This is a PowerPoint presentation that explores some of my work over the years. Please do connect with me via email if you have any questions. Look forward to connect with you!

1. if
Ryan Morreale
1903 Bayview Ave. Unit #403
Toronto, Ontario, Canada
M4G 3E4
(905) 745-1507
ryanmlutz@gmail.com, rl03jk@brocku.ca
http://ca.linkedin.com/in/ryanmlutz

2. MASTER OF EDUCATION
Social and Cultural Contexts of Education, Brock University
2011-2014, St. Catharines, Ontario, Canada
Concentrated in grounded theory of adult learning in regards to the social
and cultural perspectives of the learner, the learning environment and
learner collaboration. Gazing through various theories that include yet are
not complete are :
transgress educational boundaries
art-based learning
using multi-literacies
literature as narrative
academic story telling
reflective educational practices
the inclusive other
transformative intersectionality narratives
feminist ethnographic theories

3. BACHELOR OF EDUCATION, Adult Education
Brock University 2009-2011, Hamilton, Ontario, Canada and on-line
Work examined included adult theories, practices and contexts, the past,
current and future foundations of adult learning pedagogies, reflecting on
past and current adult education experiences. Made connections to varied
contexts of education and training at various levels through constructed
dialogue, experiential activities, learning objectives, critical analysis and
reflection. Practiced the selection, application and evaluation of facilitation
methods corresponding with learner-centered philosophy of practice and
understood the organizational context which adults learn. Created
curriculum development models, designed and evaluated curriculum
including adult education pedagogy, educational practices and personal
philosophy of teaching. Investigated work and learning communities
including practices of: leadership, power, conflict, change, diversity,
organizational culture and learning, personal and workplace barriers and
motivators, team work collaboration and the role of the adult educator
within an organizational context. Synthesized my key insights within the
program of study, conducted an examination of contemporary issues in
adult education and completed an applied academic research project.

4. BACHELOR OF ARTS, Human Geography
Brock University, 2003-2008, St. Catharines, Ontario, Canada
My research, writing and course based learning were in the
fields of;
• Transportation Planning
• Economic Geography
• Social Geographies in Urban Space
• Gender Geographies
• Urban and Rural Planning
• Community Development
• Cultural and Historical Geographies
• Social Planning
• and Political Geography, just to mention a small glance.

5. Experience
WORKPLACE TRAINER
Purolator, Mount Hope, Ontario –
US/INTL Gateway
Workplace Trainer (2011-2011)
The facilitation of computer software training and workplace
training with new and current employees. Training includes yet not
limited to:
•computer program assistance
•team work collaboration
•employee conflict management
•auditing custom documentation
•processing US and International Dangerous Goods freight
•and planning and sorting to practice efficiency in our department.

6. PROFESSOR
Educational Assistant Program, Mohawk College, Hamilton &
Brantford, Ontario
Professor (2011)- Supporting the English Language Learner
•Designed and delivered a critical-thought based course around the English Language
Learner and technology to two classes of 30-70 second year students (aged 17-50+)
•Facilitated learners in developing strategies to meet the needs of English Language
Learners
•Created engaging assignments
•Created an environment to support a culture of inclusion and reviewed current
ministry documentation
•Analyzed the critical role of literacy and communication skills
•marked tests and assignment

7. Educational Assistant Program, Mohawk College,
Hamilton & Brantford, Ontario
Colleagues of mine and I created a collaborative work
book project engaging Educational Assistant Students
and English as a Second Language Students to work
together to create multimedia dual language story
books. The experience, obtained goals and objectives
were outstanding from our perspectives as well as
from our learners perspectives. It was a rewarding and
engaging experience like no other.

