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In recent years, the pressure for educators to cultivate civic participation among Canada's apathetic youth voters has been mounting. Between 1998 and 2007, a national wave of curriculum reform introducing or enhancing civic engagement education occurred at the secondary level. In this study, we explore the role and place of civic engagement in the Canadian university curriculum. We have chosen to focus on curriculum in political science programs because calls to increase civic engagement originated with the goal of increasing participation in voting by young people, and because civic engagement is widely espoused as a central value in the discipline of political science. We report the findings of a national survey of politics instructors and their course syllabi regarding civic engagement as an intended learning outcome. Our analysis of the survey data involved a comparison of instructor responses with the assessment activities identified on their course syllabi. By analyzing the real and imagined audience(s) and purpose(s) of course assignments, we find that students are required to complete assignments that situate them within academic contexts involving academic purposes and audiences. The apparent conflict between civic education outcomes and academic assessment tasks relates to broader conversations about the purposes of political science education and higher education in general.

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.

The purpose of this study was to review academic papers on the experiences of binary and non-binary trans people in physical education (PE), published between January 2000 and August 2022. The selection process yielded 16 articles from Brazil, the UK, Spain, Canada, Finland, Ireland, New Zealand, and the USA. The discussion focuses on five themes for analysis: (a) school policies and control, (b) curriculum activities, (c) social environment, (d) transgendering while surviving, and (e) trans-positive experiences. The systematic review highlights the fact that heteronormativity is still present in schools and PE spaces, positioning, categorizing, and policing dissenting bodies and gender identities, which means that many trans students did not have good memories of PE classes. Many similar situations were faced by both binary and non-binary trans students, although with some notable differences. It is thus necessary to deconstruct the prevailing cis-heteronormativity during PE lessons to eradicate the discrimination that (re)produces a hostile environment for these students.

This paper proposes that a curricular shift we call "decanonization" is shaping contemporary English Major degrees at Canadian universities. We believe it is a response to a complex set of challenges currently facing departments as they program their undergraduate degrees in English, and, in a qualified way, we endorse it as a positive change: it can be seen as a step toward decolonization. But we argue that some forms of decanonized degree have unfortunate implications. While we affirm that our colleagues across the country are doing everything they can to sustain robust, current degrees in challenging circumstances, those circumstances have resulted in some cases in what appears to be a hollowed-out, underdefined degree. We propose an alternate curriculum, based on method, that seems to us particularly promising in the current context.

The COVID-19 crisis has led to widespread temporary school closures and a deep economic recession. School closures have threatened children's ability to learn and later return to school well prepared. The impact of the economic recession is going to be even more devastating: first for students, but also for the ability of some Catholic schools to maintain their enrollment and remain sustainable financially in countries where they do not benefit from government support. This paper, the first in a set of two, looks at some of the likely impacts of the COVID-19 crisis on Catholic Schools in developed countries with a particular focus on the United States, a country not only hard hit by the crisis but also where Catholic schools are especially vulnerable to downturns. While Catholic schools may be able to respond to the immediate challenge of school closures among others through distance learning options, their ability to maintain enrollment during the economic downturn is less clear. How schools will respond to the twin challenges of ensuring learning during school closures and beyond, and remaining affordable for families at a time of economic stress, may affect whether they are able to maintain their comparative advantage. A key aim of the paper is to make Catholic school teachers and leaders aware of some of the discussions on how to respond to the crisis, and provide links to online resources that may be useful. [For Part II of the series, see EJ1278501.]

At the rapid rate that language. content, and preferences are changing around topics related to sexual health education, it is no wonder that curriculum in Canada is lagging behind. With a focus on the elementary classroom, this paper analyzes the problems associated with sexual health education in elementary classrooms and also takes a close look at some solutions for these issues. The purpose was to look at how outdated curriculum, heteronormative bias, and the negative messaging or outdated language have adverse consequences for LGBTQ+ students and the school space. Solutions include creating explicit policies within the school division that support inclusivity, continuous professional development opportunities for staff, and having active Gay-Straight Alliances that support safe spaces.

