This paper revisits the well-known and often-taught novel "The Chrysalids" toward a reconsideration of the novel's place within curriculum and the pedagogies it may offer. Framed as a mourning ceremony, a way of revisioning what the novel could mean in the present by saying goodbye to what it has meant in the past, the paper progresses…

Escalating environmental controversies are placing Indigenous peoples and First Nation communities at the front lines of protests, opposing unjust government policies and corporate actions. Yet, many environmental educators are not actively engaged or affectively learning about Indigenous Land struggles against Canada's colonial oppressions.…

This article treats the act of writing about past experiences as a material influence on the "self" I am becoming, particularly the "self" I call English Teacher, and explores how language is a material component in the "new materialist turn" in the humanities. The vignettes in this article describe experiences in my…

In response to Alberta's Educational Quality Indicators initiative, Lethbridge Catholic Schools developed and validated a taxonomy of student affective behaviors that reflect learning or development in the areas of self-esteem, interpersonal relationships, world awareness, motivation, and spiritual life. Measures developed include classroom…

Discusses two principles of the experiential learning approach as it pertains to English-as-a-second-language instruction in Canada: (1) learning is an emotional experience that entails personal investment; and (2) to learn is to change. (Author/CB)

Twelve articles present excerpts from several national reports of countries participating on the Second International Science Study (SISS) of the International Association for the Evaluation of Educational Achievement. The SISS examined science achievement and its correlates in participating countries and studied trends from 1970 through the…

Presents listening comprehension strategies used by students learning French. Through interviews, students described their conscious use of strategies in different contexts. All evidenced a familiarity with metacognitive, cognitive, and socioaffective techniques. (50 references) (Author/CK)