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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.

This essay examines a case study that investigated how students learned and how they applied their writing skills as they pursued publication in an undergraduate scientific journal at a Canadian university. As we conducted a genre analysis of student drafts submitted to the journal and interviewed students who published in the journal's inaugural year, we noted the desire and eagerness that students had to publish at the undergraduate level. We also noticed certain barriers to students fully participating in research for their discourse communities, including challenges accessing publication opportunities and revising their work for new audiences and contexts. Undergraduate journals offer a tremendous space for them to hone a variety of skills in a supportive environment while also taking the first steps to fully participating in scholarly practice.

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.]

Looking back and learning from Indigenous knowledges in education holds the key to supporting change in educational spaces today to be more inclusive and wholistic. Indigenous practices, passed down from generation to generation, hold important knowledge that can be used in classroom teaching. My hope is that by using this Indigenous lens of education, a path for change will be created in the current colonial education system. In this paper, I examine how I view classroom teaching through my own Indigenous worldview and with the support of those Indigenous scholars that have been doing this work for many years before me. I highlight the ways in which Indigenous knowledge systems support education and learning in today's classrooms. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

Despite the gendered rebalancing of enrolments in higher education (HE) in the West, the underrepresentation of women in science, technology, engineering and mathematics (STEM) disciplines persists. Gendered selectivity of field of study influences higher education student migration (HESM) and in turn sheds light on HE participation. Framed by gender intersectionality theories both in HE studies and migration scholarship, this paper uses innovative data to analyse the intersectional effect of gender and field of study on HESM in Canada. Based on Statistics Canada's postsecondary student information system for the 2019/20 academic year, Canadian interregional flow matrixes structured by gender, field and level of study are constructed and analysed. The results show compelling evidence of the influence of gendered differences in HESM when intersected with field and level of study. Notably, women pursuing STEM studies migrate significantly more than any other grouping (i.e. gender, field and level of study groupings). The paper concludes with a discussion of policy implications for the influence of HESM on community demographic make-up and local labour markets, as well as future research including the need to understand gendered dimensions of migration intentions and motivations.

Gaining ethical approval for qualitative health research and implementing all the planned research processes in a proposed study are not straightforward endeavours. The situation becomes more complex when qualitative research is conducted in a cross-national healthcare and academic context. Also, it is even exhausting when the study is student-based, as student researchers may be considered novices and inexperienced researchers, especially for field-based research. Our aim in this reflective paper is to present, reflect, and discuss the experiences of a doctoral researcher in dealing with two independent institutional review boards in Canada and Ghana during an interdisciplinary Ph.D. project and the ethical dilemmas encountered while collecting data in Ghana. Based on the researcher's experiences, it became apparent that consent and its documentation can have cultural implications in different settings; hence, institutional review boards must exercise reflexivity in their protocol review practice. Also, sharing research data with participants and institutional leaders while maintaining participant confidentiality and privacy in institutional ethnographic research requires sensitivity to bi-lateral ethical values. With the experiences shared in this paper, we advocate for a dialogic ethical review process in qualitative research where researchers and research ethics boards engage in ongoing dialogue rather than the usual prescriptive format research ethics reviews often assume.

The emergence of agreements between private pathway colleges and public English-medium institutions represents a new development in internationalization that further challenges the public higher education landscape. While these institutional arrangements are controversial and often criticized, university senior administrators have been successfully able to advocate for and authorize them. This paper takes a closer look into the reasoning that administrators use in order to legitimize formal agreements with private pathway colleges in Canada. Drawing from the sensemaking literature within organizational theory, the following strategies are traced and analyzed: 1) normalization, 2) authorization, 3) rationalization, 4) moralization, and 5) narrativization. Through content analysis of 50 institutional documents, supported by nine semi-structured interviews with senior administrators representing two public universities and one private provider in Canada (Navitas), the paper demonstrates how neoliberal ideologies in internationalization are actively enacted in public spaces by administrators representing the public higher education sector.