The challenges facing our children in the 21st century are rapidly changing. As a result, schools bear a greater responsibility to prepare students for college, career, and life and must be held accountable for more than just testing and reporting on a narrow set of outcomes aimed at minimum levels of competency. Thus, scholars, educators, and reform advocates are calling for a more meaningful next phase of school accountability, one that promotes continuous support and improvement rather than mere compliance and efforts to avoid punishment (Center for American Progress & CCSSO, 2014; Darling-Hammond, Wilhoit, & Pittenger, 2014). This paper reviews state and district level accountability systems that incorporate a multiple measures approach to accountability and highlights the following features that represent redesigned systems of accountability: 1) broader set of outcome measures, 2) mix of state and local indicators, 3) measures of opportunities to learn, 4) data dashboards, and 5) School Quality Reviews. The paper concludes with guidance for policymakers and practitioners on ways to support the development and implementation of a multiple measures system of accountability so that school accountability becomes synonymous with responsibility for deeper learning and support for continuous improvement.

Recent technologies are offering the power to share and grow knowledge and ideas in unprecedented ways. The CogEx software platform was developed to take advantage of the digital world with innovative ideas to support designers work in both industrial and academic contexts. This paper presents a qualitative study on the usage of CogEx during capstone design projects in mechanical engineering. It explores its potential to eventually supersede a paper logbook. This study combines three pilot projects where 15 undergraduate students used CogEx for one semester and discussed their experience in a final interview. The focus is limited to individual usage in this study. Results support that the platform has a good potential for engineering design education by replacing the paper logbook. The "extended concept mapping" structure was efficient to organize design work, and although the "concept-knowledge" separation needs refinement, it has good potential in building designer knowledge base.

Our paper examines the latest frontier of the "War on Terror," countering violent extremism (CVE), non-coercive approaches that aim to prevent "radicalization" that may lead to "violent extremism" or terrorism. We look at the recent implementation of CVE in Québec's education sector. Based on an analysis of key policy documents and interviews with CVE practitioners, we find that: (1) teachers are responsibilized to safeguard society from the risk of terrorism through being expected to "know the signs" of radicalization and to build "resilience," (2) students are responsibilized as agents who can influence their peers against violent extremist messaging and toward "prosocial" behaviour, and (3) elements of school curriculum are responsibilized, especially social studies education, to provide students with "critical thinking" skills thought to be lacking among those at risk of radicalization. We highlight the inherent contradictions in CVE, which, in Québec, claims to foster pluralism and inclusivity to combat Islamophobia, but as a modality of the "War on Terror" also targets and stigmatizes Muslim communities. Critical discussion of CVE's social implications are needed to initiate critical dialogue in Canada over the impact of CVE in social services provision and the risk of securitizing the education sector in Québec.

Capstone experiences have high educational impact with a number of approaches for biology. In most capstones, students produce a major project, typically as an undergraduate research experience, with a primary goal to integrate students' learning. At Augustana, our senior biology capstone uses history and philosophy to frame students' reflections and to integrate their biological education within our liberal arts and sciences curriculum. In a flipped classroom approach, students write a response to the assigned reading before class, when the paper is discussed through student-led seminars. Assigned papers consider the philosophy and historical development of biology focusing on its three conceptual pillars: function, development, and evolution, allowing students to examine how biologists arrived at their current understanding of life. Assessment of ten years of course offerings indicates students' ability to write and speak are being successfully developed, but that thinking shows no significant learning gains between the midterm and final exams. Student quantitative and qualitative ratings of the course indicate that it is a valuable learning experience, despite its heavy workload and difficult nature.

