Associate Professor,
Interim Associate Dean (Research and Graduate Programs)
Much of her work is discourse analytic. She has a commitment to understanding the social world as constituted in and through the coordinated activities of individual members of society and studies how people use language to construct and maintain the everyday social world. Projects in this area include studies of communicative practice in organizations and analysis of schizophrenia and identity. She also is interested in other forms of research and representation including participatory action research and autoethnography, and has used performance as a way to make research accessible to a wider audience.
She recently completed a SSHRC-funded participatory study of housing for people with diagnosed with mental illnesses. This project involved people diagnosed with schizophrenia as co-researchers in investigating the housing experiences of people diagnosed with mental illnesses, particularly those who are or have been homeless. This project produced readers' theatre performances, a documentary film, a graphic novel, and an exhibit that has been seen across Canada.
She is currently working on a SHHRC-funded project on representations of homelessness in Canadian newspapers. This project will involve journalists and people who have experienced homelessness working together to discuss and possibly change how homelessness is represented in the media.- Artist Diploma in Violin Performance, University of Toronto
- B.A., University of Wisconsin
- M.A., University of Calgary
- Ph.D., University of Calgary
Schneider, B. (2007). Power and the regulation of workplace communication. In M. Zachary & C. Thralls (Eds.), Communicative practices in workplaces and professions: Cultural perspectives on the regulation of discourse and organizations (pp. 181-199). Amityville, NY: Baywood Publishing.
Schneider, B. (2007). Constructing a "schizophrenic" identity. In V. Raoul, C. Canam, A. Henderson & C Paterson (Eds.), Unfitting Stories: Narratives Approaches to Disease, Disability, and Trauma (pp. 129-137). Waterloo, ON: Wilfred Laurier University Press.Schneider, B., Austin, C. & Arney, L. (2008). Writing to wellness: Using an open journal in narrative therapy. Journal of Systemic Therapies, 27(2), 42-57.
Schneider, B. & Andre, J. (2007). Developing Authority in Student Writing through Written Peer Critique in the Disciplines. The Writing Instructor. http://www.writinginstructor.com/schneider-andre
Schneider, B. (2005). Mothers talk about their children with schizophrenia: A performance autoethnography. Journal of Psychiatric and Mental Health Nursing, 12, 333-340.
Schneider, B & Andre, J. (2005). University preparation for workplace writing: Perceptions of students in three disciplines. Journal of Business Communication, 42(2), 195-218.
Andre, J. & Schneider, B. (2004). The transition from academic to workplace writing: Students talk about their experiences. Technostyle, 20(1), 40-59.
Schneider, B., Scissons, H., Arney, L., Benson, G., Derry, J., Lucas, K., Misurelli, M., Nickerson, D., Sunderland, M. (2004). Communication between people with schizophrenia and their medical professionals: A participatory research project. Qualitative Health Research, 14(4), 562-577.
Schneider, B. & Caswell, D. (2003). Building community and creating knowledge in the interdisciplinary classroom. History of Intellectual Culture, 3(1). http://www.ucalgary.ca/hic
Schneider, B. (2003). Narratives of schizophrenia: Constructing a positive image. Canadian Journal of Communication, 28(2), 185-201.
Schneider, B. (2002). Theorizing structure and agency in workplace writing: An ethnomethodological approach. Journal of Business and Technical Communication, 16, 170-195.
Schneider, B. (2002). Clarity in context: Rethinking misunderstanding. Technical Communication, 49 (2), 1-9.
Schneider, B. (2001). Constructing knowledge in an organization: The role of interview notes. Management Communication Quarterly, 15, 227-255.
Schneider, B. (2000). Managers as evaluators: Invoking objectivity to achieve objectives. Journal of Applied Behavioral Science, 36, 159-173.