In October 2022, New Brunswick Minister of Education and Early Childhood Development Dominic Cardy publicly resigned and widely disclosed his disappointment with Premier Blaine Higgs' leadership. Using Cardy's unprecedented public resignation letter as a primary source, this paper explores the inner workings of neoliberal governance and privatization in public education and critically analyzes data manipulation, governance shifts, and problematic conservative "hands-offism." Applying a rhizomatic methodological framing and theoretically drawing from Bourdieu and Passeron's (1977) conceptualization of symbolic violence and Gilmore's (2008) notion of "organized abandonment," we argue that neoliberal governance and privatization disproportionately affect vulnerable communities and weaken democratic processes. To understand these complexities, we utilize a rhizomatic analysis, simultaneously considering historical and geographical contexts, governance structures, and political narratives. We conclude that neoliberal governance and privatization are inherently symbolically violent, as they are used in tandem to perpetually defund and dismantle public institutions.

This paper unites the history of Computer Science (CS) Education in Ireland by plotting Ireland's roadmap leading to the implementation of formal Computer Science Education in schools. It first outlines the educational system in Ireland. The history roadmap starts in the 1970s with the first notions of introducing computing in post-primary school, and then continues up to the roll-out the CS curriculum in Ireland at the Senior Cycle level in 2018. The story is chiefly available in disparate publications and reports, so piecing together the entire story is often difficult. This paper collates the available literature, together with the authors' local knowledge of the process, into one paper that may be of interest locally and of value to other jurisdictions beginning their planning of national curricula. The paper describes the development and the current situation of the formal curricula in CS at second level. The current landscape of Computing Education at primary level, which at the time of writing is in the planning stages in Ireland, is described. Additionally, an investigation into the introduction of Computing Education in schools in the international jurisdictions that directly influenced the Irish roll-out takes place, to summarize any lessons learned that might provide insights for Ireland going forward.

There is an expectation that health professions schools respond to priority societal health needs. This expectation is largely based on the underlying assumption that schools are aware of the priority needs in their communities. This paper demonstrates how open-access, pan-national health data can be used to create a reliable health index to assist schools in identifying societal needs and advance social accountability in health professions education. Using open-access data, a psychometric evaluation was conducted to examine the reliability and validity of the Canadian Health Indicators Framework (CHIF) conceptual model. A non-linear confirmatory factor analysis (CFA) on 67 health indicators, at the health-region level (n = 97) was used to assess the model fit of the hypothesized 10-factor model. Reliability analysis using McDonald's Omega were conducted, followed by Pearson's correlation coefficients. Findings from the non-linear CFA rejected the original conceptual model structure of the CHIF. Exploratory post hoc analyses were conducted using modification indices and parameter constraints to improve model fit. A final 5-factor multidimensional model demonstrated superior fit, reducing the number of indicators from 67 to 32. The 5-factors included: Health Conditions (8-indicators); Health Functions (6-indicators); Deaths (5-indicators); Non-Medical Health Determinants (7-indicators); and Community & Health System Characteristics (6-indicators). All factor loadings were statistically significant (p < 0.001) and demonstrated excellent internal consistency ([omega]>0.95). Many schools struggle to identify and measure socially accountable outcomes. The process highlighted in this paper and the indices developed serve as starting points to allow schools to leverage open-access data as an initial step in identifying societal needs.

The use of technology and need for connection across distance permeates all education environments; nowhere is this more important than in Canada's Northwest Territories. Broadband and telecommunications issues within the Northwest Territories are complex due to its vast geographical area and community dispersion, making connectivity and accessibility inconsistent. Due to these conditions, the North relies on a variety of broadband solutions to improve Internet speeds and access to education at a distance. This paper analyzes the impacts that broadband capacity and Internet access have on remote education by examining geographic information system data, which offers a framework that connects spatial and temporal data to analyse accessibility of remote education. Characteristics such as spatial location of communities, infrastructure (road systems),and the overlay of various broadband options will illustrate constraints and (dis)connectivity in various regions and inform readers about the complexity of remote connections. Analysis of current upload and download speeds from various regions and their impact on access to education supports geospatial data and analysis that the digital divide in remote regions of Canada has increased and is widening. Improving equitable access to postsecondary education will require a greater reliance on technology-enabled practices to improve learning opportunities. [This paper was presented at the virtual symposium: Rethinking Online Education in the Knowledge Society with Emerging Technology jointly hosted by the Chongqing Open University, China, Athabasca University, Canada, and Beijing Normal University, China.]

