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The purpose of this study was to determine how educational leaders interpret job applications from international teachers who are planning to repatriate. Ten rural and urban educational leaders from the Canadian province of Manitoba were presented with three different fictitious cases to screen and analyze for shortlisting purposes. The findings suggest that international teachers need to clearly communicate their work experiences and explain how acquired intercultural and linguistic competencies would be advantageous for the school community. Educational leaders should apply an international awareness when screening job applications. Recommendations for both leadership development and global teaching careers are offered.

This teaching case focuses on how online instructors can be inclusive of sexual and gender diversity in their courses. Drawing on feminist pedagogical principles and queer pedagogy, I suggest three starting points for online instructors to engage an LGBTQ (lesbian, gay, bisexual, trans, and queer) inclusive pedagogy: (1) openness and respect for diversity, (2) queer storytelling, and (3) social media engagement. I argue that online learning offers a useful location for queer identities and queer knowledge to grow, especially for students who live in socially restrictive spaces. Instructors will need to become advocates and challenge heterosexualizing discourses and hetero/cisnormativity in online learning.

The editors of this special collection of the "Canadian Journal of Educational Administration and Policy" open this introductory essay with the words of Margaret Mead in order to underscore an important message contained in all of the essays of this collection: education administrators and policy makers are paramount to creating learning environments that are respectful of sexual and gender diversity for all staff and students. This holds true for a variety of educational settings ranging from publicly-funded Catholic and non-Catholic kindergarten to Grade 12 schools (K-12) to higher learning settings such as colleges, universities, transnational teaching abroad programs, and adult and community education spaces. This collection represents a plethora of emergent perspectives on queer educators. The collection begins in Canada with Tonya Callaghan's empirical study, which illustrates the current struggles facing queer educators in Catholic schools in Alberta and Ontario. Jan Buterman uses life narrative as a transgender teacher in Alberta to demonstrate the "Meantime" that targets gender variance. Next, Kaela Jubas points out how internationalization strategies have implications for queer educators working at post-secondary institutions, and uses the University of Calgary as an example. This collection continues with the transnational work of Robert Mizzi, which points out the difficulties for gay men teaching internationally in adult education settings and compares the experiences of gay male expatriates working in Kosovo with gay male immigrants working in Toronto. This collection then takes another international turn in order to learn of some of the emergent issues facing queer educators in other countries and as a means to motivate further Canadian scholarship. Mitsunori Misawa brings attention to gay male professors of colour in the United States, and illustrates how both racism and homophobia intersect in the workplace despite the presence of equity policies. Last, we draw attention to recent developments in Australia, where Tania Ferfolja and Efty Stavrou present research from a national survey of lesbian and gay male K-12 teachers and their experiences creating a queer-positive culture and climate. The editors recognize that this collection gauges the current climate for queer educators in different work settings and realize that there is more work to be done to actually develop pluralistic and inclusive educational environments in Canada and elsewhere.

This paper expands on the extant research on gay male educators by comparing two research projects on such educators who taught in international settings. One study focused on five gay, male, adult educators who relocated to Canada from countries in the Global South and the second study focused on eight gay, male, adult educators who relocated to Kosovo from countries in the Global North. Both projects demonstrated that (1) study participants are concerned with the safety and inclusiveness of their work environments, and (2) "sexual orientation" can be a self-limiting concept when used in education policy and practice. Recommendations for educational administrators conclude this paper.

Through the use of mixed qualitative and quantitative methods, the current study explored the impact of postsecondary study on the intimate relationships and school experiences of partnered mature students. Quantitative regression analyses indicated that parental status, family support, partner support, and sexual desire significantly predicted relationship satisfaction, while family support and partner support significantly predicted sexual satisfaction. Age and sexual desire predicted school satisfaction for women only. Through qualitative thematic analysis it was determined that not having enough time, feeling too tired, and being stressed negatively impacted sexual satisfaction, while experiencing personal growth was described as both beneficial and problematic. Some participants reported using sex to aid in their academic success by way of offering a distraction or reducing stress. We discuss possible ways that postsecondary institutions, through their campus programs, can better address the impact school may have on mature students' intimate relationships.

This article theorises the concept of sane-heteroprofessionalism as a regulatory mechanism operating at the intersections of sanism, cis-heteronormativity, and other structural oppressions within pre-service post-secondary education programmes. Building upon existing discussions of heteroprofessionalism, we examine how sane-heteroprofessionalism functions to govern m/Mad, queer, and trans knowledge and subjectivities within these programmes, positioning professionalism as a tool of social control. We advocate for future critical analyses of sane-heteroprofessionalism to explore how notions of professional competency and regulation systematically marginalise queer, m/Mad, and trans perspectives among faculty, students, and instructors in higher education. [ABSTRACT FROM AUTHOR]

Sexual-minority male immigrants re-locating from the Middle East to the United States and Canada have particular experiences upon entry and integration into their new societies. The needs of learning and identity are highlighted through a multiple case approach involving three men. Interviews were conducted with the three participants, which were analyzed by the authors using qualitative case analysis. The data highlights the unmet expectations for life as a new immigrant, as well as the complexities of becoming involved in sexual-minority settings. Their learning experiences may be explained using a theoretical framework of transformative learning. These findings suggest that sexual-minority immigrants have complex needs, such as identifying with appropriate communities and deconstructing false representations of "gay rights" and citizenship in popular culture. Educational and social programs could address these needs when considering what might be important for immigrant adult learners.

