Academia has been dominated by European/settler ways of knowing while denying the existence and validity of Indigenous epistemologies, science, and philosophies. Post-secondary structures were not built to be inclusive spaces, they were built without Indigenous voices or considerations and often housed individuals and departments who have…

This self-study examines the authors' attempts to use narrative to create impactful and transformational learning experiences. The essay describes a process of auto-ethnographic inquiry during which the researchers explored critical incidents related to their use of stories in university classrooms. Further discussion of these experiences led to…

A narrative approach was adopted to explore the experiences of 13 women who pursued academic careers. Analysis of the personal reflective narratives uncovered themes common to the participants, also the authors of this study, which focused on striving to have work-life balance, personal and professional costs associated with being unwell, and the…

In Canadian higher education, students from across the world interact within tight-knit communities, sharing ideas and developing a wealth of soft and disciplinary skills. With many universities playing host to dozens if not hundreds of student groups, the word "leadership" is uttered by students and faculty in hallways, gymnasiums,…

In this article, I examine a situation in the academic life of minority faculty members who suffer from systemic inequity in their academic lives, and more specifically, in their music education. The article engages with Bhabha's concept of "enunciation" ([1994] 2004), where difference that has been systemically used against such bodies…

The article "Conversation as Inquiry: A Conversation with Instructional Designers" (Campbell, Schwier & Kenny 2006) appeared in the "Journal of Learning Design" Volume 1, Issue 3 in 2006. Nine years on, Professor Katy Campbell, Dean of the Faculty of Extension, University of Alberta, reflects upon the arguments articulated…

As they wrote this article attentive to the focus of this volume of "Review of Research in Education" on "extraordinary pedagogies for working within school settings serving nondominant students" (C. Faltis & J. Abedi, 2011, personal communication), the authors held close understandings of ways in which narrative inquiry…

Although academic identity has received attention in the literature, there have been few attempts to understand the influence on identity from engagement with the Scholarship of Teaching and Learning (SoTL). In this paper, we (a group of eight scholars from five different countries) describe how our interactions with SoTL have impacted the shaping…

For this study, we interviewed eight Canadian and American continuing education deans and directors to explore how their personal accounts or "stories" about leadership high-light the dynamic nature of their leadership roles. This article focuses on the potential impact of these stories to better integrate and serve the adult learner…

The concept of followership in higher education has been given limited attention despite the fact that followers are key players in the follower/leader equation and that leadership is increasingly seen as vital to improving the student learning experience. This paper explores this concept, reporting on the findings of a qualitative study…

This paper introduces a mini-symposium on bringing Indigenous ways of knowing together with the teaching of environmental studies and sciences (ESS). Both knowledges share a fundamental interest in the relationship of humans with the Earth, yet until recently, Indigenous ways of knowing have rarely been visible in the teaching of ESS. Teaching…

Through a qualitative approach of narrative inquiry, this paper examines how Quebec's distinct society identity interacted with objectives of a Multicultural Education course in Montreal. The authors, one of whom was a teaching assistant in the course and the other a student in the course, interviewed seven students and the professor. The…

Real classroom events are inherently complex and open to multiple interpretations. Narrative is therefore a vital, but underused, tool in helping future teachers understand this complexity and begin to consider the many issues involved in any one instance of teaching and learning. The author discusses how to choose rich, balanced narratives and…

There is scant research literature on the interconnection between spirituality and anti-oppressive pedagogy in the higher-education classroom. In this paper, based on a broader qualitative study that examined spiritually-minded activist scholars in the Canadian university context, I focus on how four such scholars integrate spirituality into their…

This article explores the situated meanings of literacy and lifelong learning in the lives of a selected group of first-generation immigrant Iranian women in Canadian institutions of higher education. Drawing from the participants' narratives, the results of this study suggest that, for these women, lifelong learning was greatly influenced by…