This paper shares preliminary findings from a reflective inquiry into the nature of collaboration and mentorship through digital spaces within a national SSHRC-funded research team the authors form a part of. Our research collaboration has been marked by particularly close friendships, co-creation and mutual learning that have helped to deepen our research and provide a meaningful and enriching experience for everyone involved. Proposing that mentorship and collaboration can be viewed as a performance, which can be enacted in diverse ways depending on the context and intention, we share the digital and arts-based methods our team uses to both foster mentorship relationships and routinely reflect on how we are performing and experiencing mentorship within our team in order to identify and respond to our emerging needs, challenges and opportunities to enrich our collaboration. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

The Teaching Scholars Program and Community of Practice (TSCoP) develops educational leadership and research through enabling reflective conversations, purposeful listening, inclusive standards, and bold thinking about Scholarship of Teaching and Learning (SoTL). Teaching Scholars lead innovative practice in their own faculty given their shared commitment to improving teaching and learning in diverse post-secondary contexts through practice focused research. In this paper, we describe how the TSCoP is both formal in structure and design, and informal and emergent in facilitated interpersonal discussions. Ongoing conversations among diverse colleagues contribute to Teaching Scholars' reflective and reflexive practice, help each educational leader gain new insights into their own studies and expand their vision for educational leadership in higher education. We use a SoTL framework to examine and position each of our research projects, and explore and make connections with educational leadership, mentorship and SoTL research. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

In this paper, we describe our approach to mentoring Graduate Teaching Assistants (GTAs) as teaching and learning protégés within the context of a challenging undergraduate honours thesis course. An approach to mentoring GTAs in this multifaceted course is outlined, while providing practical strategies that expose GTAs to various aspects of the teaching process so that they become co-educators. Reflections from two GTAs that highlight the benefits and challenges of the co-educator model are also presented. Evidence from course evaluations provide support for the critical role that GTAs engaged as protégés play to enhance student success in this academically rigorous capstone course. We argue that mentoring GTAs for teaching development by treating them as co-educators can be rewarding, improve course outcomes, and enhance the student experience. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

This paper explores the relationship between the social context of schools, measured in terms of perceptions of teacher support and students' openness to diversity, and the academic persistence of immigrant and refugee newcomer students. It investigates whether newcomer adolescents' academic persistence varies by the perceived supportiveness of school environments. Based on data collected from newcomer students in a medium-sized city in Canada, results show that immigrant and refugee youth display higher academic persistence when they perceive that their teachers support them and when their fellow students are receptive to diversity. Specifically, newcomer youth's educational success depends on a school environment that encourages diversity and inter-group relations and teachers who are supportive of students, encourage them, and believe in them. This study also shows that newcomer youth are more likely to academically persist in school when they perceive that their fellow schoolmates exhibit cultural humility or openness to diversity and thus are interested in knowing more about immigrants' country of origin, respect them, and interact with them. [This paper was presented at the Canadian Sociological Association Conference, May 2021.]