This article was developed from Michael Corbett's 2020 Rural Education Special Interest Group (SIG) Career Achievement Award Lecture. There has been an encouraging influx of new work, both in the United States and in other anglophone settler societies, as well as in Europe in the emerging field of rural education, influenced by developments in sociology, geography, political science, and area studies. The development of the field in terms of its assumed core pragmatist and idealist sociogeographic theorizations, which remains mired in 19th- and early 20th-century ideascapes that are no longer up for the task of helping to appropriately understand the current moment. An important component of this lingering modernist discourse is a vision of spatial transformation that juxtaposed ascendent urbanism and a parallel rural decline, which has in turn generated a defensive and exceptionalist place-based rural literature that misunderstands and even distorts the complexity of contemporary spatial relations. the box and building back better beyond the pandemic. For those in the field of rural education, this mindset might mean accepting the ambivalent realization that the comfort, hominess, attractions, and seductions of treasured places can inhibit ones ability to look outside them to see how they relate to other places and to look within them with unforgetting eyes to investigate carefully how they came to be what they are. He theorizes an inward-looking rural education field will ossify and become irrelevant. Connecting the multiple layers of place, from home to globe, is essential to building the kinds of understanding required for an inclusive and sustainable future. For this to work, he thinks they need to look outside their disciplinary homeplace and their pragmatic sensibilities to search for the new ideas that will connect to the movements that might help critically engage the concerns of currently and create bold new territory. [Paper presented at the American Educational Research Association (AERA) (Online, Apr 13, 2021).]

This paper analyses the coverage of Indigenous topics in K-12 education in British Columbia (BC) using curriculum documents and course enrolment. It focuses on curriculum documents published between 1995 and 2010 and mandated in public education from 1995 to 2019, and argues that Indigenous topics were marginalized in the curriculum overall. Motivated by decades of work by Indigenous leaders and educators to grapple with non-Indigenous people's prejudices, ignorance, and lack of understanding, the British Columbia Ministry of Education has increasingly recognized the importance of integrating Indigenous topics into core curricula and has offered all students Indigenous Studies course options. However, coverage remained marginalized in the core curriculum and recent curricular revisions have relied increasingly on teachers' voluntary integration of Indigenous topics and meaningful consultation with local Indigenous educators and communities, for which insufficient support and resources are provided by the Education Ministry. The paper explores challenges to the curriculum's ability to combat prejudice, eliminate discrimination and promote tolerance, understanding and good relations among Indigenous and non-Indigenous peoples in the province.

Bodywork describes the work people perform on their own and other people's bodies. Often, this work is performed in an effort to meet cultural, symbolic body norms. The aims of bodywork in fitness for older exercisers are said to serve as a means of controlling and resisting the aging process. Given the popularity of group exercise for older exercisers, this paper focused on three forms of bodywork undertaken by/performed on older exercisers in group classes: assessing, monitoring and directing clients' bodies. Using an Institutional Ethnography approach, I explicate how instructor training is connected to the bodywork practices that take place in group exercise classes. Methods consisted of a textual analysis of 8 Canadian and American instructor training curricula; observations and interviews with 22 group fitness instructors; and go-alongs and interviews with 14 older exercisers. Findings revealed that some topics included in the explicit curricula taught to fitness instructors lie outside their scope of practice. The hidden curricula uphold ageist sociocultural norms, as well as conflate (older) age, (greater) weight/(larger) size and bodily (dis)function, which are then materially codified in what is considered (age) appropriate fitness apparel. Finally, the null curriculum, or what is left out of the training, has the potential to cause harm, marginalize and stigmatize older exercisers. To conclude, I argue that group exercise instructors and the organizations that develop fitness curricula, could benefit from engaging in a reflective practice that investigates: (1) how some of the sociocultural and discursive representations of older bodies in training curricula might be problematic and stigmatize older people; and (2) how the null curricula might cause harm to exercisers, especially exercisers like older persons who are already marginalized.

School-based sex education has been a controversial issue in the province of Ontario, Canada. When an updated sex education curriculum was introduced by the provincial government in 2015, the media heavily covered negative reactions to the curriculum, and one distinct genre of reporting became modestly popular: the fact-checking article. These listicle-style articles presented and debunked common misunderstandings surrounding the curriculum and while they tried to appear as a neutral response to misinformation, fact-checking articles are no less value-laden than other responses to the curriculum. By examining two examples of these 'fact-checking' and 'myth-busting' articles published in "The Toronto Star" in 2015, I argue against the assumption that simply exposing the facts of a curriculum's content is enough to dispel the deep anxieties that surround sexual values in a pluralistic democracy like Canada. This paper instead suggests that the reassurance provided by fact-checking obscures the ways that conflict and uncertainty might present opportunities rather than obstacles to creating and sustaining inclusive comprehensive sex education.

