This article explores the unexpected discovery of a significant divergence between the strong feelings of safety and belonging reported in a school and neighborhood safety survey, and the discursive, contradictory, and complex narratives about safety revealed by students' storytelling through theater and narratives shared with researchers in a…

Through exploration of Black Caribbean youths' feelings of unbelonging and exclusion in Ontario schools, this paper argues that how Whiteness is systemically engrained in the education system negatively affects the learning experiences of Black youth due to predetermined measures of belonging. The present article draws on data from 32 qualitative…

Longstanding impressions of children as innocent to human frailty, alongside the emphasis on efficiency and management in schools, play undeniable roles in the way teachers engage with children experiencing death and illness. This paper draws from a larger study of 116 written childhood memories from prospective teachers and practitioners enrolled…

Children with LGBTQ + parents often have to navigate a complex and shifting set of circumstances related to heteronormativity, transphobia, and anxieties about the erosion of the "natural" family. The children of these families become pedagogs, teaching others about the dynamics of gender and sexuality in their kinship structures, and…

"Youth" remains a symbolic source of investment in society at large: both perceived as a social problem in need of remediation, and seen as a potential source of social change, leading generational renewal. Contemporary youth culture literature is often still bifurcated between analyses of the ways that young people are disempowered by…

Susan Jagger is an assistant professor in the School of Early Childhood Studies at Ryerson University, Toronto, Canada. Her research interests include: environmental education, learning gardens, community mapping, post structuralism and deconstruction, children's participation, and arts-based research approaches. In this article she describes the…

This article embraces the developing discourse around Deaf and disability art and uses it to recognize and discuss the art produced out of Project Re·Vision's (Re·Vision) arts-based research workshops--multimedia storytelling workshops and theater workshops with D/deaf and disabled people--and think through the role these workshops played in the…

In this article the author expresses a concern that teacher educators are sending teacher candidates ill-prepared into their classrooms to navigate diversity and to open controversial issues in their own classes. The author calls for the increased inclusion of critical theories in teacher education as an important move, especially when neoliberal…

For some time, the word "diversity" has been used to convey to members of Western societies that they live in a social climate of openness and welcome. Diversity might refer to any number of social identities or categories, and often is twinned with the phrase social equity to signal its attachment to a progressive agenda. In this…

Few studies compare educational programming designed on principles of inclusive pedagogy and feminist practice for both girls and boys. Broadly defined, inclusive pedagogy refers to theory and practice in education that is adaptable and responsive to the intersections of difference (class, race, culture, gender, sexuality, ability) and aims to…

This article details the authors' research focusing on the perceptions of Brock University students in relation to the namesake of Major-General Sir Isaac Brock. They discuss militarism in education and detail the use of everyday life theory and semiotic analysis, the latter as theory and methodology. They explore their findings which focus on the…

This article offers an analysis of the significance of public pedagogy for how community-based organizations that provide prevention, support, and educational services to people infected and affected by HIV/AIDS operate. The article reports on a case study analysis of a local AIDS service organization (ASO) in a small town in Ontario, Canada. The…

In this article the authors explore a Canadian example of how the language of innovation reproduces discourses of neoliberalism in postsecondary education policy documents. How innovation is defined and used in postsecondary education is explored through the analysis of international and regional policy documents. Through their research they ask…

"Idle No More" represents a watershed moment of treaty education, with treaty-related teach-ins, direct actions, and information sharing happening in diverse public spaces across Canada and around the globe. Although unprecedented in scope, depth, and intensity, "Idle No More" rests in a centuries-old continuity of Indigenous…

In late 2013, Canada's national newspaper reported that the implementation of Ontario's "differentiation policy framework" was the province's "boldest step yet to compel universities and colleges to make hard choices about how they spend their resources...a draft policy designed to stretch limited provincial dollars by narrowing…