Dr. Kaela Jubas
Positions
Professor
Werklund School of Education, Specialization, Adult Learning
Contact information
Phone number
Office: 403.210.3921
Location
Office: EDT612
For media enquiries, contact
Clayton MacGillivray
Content and Media Specialist
Email: clmacgil@ucalgary.ca
Twitter: @UCalgaryEduc
Background
Educational Background
PhD Educational Studies, University of British Columbia, 2009
MEd Adult Education, University of British Columbia, 2004
Master of Environmental Studies Environmental Studies, York University, 1990
BA (Honours) Psychology, York University, 1984
Biography
Originally from Toronto, I worked there and in Vancouver, BC for some 15 years in the not-for-profit sector before undertaking an MEd and a PhD at UBC, where I researched critical shopping as a source of informal learning about globalization, identity, and social change. Following completion of my PhD, I joined the Adult Learning specialization here at Werklund. I employ a feminist neo-Gramscian perspective to pursue my interest in and engagement with questions about work-related learning and post-secondary professional education, social movement and social justice learning, the pedagogical function of cultural practices and texts, globalization and internationalization, and incorporation of visual methods in qualitative inquiry.
Professional & Community Affiliations
I served as Co-President of the Canadian Association for the Study of Adult Education for three years (2013-16) and I am a member of the Editorial Advisory Boards of Adult Education Quarterly and the International Journal of Lifelong Education. I am a member of or engage with the following scholarly organizations:
Research
Areas of Research
I take a transdisciplinary approach in my research, drawing on methods and scholarship from adult education, cultural studies, sociology, women’s/gender/queer studies, and sociology. My research illustrates how adult learning occurs in the encounters and processes of everyday life and advances an understanding of adult learning as holistic.
Participation in university strategic initiatives
Projects
Funding: University of Calgary SSHRC Enhancement Grant, SSHRC Insight Grant
Publications:
Jubas, K., Rooney, D., & Patten, F. (2024). Entertaining tensions: Teaching with and learning from popular culture in professional education. Pedagogy, Culture & Society, 33(1), 123-140. https://doi.org/10.1080/14681366.2023.2205415 (open access)
Jubas, K. (2023). Using popular culture in professional education to foster critical curiosity and Learning. Studies in the Education of Adults, 55(1), 240-258. https://doi.org/10.1080/02660830.2022.2114690 (open access)
Jubas, K., Ofori-Atta, E., & Ross, S. (2020). Building a pedagogy of critical curiosity in professional education: The power of popular culture in the classroom. In B. Merrill, C. Vieira, A. Galimberti, & A. Nizinska. (Eds.), Adult education as a resource for resistance and transformation: Voices, learning experiences, identities of student and adult educators (pp. 109-118). Faculty of Psychology and Education Sciences, University of Coimbra. (open access)
Conference papers:
Jubas, K. (2025). Jubas, K. (2025). Persistent masking as social movement development and learning(?) [Paper]. Alternative Future and Popular Protest, 2025. University of Manchester/Department of Sociology.
Jubas, K. (2024). (Un)Masked learning: Life lessons from a pandemic practice [Paper]. In E. Dobritch (Ed.), CASAE 2024 Annual conference: Conference proceedings (pp. 183-190). Concordia University.
Co-investigators: Drs. Christine Jarvis & Grainne McMahon, University of Huddersfield, UK
Funding: Werklund School of Education Outbound Fellowship
Publications:
Jubas, K. (2022). More than a confessional mo(ve)ment? #MeToo’s pedagogical tensions. Adult Education Quarterly, 73(2), 133-149. https://doi.org/10.1177/07417136221134782 (open access)
Jubas, K., Jarvis, C., & McMahon, G. (2020). Hopefulness, solidarity and determination for me too: Impacts of a globalized social movement on female post-secondary students’ emerging professional identities and aspirations. In B. Merrill, C. C. Vieira, A. Galimberti, & A. Nizinska (Eds.), Adult education as a resource for resistance and transformation: Voices, learning experiences, identities of student and adult educators (pp. 25-34). Faculty of Psychology and Education Sciences, University of Coimbra. (open access)
Funding: University Research Grants Committee
Publications:
Jubas, K. (2018). Equity and internationalization on campus: Intersecting or colliding discourses for LGBTQ people? Brill Sense.
