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 1 (March 2020): The Greening of Schools

This issue would look at environmental education and leadership around greener schools design and practice. Possible topics include outdoor education, hands-on environmental learning, and actual environmental education programs, including how climate change is being taught. There are also issues of “greener” school design (both in terms of energy-use reduction and in making a stronger connection with nature) and “eco-certification” of schools. This would also be a good opportunity to showcase Indigenous education programs that are teaching traditional connections to and on the land.

Deadline for queries: September 1, 2019

ISSUE 2 (may 2020): Education and the Skilled Trades

With fewer youth learning the skills required to replace an aging generation of soon-to-be-retired tradespeople, critical shortages in skilled trades workers is on the horizon while these careers grow more complex. As automation, instrumentation, electronics and new energy systems become ubiquitous in our lives, many of the traditional trades such as construction, transportation and manufacturing are now intertwined with the technology and thus require new, more sophisticated skills. Despite the fact that skilled trades provide steady, well-compensated employment, there remains a deeply entrenched perception that pursuing a trade is a secondary career path far less desirable than attending university—even as increasing numbers of university grads find themselves struggling with precarious employment. In this issue, Education Canada looks at the role our public schools do, could, and/or should play in exposing students to these career pathways, preparing them for future labour market needs, and facilitating their transition to trades training. Are students given adequate experiential learning opportunities to consider trades, adequate opportunity to learn about them, and adequate support in negotiating entry to post-secondary programs and apprenticeships that will take them there? How can we shift the narrative, counter the stigma and articulate the value of skilled trades to youth and their parents? How does our education system embrace the multiple roles of fostering the skills and knowledge students require to become informed, active, citizens of the world, and also preparing them to meet the workforce needs of tomorrow?

Deadline for queries: November 15, 2019

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): Moving Forward in the COVID-19 Era

For the December 2020 issue, we are looking for relevant and timely ways to support school staff as they grapple with continuing and emerging challenges around education during (and after) the COVID-19 pandemic, and to reflect on what has been learned so far. We welcome article proposals that offer analysis of the challenges 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 new challenges in education. Lessons learned internationally from the experiences of other jurisdictions, strategies to support the emotional strain on staff, students and their families, and thoughtful views on how this could or should lead to long term changes in the way we “do education,” might all find a place in this issue.

Deadline for queries: May 20, 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 1, 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