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The field of language instruction is crucial in Canada, given the number of newcomers seeking to improve their English (or French) language skills after arrival. For those who plan to enter post-secondary education but do not meet required language proficiency scores, English for Academic Purposes (EAP) programs provide opportunities to strengthen linguistic and academic skills. These inarguably pragmatic goals are often unquestioned, yet EAP instruction is an ideological undertaking with social, economic, and political consequences. This qualitative study investigates language ideologies - rationalizations and justifications for language use and form - through interviews with EAP writing instructors. As participants discussed the material they taught, the language skills students developed, and the consequences of studying EAP writing, ideologies regarding what forms of language should be taught, the purposes of academic writing (instruction), and the social and political dimensions of language were (re)produced and resisted. Formative influences on these ideologies included education, upbringing, and personal language learning experiences. Developing a critical awareness of the understandings of language that inform teaching and learning can make more transparent the linguistic and social discourses that circulate within and beyond EAP writing classrooms and help instructors, students, and other EAP community members (re)produce or resist them strategically.

In this conceptual paper based on ideas proposed by Gilson and Goldberg (2015), we consider how themes in the Canadian Journal for the Study of Adult Education from 2010 to 2020 and other themes from the broader post-secondary education literature inform a conceptual framework for university continuing education units in a post-pandemic world. In turn, a descriptive snapshot of the lived experience of one continuing education unit in 2020 to early 2021 will serve as extra value for the reader. This consideration of the unit relative to the emergent conceptual model points to the future of continuing education practice in universities for years to come.

Institutionalized oppression experienced by marginalized groups is central to post-secondary education and, if left unchallenged, will remain pervasive within academia (Lincoln, Y. S., & Stanley, C. A. (2021). The faces of institutionalized discrimination and systemic oppression in higher education: Uncovering the lived experience of bias and procedural inequity. "Qualitative Inquiry", 10778004211026892). Emerging literature that examines discrimination and oppression in kinesiology has focused on the consequences of privileging Western, Eurocentric knowledge and scholarship. (Andrews, D. L., Silk, M., Francombe, J., & Bush, A. (2013). McKinesiology. "Review of Education, Pedagogy, and Cultural Studies", 35(5), 335-356; Culp, B. (2016). Social justice and the future of higher education kinesiology. "Quest" ("grand Rapids, Mich"), 68(3), 271-283; Douglas, D. D., & Halas, J. M. (2013). The wages of whiteness: Confronting the nature of ivory tower racism and the implications for physical education. "Sport, Education and Society", 18(4), 453-474; Joseph, J., & Kriger, D. (2021). Towards a decolonizing kinesiology ethics model. Quest (grand Rapids, Mich), 73(2), 192-208; Nachman, J., Joseph, J., & Fusco, C. (2021). 'What if what the professor knows is not diverse enough for US?': whiteness in Canadian kinesiology programs. Sport, Education and Society, 1-14). There is, however, limited research that examines how kinesiology curriculum might enable the reproduction of these processes. Thus, this study explores how knowledge is distributed within Canadian university kinesiology curriculum, and how disciplines, faculty members, and students are represented on program websites. We analyzed eight Canadian university kinesiology websites using summative qualitative content analysis (SQCA) and the Five Faces of Oppression (Young, I. M. (1990). "Five Faces of Oppression," justice and the politics of difference. Princeton University Press) framework. Overall, programs reproduce Western, scientific, and positivist approaches as the dominant knowledge, maintain racially homogenous faculty demographics, make rhetorical commitments to EDI, and communicate neoliberalism in mission statements. In doing so, these programs (1) privilege white, heteronormative, lean, and able bodies(2) marginalize the experiences of those who deviate from these identitarian positions, and (3) limit the possibilities for transformation towards inclusive kinesiology in Canada. Recommendations are suggested for how curricula might engage with social justice objectives and challenge oppressive systems.

