Corey W Johnson
Dr. Corey W. Johnson is the Karla A. Henderson Distinguished Professor in the Department of Park, Recreation and Tourism at North Carolina State University. He teaches courses on inclusive recreation, social justice, gender and sexuality, qualitative research methods, and the philosophy of science.
Born in Dayton, Ohio, Dr. Johnson received his Bachelors degree in Education from Bowling Green State University (1995), his Masters from the University of North Carolina at Chapel Hill (1998) and his Ph.D. in Leisure Studies from the University of Georgia (2002). He has advanced graduate certificates in Qualitative Research and Women’s Studies. Prior to joining the University of Waterloo faculty, he spent 9 years at the University of Georgia and 3 years at California State University, Long Beach.
Dr. Johnson’s theorizing and qualitative inquiry focuses its attention on the power relations between dominant (white, male, heterosexual, etc.) and non-dominant populations in the cultural contexts of leisure. This examination provides important insight into both the privileging and discriminatory practices that occur in contemporary leisure settings. He sees this research as complimentary to both his classroom instruction and his professional service, and he uses advocacy, activism, civic-engagement, service-learning and community partnerships to create unique learning opportunities for individuals and institutions. This synergy is particularly relevant as it increases the quality, level, and number of services offered in a given community. In 2016 he was awarded the Academy of Leisure Science Excellence in Teaching Award.
His research has been published in journals like the Journal of Leisure Research, Leisure Sciences, The Journal of Homosexuality and the International Journal of Qualitative Studies in Education just to name a few. He has written the seminal text Fostering Social Justice through Qualitative Research: A methodological guide and is currently writing Learning from and with “Others”: Collective Memory Work and co-editing Digital Dilemmas: Transforming gender identities and power relations in everyday lives. He has received substantial financial support in his efforts to create safer environments for lesbian, gay, bisexual and transgender youth in institutional settings such as camps, secondary schools, universities and detention centers. He has also co-produced two documentaries, “be there for me”: collective memories of LGBTQ youth in high school, and “We exist”: collective memories of transgender, queer and questioning youth; distributing the films with a resource binder to +1000 schools in the state of Georgia. He was selected as one of the top ten educators (P-16) in Georgia working for equality by the Georgia LGBT Pride Committee and in 2012 he received the UGA President’s MLK Jr. Achieving the Dream award for his efforts.
Dr. Johnson is also committed to service. He is currently the co-editor of Leisure Sciences and has previously served as the co-editor for Schole: A Journal for Park and Recreation Education. He also served on the Board of Directors for the Society of Park and Recreation Educators (SPRE) from 2005-2008 and as president of the organization in 2010-2011. In 2014 he was inducted as a fellow into the Academy of Leisure Sciences. Recently, he has served on the advisory board of the Status of Women and Equity (SWEC), chairs the Gender and Sexual Diversity Working Group (GSDWG), and is the Applied Health Science HeForShe Faculty Advocate.
Attempting to practice what he preaches, his own leisure includes yoga, horseback riding, backpacking, camping, cooking, traveling abroad with his husband Yancey, and spending time with his Frenchie Sedgwick.
Address: 145 Woodland Drive
Born in Dayton, Ohio, Dr. Johnson received his Bachelors degree in Education from Bowling Green State University (1995), his Masters from the University of North Carolina at Chapel Hill (1998) and his Ph.D. in Leisure Studies from the University of Georgia (2002). He has advanced graduate certificates in Qualitative Research and Women’s Studies. Prior to joining the University of Waterloo faculty, he spent 9 years at the University of Georgia and 3 years at California State University, Long Beach.
Dr. Johnson’s theorizing and qualitative inquiry focuses its attention on the power relations between dominant (white, male, heterosexual, etc.) and non-dominant populations in the cultural contexts of leisure. This examination provides important insight into both the privileging and discriminatory practices that occur in contemporary leisure settings. He sees this research as complimentary to both his classroom instruction and his professional service, and he uses advocacy, activism, civic-engagement, service-learning and community partnerships to create unique learning opportunities for individuals and institutions. This synergy is particularly relevant as it increases the quality, level, and number of services offered in a given community. In 2016 he was awarded the Academy of Leisure Science Excellence in Teaching Award.
His research has been published in journals like the Journal of Leisure Research, Leisure Sciences, The Journal of Homosexuality and the International Journal of Qualitative Studies in Education just to name a few. He has written the seminal text Fostering Social Justice through Qualitative Research: A methodological guide and is currently writing Learning from and with “Others”: Collective Memory Work and co-editing Digital Dilemmas: Transforming gender identities and power relations in everyday lives. He has received substantial financial support in his efforts to create safer environments for lesbian, gay, bisexual and transgender youth in institutional settings such as camps, secondary schools, universities and detention centers. He has also co-produced two documentaries, “be there for me”: collective memories of LGBTQ youth in high school, and “We exist”: collective memories of transgender, queer and questioning youth; distributing the films with a resource binder to +1000 schools in the state of Georgia. He was selected as one of the top ten educators (P-16) in Georgia working for equality by the Georgia LGBT Pride Committee and in 2012 he received the UGA President’s MLK Jr. Achieving the Dream award for his efforts.
Dr. Johnson is also committed to service. He is currently the co-editor of Leisure Sciences and has previously served as the co-editor for Schole: A Journal for Park and Recreation Education. He also served on the Board of Directors for the Society of Park and Recreation Educators (SPRE) from 2005-2008 and as president of the organization in 2010-2011. In 2014 he was inducted as a fellow into the Academy of Leisure Sciences. Recently, he has served on the advisory board of the Status of Women and Equity (SWEC), chairs the Gender and Sexual Diversity Working Group (GSDWG), and is the Applied Health Science HeForShe Faculty Advocate.
