Autumn 2018 issue of in education is now available. Click on the Table of Contents to go to the online journal and review articles of interest.
The spring issue of Education News is now available. Click image to download your copy.
Or download low resolution by clicking here: EdNewsSpring2018finalweb
Hot off the press, Dissident Knowledge in Higher Education, edited by Drs. Marc Spooner and James McNinch, pulls together the papers and discussions presented at the Public Engagement and the Politics of Evidence pre-symposium (2014-2015) and symposium (July, 2015) hosted by the University of Regina. Along with the preface and introduction by Marc Spooner and James McNinch, Dissident Knowledge includes a foreward by Leonardo Zeus, and chapters by Noam Chomsky, Linda Tuhiwai Smith, Yvonna Lincoln, Norman Denzin, Michelle Fine, Budd Hall, Patti Lather, Marie Battiste, Eve Tuck, Sandy Grande, Rosalind Gill, Joel Westheimer, Christopher Meyers and Peter McLaren, which “delve into the effects of colonialism, neoliberalism, and audit culture on higher education” and offer “promising avenues of resistance” (University of Regina Press).
Dr. Marc Spooner and Dr. James McNinch will be hosting a book launch
Sunday, May 27th 3:00 – 4:30 pm
Place: Booth #22, Congress Book Expo, Centre for Kinesiology, University of Regina
All our welcome
“Fueling the current onslaught on higher education is the perfect storm of neoliberalism at its apex, totalitarianism on the rise, and enduring legacies of colonialism, white supremacy, heteropatriarchy, and imperialism. Education has never been guarded from such forces, but nor has it ever been free of contestation, and higher education in particular has long perpetuated injustice even as it seeded revolutions. Such is the searing analysis and nurturing of hope offered by an all-star collection of scholars.” – Kevin Kumashiro, author of Bad Teacher!: How Blaming Teachers Distorts the Bigger Picture
“[A] rich examination of the impact of corporatization of our universities, as well as how they can be reclaimed.” – James Turk, editor of Academic Freedom in Conflict
“This book maps the path toward a university based on ethics and justice rather than corporate needs. It reaches anyone who wants to understand the social, political, and economic trends that define our times.” – William Ayers, author of Teaching with Conscience in an Imperfect World
“The space for dissent and democratic debate is quickly shrinking both in public life and academic institutions. This volume helps readers ask critical and conscious questions about what it means to contend for truth.” – Gloria Ladson-Billings, author of The Dreamkeepers
in education has just published its latest issue (23-2) at
in education is a peer-reviewed, open access journal that is based in the
Faculty of Education, University of Regina, in Saskatchewan, Canada. The
journal has been in existence since 1993, but published its first issue as
an online journal in December of 2009. The editorial board invites scholarly
articles and reviews of works that explore ideas in teacher education, as
well as broader and more inclusive discussions in education.
We invite you to review the Table of Contents here and then visit our web
site to review articles and items of interest.
Thanks for the continuing interest in our work,
Val Mulholland, Acting Editor-in-Chief
Patrick Lewis, Editor-in-Chief
Shuana Niessen, Managing Editor, in education
Vol 23, No 2 (2017): Autumn 2017
Table of Contents
Mollenhauer’s Representation: The Role of Preservice Teachers in the Practices of Upbringing (pp. 3-24)
Andrew Foran, Daniel B. Robinson
Story as a Means of Engaging Public Educators and Indigenous Students (pp. 25-42)
Patterns in Contemporary Canadian Picture Books: Radical Change in Action (pp. 43-70)
Beverley Brenna, Shuwen Sun, Yina Liu
Early Career Teachers’ Evolving Content-Area Literacy Practices (pp. 71-86)
Anne Murray-Orr, Jennifer Mitton-Kukner
A Review of The Way of the Teacher: A Path for Personal Growth and Professional Fulfillment by Sandra Finney and Jane Thurgood Sagal (pp. 87-88)
Dr. Gale Russell is the author of a new book released in summer entitled Transreform Radical Humanism: A Mathematics and Teaching Philosophy (Sense Publishers).
The book is based upon Gale’s doctoral dissertation in which a methodological collage of auto/ethnography, Gadamerian hermeneutics, and grounded theory was used to analyze a diverse collection of data related to mathematics and the teaching and learning of mathematics. Data consider in the book includes the author’s evolving relationship with mathematics; the philosophies of mathematics; the “math wars”; the achievement gap for Indigenous students in mathematics; some of the lessons learned from ethnomathematics; and risk education (as an emerging topic within mathematics curricula).
Foundational to this analysis is a new theoretical framework proposed and implemented by Gale that encompasses an Indigenous worldview and the Traditional Western worldview, acting as a pair of voices (and lenses) that speak to the points of tension, conflict, and possibility found throughout the data. The analysis of the data sets results in the emergence of a new theory, the “Transreform Approach” to the teaching and learning of mathematics, as well as the transreform radical humanistic philosophy of mathematics and teaching.
Within the book mathematics, the teaching and learning of mathematics, hegemony, and the valuing of different kinds of knowledge and ways of knowing collide, sometimes merge, and most frequently become transformed in ways that hold promise for students, teachers, society, and even mathematics itself. Throughout, the incommensurability of the two worldviews is challenged, and new possibilities emerge. It is hoped that readers will not just read this work, but engage with it, exploring the kinds of knowledge and ways of knowing that they value within mathematics and the teaching and learning of mathematics and why.
The Shattering the Silence: The Hidden History of Indian Residential Schools in Saskatchewan ebook is a Project of Heart Saskatchewan resource for teachers published by the Faculty of Education, University of Regina.
This book extracts, reorganizes, and compiles the school-specific Saskatchewan elements of the NCTR reports and archived school files as well as incorporating other research and former student accounts that have been recorded and published online. It is an informative and accessible resource for teaching and learning about Indian residential schools in Saskatchewan.
Follow the link to DOWNLOAD YOUR FREE COPY of Shattering the Silence: The Hidden History of Indian Residential Schools in Saskatchewan
Dr. Pamela Osmond-Johnson is a co-author for a new book that has been released today entitled Empowered Educators in Canada: How High-Performing Systems Shape Teaching Quality. It is currently the number one book in Hot New Releases in Education Theory/Administration on Amazon.ca
“Empowered Educators in Canada is one volume in a series that explores how high-performing educational systems from around the world achieve strong results. The anchor book, Empowered Educators: How High-Performing Systems Shape Teaching Quality Around the World, is written by Linda Darling-Hammond and colleagues, with contributions from the authors of this volume.
Empowered Educators in Canada details the core commonalities that exist across Canada with special emphasis on the localized nature of the systems—a hallmark of Canadian education. Canada boasts a highly educated population, and the provinces/territories truly value education as evidenced by the significant proportion of public funds allocated to schooling” Read more