This paper reports on curriculum analysis of climate change expectations in Canada's provincial curricula. The research is focused on curriculum policy in Canadian provinces; however, it pertains to an international audience as Article 12 of the Paris Agreement, the international treaty on climate mitigation, adaptation and finance, calls for signatories to "enhance climate change education," and the United Nations Educational, Scientific and Cultural Organization (UNESCO) have called for environmental education to be a core curriculum component by 2025, which will require all countries to evaluate and improve their curricula globally. Curriculum policy within Canada has not yet been aligned with these policy calls, and our analysis showed fractured and uneven inclusion of climate change. Data findings present explicit climate change education curriculum expectations for each province according to grade, subject, and mandatory versus elective courses. The review shows uneven inclusion of climate change topics, themes, and units within grade 7-12 curricula, with most expectations occurring in elective senior secondary courses. A second level of analysis with a ranking tool indicates shallow inclusion. The paper concludes with recommendations for addressing gaps.

This paper reviews the Digital Detox project at TRU. At TRU, the Digital Detox is not necessarily about abstaining from technology altogether, but rather establishing a more ethical, healthier approach to the tools we are required to use every day. Conceived this way, a Digital Detox offers an approachable opportunity to discuss difficult and controversial topics in educational technologies. The objective of this paper is to offer description and analysis of one strategy to improve university community engagement on issues of ethics and educational technologies. In addition to understanding our own process for creating this resource at TRU, this paper provides a "toolkit" for starting a Digital Detox event at any campus.

An increasing amount of literature from academic, government, and non-government organizations (Kluzer et al., 2018; Kluzer & Pujol Priego, 2018) points to the need for post-secondary institutions to do more to prepare students to be fluent in the consumption, understanding, and use of digital media and tools. Digital fluency is increasingly seen as an essential skillset for graduates' employability and citizenship. However, while there is strong consensus about the need for students to be more digitally fluent, there is less consensus about what digital fluency is or how to teach it. This paper will offer a working definition of digital fluency and describe an approach to fostering student digital fluency development that can be applied to a wide range of courses. Drawing on frameworks by various government and non-government organizations, as well as current scholarship in the field of teaching digital literacy (Caulfield, 2017; Hinrichsen & Coombs, 2013; Ng, 2012; Ungerer, 2016), this paper will first provide an explanation of the rationale behind the framework tool that the author has developed and conclude with an explanation of how to use the tool to embed specific and authentic digital fluency skill development at the course level.

This paper reviews existing policies related to anti-racism and anti-discrimination at five major universities in Canada and assesses the equity initiatives undertaken by university authorities to promote greater access and inclusion of different ethnic minority groups. The study is based on secondary data sources. Therefore, policy papers, documents, study reports available in those universities, government policy and legislation, journals, and similar were consulted to construct the piece. Findings reveal that although the universities have some sort of antiracism and anti-discrimination policies to combat racism and discrimination in their educational setting, they face challenges or limitations in adopting holistic and inclusive measures for the different ethnic and diverse minority groups studying there. The study argued for promoting discussions and responses to specific policies, programmes, and practices, including behaviours and attitudes in the institutional and professional contexts, for combating racism and discrimination. The findings may be helpful for academics, policymakers, and administrators to develop their understanding of institutional racism, identify challenges, and adopt policy measures to address it.

This paper reveals the journey of two settler-researcher-educators supporting learning in preparation for Carey Newman's Witness Blanket Art Exhibit. Invited to create curriculum for students and educators of K-12 who would visit the exhibit, the authors describe co-curricular making as a living, re-generative, re-cursive experience. The learning alongside diverse perspectives of educators and community partners in circle--including Syilx Okanagan, School District, Art Gallery, Museum, and University-led to reconsidered understandings of co-curricular making. Relational commitments that invite co-curricular engagement with the Witness Blanket foreground Syilx Knowledge toward resisting colonial ways, and supporting tmix[superscript w], the life forces of Syilx Okanagan Territory.

In this paper, we draw upon a narrative inquiry alongside two creators of an out-of-doors Nipugtugewei Kindergarten program within a Mi'gmaw community, in northeastern Canada. Our intention was to understand their schooling, educational, and communal experiences over time. Diverse field texts were composed and interpreted alongside participants. We turned towards narrative conceptions of knowledge to show how attending to teachers' personal practical knowledge and stories to live by on their professional knowledge landscape is sustaining who they are as teachers and people. It is also a way for teachers to live their responsibility to Indigenous communities and students.

