Call For Authors

Discover the themes we're exploring this year

Got an article idea? We welcome queries and would like to see academics, researchers, education practitioners and students all represented on our pages.

While we are interested in a wide variety of educational issues, in each issue we will run several articles on a theme. Story ideas that are especially appropriate for one of our themes are of particular interest.

 

ISSUE 3 (SEPTEMBER 2020): STRESSED AT SCHOOL  

School is a learning environment, but we need to recognize that it is also a workplace. In this issue, we look at K-12 staff and student stress as being two sides of the same coin. We share the realities of staff burnout through real-life accounts, look at the relationship between staff and student stress, and bring new perspectives and approaches to alleviating stress at school. This theme is an extension of EdCan’s Well at Work initiative and recognizes that stress, anxiety, violence, and bullying negatively impact both staff and students as well as the overall school culture. The rising complexity of student needs, the lack of adequate supports for students with special needs, difficult or abusive relationships (whether peer-to-peer, parent/teacher, principal/teacher, trustee/director, or other), overwhelming expectations, and exposure to trauma all challenge the mental health of the whole school community. Stress and burnout in students and K-12 staff are interconnected, affecting each others’ well-being and teaching effectiveness, and ultimately learning outcomes.

Deadline for queries: February 25, 2020

ISSUE 4 (DECEMBER 2020): EDUCATIONAL EQUITY IN THE COVID-19 Era

For the December 2020 issue, we are looking for relevant and timely ways to support and inspire educators as they grapple with continuing and emerging challenges to equity in education during (and after) the COVID-19 pandemic. The COVID crisis has shone a light on the heightened challenges of students who were already more at risk for marginalization: students with special needs, students in rural and remote locations, students from low-income and single parent households, ESL and newcomer students. We aim to acknowledge the real difficulties as well as explore this opportunity to rethink how we can “do education” in a better way for all  children.

We welcome article proposals that offer analysis of the problems and emerging better practices in this new world of education, and/or offer useful contributions to support educators’ capacity (at all levels of the system) to meet these evolving equity challenges in education. Lessons learned from the experiences of jurisdictions in Canada and internationally, strategies to support the staff, students and their families, innovative and creative solutions that are successfully supporting students with equity challenges to learn and thrive, and thoughtful views on how this could or should lead to long term changes in our system might all find a place in this issue.

Deadline for queries: November 1, 2020

ISSUE 1 (MARCH 2021): EDUCATING WITH THE U.N. SUSTAINABLE DEVELOPMENT GOALS 

Climate change is our most pressing environmental issue, but there is much more to achieving true sustainability. The United Nations’ Sustainable Development Goals (NDGs) lay out 17 action areas aimed at sustaining life (both human and non-human), ending poverty, and achieving social justice. For educators, these goals are relevant to many subjects across the curriculum and offer the potential for real, engaging research and action projects that involve students in working to achieve these goals in their community. In this issue, we explore how school communities can contribute to the SDGs while engaging students solving our most wicked local, regional and global problems.

Deadline for queries: September 20, 2020

ISSUE 2 (MAY 2021): CAREER PATH OR ROUNDABOUT? CONNECTING STUDENTS WITH THEIR POST-HIGH SCHOOL OPTIONS 

Can we envision a future where the “career path” analogy becomes more like a roundabout, where entry into and out of education and work is more fluid and less disruptive, where people routinely cycle in and out of education or training several times over the course of their working life in order to advance careers and/or change jobs? What role does K-12 education play in facilitating student’s access to the information and experience that will help them choose wisely as they begin this journey? Now more than ever, the value of educating students to become thoughtful, curious, well-informed citizens capable of making wise decisions for an increasingly precarious future is clear. However, we also owe it to our youth to prepare them to succeed in a changing and uncertain job market. This issue is about career education in all its forms, with a particular interest in innovative programs and partnerships that offer more flexible and accessible options to K-12 students for learning about and transitioning to work or post-secondary studies — such as work-study terms, dual-credit and micro-credentialing courses, and “career sampler” programs.

Deadline for queries: November 15, 2020

 


Please check out our Contributors’ Guidelines for more information on writing for Education Canada.

Send proposals for English articles to:

Holly Bennett, Editor
Education Canada
60 St. Clair Avenue East, Suite 703
Toronto, ON M4T 1N5
Tel: (705) 745-1419
Email: editor@edcan.ca