Biography

Christine is a second-generation Chinese Canadian woman who was born and raised in Prince Rupert, B.C.. Christine completed a BSc in chemistry with a concentration in mathematics at UBC then a BEd degree in secondary education. She started her teaching career in Sechelt, B.C. and taught primarily secondary mathematics. Christine completed her MEd degree from SFU in curriculum and instruction while teaching full-time in public schools, then left the practice to pursue a doctoral degree in educational leadership from SFU. During that time, Christine was elected as a school trustee and served two terms in addition to 3-years on the BCSTA Board of Directors. Christine developed curriculum with the Ministry of Education, First Nations Education Steering Committee (FNESC), and OpenEd BC. In 2017, Christine completed her dissertation titled, "The Professional Learning Experiences of Non-Mathematics Subject Specialist Teachers: A Descriptive Study.” She taught at SFU and St. Mark’s College at UBC as a sessional instructor, then joined UNBC in the Fall of 2018 with the School of Education.

At UNBC, Christine played an active role in the BEd Program Redesign and MEd Program Redesign Committees in 2019/2020 and currently enjoys being a member of Senate to participate in university governance. Christine’s research interests include policy and practice, teaching and learning, mathematics education, professional learning, subject matter acquisition, and culture and mathematics. She teaches in both undergraduate and graduate level courses in education. Christine loves to learn and motivated by putting what is learned into action. In her teaching practice, she is currently exploring portfolios, land-based learning, and community-based learning (and action research). Christine engaged in unique teaching and learning opportunities such as “in situ” learning, interweaving portfolios, and anti-racist curriculum as part of the redesigned BEd program implementation and relationships built with the K-12 community.

Selected Publications

Younghusband, C. H. (2023). [Review of the book Participatory action research: Ethics and decolonization, by C. Lennette]. Canadian Journal in Action Research, 23(3), 115-118.

Younghusband, C. H. (2023). [Review of the book Researching with a decolonizing approach to community-based action research, by J. S. Gullion & A. Tilton]. Canadian Journal in Action Research, 23(2), 134-137.

Younghusband, C. H. (2022). Practicum during the pandemic: Zooming in. Open/Technology in Education, Society, and Scholarship Association Conference Proceedings, 2(1), 1-7.

Younghusband, C. H. & Koehn, D. (2022). Teacher candidates peer-oriented triads: Transforming practice through peer assessment during field experience. Canadian Journal on Action Research, 22(2), 29-45.

Younghusband, C. H. (2021). E-portfolios and exploring one’s identity in teacher education. Open/Technology in Education, Society, and Scholarship Association Journal, 1(2), 1-17.

Younghusband, C. H. (2021). E-portfolios and practicum in teacher education. Open/Technology in Education, Society, and Scholarship Association Conference Proceedings, 1(1), 1-5.

Laitsch, D., Nguyen, H., & Younghusband, C. (2021). Class size and teacher work: Research provided to the BCTF in their struggle to negotiate teacher working conditions. Canadian Journal of Educational Administration and Policy, 196, 83-101.

Younghusband, C. (2021). Student agency in COVID times: Empowering students and ourselves. EdCanNetwork Canadian Education Magazine, 61(2), 19-22.

Laitsch, D. & Younghusband, C. (2019). British Columbia school trustee’s use of research and information seeking in decision making. Canadian Journal of Educational Administration and Policy, 188, 2-14.

Younghusband, C. (2018). The signal: Questioning pedagogy. Signals of Change. EdCanNetwork Canadian Education Magazine, 58 (1), 27.