Dr. Fergal O'Hagan
Interim Dean of Education
fergalohagan@trentu.ca
705-748-1011 ext 7086
OCA 214
Hello and welcome to the School of Education. My name is Fergal O’Hagan and I am Interim Dean for the School for 2025-26. I am pleased to be providing leadership support to such a talented group of staff, educators and researchers. My cognate background is in Kinesiology, having completed his BSc at the University of Saskatchewan, MSc at McMaster and PhD at the University of Toronto. Along with my work in the School I am an Associate Professor in the Department of Psychology. I instruct undergraduate and graduate level courses in statistics and undergraduate courses in behaviour modification, self-regulation, motivation and emotion and sport psychology as well as supervising undergraduate and graduate research students. One of my research interests is course design and student qualities leading to success in undergraduate statistics. I am also involved in the research and development of interventions directed at improving self-regulated learning among post-secondary students.
Dr. Sarah Twomey
(currently on leave)
I am passionate about how teaching and learning can contribute to the larger purpose of belonging, sustainability, and healing through educational experiences and research.
I have been an educator for over 30 years. Throughout this time, I would define my approach to teaching and learning as innovative and transformative. From using theatre as a tool for social change while a high school teacher, to developing educational leadership programs that enhanced learning for teachers and community partners through collaborative research, I thrive when others can actualize their gifts and talents.
The co-edited book, Living Teacher Education in Hawaii (Twomey & Johnson, 2018), reflects my development as an academic in Hawaii from 2007-2018. I became interested in understanding the structural origins of interracial relations in the local cultures I saw around me. I began to ask how a deeper understanding of race relations might help us move forward on what Peggy Phelan (2003) calls the “rackety bridge” between self and other in order to understand the role of social justice pedagogies in our classrooms. My research strives to conceptualize the connection between post-colonial theory and current curricular practices as a useful analytic lens to deepen understanding of the how we might move towards a more ethical framework for human relations within a colonial history of language and literacy education. I am excited about how I might extend this work to my new home in Peterborough, here at Trent.
Announcement from OADE
May 13, 2024
Launch of the OADE Commitment to Anti-Black Racism Education and Black Inclusion in Ontario Higher Education
The Ontario Association of Deans of Education (OADE) is committed to defending and promoting equity and human rights in, and through, education for all members of Ontario society and to promoting learning, change and dialogue to dismantle anti-Black racist structures across the education sector.
OADE is pleased to announce the launch of its Commitment to Anti-Black Racism Education and Black Inclusion in Ontario Higher Education. OADE commits to more substantive, timely, and tangible actions to redress anti-Black racism and to foster Black scholarship, research, teaching, and learning within Faculties of Education. This work is guided by the Scarborough Charter on Anti-Black Racism and Black Inclusion in Canadian Higher Education's four overarching principles of Black flourishing, inclusive excellence, mutuality, and accountability.
We call on all educators, students, and community partners to commit to address anti-Black racism in all of its forms and to learn, reflect and celebrate Black history and excellence all year round.
Read OADE’s Commitment to Anti-Black Racism Education and Black Inclusion in Ontario Higher Education [English / French].
Français
Ligne d’objet: Lancement de l’engagement de l’ADÉO en faveur de l’éducation contre le racisme anti-Noirs et de l’inclusion des personnes Noires dans l’enseignement supérieur en Ontario.
L’Association des doyennes et doyens de l’éducation de l’Ontario (ADÉO) s’est engagée à défendre et à promouvoir l’équité et les droits de la personne dans et par l’éducation de tous les membres de la société ontarienne et à promouvoir l’apprentissage, le changement et le dialogue afin de démanteler les structures racistes anti-Noirs dans le secteur de l’éducation.
L’ADÉO est heureuse d’annoncer le lancement de son engagement envers l’éducation contre le racisme chez les Noirs et l’inclusion des personnes Noires dans l’enseignement supérieur de l’Ontario. L’ADÉO s’engage à prendre des mesures plus substantielles, opportunes et concrètes afin de remédier au racisme anti-Noirs et d’encourager l’érudition, la recherche, l’enseignement et l’apprentissage pour les personnes Noires au sein des facultés d’éducation. Ce travail est guidé par la Charte de Scarborough contre le racisme anti-Noirs et pour l’inclusion des personnes Noires dans l’enseignement supérieur au Canada, dont les quatre principes fondamentaux sont l’épanouissement des personnes Noires, l’excellence inclusive, la mutualité et la responsabilisation.
Nous demandons à tous les éducateurs, aux élèves et aux partenaires communautaires de s’engager à lutter contre le racisme anti-Noirs sous toutes ses formes et d’apprendre, de réfléchir et de célébrer l’histoire et l’excellence des personnes Noirs tout au long de l’année.
Lisez l’engagement de l’ADÉO en faveur de l’éducation contre le racisme anti-Noirs et de l’inclusion des personnes Noires dans l’enseignement supérieur en Ontario [anglais / français].
OADE Core Qualities and Skills
» View our Core Qualities and Skills