Jubas, K. (2018, February 26). Ensuring equity for LGBTQ Canadians on the road. The Conversation. (open access)
Jubas, K., & White, M. (2017). Marketing equity: “Diversity” as keyword for internationally engaged post-secondary institutions. Review of Education, Pedagogy and Cultural Studies, 39(4), 349-366. https://doi.org/10.1080/10714413.2017.1344507
Jubas, K. (2015). Discursive inconvenience: The dis/appearing rhetoric of LGBT rights in post-secondary internationalization texts. Canadian Journal of Educational Administration and Policy, 173, 50-72. (open access)
Co-investigator: Dr. Dawn Johnston, Communication and Cultural Studies, U of C
Funding: SSHRC Standard Research Grant
Publications:
Jubas, K., Johnston, D. E. B., & Chiang, A. (2020). Public pedagogy as border-crossing: How Canadian fans learn about health care from American TV. Journal of Borderlands Studies, 35(1), 41-54.
Jubas, K., Johnston, D., & Chiang, A.* (2017). Healthy democracy: What Grey’s Anatomy teaches audience members about deserving patients and good citizens. In L. M. Nicosia & R. A. Goldstein (Eds.), Through a distorted lens: Media as curricula and pedagogy in the 21st century (pp. 55-69). Sense Publishers.
Jubas, K., Johnston, D. E. B., & Chiang, A. (2014). Living and learning across stages and places: How transitions inform audience members’ understandings pop culture and health care. Canadian Journal for the Study of Adult Education, 26(1), 57-75. (open access)
Co-investigator: Dr. Jackie Seidel, Werklund School of Education, University of Calgary
Publications:
Jubas, K., & Seidel, J. (2016). Knitting as metaphor for work: An institutional autoethnography to surface tensions of visibilty and invisbility in the neoliberal academy. Journal of Contemporary Ethnography, 45(1), 60-84.
Jubas, K. (2012). On being a new academic in the new academy: Impacts of neoliberalism on work and life of a junior faculty member. Workplace: A Journal for Academic Labor, 21, 25-35. (open access)
Funding: University of Calgary Starter Grant, SSHRC Standard Research Grant
Publications:
Jubas, K. (2015). Giving substance to ghostly figures: How female nursing students respond to a cultural portrayal of "women's work" in healthcare. In K. Jubas, N. Taber, & T. Brown (Eds.), Popular culture as pedagogy: Research in the field of adult education (pp. 83-101). Sense Publishers.
Jubas, K. (2013). Grey(’s) identity: Complications of learning and identity in a popular television show. Review of Education, Pedagogy and Cultural Studies, 35(2), 127-143. http://dx.doi.org/10.1080/10714413.2013.778653
Jubas, K., & Knutson, P. (2013). Fictions of work-related learning: How a hit television show portrays internship, and how medical students relate to those portrayals. Studies in Continuing Education, 35(2), 224-240. http://dx.doi.org/10.1080/0158037X.2012.738659
Funding: SSHRC Doctoral Fellowship, Special UBC Graduate Scholarship, Dean of Education Scholarship
Publications:
Jubas, K. (2010). The politics of shopping: What consumers learn about identity, globalization, and social change. Routledge. ISBN-13: 978-1598746662
Jubas, K. (2012). Critically minded shopping as a process of adult learning and civic engagement. New Directions for Adult and Continuing Education, 135, 61-69). https://doi.org/10.1002/ace.20027
Jubas, K. (2011). Shopping for identity: Articulations of gender, race and class by critical consumers. Social Identities, 17(3), 319-333. http://dx.doi.org/10.1080/13504630.2011.570972
Jubas, K. (2011). Everyday scholars: Exploring shopping as a site of adult learning. Adult Education Quarterly, 61(3), 225-243. https://doi.org/10.1177/0741713610380444
Jubas, K. (2007). Conceptual con/fusion in democratic societies: Understandings and limitations of consumer-citizenship. Journal of Consumer Culture, 7(2), 231-254. https://doi.org/10.1177/1469540507077683
Awards
- Qualitative Dissertation Award, International Institute for Qualitative Methodology. 2009
- SSHRC Doctoral Fellowship (2006-08), SSHRC. 2006
- Dean of Education Scholarship, UBC. 2007
- Special UBC Graduate Scholarship, UBC. 2004
- Best Graduate Student Paper, Canadian Association for the Study of Adult Education. 2007
- Coolie Verner Prize, UBC Department of Educational Studies/Adult Education. 2004
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