New Issue of in education, 22(2)


ineducation-cover-22-2in education has just published its latest issue “[Power and Identity] in education” at This is a special pilot issue featuring the work of U of R Faculty of Education graduate students who engaged in an open peer review process. 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,

Patrick Lewis, Editor-in-Chief
Shuana Niessen, Managing Editor, in education

in education
Vol 22, No 2 (2016): Autumn 2016 [Power and Identity] in education
Table of Contents


Editorial (1-2)
Andrea Sterzuk


“I’m Still Angry!” A Korean Student’s Self-Negotiation in her
Canadian Classroom (3-19)
Jennifer Burton
Becoming Unsettled Again and Again: Thinking With/in and Against
Autobiographical Writing (20-38)
Audrey Aamodt
My Junglee Story Matters: Autoethnography and Language Planning and Policy
Rubina Khanam
Empowering Students in the Trauma-Informed Classroom Through Expressive Arts
Therapy (55-71)
Miranda Field
Standpoint Theory in Professional Development: Examining Former Refugee
Education in Canada (72-86)
Vanessa Braun
Power, Identity, and the Construction of Knowledge in Education (87-97)
Lana J. Vindevoghel

Book Reviews

A Review of Settler Identity and Colonialism in 21st Century Canada , by
Emma Battell Lowman and Adam J. Barker (98-100)
Shana Graham
A Review of Critical Mathematics Education: Theory, Praxis, and Reality
Jeremy Sundeen

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