Navigating through the Faculty of Education as a teacher educator in Canada is complex and complicated. Research literature calls for an intentional focus on media and digital literacies, and technological competencies, in teacher education. Program directions are confounded by technological trends emerging in kindergarten to grade twelve…

In 2020, McMaster University's students-as-partners (SaP) program shifted operations to a grant-funded model. To understand what, if any, influence this programmatic change had on student, staff, and faculty partners, we sought to critically evaluate this new model. Toward this aim, we conducted an institutional ethnography and survey of student,…

Informed by an adaption of the tri-level reform framework, we collaborated with a First Nation district student assessment committee, school principals, and district personnel to develop a student assessment policy. Through a series of workshops and meetings with school administrators and classroom teachers from Tsuut'ina Nation, located in…

This duoethnography, informed by the new materialist turn, explores how educational work is materially reconfigured within university-community collaborations. Through our co-facilitation of two community-based Master of Education programs we, as White settlers, endeavoured to journey with Indigenous colleagues, community members, and students to…

A growing number of schools around the world are using different models of Canadian education. There is a dearth in research that examines how each model operates and how their policies, processes, and programming are implemented in foreign contexts. This mixed method thesis study explored the strengths and weaknesses of two distinct models of…

This article provides a case study to examine a partnership involving Haitian and Canadian organisations to address Sustainable Development Goal 4, Quality Education, and Sustainable Development Goal 17, Partnerships. Data collection included interviews with leaders of a professional development initiative for teachers in northern Haiti,…

This article examines how Canadian colleges and universities formally articulate their priority activities for internationalization, and what discursive rationales justify their approaches. Data come from 32 publicly-available internationalization strategies published in English by Canadian colleges and universities. In terms of practices, we find…

Learning assessment is essential for education systems to provide quality and equitable education. Education partners, both national and international, are supporting education systems around the world in their efforts to develop and implement holistic learning assessment strategies and mechanisms. In many cases, examining how learning is being…

The following report presents the results of the trends mapping study on innovation in technical and vocational education and training (TVET) conducted by UNESCO-UNEVOC. The study aimed to improve the understanding on innovation in TVET among the international community, as well as to map current trends and showcase different types and experiences…

Could targeted inclusion initiatives press Canada's professional theatre community to tap the vast reserve of disabled people disenfranchised by its current practices? In 2015/2016, several long-standing professional institutions dedicated to fostering Canadian theatre joined with Canadian disability theatre artists in order to mark and understand…

This "Note from the Field" provides an overview of what is happening in Kindergarten to University drama and theatre education across Canada. In addition to this snapshot I offer some considerations for extending this discipline and its potential impact on curriculum, policy and practice.

bell hooks's (1994) advocacy for teaching to transgress invites educators and students alike to transgress boundaries to strive for ways to know and live fully and deeply as whole human beings. The authors aim to showcase a transgressive attempt in bringing French and English into one multiage (Grades 4-6) classroom, with its two teachers--English…

This paper is a response to an article, "Creepy White Gaze: Rethinking the Diorama as a Pedagogical Activity" (Sterzuk & Mulholland, 2011), published in the "Alberta Journal of Educational Research," in which Sterzuk and Mulholland critiqued a heritage fair entry, "Great Plains Indians." I report on a…

We interviewed 45 district-level staff, principals, and trustees in two high-performing and one rapidly improving Alberta school districts. We asked interviewees to detail the what and the how of key leadership practices to promote and sustain student achievement and how they had changed over the last five to ten years. The cross-case findings are…

This article explores the development of culturally relevant teaching practices of non- Native teachers in First Nations communities. The findings were gathered from a qualitative study that asked First Nations and non-Native educators what they believed non-Native teachers needed to know about cultivating student success for First Nations…