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Michele Szabo

Michelle Szabo

Professor

Faculty of Humanities & Social Sciences

michelle.szabo@sheridancollege.ca

Michelle Szabo is Professor of Sociology and Environmental Studies at Sheridan.

She is passionate about bringing the tools of Non-Violent Communication and Authentic Relating/Interpersonal Dynamics to academic and non-academic settings to help people connect more deeply with both themselves and others. She believes these tools can help us all navigate an increasingly polarized social and political landscape. She is committed to the lifelong learning required to create anti-oppressive/anti-racist spaces in college classes where all students can feel deeply seen, heard, valued, represented and able to flourish.

In addition to her teaching role, Michelle has over 12 years of experience in qualitative interviewing, data analysis, academic writing and editing. She is currently conducting research on the outcomes of a program that shares tools for fostering intimacy and connection with formerly incarcerated women.

Specific Subject Specialties: Empathy, emotional resilience, conflict and connection; Critical/Anti-Oppressive/Anti-Racist Pedagogy; Gender and food habits; Masculinities; Consumer culture; Political economy of the global food system; Gender theory; Work-life balance and food habits; the sociology of gender, the sociology of consumption; and the sociology of food.

In addition to numerous other publications, Michelle co-edited the international, scholarly collection, "Food, Masculinities and Home: Interdisciplinary Perspectives" (Bloomsbury 2017). She was a 2014-2016 SSHRC Postdoctoral Research Fellow in Sociology at the University of Toronto.

Teaching Interests

  • Mental and spiritual wellness, connection, community healing, social justice and learning; decolonizing pedagogies; anti-oppression in the context of white supremacy culture; nonviolent communication

Research Interests

  • Mental and spiritual wellness, connection, community healing, social justice and learning; decolonizing pedagogies; anti-oppression in the context of white supremacy culture; nonviolent communication
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