(2019). North-South-South Collaboration as a Context for Collaborative Learning and Thinking with Alternative Knowledges. International Journal of Development Education and Global Learning, v11 n2 p189-203. This article discusses North-South-South higher education collaboration as a context for development education. We analyse an intensive course on qualitative research methods and culturally responsive education organized by a network of five universities from global South and global North. The course aimed to enhance qualitative understanding of quality learning and educational practices through approaches of contextual and cultural relevance, in line with Sustainable Development Goal 4 (SDG4). The course initiated a research-focused learning dialogue among students and researchers and encouraged participants to reflect and critique their views and to engage with alternative knowledges. Analysis of participants' course feedback highlights the opportunities and limits of North-South-South collaboration for enhancing contextual, cultural and epistemological awareness for a better understanding of quality education…. [PDF]
(2019). Confronting Settler Colonialism: Theoretical and Methodological Questions about Social Studies Research. Theory and Research in Social Education, v47 n1 p29-51. In this conceptual piece, we situate settler colonial theory and qualitative inquiry in a discussion about the research(ing) of social studies education. The context for this article includes our visit and conversations with 9th grade Oklahoma history teachers and their teaching and curriculum within Indigneous contexts. Although not focused as an analysis of our conversations with teachers, our discussion asks many questions about how we engage in social justice work and the choices we make in our research methodology…. [Direct]
(2017). Enrolling and Non-Enrolling Teaching Positions in BC. Education Facts. British Columbia Teachers' Federation This fact sheet reports on teaching positions in British Columbia, including changes in the number of full-time equivalent (FTE) public school teachers, changes in teacher workload, and changes the number of Aboriginal students per Aboriginal education teacher…. [PDF]
(2020). From the Periphery to the Centre: Securing the Place at the Heart of the TESOL Field for First Nations Learners of English as an Additional Language/Dialect. TESOL in Context, v29 n1 p5-35 Nov. Indigenous learners of English as an Additional Language or Dialect (EAL/D) have historically not been the central focus of TESOL expertise here in Australia, or overseas. Despite moves towards inclusion increasing over the last two decades, there is an ongoing tendency for Indigenous EAL/D learners to remain on the periphery of current TESOL advocacy, research and practices in Australia. They are still often overlooked, as identification processes and support settings for migrant and refugee services are mismatched to Indigenous EAL/D learning contexts. Indigenous EAL/D learners, especially with un-/under-recognised contact languages (creoles and related varieties), can remain invisible in classrooms with mainstream curriculum and assessment practices (Angelo, 2013; Angelo & Hudson, 2018; Gawne et al., 2016; Macqueen et al., 2019). Hence, we argue that understanding and consideration of Indigenous EAL/D learners' needs should become a priority in TESOL initiatives. This paper… [PDF]
(2016). Mobile Applications and Decolonization: Cautionary Notes about the Curriculum of Code. Journal of Curriculum and Pedagogy, v13 n2 p144-163. The current generation of students live and learn within a pedagogical milieu saturated by digital technologies. Curriculum scholars have not ignored this, theorizing and critiquing the ways that technology both affords and limits opportunities for students. Notably absent from this conversation, however, is a consideration of how the technologies themselves are designed and the implications that this design process has on the role and use of technology in our classroom spaces. In this article, I use the development of a decolonizing mobile application designed to teach students and educators about the history of residential schools in Canada, as an example, offering a nascent theorization of computer code. In particular, I argue that the exploration of computer code is an important avenue for critical scholarship. In so doing, I suggest that there are three important considerations–obfuscated representation, translation, and the engendering of technocracy–that need to be… [Direct]
(2016). Towards "Refiguring Presences" as an Anti-Colonial Orientation to Research in Early Childhood Studies. International Journal of Qualitative Studies in Education (QSE), v29 n5 p640-654. In this paper, I craft a methodological orientation for attending to the intricacies of everyday place encounters in early childhood settings with particular attention to settler colonialism and more-than-human entanglements. Drawing from my work with children and educators in childcare settings located in what is now British Columbia, Canada, I use "refiguring presences" to describe this research methodology, and its particular attention to unsettling everyday place relations in early childhood pedagogies within the context of settler colonialism. I situate refiguring presences in everyday material-discursive impacts in an effort to open up the potentialities and boundaries of political engagement in early childhood studies. I experiment with refiguring presences in relation to what I see as its most important elements. These elements include attending to colonialisms in everyday encounters, restorying contested places, foregrounding more-than-human relationalities and… [Direct]
(2016). Definition of the Peculiarities of the Agricultural Education in General Education Institutions. International Journal of Environmental and Science Education, v11 n18 p12637-12649. The purpose of this study is to construct a model of the development of the agricultural school in accordance with modern educational requirements ensuring the improvement of conditions, processes, and the content of agricultural education. Modern approaches to constructing the model of the organization of educational activities at agricultural schools have been provided; the purpose, directions and objectives of educational activities have been substantiated. The features of the model implementation have been studied along with the development of the draft state target program of the agricultural education development in the Republic of Sakha (Yakutia). The article summarizes the content of subprograms on the improvement of the content of agricultural education. The results of the study can be useful for agricultural schools in the development of exemplary basic educational programs forming an ethnic, regional, civic identity…. [PDF]