Positive academic climates are critical to helping students thrive, and kindness innovations might enhance these climates. This conceptual paper's purpose is to share insights from a consensus building event focused on fostering relationships and knowledge-sharing among an international group of multidisciplinary students, faculty, and staff who explored ways to bring a kindness framework into post-secondary education. Participants underscored kindness as critical for students' experiences and university culture, and identified several levels of influence requiring intervention focus. Ideas and strategies emerging from the event might serve to encourage student-led kindness initiatives and prompt university personnel to integrate kindness into post-secondary institutions. [ABSTRACT FROM AUTHOR]

Although the number of international students in Canadian colleges has been increasing rapidly, colleges' internationalization activities have received less attention than those of universities. This article examined how Canadian colleges discuss international students in their official internationalization strategy documents. Conducting critical content analysis of the internationalization strategies of 11 colleges from five provinces in Canada, we found that internationalization strategies focus on four major themes: recruitment, student services, intercultural awareness and post-graduation transitions. We drew on concepts from both resource dependency theory and neo-institutional theory to explain the combination of both revenue generation and commitments to diversity as key themes in the documents. Ultimately, we argue that colleges justify their focus on international student recruitment by framing international students as promoting the development of intercultural awareness and global competences of domestic students, which are framed as increasingly necessary for their labor market success. Meanwhile, the aspirations and goals of international students themselves seem to be an after-thought. We conclude with a call to center the goals of international students as a starting point for creating more responsive institutions.

The switch to online learning required a creative solution to allow for the experiential learning outcomes of the program to be satisfied when access to physical spaces and equipment was restricted. This paper describes a collaborative process between technical and support staff as well as research and teaching faculty that led to the creation of meaningful experiential learning opportunities for over one thousand stakeholders. The implemented solutions included the development of hardware and software, the creation of documentation and training procedures for teaching assistants and designing a support system for the students. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

Responses to the transition to online learning during the pandemic underscores the importance of faculty engagement in professional development (PD) to enhance their teaching practices. However, the creation and offering of PD opportunities does not always lead to faculty engagement. Using a change management perspective (the ADKAR framework), this paper examines the facilitators and barriers to instructor engagement in a self-paced, online PD program addressing instructional skills for managing students' experiences of test anxiety in the classroom. Seven university faculty members participated in focus groups to share their experiences of a pilot PD program in the program. The focus group data were deductively analyzed using the ADKAR framework. Key themes were identified, corresponding to the outcomes of ADKAR: awareness, desire, knowledge, ability, and reinforcements. Findings emphasized the value of considering PD as a change project, while also recognizing staff well-being as a significant factor that impacts engagement with the change process. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

This paper explores how advocates in Ontario have resisted neoliberal restructuring in education since the 2018 general election, which marked an intensification of market-oriented reforms. Shaped by the insights of 23 participants, this paper shows how resistance has been accessed through multiple entry points and has been spatially heterogeneous, replete with internal contradiction. It also highlights the cost of resistance for participants whose relationship to systems engender oppression and harm. Broadly, this paper calls for vulnerable reflection on fantasies of a "good life" shaped by a normative neoliberal order that interferes with collective flourishing. Through emergent strategy, which aligns action with a vision for social justice, this paper values the non-linear and manifold ways individuals are embedded in systems; the fractal nature of change, which takes place at all scales; and a love ethic, which sustains relational the spiritual growth necessary for solidarity.

Across Canada, school districts have been confronting a backlash to their equity and social justice initiatives. Critics of public education have been arguing that the solution to these controversies is to increase school choice. Using several examples from the United States, this paper argues that the endgame of these strategies is to undermine the legitimacy of public education and increase support for private alternatives. To protect its future viability, the paper also calls on public education advocates to grapple with ongoing marginalization within school systems which make private options increasingly attractive.

Universities can play a key role in contributing to a sustainable future for our planet and its inhabitants. In times of constant changes, there is a growing urgency to reflect on the vision of universities as well as their respective practices and projects that can promote the creation of sustainable societies. As is evident in scholarly literature, there is a need to empower universities and enhance their ability to prepare individuals who can confront global sustainability challenges and pursue sustainable development. The United Nations' adoption of the 2030 Agenda for Sustainable Development in 2015 recognised that societal problems were territorially blind, meaning that no country has sufficient knowledge or research capacity to solve all challenges on its own. To that end, this qualitative, comparative research study represents the unified effort of two very different countries to explore the topic of education for sustainable development (SD) at universities. The study employed a document analysis of selected publicly funded universities in Canada and South Africa. Gathered documents are from the past seven years and include the universities' mission and vision statements, annual reports, and strategic plans. The three main questions addressed in this work are: (a) What is the status and role of higher education for SD in Canada and South Africa? (b) What areas of SD are on the agenda of universities under investigation in Canada and South Africa? (c) What are the main similarities and differences between the two contexts under investigation? Findings indicate that universities focus on several aspects of SD, namely sustainable education, sustainable relationships, and sustainable initiatives. The paper discusses these areas for each country in connection to their contextual setting. Although the study's findings cannot be generalised, they can be informative for other universities and contexts and thus contribute to the body of knowledge about education for SD in higher education.