This paper draws on interview data to explore Australian, Canadian and Scottish teacher educators' conceptions of sustainability education (SE) within initial teacher education (ITE). Findings were generated across three themes: teacher educators' (i) conceptions of SE and SE in ITE, (ii) curriculum and pedagogical practices, and (iii) barriers, challenges and opportunities to engaging with SE. Analysis revealed inconsistency amongst teacher educators' conceptualizations of SE, and significant barriers and challenges when offering SE within ITE programs. Related opportunities highlighted destabilizing established norms within ITE programs and encouraging future thinking about the wider purposes and processes of education with preservice teachers.

This paper reports on the first nationwide census examining sustainability uptake in policy initiatives in Canadian K-12 education. Included in the study are each of Canada's 13 provincial and territorial ministries of education, and all 374 public school divisions across the country. Sustainability was defined as including, at minimum, consideration of environmental issues, with the study also encompassing use of other related terminologies. Data were collected on three types of policy initiatives: (a) the existence of sustainability-specific policy, (b) participation in sustainability certification programs, and (c) the existence of sustainability staff, which were examined in relation to a range of geographic and institutional variables. Sustainability-specific policy was examined across five domains of a whole institution approach to sustainability: governance, curriculum, facilities and operations, research, and community outreach. We found that 54% of ministries of education and 59% of school divisions in Canada had sustainability-specific policy, most commonly in the curriculum domain at the ministry level and in the operations domain at the school division level. In addition, 43% of school divisions had participated in a sustainability certification program, and 25% had sustainability staff. We discuss implications for policy making in Canada as well for intergovernmental UN policy programs, in particular regarding new policy development and monitoring and evaluation efforts.

Aim: The dominance within educational settings of a traditional, binary model of gender is associated with negative outcomes for children and young people, particularly those who identify as transgender or gender diverse (TGD). The purpose of this study is to review contemporary practices in educational settings to support TGD students. Method: A systematic search of four databases retrieved 13 studies (across 16 papers), which were considered best evidence. A 'best fit' framework synthesis approach was adopted. Findings: Analysis led to the development of a new conceptual framework outlining gender-inclusive educational practice across six strands: leadership, climate, curricular and extra-curricular inclusion, collaborative approach, professional development, and policy. Limitations: Some included studies were small-scale and grey literature was not included. This review is not representative of educational practice in non-English language countries. Conclusions: The framework is recommended as a tool for school leaders to prompt reflection on current gender-inclusive practices and discussion around implementing holistic change. Educational psychologists are well-positioned to support schools with utilising the framework.

Drawing on Bernstein's concept of recontextualization, this paper explores how mid-level actors interpret and translate curriculum policies in the context of growing concerns about the performance and accountability of education systems. Little is known about the work of recontextualization agents responsible for the professional development, support and control of teachers, uniquely positioned at the interface of policy and practice, and comparative perspectives are even scarcer. Based on empirical research in France and Canada (Quebec), this paper examines the work of pedagogic advisors and inspectors intervening at lower secondary school level. Data are drawn from interviews (n = 24) conducted in three mid-level school authorities. Our comparative analysis brings to the fore specific forms of recontextualization in each education system. In particular it shows important variations in the use of knowledge based on experience and observation and decontextualized knowledge drawing on research and statistical data. Agents also elaborate different discursive strategies projecting contrasting models of teaching. In both contexts, but to varying degrees, the rise of data and 'evidence' is reshaping the missions of mid-level actors, potentially eroding professional discretion and expertise.

Canada is beginning to work toward reconciliation with Indigenous people. Serious mistakes have been made in the educational system which have led Canada to the current situation in which relationships with Indigenous people are in need of repair. This paper outlines the ways in which classroom teachers are integral to the reconciliation process through relationships, physical spaces, and lesson content. Through personal relationships between Indigenous and non-Indigenous people, culturally inclusive physical spaces, and curricular content that includes Indigenous perspectives, classroom teachers will contribute to reconciliation with Indigenous people in Canada.

