Category: Published work

Autumn 2022 issue of [in education] now available

Our Autumn 2022 regular issue of [in education] is now available! A special issue will be published soon.

»Syrian Newcomer Students’ Feelings and Attitudes Regarding Their Education in Canada by Mohamad Ayoub & George Zhou pp. 2-22
»Practice-Based Research Policy in the Light of Indigenous Methodologies: The EU and Swedish Education by Eva Lindgren & Kristina Sehlin MacNeil pp. 23-38
»Confronting Partial Knowledge Through a Pedagogy of Discomfort: Notes on Anti-Oppressive Teaching by Michael Cappello & Claire Kreuger pp. 39-59
»Feminist Resistance Through the Lense of Everyday Lived Experiences of Young Women in India by Nabila Kazmi (she/her) pp. 60-76
»Overcoming the Challenges of Family Day Home Educators: A Family Ecological Theory Approach by Laura Woodman pp. 77-93

Read the issue at

New book | Leading With Feminst Care Ethics in Higher Education

Congratulations to Dr. Christie Schultz on her new book: Leading With Feminist Care Ethics in Higher Education: Experiences, Practices, and Possibilities.
Christie Schultz is dean of the Centre for Continuing Education and associate professor in the Faculty of Education at the University of Regina, Canada. She is a scholar of leadership in higher education, care ethics in leadership, and qualitative research methodologies—especially narrative inquiry.

New open access book published | Emily Ashton

Dr. Emily Ashton has published a new open access book: Anthropocene Childhoods Speculative Fiction, Racialization, and Climate Crisis
This open access book brings together the disciplines of childhood studies, literary studies, and the environmental humanities to focus on the figure of the child as it appears in popular culture and theory. Drawing on theoretical works by Clare Colebrook, Elizabeth Povinelli, Kathryn Yusoff, Donna Haraway and Bruno Latour the book offers creative readings of sci-fi novels, short stories and films including Frankenstein, Handmaid’s Tale, The Girl with All the Gifts, Beasts of the Southern Wild, and The Broken Earth trilogy. Emily Ashton raises important questions about the theorization of child development, the ontology of children, racialization and parenting and care, and how those intersect with questions of colonialism, climate, and indigeneity. The book contributes to the growing scholarship within childhood studies that is reconceptualizing the child within the Anthropocene era and argues for child-climate futures that renounce white supremacy and support Black and Indigenous futurities.

New book reconceptualizing science education

New Book! Congratulations to Dr. Jesse Bazzul and co-editors on their new open-access book titled, Reimagining Science Education in the Anthropocene” with chapters by #UREdu‘s Dr. Xia Ji, “‘Trees Don’t Sing!…Eagle Feather Has no Power!’—Be Wary of the Potential Numbing Effects of School Science”; Miranda Field, “Decolonizing Healing Through Indigenous Ways of Knowing”; and Dr. Jesse Bazzul (co-author), “A Feral Atlas for the Anthropocene: An Interview with Anna L. Tsing.”

Part of the Palgrave Studies in Education and the Environment book series (PSEE)

Editors Maria F. G. Wallace; Jesse Bazzul; Marc Higgins; Sara Tolbert

This book:
“Reconceptualizes science education in ways that center the concerns and interests of marginalized people.”

“Encourages multimodality in expression, including the use of pictures, graphics, multimedia, and different genres of writing.”

Download at

New book: L’enseignement des traités en français

Congratulations to the Editors (alum) Lace Brogden (StFX) Andrea Sterzuk (UofR Education) and James Daschuk (UofR) on a new book L’enseignement des traités en français & to #UREdu faculty, students & alum chapter authors: Heather Phipps, Anna-Leah King, Michael Cappello, Claire Kreuger, Carrie Vany, Naomi Fortier-Fréçon, Leia Laing, Margo Campbell, and Sylvia Smith.

“Conçu pour appuyer l’enseignement des traités, cet ouvrage, orienté vers les enseignants en formation initiale et continue, met en valeur des approches pédagogiques et des apports théoriques ancrés dans le vouloir de veiller à la décolonisation. Ainsi, ce livre cherche à expliciter en quoi les pédagogues sont agents de changements et encourage l’adoption d’une approche proactive et anti-oppressive dans une pédagogie au service de l’appel à l’action no 62 de la Commission de vérité et de réconciliation du Canada (2015). Ainsi, les chapitres du livre adoptent une approche réfléchie, ayant pour but de préconiser une philosophie de l’enseignement qui dessert la population estudiantine, autant autochtone que non autochtone…” Read more

Book Launch – Save the date!

Save the date for the book launch of Decolonisation as Democratisation, edited by Siseko H. Kumalo,  which will be hosted virtually on Zoom, March 5, 2021 at 10:00 a.m.

Chapter contributor #UREdu’s Fatima Pirbhai Illich will be the joined by panelists, Siseko Kumalo (Ed.), Björn Freter, Frances Martin, Yvette Freter, and Ulrike Kistner.

Register in advance for this webinar:
After registering, you will receive a confirmation email containing information about joining the webinar

Click this link to download the poster

2020 Emerald Literati Award – recommended paper

Dr. Pamela Osmond-Johnson is the Associate Dean of Student Services and Undergraduate Programs

Dr. Pamela Osmond-Johnson’s article, ‘Becoming a Teacher Leader: Building Social Capital through Gradual Release’ has been selected as a Highly Commended Paper in the 2020 Emerald Literati Awards. Read the paper at