Funded by the Social Sciences and Research Council of Canada (SSHRC) grant, this national study examines arts-based adult education organizations involved in dance, music, drama, and visual arts with a philosophical perspective aligned with a multiliteracies theoretical framework. Multiliteracies considers how cultural and linguistic diversity must be fostered to encourage adults to thrive in all learning environments and recognizes that multimodality provides an expanded way to engage in literacy practices. Utilizing Carey Jewitt's four theoretical tenets to characterize multimodality serves to structure the analytical framework for the findings and discussion of this paper. Multiple case studies and constructivist grounded theory were used for the methodology. Some of the sites discussed in this paper include an art gallery; an immigration museum; and a chamber music organization that offers interactive performances. Participants included adult educators and learners who had options around face-to-face interviews; observations; document analysis of lesson plans or exemplars; or secondary data analysis of original ¿lm footage shot in these spaces. This research has found that arts-based approaches can infuse the work of adult educators to engage adult learners in inclusive pedagogy and active citizenship.

Institutional practices related to providing academic accommodations and access have long been ableist and bureaucratic and remain that way. This paper will focus on these practices in the post-secondary education context. The central question of this paper is: What do meaningful access and reasonable accommodation mean to post-secondary students with disabilities? Proceeding from the premise that students with disabilities do not currently define meaningful access and reasonable accommodations, this paper will argue that accommodations and access as defined within policy are not adequately serving the needs of post-secondary students with disabilities. This paper then highlights the definitions of meaningful access and reasonable accommodations provided by eight students who participated in a recent study. Finally, this paper will highlight the negative and positive encounters with accommodations experienced by many post-secondary students in the province of Ontario who follow the Policy on Accessible Education for Students with Disabilities (2018) as a policy that guides educational practices.

As humanity reaches the 5.0 industrial revolution, education plays a critical role in boosting the quality of human resources. This paper reports bibliometric research on emerging TiP during 1993-2022 in the educational field to analyse its development on any level of education during the last three decades. This study employed a Scopus database. The findings are that the trend of TiP publication in educational fields has tended to increase every year during the past three decades and conference paper became the most published document type, the USA is the country which produces the most publications; "Students" being the most occurrences keyword and total link strength. The publication of the TiP is ranked to the Quartile 1, which implies that a publication with the cited performance is a publication with credibility because the publisher has a good reputation. Researchers can find the topics most relevant to other metadata sources such as Web of Science, Publish, and Perish.

A variety of epistemic practices and norms influence how knowledge and understanding are advanced in academia. Co-authorship practices and norms, the focus of this paper, have implications for the epistemic resources that are brought into individual scholarly works and how the resources are distributed among networks over time. Although co-authorship is widely accepted in social scientific research in education, single authorship has remained predominant in philosophy of education. This paper is part of a project exploring co-authorship practices and norms in philosophy and, in particular, philosophy of education. We aim to develop an empirical understanding of co-authorship trends in four primary philosophy of education journals in the United States and Canada. We examine the frequency of co-authorship in these outlets over the last two decades, the participants in co-authored projects, and the philosophical topics that are being explored through co-authorship. Our findings indicate that these venues are publishing co-authored works with increasing frequency and that most co-authorship is happening among faculty collaborators and among scholars who share common disciplinary backgrounds. The observed increase in the practice of co-authorship in these philosophy of education journals points to the significance of exploring it in greater depth, including giving attention to questions of ethics and epistemology that co-authorship raises, as well as to comparative analyses of trends around the world.

The current structure of formal education makes it difficult for teachers and students to hold meaningful conversations to support high-school youth's meaning-making of critical social-justice issues. This paper presents data on three high-school youth's knowledge and experiences with social justice issues during the pandemic. Specifically, the paper aims to explore how youth construct knowledge and counter dominant discourses through utilizing informal learning spaces, such as social media platforms, peer and family conversations, as well as personal encounters. In addition, and more importantly, an exploration of how formal education can incorporate social-justice issues into the curriculum is considered. The analysis of these high school youth's interview conversations presents their diverging needs to learn about social-justice topics in both formal and informal learning contexts. The data also illustrates the power of their voices in a way that could inform future curriculum development. Discussions and implications highlight the possibility of creating such ethical spaces in formal education to engage in social-justice topics.

