This website stores cookies on your computer. These cookies are used to collect information about how you interact with our website and allow us to remember your browser. We use this information to improve and customize your browsing experience, for analytics and metrics about our visitors both on this website and other media, and for marketing purposes. By using this website, you accept and agree to be bound by UVic’s Terms of Use for web and social media privacy.  If you do not agree to the above, you can configure your browser’s setting to “do not track.”

Skip to main content
People Departments Maps Buildings Rooms A-Z
University
of Victoria
Apply Library
Sign in Online tools Sign out
Indigenous Education

Dr. Carmen Rodriguez de France

Associate Professor

Department of Indigenous Education

Contact:
Office: MAC A270 250-721-8633
Area(s) of expertise:
Indigenous education, diversity and social justice, second language acquisition, Indigenous early childhood education, teacher education, arts-based and place-based education, formal and non-formal education, community-engaged scholarship

Biography

I have been working in the field of education for 40 years. As a former schoolteacher, I understand the importance of developing and exploring approaches to teaching and learning as a tool to advance critical thinking.

Through my participation in a variety of community-based initiatives in schools, recreational centres, art galleries, and other spaces for learning, my work with in-service and pre-service teachers focuses on creating awareness to better understand, appreciate, and learn from the histories and stories of the Indigenous people of Canada and other parts of the world.

My research is always motivated by my own interest to be a life-long learner, to develop personal and professional skills that respect, promote, and sustain diversity and social justice.

Recent Publications

Mai, A. & Rodríguez de France, C.(2024). Principles From Principals: Naturalizing Indigenous Knowledge in an Elementary School. In K. MacKinnon (Ed.), Transformative Change Through Educational Leadership: Stories, Models, and Wonderings. Canadian Scholars Press.

Rodríguez de France, C. (2024). The View of My World and My View of the World: Negotiating Values in Higher Education. In M. Bhaskara, A. Singh, & P. Mallika (Eds.), Worldviews and Values in Higher Education: Teaching, Learning, Curricula, and Assessment. Emerald Publishing Limited, pp. 157- 168.
https://doi.org/10.1108/978-1-80262-897-520241011 

Rodríguez de France, C. (2023). “What Is the Right Thing?”: Pre-service Teachers’ Concerns and Aspirations in Anti-racist Practice. In E. Ardavan, A. Zuhra, & A.B. Campbell (Eds.), Enacting Anti-Racist and Activist Pedagogies in Teacher Education: Canadian Perspectives. Canadian Scholars, pp.123-142

Rodriguez de France, C. (2022). Not all that shines is gold: What I learned during my sabbatical year. In In T. Sibbald & V. Handford (Eds.), The academic sabbatical as a voyage of discovery. University of Ottawa Press. pp. 41-46

Olsen, K. & Rodríguez de France, C.(2021). Finding my voice: A conversation about Indigenous adult education. In N. Simmons and J. Szpara (Eds.), Adults in the academy: Voices of lifelong learners. The Netherlands: Brill. pp. 44-56

Rodríguez de France, C. & Epworth, J. (2022). Sound stories through shared knowledge. In J. Markides & J. MacDonald (Eds.), Brave work in Indigenous education. Community Wisdom Series. DIO Press. pp. 143-157

Rodríguez de France, C. (2021). Drawing possibility: Learning about ourselves through the arts. In J. Araujo (Ed.), Reconceptualizing preservice teacher preparation in literacy education. IGI Global. pp. 301-315