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Neo-liberal reforms in education have been sweeping the globe, undermining education as a public good, and diminishing its contributions to democratic life. Using post-structural perspectives, this article provides a critical discourse analysis of a proposed legislative bill in the province of Manitoba, Canada, as it relates to the construction of the 'student.' Using Foucault's conceptualizations of governmentality and historical ontology of the subject, we interrogate the government's proposed Bill 64 in order to reveal how policy works to constitute particular subjects. Our analysis reveals that Bill 64 constructs the student--through its relations to knowledge, others, and the self--as objectified and homogenous, and as being valued for economic contributions, thereby marginalizing other ways of being. By revealing the oppressive effects of neo-liberal discourses on students' subjectivities, this article aims to inform educators, education researchers, and policy makers in the pursuit of more equitable educational policies and systems. Keywords: neo-liberalism, policy, construction of students, post-structuralism, public education Les reformes neoliberales de l'education ont balaye le monde, sapant l'education en tant que bien public et diminuant ses contributions a la vie democratique. A l'aide de perspectives poststructurelles, cet article propose une analyse critique du discours d'un projet de loi propose par la province du Manitoba, au Canada, en ce qui concerne la construction de l'<< etudiant >>. En utilisant les conceptualisations de la gouvernementalite et de l'ontologie historique du sujet de Foucault, nous interrogeons le projet de loi 64 propose par le gouvernement afin de reveler comment la politique fonctionne pour constituer des sujets particuliers. Notre analyse revele que le projet de loi 64 construit l'etudiant--a travers ses rapports au savoir, aux autres et a soi--comme un objet homogene, et comme valorise pour ses apports economiques, marginalisant ainsi d'autres manieres d'etre. En revelant les effets oppressifs des discours neoliberaux sur la subjectivite des etudiants, cet article vise a informer les educateurs, les chercheurs en education et les decideurs politiques dans la poursuite de politiques et de systemes educatifs plus equitables. Mots-cles : neoliberalisme, politiques, construction de l'etudiant, poststructuralisme, education publique, Introduction The 'unstoppable flood' (Ball, 2003, p. 215) of neo-liberal education reform, facilitated by global actors such as the World Bank and the Organization for Economic Co- operation and Development [...]

Many schools, school districts, and provincial education authorities in Canada are collaborating with Indigenous communities to indigenize content and provide progamming to improve Indigenous student success. With a focus on high school achievement in the area of Indigenous education at the cultural interface of Indigenous communities and Euro-Western educational systems, this article examines the efforts of a school division to impact student achievement and experience. Data from interviews conducted with teachers, educational assistants, and administrators are presented and discussed, evidencing participants' perspectives on these initiatives. This study revealed that, despite numerous institutional and non-institutional challenges, the school division's efforts in Indigenous education programming in many of its high schools have been thriving and have also been well supported compared to other public school divisions in Canada.

A large number of refugees come to Canada every year, supporting the government's claims that they are encouraging of "cultural diversity." Nonetheless, the pervasiveness of racism and the paucity of research focused on the intersectional identity of Black refugee students raises several concerns, especially in light of the White savior myth that is embedded in a White society like Canada. Based on the ethic of hospitality, self-determination theory, and the tenets of critical race theory, this case study explored the hospitality of K-12 schools for Black refugee students in Manitoba. Through the voices of five students, this research demonstrates how students' needs for autonomy, relatedness, and competency were often threatened by racist (in)actions of teachers and classmates, thus negatively impacting their educational experience.

With the outbreak of COVID-19 pandemic in 2020, teaching online became a norm for universities in Canada. Besides the challenges of teaching topics that may be impossible to be taught online, a major issue that the mandatory physical distancing brought is the relationality between teachers and students. In order to investigate how educators were making sense of such changes, semi-structured interviews were conducted with 12 education professors across Canada. In light of Derrida's and Ruitenberg's ethic of hospitality, this paper explores how the abrupt shift to online education unveiled the nature and challenges of hospitable education, especially in the online context. The implications of online instruction to professors' relationality, however, are also instrumental in illuminating the complexities and ambiguities of a teacher's responsibility even in what could be considered the "normal circumstances" of face-to-face instruction.

Although distance education is not a new phenomenon, the unprecedented advent of the COVID-19 pandemic left educators across the country with no option but to deliver their courses in an online format. Many studies have demonstrated the influence of distance education on teachers' practices and several studies correlate teachers' interaction to students' motivation, participation, satisfaction, and performance in distance education. There is, however, a paucity of research that analyzes the influence of students' physical presence on a teacher's sense of relational responsibility, especially at the university level and with distance education--let alone when teaching online is not an option. The purpose of this study was therefore to understand the ways in which the abrupt and involuntary shift from physical to distance education caused by the COVID-19 pandemic and the absence of students' physical presence affected teacher-educators' perceived sense of relational responsibility, as articulated by Levinas. Semi-structured interviews were conducted with 12 professors teaching in Faculties of Education across Canada. The main question driving this research was: in what ways does the physical absence of students influence professors' perceived sense of relational responsibility? Findings are presented and discussed under three main themes: relationships, responsibility, and responsivity.

Although present in large numbers, Black refugee students do not necessarily feel welcome in Canadian public schools. In fact, research has long demonstrated that they face all sorts of oppressions from peers and educators, despite the abundance of seemingly welcoming discourses in educational policies and guidelines. Through a critical analysis of six curriculum documents published by the Government of Manitoba, and in light of the tenets of the ethic of hospitality and critical race theory, in this paper I discuss the role played by educational policies and guidelines in (un)welcoming Black refugee students. In the pursuit of 'hospitable education', I explore the strengths and weaknesses found in those documents while observing areas for improvement—with major roadblocks being linked to the pervasiveness of (White) assumptions and expectations as well as a lack of critical self‐reflexivity. [ABSTRACT FROM AUTHOR]

Copyright of Alberta Journal of Educational Research is the property of Alberta Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of McGill Journal of Education is the property of McGill Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The enactment of the Education Modernization Act by the government of Manitoba in early 2021 proposed several structural changes to the governance and delivery of provincial education. The related documents had a strong emphasis on improving the achievement of all students, making them future-ready and strengthening parental involvement. But through a post-structural theoretical lens, in this paper we provide a critical analysis of Bill 64 showing how despite potentially relevant claims of equity and diversity promotion the government discourse is neither modern nor necessarily better, as it claims to be. Rather, the proposed Education Modernization Act reifies mainstream worldviews and ideas that have been proclaimed since the beginning of the 20th century and which are today empowered by a global neoliberal mindset. We conclude arguing that a non-totalizing response to the Other is a necessary and yet missing disposition in any genuine social justice education. [ABSTRACT FROM AUTHOR]

Copyright of Alberta Journal of Educational Research is the property of Alberta Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)