As part of a large exercise physiology laboratory (lab) reform project, we used blended learning to support graduate teaching assistants and lab technicians in developing their pedagogical knowledge and create an entry point to reflective conversations about teaching and learning. Because self-paced asynchronous online modules can enable reflective and self-determined learning, this asynchronous professional development course is punctuated with reflective questions for the instructional team preparing to teach reformed exercise physiology labs. Asynchronous course content was shared via short videos, podcasts, and readings. We debriefed this self-paced, SoTL-informed course together, in-person. This social debriefing kicked off our weekly synchronous reflective conversations about teaching and learning in a community of practice. Developing a shared language for talking about teaching, enabling student learning, practicing effective teaching, and beginning to contemplate teaching philosophies were described by graduate teaching assistants as notable aspects of this blended learning journey. Lab technicians described discovering SoTL and discussing learning challenges as helpful to their teaching. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

REDEVELOP is a graduate student training program funded by the NSERC-CREATE grant, starting in 2017. Its goal is to support the training of new professionals and researchers (> 100) who will be the next generation of science and engineering leaders and policymakers in Canada. The program has successfully developed a framework for operating almost completely virtually, well ahead of the world's transition to online learning due to the COVID-19 pandemic. Our psychology lab, The Individual and Team Performance (ITP) lab, has dedicated over a decade to researching and designing tools that enhance specific training and skill growth necessary for effective remote teamwork. In partnership with the REDEVELOP program, we support students in navigating the unique interpersonal and collaboration challenges posed by virtual team environments. We will discuss how a complex and multidisciplinary program succeeds in training graduate students to become stronger academics, practitioners, and communicators of knowledge. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

Educators within post-secondary institutions receive input in the form of course evaluations from their students. The aim of receiving student input is to improve the teaching and learning experience for all. There are, however, inherent problems with the current methods of obtaining students' views through course evaluations. In this pilot study, the researchers focused on two problems: universally low response rates of 20% or less of student input in formal course evaluations and the problematic bias associated with anonymous course evaluations. Implementing practices that encourage students to provide course feedback, thus moving away from the term course evaluation was a first step to address these problems. A process was piloted in this study with 16 domestic undergraduate Bachelor of Science students whereby the researchers encouraged reflection, dialogue, and accountability in the new model and compared the differences against the problematic original model of receiving course evaluation input from students. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

We explore the need for educators to design, implement, and assess online education for Indigenous students with intention and in a good way. As more Indigenous learners access online programs, it is essential to amplify the discussion on how post-secondary education institutions can better design educational programs and support learners through intentionally engaging in relational ways of being. Drawing from our experience delivering the Professional Project Administrator Program, we examine the significance of partnership building in enhancing cultural learning within the online space. We highlight the need for intentional faculty development initiatives and discuss the challenges that became an avenue for unlearning and educational innovation. Furthermore, we delve into the design and implementation of a holistic rubric tailored specifically to support the implementation of relational pedagogies. We hope that these learnings offer useful lessons for online teaching, emphasizing the need to foster culturally responsive environments where learners can thrive. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

The present study aims to identify the most productive countries, journals, authors, institutions and the most used keywords in the field of special education during 2011-2020, based on the WoS database. The widespread effects of the papers and how they are related were analyzed with the bibliometric analysis method. The findings of the study showed that the USA is inarguably the most productive country, followed by England and Australia. On the other hand, there was a very strong positive correlation (r = 0.929) between the number of papers published by countries and their h-index, a similar finding was also found to be present between the countries' h-index and GDP per capita (r = 0.790). Moreover, it was found that the journals with the highest quartile (Q1 and Q2) in the field of special education published significantly more papers than the journals with the lowest quartile (Q3 and Q4). Matson, JL (USA), Sigafoos, J (New Zealand) and Lancioni, GE (Italy) were determined as the most prolific authors, respectively. Autism, intellectual disability, and Down syndrome were the phrases most frequently used as keywords. Our findings provide key information regarding the developments that the research direction of special education field has recently taken. This study also serves a potential roadmap for future studies.

As PhD students and sessional lecturers, we undertook a collaborative narrative study to explore our pedagogical and curricular approaches to decolonizing a community development course offered in our College of Education. We gathered our conversations, reflective journals, and notes, then wove together the narratives thematically using a métissage research methodology. We discovered ways we come together in the spaces in-between our different experiences, backgrounds, and worldviews, as Indigenous and non-Indigenous educators, decolonizing our curriculum and our students' classroom experience. This paper shares one of the thematic braids we created, focused on the use of story for research, story as pedagogy and story for building relationships. We encourage educators to consider bridging their worldviews with other ways of seeing and knowing, to work toward decolonizing their teaching practices using story, and to form relationships across differences using story. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]