of the traditional university,” Public Sociology at Western/SGSA invited speaker at the Annual Sociology Graduate Student Conference, Western University
2017 Award of Excellence in Undergraduate Teaching (Western University)
2009 Finalist in the TVO Best Lecturer Competition
2007 Faculty Scholar Award, The University of Western Ontario (Jul 07 - Jun 09)
2007 Leadership in Faculty Teaching Award, Ministry of Training, Colleges and Universities
2005 3M National Teaching Fellow, Award of Excellence in Teaching
2004 OCUFA Award of Excellence in Teaching
2003 Award of Excellence in Undergraduate Teaching (UWO)
1996 Award of Excellence in Undergraduate Teaching (UWO)
My philosophy of teaching and education is best described as critical, democratic, and egalitarian. It deals with the dynamic tension between the individual and society, and highlights the need for individuals to be made aware of their social responsibilities. Cultivating that awareness is synonymous with teaching, which is the process by which individuals are encouraged to stand outside of their individual selves, outside of their narrow, personal interests, and to see societal goals as superior to their own. I am convinced that a society is only as strong as its least educated citizen, and to this end the purpose of education is to strengthen the community, whether it is the local, provincial, national, or even the international community. For no individual, regardless of his or her number of degrees and diplomas, is worth anything if the wider social context that nurtures and sustains him or her is left to ruin.
Education for some is a right, and I am in agreement with that; but like all rights, it comes with important responsibilities. And this is where the critical aspect of teaching and education is key. For what I advocate is not a blind endorsement of what might well be an unjust social order, but rather a social order consisting of, and fashioned by, an informed (educated) citizenry, that is able to challenge injustice in any form. In this context every individual has a social responsibility to the wider social whole of which he or she is a part. Thus understood, teaching and education ought to enable us to see that wider whole and to put its interests and welfare above narrow, personal, sectarian interests.
My teaching philosophy, therefore, makes a firm distinction between teaching/education, on the one hand, and training, on the other. The first, which speaks to my democratic and egalitarian concerns, embraces central philosophical issues that lie at the heart of the human community: the promotion of social justice, the inculcation of a sense of morality and social responsibility, a restless commitment to the pursuit of social equality, and the recognition of the dignity of all women and men irrespective of class, culture or country. In the teaching and educational process this is achieved by putting the stock of human knowledge in the service of humanity, especially the least fortunate and least able, and not using it to diminish some and elevate others. Training, on the other hand, is equally important, but speaks to acquisition of technical knowledge and the details that are specific to a given field. As such, training is more narrow, particular, and instrumentally geared to meeting definable goals and honing personal careers. In an ideal situation, then, we would have a harmony between education and training, but the former must never be made to take a back seat to the latter, for without an educated and socially responsible population, all the "training" in the world will amount to nothing.
In sum, teaching is about the dissemination of knowledge, and the ability to learn even as one teaches. And while knowledge bestows privilege and power, it also demands duty and social responsibility. "It is used not to compete with one's fellow beings for some unending standard of life, but to achieve for them, as for oneself, a higher quality of life."
Supervisory Status: MA, PhD
Esra Ari (PhD)
Marylynn Steckley, “Agrarian Change and Peasant prospects in Haiti.” PhD Dissertation in Geography.
Amanda Zavitz Gocan, "Manufacturing Content: The Portrayal of Aboriginals in the Mainstream Press"
Harmeet Sandhu (research paper), "Beyond the Land of Five Rivers: Inequality and Class Consciousness in the Canadian Sikh Diaspora"
Adam Jog, "The value of postsecondary education: human capital theory in Ontario’s postsecondary education discourse 1962-2005” (Co-supervisor)
Caylee Cody, "The Social Costs of Industrial Growth in the Sub-Arctic Regions of Canada: A Comparative Analysis of Attawapiskat First Nation and the Innu Nation"
Andrea Flynn, "Defying Demographic Expectations: Induced Abortion, Contraceptive Use, and the ‘Culture’ of Birth Control in Cuba”
Rena Bivens, "The Road to War: Manufacturing Public Opinion in Support of US Foreign Policy Goals"
Frances Cachon, "Global Economics and the Deficit of Humanity"
Filip Alexandrescu, "Sociological Perspectives on the Environment and the Environmental Movement"
Ruth Zuchter, "Diplomacy and the United Nations: Peace, Security, and Human Rights in East Timor, 1975-1999"Yuko Naka, "The Black Savage and the Yellow Peril: The Social Construction of the Blacks and the Japanese in Canada"
Andrea Taylor, "Perceiving Discrimination: Does Proximity Really Reduce Distance?"
Holly Bell, "Moral Entrepreneurship and Employment Equity: The Case of The University of Western Ontario"
Andrew Woolford, "Class and Ideology in Chiapas: The EZLN's Political Project"
Heather Pearson, "Underemployment of Women in Science Compared with Other Fields: A Test of Bourdieu's Theory of Social Reproduction"
Mario Nigro, "The Effects of Ethnicity and Social Status, and Intra-Group Differences in Attitudes toward Police among the Chinese Community of Metropolitan Toronto"
Cynthia Cammidge, "The Ideology and Practice of Democracy: A Study of American Foreign Policy"
Christine Tetrault, "Cultural Capital, Private/Public Intellectuals, and the Politics of Pedagogy"
Houda Babetti, "The process of ethnic identity formation among second-generation immigrants of Arab/Middle Eastern descent"
Ryan Turner, "The Role of the State in 21st Century Capitalism"
Houda Babetti, "The Process of Ethnic Identity Formation Amongst Second-Generation Immigrants of Arab/Middle Eastern Descent”
Gökhan Erol, "Unfree Labour Under the Representation of Unfree Trade Unions: United Food and Commercial Workers (UFCW) Canada and Labour Migration"
Nicola Samaroo, "Race and Social Control: The Racialization of the Political and National Consciousness of Trinidad and Tobago"
Manbir Bajwa, "Globalization and Economic Development: Investigating the Effects of IMF Neoliberal Policies on Jamaica"
Angela Hick, "The Filipina Connection: The Face of Exploitation in Canada's Live-in Caregiver Program"
Alissa Mazar, "'New' and 'Old' Social Movement Paradigms: Justice for Seasonal Agricultural Workers?"