Anne Corkery
Assistant Professor
annecorkery@trentu.ca
705-748-1011
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I am an Assistant Professor in the School of Education at Trent University, specializing in Biology and Environmental Science education. My academic background is in environmental science and ecology, with earlier research examining the impacts of climate change on migratory bird species in Canada's temperate forests and sub-Arctic regions. Prior to joining Trent, I worked as a Grade 6–12 educator, teaching French Immersion, intermediate science and social studies, and senior biology. I subsequently served as a learning consultant, supporting educators in developing innovative, experiential, and outdoor learning opportunities, including the establishment of school gardens and outdoor learning spaces. I am also the founder of The Gritty Classroom, a nature-based summer camp in Peterborough focused on fostering ecological literacy and children's connections with the natural world. My experiences as an ecologist, classroom teacher, and educational consultant continue to inform my commitment to transformative, place-based, and community-connected education.
Current Research and Teaching
My research explores the intersections of climate justice education, teacher education, and transformative pedagogy, with a particular focus on how educators navigate complexity, uncertainty, and the emotional dimensions of teaching and learning amid social and ecological crises. Grounded in critical, participatory, and relational approaches, my work examines how education can cultivate agency, compassion, and meaningful engagement with complex socio-ecological challenges.
My current SSHRC-funded research investigates pre-service teachers' relationships with the natural world, emerging professional identities, and responses to the climate crisis. I also collaborate with educators, researchers, and community partners on projects focused on regenerative climate education, land-based learning, ecological restoration, and transformative professional learning.
I teach science, biology, environmental, and outdoor and experiential education in Trent's Bachelor of Education program, emphasizing inquiry, critical reflection, place-based learning, and engagement with socio-scientific issues.
I am cross-appointed to Trent's Master of Sustainability Studies and Interdisciplinary Social Research (IDSR) PhD programs as a graduate student supervisor. I welcome inquiries from prospective graduate students interested in climate justice education, sustainability, teacher identity, and transformative approaches to educational research.
Peer-Reviewed Publications
Bell, N., A. Corkery, D. Handlarski, L. Hill, R. Nicholls, K. Pendleton Jimenez, and K. Young. (in review). Delving and deepening: Collective self-reflections on approaches to Land-based learning in an initial teacher education program. In Rheaume, J. and L. Schnellert (Eds.), Situated and Relational Teacher Education. Canadian Association of Teacher Education.
Hill, L. and A. Corkery. (2026) In Tune with Trees: Exploring the Impact of Popular Music Composition and Tree Relationships on Students’ Feelings of Environmental Connection. In D. Hamilton & S. Giddings (Eds.), The why and how of popular music education: A Canadian perspective. Steve's Music Room Publishing.
Corkery, A. (2026). Engaging Middle School Students in Classroom Deliberation and Vertical Farming for Collective Climate Adaptation. Journal of Research in Science, Mathematics and Technology Education, 9(SI), 111-135.
Corkery, A. and L. Hill. (2025). Picturing Possibilities: Harnessing Photovoice to Foster Critical Engagement in Youth Facing the Ecological Crisis. Canadian Journal of Action Research.
Corkery, A. and L. Hill. C. (in press) The schoolyard reforestation project: Building youth environmental leadership through participatory action research and cross-age mentorship. Manuscript accepted for publication in H. Mreiwed (Ed.), The Palgrave Handbook on Participatory Action Research with Children.
Chalk, M., A. Corkery, K. Freeburn, M. Hudson, A. Robertson, C. Whipp and K. Wildfong. (2025). Education for climate action: Using lesson study to prepare pre-service educators for nature-based climate change education. Accelerating Climate Change Education in Teacher Education. https://accelerating-cce.ca/10-2/cce-learning-models/
Corkery, A. (2024). Growing together: The transformative power of student-driven gardens in educational environments. Pathways: The Ontario Journal of Outdoor Education, 36:4.
Corkery, A., E. Nol, and L. McKinnon. (2019). No effects of asynchrony between hatching and peak food availability on chick growth in Semipalmated Plovers (Charadrius Semipalmatus) near Churchill, Manitoba. Polar Biology, 46:593-601.
Corkery, C. Anne. (2013). Effects of environment of invertebrate availability and subsequent effects on growth of Semipalmated Plover chicks (charadrius semipalmatus) chicks at Churchill, Manitoba. (Master of Science) Trent University: Environmental and Life Sciences Graduate Program.
Mixed Media and Non-Peer Reviewed Publications
Corkery, A. and K. Riel. (2023). Nature’s EDventures: Unlocking Learning in the Great Outdoors. Spotify Podcasts.
Corkery, A. and C. Dueck. (2023). Get ready, get set, get outdoors with your class! Canadian Teacher Magazine, 16-21.
Check out my podcast!
Corkery, A. and L. Hill. (2024 – present). The Informed Educator: Research and Teaching in the Anthropocene. [Audio podcast]. Available on all major platforms. https://open.spotify.com/show/74v8YxVVIb23sWLCPW5D7J