Brenda M. Trofanenko

Brenda M. Trofanenko is an Associate Professor and Canada Research Chair in Education, Culture, and Community at Acadia University in Wolfville, Nova Scotia, Canada. Her work centers on critical pedagogy within cultural heritage institutions and the intersection of geography with historical memory.

Dr. Trofanenko critically examines histories of injustice and their contemporary legacies through the lens of cultural heritage institutions' social and political processes. She advocates for democratizing frameworks that transform how historical injustices are conceptualized and received in modern contexts. Her research uniquely explores how geographical specificity anchors collective memory, investigating how museums invoke remembrance as pedagogical tools while analyzing the spatial dimensions of 'never forgetting' across transitional institutional boundaries.

Her recent publications reveal interdisciplinary trends spanning postcolonial theory, heritage education ethics, and critical geography. These works demonstrate consistent engagement with power dynamics in memory construction, particularly how cultural institutions navigate pedagogical responsibility when confronting traumatic histories. The recurring emphasis on case study methodology highlights her commitment to context-specific analysis of heritage sites.

Her notable scientific recognition includes:

• Canada Research Chair in Education, Culture, and Community

As a CRC holder, Dr. Trofanenko leads federally funded research initiatives advancing critical heritage pedagogy. While specific grant details aren't provided, her position enables substantial investigation into reconciliation frameworks within cultural institutions. No formal advisees are documented in available records.

Her case study-driven approach involves deep engagement with specific cultural heritage institutions, though formal lab structures aren't specified. Collaborative work appears concentrated in museum-education partnerships focused on implementing critical pedagogical frameworks for addressing historical injustices.