For a number of years, studies of places focused on their economic efficiency, though more recently, attention has shifted to questions about social justice with an emphasis on the experienced actualities of place. The places of children's everyday lives have limited their opportunities for nurturance, growth, and learning. In this article, the author maintains that making questions about "the place of children's everyday lives" more central in research with children and youth can also contribute to improved social justice for children. Furthermore, classrooms and schools can be understood and researched as places intended to support young people's growth and well being. The paper is divided into four sections. The first section offers a sense of the lived meaning of place, drawing upon "place stories" from students in a graduate course on "Children and Place" to introduce some of cultural geography's ideas about place in a contextualized way. The second section reviews a theoretical framework for understanding everyday life as curriculum and for appreciating the significance of place in everyday life. It suggests that an awareness of children' needs/rights should serve an interpretive framework for evaluating the places of their everyday lives. The final section discusses some examples of practices in schools that are responsive to students' needs of place. The author maintains that school itself should be a good place in terms of students' needs for nurturance and growth. She also suggests that research on the places of students' lives outside of school should inform the curricula offered within schools. (Contains 2 notes.)

Context: Health advocacy is an essential component of postgraduate medical education, and is part of many physician competency frameworks such as the Canadian Medical Education Directives for Specialists (CanMEDS) roles. There is little consensus about how advocacy should be taught and assessed in the postgraduate context. There are no consolidated guides to assist in the design and implementation of postgraduate health advocacy curricula., Objectives: This scoping review aims to identify and analyse existing literature pertaining to health advocacy education and assessment in postgraduate medicine. We specifically sought to summarise themes from the literature that may be useful to medical educators to inform further health advocacy curriculum interventions., Methods: MEDLINE, Embase and ERIC were searched using MeSH (medical student headings) and non-MeSH search terms. Additional articles were found using forward snowballing. The grey literature search included Google and relevant stakeholder websites, regulatory bodies, physician associations, government agencies and academic institutions. We followed a stepwise scoping review methodology, followed by thematic analysis using an inductive approach., Results: Of the 123 documents reviewed in full, five major themes emerged: (i) conceptions of health advocacy have evolved towards advocating with rather than for patients, communities and populations; (ii) longitudinal curricula were less common but appeared the most promising, often linked to scholarly or policy objectives; (iii) hands-on, immersive opportunities build competence and confidence; (iv) community-identified needs and partnerships are increasingly considered in designing curriculum, and (v) resident-led and motivated programmes appear to engage residents and allow for achievement of stated outcomes. There remain significant challenges to assessment of health advocacy competencies, and assessment tools for macro-level health advocacy were notably absent., Conclusions: There is considerable heterogeneity in the way health advocacy is taught, assessed and incorporated into postgraduate curricula across programmes and disciplines. We consolidated recommendations from the literature to inform further health advocacy curriculum design, implementation and assessment., (© 2019 John Wiley & Sons Ltd and The Association for the Study of Medical Education.)

Drawing on a qualitative case study of writing practices and pedagogies in one Canadian graduate Education program, this article discusses roles and responsibilities of course instructors for teaching and supporting academic writing at the master's level. Data were collected through individual, semi-structured, in-depth interviews with 14 graduate students and eight professors and they were analyzed thematically. The discussion is framed by the academic literacies pedagogical framework (ACLITS). The data suggest that academic writing expectations can be sources of extreme stress for graduate students. The students and instructors lacked a common language to discuss student texts. In the absence of explicit academic writing pedagogies, students and instructors sometimes turned to simplistic advice received at school. The paper also discusses pedagogical challenges associated with the teaching of disciplinary writing genres in multi-perspectival fields such as Curriculum Studies.

