Social Innovator in Residence, Applied Human Sciences
Eva Pomeroy is the Social Innovator in Residence at Concordia University, Montreal, Canada. Her present work builds on over two decades experience in experiential learning, in both formal and adjunct educational settings. In its essence, this work is about co-creating contexts for transformational learning experiences in the service of positive social impact and innovation. Having been drawn to great pedagogy and‘learning that matters’ from an early age, Eva began her career with Outward Bound Wales and later Brathay Hall Trust in the United Kingdom. There she co-designed& delivered over 60 residential experiential learning courses focusing on personal, group and organizational/community development before joining Concordia University’s Applied Human Sciences Department in 2001. Prior to taking on the Social Innovator in Residence role, she taught in the B.A. Human Relations and M.A. Human Systems Intervention programs.
In 2016, she co-founded the ConcordiaU.lab Social Innovation Hub in 2016,a laboratory learning space that blends undergraduate & graduate students,staff & faculty, and members of the local community as co-learners. Eva and her colleagues work with Theory U and u.lab in an effort to explore and impact the democratization of education, develop the structures and conditions that enable people to self-organize in meaningful ways and collaboratively source knowledge.
She researches in the areas of transformative learning, systems change, social field change, and eco-system activation.
Eva works in partnership with Otto Scharmer and the Presencing Institute to co-convene and co-facilitate the Social Field Research Summer School.
She holds a Bachelor’s degree in Political Science from McGill University and a PhD in Education from Birmingham City University.
She is the 2019 recipient of the Concordia Alumni Award for Innovative Teaching.
Scharmer,O., Pomeroy, E. & Kaufer, K. (forthcoming). Awareness Based ActionResearch: Making Systems Sense and SeeThemselves. SAGE Handbook of participatoryresearch and inquiry. Thousand Oaks, CA: Sage Publications.
Pomeroy, E. & Oliver, K.(2018). Pushing the boundaries of self-directed learning: Research findingsfrom a study of u.lab participants in Scotland. International Journal of Lifelong Education, 37(6): 719-733. DOI: 10.1080/02601370.2018.1550447
Henle, S.& Pomeroy, E. (2015) Forward. Leadership Development Framework.Quebec: Community Health and Social Service Network.
Allison, P.& Pomeroy, E. (2001). How ShallWe ‘Know’? Epistemological concerns in research in experiential education, Journal of Experiential Education,23(2). 91-98.
Pomeroy, E. (2000). Experiencing Exclusion. Stoke-on-Trent:Trentham Books.
Pomeroy, E. (1999). TheTeacher-Student Relationship in Secondary School: Insights from excludedstudents. British Journal of Sociology of Education, 20(4),473-490.
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