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Curriculum, Teaching  & Learning

Tara Goldstein

phone: (416) 978-0104
email: tara.goldstein@utoronto.ca  
website: http://home.oise.utoronto.ca/~tgoldstein/Tara_Goldstein/
website: http://lgbtqfamiliesspeakout.ca
website: http://taragoldstein.com
website: http://gaileyroad.com

Curriculum, Teaching and Learning

Secondary Education

Curriculum Vitae


Academic History

MFA in Playwriting, Spalding University, Louisville, KY, 2006
Ph.D OISE, University of Toronto, Department of Curriculum, Modern Language Centre, Toronto, ON, 1991
MA in Teaching English as a Second Language, St. Michael's College, Winooski, VT, Faculty of Education, 1981
BA in English Literature (major) and Women's Studies (minor), Concordia University, Faculty of Arts and Sciences, 1980

Representative Publications


Goldstein, T. (2013).Zero Tolerance and Other Plays: Disrupting racism, xenophobia and homophobia in school.  Rotterdam, The Netherlands: Sense Publishers, 233 pages.

Goldstein, T. (2012) Staging Harriet’s House: Writing and Producing Research-Informed Theatre. New York, NY: Peter Lang.   Includes the play Harriet’s House.

Goldstein, T.  (2003). Teaching and Learning in a Multilingual School:  Choices, Risks and  Dilemmas.  Mahwah, NJ:  Lawrence Erlbaum Associates, 221 pages. With contributions by Gordon Pon and Judith Ngan.   Includes the play Hong Kong, Canada.

Papers in Refereed Journals


Gray, J., Snell, P., and Goldstein, T. (2015). Working Beyond an “Aesthetic of Objectivity” in Research-Informed Theatre Design.  UNESCO Observatory: Multidisciplinary Research in the Arts. 

Goldstein, T. (2014).  Learning from Other People’s Families.  Teaching Education Journal, 25(1): 65-81.

Goldstein, T. (2014). Satellite Kids.  Education Matters: The Journal of Teaching and Learning, 2(1) 151-177 http://em.synergiesprairies.ca/index.php/em/article/view/74.

Goldstein, T., Gray, J., Salisbury, J. and Snell, P. (2014).  When Educational Research Meets Theatre: Performed Ethnography and Research-Informed Theatre Project Design. Qualitative  Inquiry, 20(5) 674–685.