Call For Authors

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.

2018 THEMES

ISSUE 1: Signals of Change

The EdCan Network’s recent regional consultations asked participants to identify “signals of change” in the world – the early examples of innovations and issues that are either influencing the way we live now, or are likely to in the future –  and look at their relevance/potential for education. The result was an exciting and creative re-imagining of “how we do school.” In this issue, a cross-section of our network contributors – teachers, principals, superintendents, academics and students – explore how emerging big ideas could be creatively applied to education, why it may be important to do so, and the drawbacks or risks that need to be guarded against. From the aging population to micro-credentialing and artificial intelligence, what lies ahead for education?

Deadline for queries: Sept 1, 2017

ISSUE 2: Truth and reconciliation in the schools – how can we move forward?

One of the ten “guiding principles” set out in the Final Report of the T&R Commission of Canada is:

  1. Reconciliation requires sustained public education and dialogue, including youth engagement, about the history and legacy of residential schools, Treaties, and Aboriginal rights, as well as the historical and contemporary contributions of Aboriginal peoples to Canadian society.

It goes on to state,

…education is also the key to reconciliation… Education must remedy the gaps in historical knowledge that perpetuate ignorance and racism. But education for reconciliation must do even more. Survivors told us that Canadians must learn about the history and legacy of residential schools in ways that change both minds and hearts.

From provincial ministries to individual teachers, we all need to be thinking about how we can “Indigenize” education: incorporate respectful, accurate information and experience about Indigenous history, world view, ways of teaching and learning, and contemporary issues into all levels of schooling. But how can teachers, who may know little themselves about Indigenous cultures and issues, teach this material authentically? And what should we do to ensure new curriculum is developed in in accordance with the principles of T&R?

In this issue, we invite explorations of good practice examples, researchers’ insights on how we can “scale up” Indigenized learning, and other articles aimed toward helping schools move forward towards education for reconciliation.

Deadline for queries: Nov 8, 2017

ISSUE 3: PREPARING THE NEXT GENERATION OF TEACHERS

The needs and expectations in today’s classrooms have changed, as has the world we live in. And the learning curve for newly graduated teachers is steeper than ever, leading to high rates of stress. Moreover, recent studies show that many of them leave the profession in the first five years. In this issue, we take a critical look at how we prepare teachers for their first years of teaching, and how we support them during their induction into the profession.

With the rapid development of technologies and new pedagogical approaches, have universities truly entered the modern era and adapted their environment and teaching strategies to meet the demands of the 21st century? Are these university courses providing inspiring examples of the interactive learning environments we expect teachers to provide? And what happens to young graduates when they enter the labour market? We are looking for leading edge examples of how faculties are adjusting their training program to meet today’s demands, and successful new teacher mentorship and other support programs that assist in their transition and retention. We also welcome the voices of recent graduates reflecting on their experience.

Deadline for queries: February 28, 2018

ISSUE 4: TEACHING CITIZENSHIP IN THE DIGITAL AGE

In this age of “alternative facts,” “fake news,” and personalized news feeds, the consequences that can happen when democracies fail to educate their people to be active, informed citizens – critical thinkers who know how to discern fact from fiction and are able to consider issues globally and long-term as well as personally and immediate – are suddenly all too apparent. So how can schools teach students to look and think deeply in a world where news comes prescreened to one’s taste? How do we equip students to be active but careful and ethical users and consumers of digital media, in the context of political issues and action? How can civic education become a dynamic, engaging component of schooling rather than a dusty token effort? The theme encompasses, but goes beyond digital citizenship and critical thinking, extending to the challenge of educating students who are prepared to engage responsibly with the complex issues facing us.

Deadline for queries: May 23, 2018

2019 ISSUE 1: making the grade

What do grades measure, what is their purpose, and how accurate are they really? The value, purpose and methodology of grading continues to be a subject for debate. On the one hand, we have a recent decision by the Quebec Ministry of Education to prohibit the practice of “rounding up” a near-passing grade to allow students to meet the threshold of success. On the other, some experts point out that grading inevitably has a subjective component and a substantial margin of error. So what is the real difference between a 58 and a 60 percent? Is it fair to incorporate the student’s behaviour in an evaluation of learning? What impact does an emphasis on grades and summative evaluations have on both students’ and teachers’ attitudes, and on actual learning? And on the other hand, what it the effect of leveling from the bottom or “no fail” policies? Could/should student self-assessment play a role in the mix? A critical look at our current learning assessment process, in Canada and internationally.

Deadline for queries: Sept 7, 2018


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