Authors:Marianne Jacquet Abstract: Cet article aborde l’expérience d’étudiant.e.s d’origine immigrante (ÉOI) inscrit.e.s à un nouveau cours pilote qui vise à soutenir leur insertion socioprofessionnelle en enseignement en Alberta. Ce cours a été développé et enseigné en collaboration avec deux enseignantes d’expérience d’origine immigrante exerçant dans différents contextes scolaires en Alberta. Il s’articule conjointement à la pratique réflexive et la décentration interculturelle au moyen d’observations participantes dans les écoles ainsi qu’aux exigences d’équité, de diversité et d’inclusivité. Les données qualitatives recueillies au moyen d’un sondage volontaire auprès des étudiant.es et d’échantillon de leur travail final témoignent d’une expérience positive dans ce cours. Les ÉOI ont particulièrement apprécié d’être confrontés au réel dans les écoles et de bénéficier de l’expertise complémentaire et ancrée de l’équipe enseignante. Enfin, la pratique réflexive et de décentration interculturelle a été un exercice novateur pour les ÉOI facilitant le passage d’un monde à l’autre, quoique plusieurs contraintes en limite son exercice. PubDate: 2025-06-08 DOI: 10.5206/cie-eci.v54i1.21125 Issue No:Vol. 54, No. 1 (2025)
Authors:Kenneth Gyamerah, Jane Mao , Alice Johnston , Ethan Hodges , Thashika Pillay , Karen Pashby , Alana Butler Abstract: This study explores how the HEADSUP framework can help STEM teachers integrate anti-oppressive and critical social justice frameworks into their teaching. Using a qualitative case study approach, STEM teachers and students in an Ontario secondary school participated in weekly sessions to learn about utilizing HEADSUP. Data were generated through semi-structured interviews with teachers and observations by the research team. The findings demonstrate the opportunities and challenges of decolonizing STEM education in Canadian schools through critical decolonial frameworks. Interviews with teachers revealed that integrating HEADSUP amplified students' voices and promoted active engagement in STEM classrooms. Teachers also highlighted that the HEADSUP framework helped students connect more fully with the curriculum and encouraged them to explore concepts beyond the STEM curriculum. The findings also show that utilizing anti-oppressive and social justice frameworks in STEM classrooms can be challenging due to constraints imposed by the current provincial curriculum. Implications for policy are discussed. PubDate: 2025-06-08 DOI: 10.5206/cie-eci.v54i1.19989 Issue No:Vol. 54, No. 1 (2025)
Authors:Isaac Garcia Sitton Abstract: This paper examines the immigration policy measures introduced in Canada during the COVID-19 pandemic and analyzes how these measures supported the recruitment and retention of international students. The analysis spans from March 2020, when the pandemic was declared, to December 2022, when most educational institutions began transitioning back to in-person learning. Based on a comprehensive review of policy documents, the study finds federal measures that facilitated the recruitment and retention of international students, including travel regulations, online learning provisions, work-related measures, and pathways to permanent residency. Findings indicate a significant shift in policy-making from reactive to proactive strategies, emphasizing economic recovery as immediate health threats diminished. The pandemic necessitated rapid policy innovation, particularly in online learning and work-related provisions, which may influence future approaches to international education and immigration in Canada. The paper concludes with a discussion on the implications of these policies and recommendations for future research to understand their long-term effects on Canada's international education sector. PubDate: 2025-06-08 Issue No:Vol. 54, No. 1 (2025)
Authors:Andrew M. Robinson, Robert Kwame Ame, James S. Dzisah, Stacey Wilson-Forsberg Abstract: This article reports on an interview-based assessment of the eight-year experience of a North‒South university partnership between a Canadian university and three universities in a Sub-Saharan African country. The partnership concerned an asymmetrical student exchange program whereby southern graduate students traveled north to study while northern undergraduates traveled south to perform international service-learning internships. Unlike conventional partnerships that tend to be hierarchical and one-way, the article finds this partnership demonstrated characteristics of Koehn and Obamba’s (2014) “near symmetrical partnership” in which partners consider the relationship reasonably balanced despite acknowledging enduring power imbalances. The article identifies four factors that appear to have contributed to this near-symmetrical status: the asymmetrical nature of the student exchange program; reliance on thick ties between a small number of key actors, including a boundary spanner; deliberate efforts to counter the imbalance; and positive effects of funder regulations. The conclusion presents recommendations for funders and university partners. PubDate: 2025-06-08 DOI: 10.5206/cie-eci.v54i1.20951 Issue No:Vol. 54, No. 1 (2025)
Authors:Nathalie Chapleau Abstract: Apprendre à lire et à écrire nécessite un enseignement explicite de connaissances et de stratégies. Or, au Sénégal, la formation des enseignants est inégale à cet égard. Dans une perspective de développement professionnel, notre équipe de recherche a mené une enquête au sujet de la formation continue en littératie. Conséquemment, une étude de cas rapportant les propos de deux enseignants œuvrant au primaire à Dakar nous a amenés à discuter des besoins de ces enseignants pour mieux guider leurs pratiques selon les composantes du modèle interconnecté du développement professionnel. PubDate: 2025-06-08 DOI: 10.5206/cie-eci.v54i1.23092 Issue No:Vol. 54, No. 1 (2025)
Open Access journal
[18 journals]