Purpose: This paper aims to provide an overview of a content analysis of sustainability policies from Canadian post-secondary education institutions. The paper reports findings on the orientations to sustainability evident in the policies; references to other policies within the documents; and other key themes on how sustainability is engaged in the policies in relation to overall governance, education, operations, research and community outreach. Design/methodology/approach: A sample of 50 Canadian colleges and universities was selected based on representativeness across a range of criteria. A qualitative thematic content analysis of these policies was conducted using a collaborative coding approach. Findings: Results suggest that most sustainability policies described a Brundtland (i.e. intergenerational) and/or three-pillar (e.g. economic, environmental and social) orientation to sustainability. Many sustainability policies also connected to other external municipal or provincial policies. In terms of various domains of sustainability, campus operations was discussed by all of the policies and in the most detail, while discussions of sustainability in education (i.e. the curriculum) and in research were vague, and discussions of sustainability in relation to community outreach were included less frequently. Originality/value: This comparative study provides a broad view of sustainability policies from post-secondary institutions across Canada. It deepens our understanding of the institutions' conceptualizations of, and priorities for, sustainability. This paper has practical implications for institutions seeking to create or further develop their own policies, and it contributes to the comparative scholarly literature on the institutionalization of sustainability in higher education.

This paper draws on findings from a two-year study of gender and gender transgression among school children and youth in rural Ontario, Canada conducted while running gender equity workshops for students aged 8-18 years, in which I asked participants to document what gender looked and felt like. Through writing prompts, pictures, discussion and theatre, roughly 600 participants had the opportunity to describe gender as well as responses to perceived transgressions of gender. In the course of this work, I became especially interested in the emotions identified by participants as being part of, or experienced through, their gender. In this paper, I focus on notions of happiness, enjoyment and fun, as described by participants in their responses. Happiness is a part of gender that is often overlooked in human rights definitions of gender identity and expression, as well as in the translation of legal discourse into a social justice-oriented curriculum. While participants in this study expressed a wide range of emotions, a focus on happiness offers insights into contemporary definitions of gender, as well as a potentially transformational curriculum for gender diversity.

A deeper analysis of the art education curriculums applied in developed countries and treating specific subjects within these curriculums holds vital importance in allowing the production of alternative solution methods by providing the educators multiple perspectives in the face of problems concerning art education. In present paper colour subject in Visual Arts Course curriculums applied in Canada Saskatchewan State and elementary & secondary education schools in Turkey have been compared and contrasted. According to the findings of current research, acquisitions related to colour teaching are exemplified elaborately under goal of Creative/Productive art education in Saskatchewan whilst in Turkey the same acquisitions are listed under a wider scope termed as Visual Communication and Formation learning domain. It has been identified that in Saskatchewan elementary school, students are provided with the basics of colour knowledge and in secondary level, students are motivated to knowingly apply the basic theoretical information acquired in primary school in their original works. It has been detected that colour subject in Turkish elementary curriculum draws parallelism to a great extend with the elementary education curriculum in Saskatchewan while secondary school art education curriculum in Turkey provides acquisitions mostly in 9th grade and in 10, 11 and 12th grades learnings acquired in 9th class are applied to art works.

This paper examines Catholic RE curriculum documents from 2 jurisdictions to assess how well they present Jews and Judaism. It finds that their representations of Jews and Judaism rely on structures of thought, reinforced by normative Catholicism, that enable the conditions to reproduce supersessionist thinking and attitudes. Its conclusion argues that current Catholic RE curricula must confront the question of how to coordinate strong and generous presentations of Jews and Judaism with Christian teachings on fulfillment. No less, they must also confront the question of how to consider Judaism and Christianity as different only in kind, and not by degree.

Since the inception of the Language Instruction for Newcomers to Canada (LINC) Program in 1992, the Canadian federal government, through the ministry responsible for immigration, has diligently sought to bring consistency to the program through a variety of government initiatives. These include operational bulletins, curriculum guidelines, standardized placement assessments, in-class assessment procedures and protocols, standards for describing and measuring the language proficiency of adult immigrants speaking English as an additional language (EAL), and a variety of other guidelines (e.g., waitlist management). This paper introduces a novel LINC standardization model as a tool for describing and analyzing how the synergies of these government initiatives converge to bring consistency to the entire LINC Program. The model comprises four stages: a Pre-Entry Stage, Entry Stage, Language Training Stage, and Exit Stage. These stages represent phases an adult LINC learner goes through on their LINC English language learning journey. The model highlights the centrality of the Canadian Language Benchmarks (CLBs) by showing how they are the mainstay of most, if not all, of the other government initiatives. Both positive and negative implications for the government's quest for standardization are discussed.

