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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.

This paper considers the relationship between education and hospitality in the specific context of moments of incivility in classrooms, with special attention to racial/white resentment. The authors reflect on the extent to which nurturing intellectual candor with interpretive charity (Callan, 2011) can be extended to incivility shaped by white resentment. They contend there is a need to approach hospitality as responsibility (Levinas, 1969, thereby suggesting conditions for student agency. The relationship between the educator as host and giver of hospitality and the students as guests and respondents is discussed (Ruitenberg, 2011b). The paper argues the role of the teacher is key to ensuring those at the receiving end of the perceived attack are able to reclaim hospitality by being given the space and the means to respond to the offense with agency. This paper discusses the need for parameters balancing free speech and teaching moments with restoring agency to the marginalized "others." Finally, the study proposes responding to racial resentment requires framing teaching moments within an ethic of responsibility which aims to restore agency for those on the receiving end of racial incivility.

The burgeoning process of internationalization of higher education has greatly transformed university classrooms with the presence of innumerous nationalities. Thus it is imperative that professors are well equipped to teach in such culturally diverse context while sustaining the goals of internationalization. Although a culturally relevant pedagogy has been widely used in many educational settings, including higher education, there is a paucity of studies looking for its pertinence in an internationalized context. Then, based on Gloria Ladson-Billings' (1995) theoretical framework, this critical phenomenological study depicts the extent to which that approach is also pertinent for informing post-secondary teachers' work with international students in modern days. Semi-structured interviews were conducted with ten experienced professors across different faculties at a mid-sized Canadian university. Findings reveal that this pedagogy is highly appropriate to illuminate professors' practices, but this relevance also points to fundamental and urgent aspects that must be taken into consideration when aiming at a democratic and true internationalized education.

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.

While much has been spoken about the benefits and risks of student mobility in large scales, little attention has been given to how professors experience the burgeoning process of internationalization of higher education and how the presence of numerous international students has affected their teaching philosophies and practices. Given the importance of teachers' beliefs to how they enact their practices, and especially in a country like Canada that takes pride on their multiculturalism policies, it is imperative to understand how professors perceive the cultural diversity they face daily in the classroom. In this phenomenological study, semi-structured interviews were conducted with 10 professors at a Canadian university. Findings reveal how professors not only feel overwhelmed by this transforming scenario but also how their beliefs and experience pose a challenge to the process of internationalization itself.

Based on 20 semi-structured interviews with faculty members from a mid-sized university in Western Canada, this paper offers an examination of research participants' experiences and perceptions of classroom incivility, particularly those that are shaped by social factors such as identity markers (race, ethnicity, gender) as well as cultural beliefs regarding what is considered politically sensitive subject-matter (in this case, indigeneity). Data analysis reveals that when research participants detect instances of incivility expressed as resentment around race, gender, and indigeneity, they struggle to find a balance between taking up the teaching moment and maintaining safe space. This paper offers a reflection on the extent to which research participants choose to assume intellectual candor when making sense of incivility. Pedagogical responses are highlighted in an effort to recognize the importance of a critical consciousness about social positioning, race relations, power, and privilege.

Despite aims of social justice, the mere presence of refugee students does not make the Canadian classroom a welcoming place for them. Through an ethics of hospitality lens, the author discusses a teacher's responsibility toward the Other.

Although not a new phenomenon, the evolvement, range and characteristics of the modern process of internationalization are worthy of attention. Despite many potential benefits of having a multicultural campus, internationalizing higher education requires more than the physical presence of international students. As stated on the literature, this process must value transnational knowledge as an asset to the educational experience, thus promoting collaborative knowledge production between teachers and students. Nonetheless, there is a paucity of studies done from the point of view of educators depicting how they perceive their graduate international students and internationalization itself. Therefore, through the perspectives of 10 professors at a mid-sized western Canadian university, this critical phenomenological research offers an analysis of the present condition of higher education in Canada. More specifically, this paper deconstructs some of the challenges of internationalization, in which graduates are to be recognized as active agents of circulation and production of knowledge and not just mere figures or passive recipients of information. Finally, questions about the complexity of incorporating epistemic diversity in a meaningful way through internationalization are proposed.

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.)

In the pursuit of anti-racism education, this article offers a critical analysis of the current field of peace education in mainstream schools of countries such as Canada, where the absence of armed conflict coexists with the violence of racism. Following a Levinasian conceptualization of responsibility, I argue that current educational approaches, especially when race/racism remains unaddressed and when subjugated to a neoliberal mindset and the shortcomings of democracy ideals, may not be sufficient to welcome the racialized Other and to provide all students with a true ethical education. Focusing on Black refugees and using the lenses of a peacemaking circle, Salomon's peace education framework, as well as contributions from psychoanalysis, Derrida's ethics of hospitality, and philosophers of education, this article articulates a reimaged possibility for peace education in places where the hope of peace lies exactly in the much-avoided encounter with the Other. [ABSTRACT FROM AUTHOR]

Community-based collaborative approaches are being used in Canada to support community safety and well-being. Referred to as community mobilization (CM), these initiatives employ alternative approaches to mainstream models of reactive policing. One community mobilization initiative called CommUNITY Support Team, located in Altona, Manitoba, has implemented the Canadian High-Fidelity Wraparound approach as its model of community mobilization. This mixed-methods case study examines how CommUNITY has implemented Wraparound, as well as the readiness factors in the local community that have supported the adoption of this approach. Findings suggest that the history of collaboration in this rural community, a commitment to the principles of Wraparound, leadership from the education sector, and a focus on adherence to high-fidelity implementation have enhanced CM in this setting. [ABSTRACT FROM AUTHOR]

For at least a century, educators have sought to define what education should look like, its purposes, content and approach, and how it could be delivered in the most efficient way. However, when looking at some of the most pre-eminent approaches in the history of curriculum studies, it is possible to observe how each of those "efficient" methods have not been able to welcome the uniqueness of Black refugee students. Despite claims of "diversity celebration", when educators do not challenge and resist White structures and assumptions, even the most "efficient" curriculum falls short of being responsive to the Other, serving, rather, as another disguise to racism, which has long structured Canadian education. I argue that rather than an efficient ready-made set of rules, education must be conceptualized as an act of unconditional openness to the unknown Other, however uncomfortable and "inefficient" that may sound. [ABSTRACT FROM AUTHOR]