The Professional Project Administrator Program (PPA) is an employment-focused online program offered in partnership with Indigenous communities in Western Canada. Based on the findings from the research conducted after the program completion, we discuss two key components that contributed to a meaningful learning experience and to the success of the program: wrap-around support and cultural learning. Through métissage, an arts-based approach to knowledge sharing, we present Natoonikew Aansaamb (searching together), where we have woven together different voices and stories that offer a glimpse of the learning experience. Greater inquiry and engagement with diverse Indigenous perspectives is the way for educators to design, implement, and assess learning for all students with intention and in a good way. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

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 perpetuated research harms towards Indigenous peoples. These spaces have been and remain a place of privilege where few Indigenous knowledge holders manage to become established. In this article, calls for action to transform academia into an inclusive space through ongoing conversations on the Truth and Reconciliation Commission (TRC) report and the widespread theme of taking on Equity, Diversity, and Inclusion (EDI) conversations will be examined. Without conversations around tools and ideas about practical steps to take in our daily work navigating academic spaces, we maintain colonial structures by being complicit and avoid the question of where the Indigenous voices are found in these spaces. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

Anti-Indigenous racism is the result of a lack of knowledge about Indigenous peoples according to Senator Murray Sinclair (Sinclair, 2019). Teacher education is one of the most powerful ways to combat racism towards Indigenous peoples as it impacts not only pre-service teachers but in-service teachers, their students, and their families. Alberta's new Teaching Quality Standard was released in 2018 (TQS, 2020) and requires all Alberta teachers to possess and apply a foundational knowledge of Indigenous peoples. The article reports on the preliminary findings of a study examining how teacher education institutions in Alberta are integrating Indigenous perspectives into their programming. [Note: The page range (28-25) shown on the PDF is incorrect. The correct page range is 28-35. Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

Developing as a scholar is a critical aspect of graduate school. In this article, we use an autoethnographic approach to explore our experiences in a newly redeveloped interdisciplinary graduate course. The course was designed to emphasize interdisciplinary scholarship and to encourage students' awareness of their own developing epistemological, ontological, and axiological commitments. In this paper, we identify themes that arose from the final class paper, in which the students/researchers reflected on our development as emerging scholars. Through this course we developed an understanding of the value of interdisciplinarity, the cultural embeddedness of knowledge, and our own responsibilities as researchers in relation to social structures of power and marginalization. Our analyses of our experiences suggests that reflections on our own positionality and axiology are important for developing our identities as emerging scholars and that becoming a scholar may be more about the process than an end goal. We conclude with a discussion of how our learning in this course may be relevant for other instructors and emerging scholars.

This paper illustrates the mutually constitutive processes of race and neoliberalism in the labour market navigation and integration for Black Caribbean and South/Southeast Asian international student graduates in Canada. The data was gathered from recent international students and key informants in Canada's immigration policy circle using semi-structured interviews. The paper reveals that international student graduates (ISGs) are constrained to seek out precarious and low-skilled forms of employment and participate in a labour market that profits from cheap, exploitable flexible labour. Participants in areas outside the populous Greater Toronto Area (GTA) are perceived as contingent workers. The paper concludes with an argument for centering both race and neoliberalism in future empirical studies of ISG labour market integration.

Purpose: In 2017, the Government of Québec made a high school financial education course compulsory. Anchored in the social studies, it tackles themes like consumer rights, savings, and employment. This paper strives to understand the types of citizenship education they promote. Design/methodology/approach: Our research is based on a content analysis of Québec's financial education curriculum and its textbooks. Findings: This paper reveals that Ministry approved educational materials focus on issues of personal finance and information retrieval tasks at the expense of a critical approach and tasks of a higher intellectual value. Québec's financial education materials therefore seems to foster personally responsible citizens. Research limitations/implications: To understand the use teachers and students make of financial education materials, we must now conduct individual and group interviews with teachers and students, but mostly authentic classroom observations.