Attempting to practice what he preaches, his own leisure includes yoga, horseback riding, backpacking, camping, cooking, traveling abroad with his husband Yancey, and spending time with his Frenchie Sedgwick.
Address: 145 Woodland Drive
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there is scant literature on programs’ impact on teachers’ well-being, this study aims to explore how participating in PEX impacts teachers’ “wellbeing.” Informed by critical feminist theory, we used an amended two-part collective memory work (CMW) design. Three former PEX participants created video narratives about a memory of the program’s impact on their well-being. They participated as co-researchers in a focus group to analyze the video diary entries for meanings around teaching wellbeing and PEX. The group discussed ways PEX supported self-actualization and relationships, and, most importantly, how PEX was a powerful tool for
wellbeing within a neoliberal school context.
proliferation of paradigmatic approaches, methodologies, data generation methods, analytical techniques, and forms of representation. As
qualitative methods continue to develop, expand, and hybridize, there
is a need to conceptually clarify some of the “loose change” that has
come with the rise of its legitimacy. In this essay, we build upon previous work advocating for a greater need for the use and conceptual
clarification of trustworthiness in qualitative research to make an
additional necessary call to encourage nuance when engaging with
concepts that focus on the role of the self. We try to nuance the
role(s) of articulating one’s place through declarations of bias, subjectivity, and positionality and the mechanisms for managing and/or
understanding one’s place in the research vis-a-vis reflexivity as a process and/or autoethnography (methodology). In doing so, we call for
the appropriate deployment of these techniques to alig
fostering thriving among 2SLGBTQ+ (Two-Spirit, lesbian, gay, bisexual, trans,
queer, and other diverse gender and sexual identities) students on university
and college campuses by exploring their inclusion, academic development,
and wellbeing. As editors of this issue, we are thrilled to present a collection
of research articles, theoretical discussions, and practical insights that make
critical contributions to higher education research, policy, and practice, as
well as the broader field of 2SLGBTQ+ studies. These contributions are
especially crucial given the rise of anti-trans, anti-2SLGBTQ+, and anti-equity
policies/rhetoric in Canada, the United States, and globally
of individuals in early recovery from various mental
health diagnoses are often invalidated. To address
this concern, complementary modalities (e.g., massage
therapy, naturopathy, arts-based therapy, horticulture
therapy) have emerged alongside the fields of therapeutic
recreation, psychotherapy, and outdoor-based practices.
Less is known about how social/community approaches
to practice are used within in-patient care settings to
complement more traditional modalities (i.e., cognitive
behaviour therapy (CBT), talk-based therapy, trauma
exposure therapy, pharmaceutical medication etc.). The
current research project aimed to understand individuals’
experiences and reflections of engaging in an outdoor
experiential workshop while seeking in-patient care for
post-traumatic stress disorder and substance-use disorder.
Narrative inquiry was the methodological approach
we used to illuminate the voice in the cracks (Jackson
& Mazzei, 2005), voices that are often left out of dominant
medical discourses, to be heard. Focus groups and
in-depth semi-structured narrative life-experience interviews
were used to story individuals’ reflections of early
recovery while participating in an outdoor experiential
workshop beyond the conventional boundaries and
structures of medicine-focused in-patient care.
reflect on your own male allies program. It will also provide you some resources
that will help you reflect and build on the successes of that program to bring
these materials to even more students.
The material in this toolkit has been developed through our own experiences
planning and implementing male allies workshops at a major Canadian
university, along with a large research project that sought input on male
allies programs from students, faculty, staff, and administration. A growing
body of literature has called attention to the need for universities to develop
evidence-based intervention strategies to address sexual violence (Benn-John
& Wane, 2016; Francis et al., 2016; Godderis & Root, 2017; Lalonde, 2014; Ontario
Women’s Directorate, 2013; Quinlan, Clarke & Miller, 2013; Quinlan et al., 2017;
Wandio, 2014). Harrison and Lafrenière (2015) emphasised the need to focus
prevention efforts on men and masculinities, so that rather than positioning men
as potential perpetrators, we understand men as potential leaders in gender
equity and consent culture (Flood, 2006; Foubert & Cremedy, 2007). Through
emphasizing accountability, these programs operate from a framework of
role and responsibility rather than blame and shame (i.e. “you are not guilty
because you are a man, but you have a responsibility to be part of a solution”).
Our research demonstrates that male allies workshops are effective ways to
interrogate masculinity on campuses, and work toward gender equity, and we
want you to be able to run these programs on your own campus.
In the following pages you will find an outline and timeline for a 2-3 hour
voluntary workshop that will help male-identified students on your campus
think about masculinity, their place as men, and how they can foster more
positive spaces on your campus. This outline is a basic structure that includes
all the needed parts, but you may need to make small changes so that it works
best in your institutional/cultural/social setting. We will give you information
about finding the best facilitator for your program, how to recruit participants,
how to actually run the program for the first time, and topics for discussion,
as well as how to manage difficult topics, evaluating your program, debriefing
your program with participants and facilitators, and what next steps you can
take on your campus to keep the program going. At the very end of the toolkit,
you will also find a collection of other resources that might be useful to you as
you expand your program or are looking for additional scholarly support while
planning or running your workshop.