This article examines the evolving nature of how race and difference are represented in creative applied theatre work in classroom and community-based settings. The author uses several examples of performances and workshops she's attended to ask important questions that point to the tensions percolating in our discipline around who gets to tell a…

This article reports on findings from a qualitative research study investigating ways to support learners from populations who have been historically underserved by the Nova Scotia education system, particularly African Nova Scotian and Mi'kmaq learners, and learners who experience poverty. Working with middle school teachers located in rural…

This article focuses on the speculative practice of "study" in relation to movement pedagogies in early childhood physical education. Bringing the concept in conversation with movement pedagogies, we work to unsettle universalized approaches to early childhood physical education. We orient toward movement pedagogies that refuse the…

Reading aloud to children is a ubiquitous practice in early childhood settings. While there are many recommendations for how educators should conduct these experiences, little research in the past decade has examined how read-alouds are actually accomplished. Using anthropological and sociological theories of learning, literacy and research, our…

Building durable peace through education requires addressing the gender ideologies and hierarchies that encourage both direct physical aggression and indirect harm through marginalization and exploitation. Although formal education systems are shaped by gendered patterns of social conflict, enmity, and inequity, schools can help young people to…

At present there is a small, albeit growing, body of literature on pedagogical strategies and reflections which addresses the ways educators attempt to challenge the effects of neoliberalism on higher education. In this article, we reflect upon our pedagogical practices in higher education in this moment of neoliberal transformation wherein, as…

Explored how the discourse of child-centered pedagogy both shapes and limits how teachers talk about issues of social difference in their teaching practice through the experiences of four inner-city elementary school teachers in Canada. Considers the concept of the child as a unique individual and the teacher as a neutral change agent in relation…