8. INSTRUCTOR English Literacy, St. Charles
Adult Education Centers, Hamilton, Ontario
Instructor (2011-2012)- ESL and Linc Instructor
•Design and deliver critical-thought based classes using multi-literacies and
community based learning
•Facilitate reading, writing, speaking, and listening to develop strategies to
learn self-directed learning as an English Language Learner
•Create many engaging assignments, exercises and group work
•Create an environment to support a culture of inclusion
•mark tests and assignments

9. • An ethnographic personal narrative of my own social idenity through the critical
lens of intersectionality.
• A narrative story that includes a mythical character who is on a journey. This story
is about the everyday gaze depicted by the mythical character. What the everyday
‘things’ are, are the things I see in relation to the social and cultural contexts of
education.
• A written research paper discussing Dr. Jim Cummins’; contribution to knowledge
production, boundaries he has pushed, issues he advocates and views he
represents, the impact on the field of education, specifically the field of social and
cultural contexts of education, and the influence he has had on my own thinking
about social, cultural and political contexts of education.
• Life History Research, Personal Narrative Studies, Masculinities within Education,
The Gay Male Educator – thesis

10. USING ETHNOGRAPHIC INTERSECTIONALITY,
EXPLORING SOCIAL IDENTITY, Brock University,
Faculty of Education, 2012, St. Catharines, Ontario.
This presentation explored my gay male social identity through
the feminist theory of intersectionality. It discussed previous
studies that relate to me in the field of education –
specifically personal narratives. It also included deficiencies
in my study, the significance of the study and the reasoning
and purpose of my exploration.

11. WHITE HIS-STORY NARRATIVE,
RYAN’S MY NAME, Brock University, Faculty of
Education, 2012, St. Catharines, Ontario.
This presentation’s focus was imbedded in the feminist theory of
intersectionality and my social identity as a male. It discussed issues
of understanding social identity through gender and the
complications of the intersections of other social identities.
Through collaboration we explored the reasoning of why the male’s
perspective should either be included in feminist theory or
excluded in feminist theory.

12. ALTERNATIVE CURRICULUM MODEL,
Brock University, Faculty of Education, 2012, St. Catharines,
Ontario.
Negotiating our space during this workshop, we created our
own transformative learner-centered curriculum by sharing
personal life experiences. During this process there was
struggle however through holistic art-based learning
pedagogy we conceptualized and communicated our own
concerns. There was a discussion about an alternative
program named Pathways as an example. Reflection on
what we practiced through participation of the
presentation concluded the workshop.

13. MONSTERS ARE MADE NOT BORN, bell
hooks, Brock University, Faculty of Education,
2012, St. Catharines, Ontario.
A collaborative and gaze-interpretative pedagogical
seminar that looked at engaged pedagogy,
teaching as healing, transgressive education,
multicultural change, community, chaos, notions
of change and what you see as political.

14. THEORIES OF DR. JIM CUMMINS, Brock
University, Faculty of Education, 2011, St. Catharines,
Ontario
A collaborative seminar that proposed a collaborative
educational framework including negotiating identities,
multi-literacies, transformative pedagogy and new
technologies to promote language acquisition and literacy
to ignite learners’ curiosity, imagination and social
commitment where students felt empowered to use their
voices to become active participants in our democratic
society. Reviewed and worked with dual language learning,
self-directed learning, and personal narrative stories.

15. Wearing more than one hat to transform
your learners, Hamilton TESL Conference,
2011, Hamilton Place, Hamilton, Ontario
A collaborative workshop for professional
development that discussed the roles of a leader
and facilitator. Analyzed the domains of learning
in relation to English Language Learners. It was a
theoretical yet practical workshop that enhanced
educators’ environments

16. What are Multi-literacies, Hamilton TESL Conference,
2012, Hamilton Place, Hamilton, Ontario
A collaborative workshop for professional development that
explored the creation of the Multi-literate classroom,
discussed Dr. Cummins’ theories, practiced using multi-
literacy, discussed the use of technology, the use of creative
writing, collaborated and had fun while learning!

17. • CAECO – Program Advisory Committee, Brock
University, Faculty of Education, 2010- 2012,
St. Catharines, Ontario
• TESL Ontario –Teachers of English as a Second
Language of Ontario, 2011-present
• OSSTF –The Ontario Secondary School
Teachers’ Federation, 2011-present

18. SERVICE
• Brock University, Program Advisory
Committee, 2010-2012, St. Catharines,
Ontario
• TESL Hamilton-Wentworth, Teachers of English
as a Secondary Language, 2011-2012,
Hamilton, Ontario

19. • Available Upon Request