Please feel free to contact me at any time or drop by when you’re in DT. I would be happy to provide any assistance I can and wish you all the best in your studies.

His teaching expertise is situated at the intersections of Canadian Politics, Political Theory, Indigenous Politics, and Labour Studies, with particular foci on the methods of both studying and engaging politics ‘from below.’

A settler/first generation Canadian living and working on unceded Algonquin Anishinaabe territory in Ottawa, Cooper-Bolam recognizes her implicatedness in historical continuities of settler-colonial violence, which she works to disrupt through acts of decolonial allyship. Her research focuses on 鈥榯he museum as method鈥� and uncovers approaches, methods, and pedagogies for augmenting the affective force of history in the present, particularly in the context of difficult knowledge and marginalized and erased histories. Interpreting the constructs 鈥榤useum鈥� and 鈥榚xhibition鈥� liberally, Cooper-Bolam works to manifest hidden and erased histories and materialities. In examining, experimenting with, and applying collaborative transdisciplinary performative (research-led) methods of exhibitionary inquiry, her research contributes to a growing body of literature on exhibition as a research method.

Her current project, in collaboration with Erica Lehrer, is one of combined research-creation and critical pedagogy entitled Decolonial Methods: Mobilizing the Archive / Remediating Traumatic Space. A transdisciplinary Indigenous/settler research collaboration, this project is part of a research trajectory that responds to the priorities of Indigenous storytellers and engages students from Concordia and 杏吧原创 Universities in building and supporting Indigenous-driven, technologically enhanced, in situ interpretation, memorialization, and Indigenous place-(re)making.

Forthcoming Publications

• Cooper-Bolam, Trina and Monica Patterson Eds. Objects as Agents/Objects as Evidence: Evidence/Agents: Curated Encounters with Domestic Objects. Canadian Modern Series, Dalhousie Architectural Press.
• Cooper-Bolam, Trina and Peter Hodgson. “The Museal Spectacle in Remediative Repair.” Difficult Heritage in an Age of Crises: A Guide to New Approaches for Sustainability, Community, and Engagement. Exhibiting Theory. Vol. 2. Jagiellonian University Press.
• Cooper-Bolam, Trina. 鈥淒ifficult knowledge as bequest: Implementing the 鈥淭errible Gift鈥� in exhibition.鈥� Museums and Mass Violence. Routledge.

Recent Publications

• Cooper-Bolam, Trina. “Mnemonic Fakery and Other Interpretive Strategies.” Public (2021).
• Cooper-Bolam, Trina. “Workhouses and residential schools: From institutional models to
• ” Cybercartography in a Reconciliation Community. Modern Cartography Series. Vol. 8. Academic Press, 2020. 143-166.
• Cooper-Bolam, Trina. “On the Call for a Residential Schools National Monument.” Journal of Canadian Studies 1 (2018): 57-81.

As a part-time professor at University of Ottawa and the Ontario Institute for Studies in Education, he has taught courses in teacher education on History and Social Studies education teaching methods. Mark holds a Master of Arts in Island Studies from the University of Prince Edward Island, for which he investigated postcolonial education and cultural identity on the Caribbean island of Dominica. He also achieved a Master of Teaching from Griffith University, for which he conducted action research on in-class student motivation in a secondary school in Cape Town, South Africa.

Journal Affiliations:

Member of Editorial Team

Peer-Reviewer

I don鈥檛 recall particular courses, but I can say a deeper appreciation of a variety of cultural realities in Canada provided a strong foundation for my work in marketing and public relations across the country.

My Bachelor’s degree from the School of Canadian Studies helped me navigate my way through grad school and now to my current role as a policy analyst in the government.

From my time in the School, I learned the importance of time management, effective communication with classmates and professors, the value of networking, and how to ask for help when needed.

All of these skills have helped me grow my academic knowledge for when I wrote my Master’s thesis, and have helped me stay organized and goal-oriented in my professional career as well.

What specific opportunities, courses or experiences did you most benefit from when studying in the School?

I appreciated the big lecture experience with the Introduction to Canadian Studies class and how there were so many students I could meet in such a large class and through my tutorial.

At the same time, I really benefited from the smaller class sizes and the one-on-one time I received from professors in my first-year seminar course, and in my capstone seminar class. The close-knit community of my School allowed me to have more time to collaborate on projects with my peers while also giving me the opportunity to have my questions answered more regularly and more personally by my professors

Publications
MA thesis: .