The higher degree of global mobility and connectivities within contemporary societies has led to increasing cultural diversity within school student cohorts. In turn, the human activities and interactions within the territories and boundaries of a school have become increasingly complex. During a 2017 study of how transcultural capabilities are being developed and utilised by teachers of the International Baccalaureate Primary Years Programme (PYP) in Canada and Australia, one theme that emerged was the extent to which teachers felt they could or should influence their students' moral outlooks on cultural difference. Teachers often expressed spatially bounded moral views of cosmopolitanism; that is, teaching and learning about welcoming and engaging the stranger were framed within a personal, moral geography that was closely associated to defined places that were typically localised within the school community. This paper examines the moral geographies of PYP teachers to highlight the complexities, tensions, paradoxes, and contradictions embedded within the relationships between inclusion and exclusion of difference in the PYP schools. These phenomena are related to a broad range of challenges that arise as a result of the complex interactions between teachers, PYP curriculum and the principles related to engaging difference.

Quebec's Ethics and Religious Culture program (ERC) requires teachers to adopt a professional stance of pedagogical impartiality. This article examines the complex regulatory framework surrounding the impartiality requirement from the perspectives of teachers' legally recognized right to professional autonomy, their constitutional rights to religious freedom and freedom of expression, and the related issue of impartiality as a pedagogical device when teaching about controversial issues. The paper's brief review of the jurisprudence does not support a decisive answer to the question of whether the legal basis of the impartiality ERC's impartiality requirement is sound. However, it does reveal that the impartiality requirement is more legally fragile than it might appear at first glance.

Introduction: It is necessary to re-imagine nursing curriculums utilizing a postmodern approach, as outdated teacher-centred methods of nursing education with emphasis on memorization versus critical thinking no longer meet the needs of the contemporary learner and the current challenges of the healthcare environment. There is an explicit need to redesign nursing curriculums that are future-oriented, adaptive and flexible and serve the learners' best interests., Background: Distilled from a decade of teaching experience in an undergraduate, second-degree entry, accelerated nursing program, this paper describes the construction of a learner-centred, postmodern, concept-based nursing curriculum that aims to foster learners' inquiry skills, critical thinking, problem-solving, and experiential learning-all which develop learners' autonomy, self-direction, and lifelong learning. The objective is to foster learners' transformational and emancipatory learning and metacognition., Discussion: An extensive review of the current trends, contemporary nursing knowledge for the past decade (2013-2023), and seminal literature on theories and frameworks paralleled with the review of current and future trends in Canadian and global health care, including the socio-economic, politico and environmental contexts, led to the formulation of a concept-based curriculum. Grounded in the constructivist paradigm, the curriculum applies interperetivist, critical, feminist, and indigenous lenses. The Strength-Based Nursing framework was selected as the core guiding framework. The curriculum's four curricular themes and foundational pillars were adopted directly from the framework to provide a starting point for concept development. These initial themes were then juxtaposed with relevant nursing, and social theories, policies, and frameworks, ensuring a robust coverage of modern nursing knowledge and allowing for the core concepts of the curriculum to emerge. A total of 21 concepts and 192 sub-concepts were developed., Conclusion: Implications for future practice require nursing educators to receive support and professional development opportunities in developing skills and confidence in entering a classroom as co-learners and facilitators., (© 2023 John Wiley & Sons Ltd.)

This paper suggests that there has been a move away from teaching as a means of transmitting information, towards supporting learning as a student-generated activity. There has been much work relating to this in the arena of problem-based learning, which to date has been seen as a relatively stable approach to learning, delineated by particular characteristics and ways of operating. Most of the explanations of and arguments for problem-based learning, thus far, have tended to focus on (or privilege) the cognitive perspectives over the ontological positions of the learner. This paper suggests that problem-based learning (PBL) should be seen as a more troublesome learning space than it is because of the challenges of new and emerging technologies and what the constellation of "learning" means. However, new curriculum spaces need to be created that help students to embrace contemporary dislocations and mediate rhetoric differently which will in turn encourages us to be brave teachers. (Contains 1 table.)

