Pamela Rogers

Pamela Rogers is a Professor in the Faculty of Education at the University of Ottawa, where she conducts critical research on education policy, social studies education, and decolonizing pedagogies. Her academic work spans multiple interdisciplinary fields including critical race theory, gender studies, and historical consciousness within educational contexts.

Professor Rogers' research interests focus on the intersections of neoliberalism and education policy, with particular attention to how market-driven reforms impact public education systems. Her scholarship critically examines the discursive shifts from antiracist education policies toward neoliberal frameworks that prioritize standardized testing and accountability measures. She investigates how historical consciousness is constructed in educational settings and how colonial narratives are perpetuated through classroom spaces and national historical spectacles. Her work on decolonizing citizenship challenges traditional conceptions of citizenship education within nation-state frameworks.

Analysis of her recent publications reveals a consistent focus on the impacts of neoliberal governance on public education, with particular emphasis on how privatization efforts undermine democratic processes in schooling. Her research demonstrates how education policy increasingly 'whites out' race through discursive shifts from racial equity toward achievement gap frameworks. She also explores the embodied dimensions of historical consciousness and how affective elements shape our relationship to historical narratives. Her scholarship on teacher mental health during the pandemic highlights the crisis in educator well-being within increasingly demanding educational environments.

Professor Rogers has been active in advising and research collaborations, particularly with Nichole Grant on issues of education privatization and neoliberal governance. Her work often engages with critical theory frameworks including Bourdieu's symbolic violence, Foucault's governmentality, and decolonial theory to analyze educational policy and practice.