Little is known about the experiences of lesbian and gay faculty and students in continuing education. In order to address this gap, this article introduces and discusses a research project conducted to understand the struggles and accomplishments of both lesbian and gay male faculty and students in continuing education (CE) in university settings. Six CE instructors and six CE students were recruited to participate in in-depth interviews from universities across western Canada. Using grounded theory for data analysis, two broad themes emerged: (a) CE in western Canada excludes lesbian, gay, bisexual, transgender, and queer (LGBTQ )content in their student and instructor orientation processes despite being placed in "progressive" institutions; and (b) safety concerns appear commonplace in such environments due to the heteronormative organizational culture of CE. Despite these drawbacks, study participants demonstrated strategies to minimize risk and find safety and support. Study findings suggest that CE review its work and learning structures to include queer-inclusive pedagogies and content.

Mature postsecondary students face unique challenges in negotiating both academic and familial responsibilities beyond those faced by their traditional-aged peers. This study examined the bidirectional influences between intimate relationships and postsecondary study. Researchers conducted 28 semi-structured phone interviews with heterosexual, cisgender, partnered mature students attending universities in southern Ontario, Canada. Through a thematic analysis, the research indicated that school had a number of negative impacts on mature students' relationships; however, school also had some positive impacts. Intimate relationships were also said to have an impact on academic success. Mature students with supportive partners described being able to focus on school and perform better, while students with less supportive partners described difficulties allotting the time required for school. The article recommends that postsecondary educational institutions acknowledge the unique challenges faced by partnered mature learners and offer targeted support services.

This analytical article largely draws on the experiences of visiting faculty teaching at post-secondary institutions overseas. What is largely understood in the literature is that visiting faculty need to navigate the sociocultural, professional, and contextual differences that shape the work context. Drawing on the theory of border pedagogy, this article takes the scholarship further by proposing and elaborating on a pedagogy of preparedness that may help to facilitate visiting faculty acculturation and analyze dominant and marginal narratives in the new work situation. This pedagogy is based on (a) pre-departure learning, (b) deconstruction of transnational teacher and teaching background, and (c) decolonizing learning spaces.

This paper examines the roots, types, and effects of microaggressions in the workplace and discusses implications for adult educators who work in a domestic and transnational context. In a domestic context, the literature describes microaggressions as being based on differences in race, gender, sexual orientation, culture, and professional role, which can negatively impact the work and welfare of adult educators. There is little consideration of the transnational work context, but the current scholarship points to difficulties in history and power differentials as being roots of microaggressions. Future directions are discussed that aim to re-shift the workplace culture to one of respect and inclusion for adult educators.

This article explores the nuances of applying Actor-Network Theory (ANT) to autoethnography. The authors argue that ANT-informed autoethnography may broaden the understanding of how social and material networks are interrelated and can influence research. Two divergent autoethnographic vignettes are analyzed to illustrate how ANT-informed autoethnography may differ from other forms of autoethnography. ANT-informed autoethnography may be helpful when researchers wish to understand better the diverse political, social, and economic interactions and knowledge among actors and then offer insight into how these engagements affect our lifeworlds. The paper concludes with implications and recommendations for autoethnographers who utilize ANT in their research. [ABSTRACT FROM AUTHOR]

This paper dives into the complicated work of publishing while working on a doctoral dissertation. Although the author recognizes the dissertation as being a capstone synthesis of a multi-year endeavor, there can be some educational and social benefits to engaging with a publication process. A few key benefits include, but are not limited to, scholarly feedback on ideas, a strengthened writing portfolio and skills, a better position to receive awards, and an expansion of networking opportunities. The author reaffirms existing literature that points out that through publishing work, the doctoral identity shifts from that of being a student to becoming a scholar.

Through this article, we assert that given the individual-oriented literature on identity, and the fact that workplaces are increasingly becoming globalized, collective identities might struggle and run up against dominant, individualistic forms of identity-formation. This struggle may have serious implications for workplace practices, including workplace learning. Through our reflective analysis on various identity-formation theories, we argue for a reconfiguration of workplaces and workplace learning to consider collective perspectives on identity-formation so that work can be more relevant and responsive to the plural needs of workers. Such a move may create a workspace that validates and values workers' identity-differences.

Copyright of Treaties & Documents / Razprave in Gradivo is the property of Institut za Narodnostna Vprasanja 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 Comparative & International Education is the property of Canadian & International 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.)

Copyright of Canadian Journal for the Study of Adult Education is the property of Canadian Journal for the Study of Adult 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.)

Copyright of Comparative & International Education is the property of Canadian & International 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.)

Faculty members in higher education who move to new cities or provinces often bring their families with them, and this can have both a positive and negative effect on the retention and job satisfaction of faculty. Educational policy makers can play a role in supporting faculty by supporting their trailing spouses, through policies informing careers, skills, and community engagement. This paper explores existing literature focusing on academic trailing spouses, conducts a content analysis of three Canadian universities that relates to support for trailing spouses, and suggests some recommendations. We pay particular attention to the use of inclusive language in these policies, as the changing nature of family systems requires further consideration of diverse needs and experiences. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal for the Study of Adult Education is the property of Canadian Journal for the Study of Adult 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.)