This paper posits that Inventing Games (IG), an aspect of the games curriculum based on principles of Teaching Games for Understanding (TGfU), opens up important spaces for teaching social and ethical understanding. Games have long been regarded as a site for moral development. For most teachers, however, ethical principles have been seen as incidental rather than teachable. Preliminary findings from two studies with students and teachers have shown that students can question foundational knowledge, such as constructs around gender, race, and ability, as they work together to design game structures. Thus, IG processes can foreground ethical decision-making in both game construction and game play.

In Canada, there exists a noteworthy educational initiative referred to as Environmental Studies Programs (ESPs). These secondary school programs are interdisciplinary, helping to link subject matter and encouraging student responsibility. This paper will present student reports from five case studies where I investigated how ESP participation impacts secondary students' attitudes about the environment, and their willingness to make pro-environmental and pro-social choices. "Food" emerged as a primary theme, along with several subthemes: Farm School; Food Production; Outcomes of Action; Locavore; and Reports of Limited Behaviour Change. The discussion integrates the study results with relevant literature, provides pedagogical recommendations for teachers, and offers ideas for future research.

This paper addresses the curriculum overlap and gap between LIS education and intelligence education by analyzing the content of the websites of the intelligence education programs and courses in 27 representative intelligence education universities in the United States, and the intelligence-related programs and courses in the 56 LIS programs in the United States and Canada. The curriculum overlap lies in computer skills for information collection management, geographic information systems, data mining, knowledge discovery, competitive intelligence and information security, whereas the major curriculum gap lies in most intelligence analysis domain areas (such as military intelligence, political intelligence, science and technology intelligence) and many intelligence tradecraft areas (such as structured analytic techniques, intelligence theory and methods, intelligence policy and organization, intelligence operations, counterintelligence, intelligence writing and briefing). By filling some curriculum gaps based on the overlap, LIS education can extend to open source intelligence analysis in some domain areas.

This paper explores how Geography's position in British Columbia (BC), Canada's school social studies curricula has been affected by changes in educational cycles over the twentieth century. The amount of instructional time, the importance assigned to the subject and the content of the subject have varied in accordance with the pre-eminence given to particular philosophies of education, particularly that of progressivism. The alterations described are presented in a chronological narrative and contextualised within historical frames that describe relevant international, national and local educational events. Trends in BC illustrate significant correlations with educational trends in the United States. The paper includes a general theoretical framework through which findings were interpreted. It illustrates how international trends played out in one context that has been open both to reform and to new educational philosophies of international significance. (Contains 2 notes and 1 figure.)

This project builds upon previous surveys of geographical education across Canada completed by Baine (1991) and Mansfield (2005). The purpose of this study was to survey the geography curriculum in each of the ten provinces and three territories in Canada. Geography and social studies curriculum guidelines for grades 1 through 12 were collected in each regional jurisdiction across Canada. A summary of key information was recorded for each grade in each jurisdiction; included were course title, prominent themes, and units of instruction. The overall goal during data analysis was to draw a series of comparisons between the general trends discovered by Baine (1991) and Mansfield (2005) and the patterns that emerged from geography curriculum documents as of 2009. The data suggested that, with the exception of Ontario, all provinces and territories have de-emphasized or deleted specific courses or units in geographical education. In a social studies curriculum dominated by history and civics, there is often little stated emphasis on geographical content, concepts, or skills in grades 1 through 12. [This project was presented at the Annual Conference of the Ontario Association for Geographic and Environmental Education, Ottawa, Ontario, October 30, 2010.]

This paper examines the meaning of ability in the context of dance education, in part, via the lens of aesthetic education, a reasonably well-developed body of ideas, and asks what it means to be "aesthetically able". While aesthetic education tends to focus on aesthetic appreciation, it does also deal with a person's capacity to respond to the world in aesthetic ways. But as well as trying to clarify what ability might mean from an aesthetic point of view, this paper also engages with Evans' (2004) agenda setting paper in which he challenges the field of physical education to refocus discussion on the ways we conceptualise ability and, by extension, how our educational practices are shaped by our ideas about ability. For aesthetics and dance, I take this as a challenge to think about whether "aesthetic ability" is valued in physical education and what kinds of abilities or (as Evans might say) "capital" are privileged in different approaches to teaching dance and physical education.