(2022). Education Indicators in Canada: Handbook for the Report of the Pan-Canadian Education Indicators Program. Statistics Canada This handbook updates the general descriptions for the indicators of the Pan-Canadian Education Indicators Program (PCEIP) as new sets of tables are released. It is a reference document that gives readers a broad understanding of each indicator, rather than the very specific methodological descriptions that would be necessary to reproduce the indicator using the raw data. The PCEIP tables highlight the most recent data available for five broad indicator sets: (1) A portrait of the school-age population; (2) Financing education systems; (3) Elementary and secondary education; (4) Postsecondary education; and (5) Transitions and outcomes. The following information forms the main body of the Handbook, and is presented for each of the PCEIP indicators: (1) A brief, general description; (2) The major concepts and definitions used; (3) An overview of the methodology; (4) A short review of any major data limitations, including interjurisdictional comparability as needed; and (5) The data… [PDF]
(2019). Envisioning Black Space in Environmental Education for Young Children. Race, Ethnicity and Education, v22 n4 p502-524. In this article, we bring attention to absences and deficit assumptions that continue to circulate in relation to environmental education for young Black children in North America. We focus our attention on tracing some of the ways in which racial innocence works to exclude and limit possibilities for young Black children's learning. Our analysis includes making visible connections between racialized discourses of childhood innocence, antiblackness in schooling, ongoing settler colonialism, and dominant forms of environmental education for young children. In seeking otherwise possibilities for Black childhoods in environmental education contexts, we turn to Black speculative fiction as a creative and generative mode of imagining fugitive educational spaces for young Black children…. [Direct]
(2019). A Gender Analysis of the Occupational Pathways of STEM Graduates in Canada. Analytical Studies Branch Research Paper Series. Statistics Canada Occupations related to science, technology, engineering and mathematics (STEM) are generally associated with high pay and contribute to the development of new technology. Continued growth is expected for STEM occupations, which would provide STEM-educated workers with additional labour market opportunities. However, less is known about the extent to which STEM graduates enter into and remain in STEM occupations in Canada. This study uses data from the 2006 and 2016 longitudinal census files to examine the occupational pathways of women and men with postsecondary credentials in STEM fields. Generally, male STEM graduates were more likely than female STEM graduates to be employed in a STEM occupation. The occupational pathways of male and female STEM graduates also differed. Among STEM graduates who were employed in a STEM occupation in 2006, women were more likely than men to have moved to a non-STEM occupation by 2016. Younger STEM graduates were more likely to exit a STEM occupation… [PDF]
(2017). Civic Action and Play: Examples from Maori, Aboriginal Australian and Latino Communities. Early Child Development and Care, v187 n5-6 p798-811. Using data from an international, comparative study of civic action in preschools in New Zealand, Australia and the US, we consider some of the types of civic action that are possible when time and space are offered for children to use their agency to initiate, work together and collectively pursue ideas and things that are important to the group. We use an example from each country and apply the work of Ranci√®re and Arendt to think about collectivity as civic action in young children's schooling lives. Play, rather than an act itself, is positioned here as political time and space that make such civic action possible in the everyday lives of children. We argue here that play is the most common (and endangered) time and space in which children act for the collective…. [Direct]
(2018). Smithsonian 2018. Smithsonian Institution This year's annual report features experts from across the Smithsonian whose work represents the best of innovation for the public good. They provide an excellent bird's-eye view of the many new approaches Smithsonian is taking, each with the goal of opening new opportunities for learning and discovery…. [PDF]
(2018). Reconciliation in Action: Creating a Learning Community for Indigenous Student Success. A Case Study Report on How One B.C. High School Is Mobilizing a Whole-Community Approach to Raise Indigenous Graduation Rates. EdCan Network This case study report provides practical examples on how the Academy of Indigenous Studies has built lasting relationships with local First Nations communities — demonstrating how existing provincial course offerings can be leveraged to create a for-credit learning track that allows Indigenous and non-Indigenous students to learn about Indigenous cultures throughout their entire high school journeys. This B.C.-based learning community model in Kelowna demonstrates how non-Indigenous educators can envelop students in a network of Indigenous teachers, adult advocates and the wider community to curtail Indigenous student dropout rates while immersing non-Indigenous students in Traditional Knowledge. Non-Indigenous educators in urban high schools can leverage this step-by-step report to create their own unique programs in consultation and collaboration with local Indigenous communities…. [PDF]
(2014). Ekphrastic Poetics: Fostering a Curriculum of Ecological Awareness through Poetic Inquiry. in education, v20 n2 p78-89 Aut. In this article, we outline the role of ekphrastic poetics in an ecological practice of poetic inquiry. Ekphrastic poetics, as a rhetorical device, involves one medium of art relating to another medium by unfolding its form and essence. Ultimately, our work involves a poetic response to an aesthetic form and it is through our ongoing collaborations that we are able to outline the importance of the poetic benefits of dwelling in natural places. We offer specific examples of how we engage in interpretive response activities that help to foster ecological habits of mind in teacher education…. [PDF]
(2014). Internationalisation, Regionalisation and Localisation: Reflections on Co-Habitation in 'the Third Space' in Tertiary Education. Bulgarian Comparative Education Society, Paper presented at the Annual International Conference of the Bulgarian Comparative Education Society (BCES) (12th, Sofia and Nessebar, Bulgaria, Jun 2014). Globalisation, with all its varying facets, has forced education systems around the world to look for ways and means whereby they can operate productively and progressively within a global education agenda. This paper espouses a Caribbean perspective. It takes two themes that intercept on global levels — Henry's (2012) 'internationalisation spirit' and George and Lewis' (2011) 'creation of a third space' — and analyses them against the backdrop of tertiary educational activities in global, regional and local contexts. A review of related literature is used for this purpose. The main aim of the paper is to explore the likelihood of tertiary education at the University of the West Indies (UWI) making educational gains in 'a third space' where the principles of internationalisation, regionalisation and localisation cohabit. Initial impressions from the analysis shows that different types of relationships exists between the interacting elements and that the resulting dialectics are… [PDF]