Book reviews are a wonderful way to engage with new publications while also providing opportunities for reflection—this while adding a (free) book to your collection, as well as a publication to your CV. It also provides an opportunity to become familiar with different publishers (for the purposes of future publication—namely, our own). We would like to invite you to write a book review for the McGill Journal of Education. We have several books (titles attached) for potential review. You can also request a book from a publisher (check publisher policies), or ask us to request it, in exchange for a book review. I have pasted our guidelines below (which you can also find on our website). A book review is its own art form, as I was reminded of in browsing through our archives. A book review can help its audience decide whether to commit to reading a particular book; the reviewer usefully highlights the book’s strengths as well as identifies its limitations (e.g., Lerona Lewis on youth and language). The act of writing the review can provoke connections, as between theory and practice (e.g., Claudia Mitchell on the significance of ‘coming [back] to theorists’). The review can be written with others and/or on several books to provide a perspective on where we’ve come from and where we are going—or could be going, this through mulling over (and comparing) recent book offerings (e.g., Steve Jordan and Nancy Jackson on educational reform). The reviewer can also bring together “unlikely bedfellows” for the purpose of entering a conversation or provoking one (e.g., Norman Henchey’s thoughts in the 1970s on heady shifts in the terrain of curriculum studies—according to Henchey, should we side with Pinar or with Hirst?). At the MJE, we are open to diverse forms of the book review. We welcome reviews in English or French. If any of the attached 2014 or 2015 books interest you, or you have another one in mind that has been published within the last 2 years, contact me or Managing Editor, Sylvie Wald (email@example.com) and we’ll make a trade—a book for a book review, due in the late summer or early fall…
Faculty: We encourage you to share this message with your graduate students
Graduate students: We encourage you to forward this message to other graduate students, whether at McGill or other universities.
We look forward to hearing from you,
Teresa Strong-Wilson, Dr.
Associate Professor, Department of Integrated Studies in Education
Editor-in-Chief, McGill Journal of Education
Co-President, Canadian Association for Curriculum Studies (CACS)
We invite individuals to write and submit book reviews for publication in the MJE. Reviews should be no longer than 1000 words in length. A good book review does more than summarize, it places the book in a larger context of scholarship. Ideally it describes the value and usefulness that the book might have for scholars, and practitioners. Your review should provide readers with an overview of the book, including basic content and structural organization, the recommended audience and scholarly aim(s) of the book, and how the author situates this work within the larger context of the area or field. The review should provide a critical commentary of the book, assessing its contribution to the field. When reviewing edited volumes, authors should provide a sense of the range of contributions in the collection. The review should be written in a language and style that is accessible to readers across various disciplines. Please cite book details at the start of your review, including: author(s)/editor(s), title, city of publication, publisher, year of publication, number of pages, price, ISBN number, For example:
Wayne Martino, Michael Kehler, & Marcus B. Weaver-Hightower (Eds.). The Problem with Boys’ Education: Beyond the Backlash. New York, NY: Routledge. (2009). 290 pp. $43.95 (paperback). (ISBN 978-1-56023-683-2).
Elementary School Principal: Job Posting Employment Opportunity
The Kwakiutl Band Council is seeking a respected education professional to fill the newly formed role of Elementary School Principal.
It is paramount that the position will strive to communicate and serve the Kwakiutl people in a manner that respects, enhances and promotes the cultural identity and well being of both the individual and community. This will be achieved by gaining cultural awareness and sensitivity, understanding and complying with Kwakiutl cultural policies or statements, ensuring that plans, policies and activities promote the holistic health and well-being of the Kwakiutl people, and articulating and establishing cultural influence expectations in program planning and day-to-day operations.
TO APPLY, please submit a cover letter, salary expectations, resume, and 3 references to Norman Champagne (Band Manager) by Friday, July 31, 2015. Applications can be sent via email to manager@kwakiutl,bc.ca , fax (250-949-6066) or via mail to PO Box 1440, Port Hardy, BC V0N 2PO.
Duties and Responsibilities:
• Leading in the creation of a Kwakiutl specific language and culture program;
• Working with community, teaching staff, Council and administration to guide the development
and implementation of a shared mission, vision, goals, and values to support high levels of learning and achievement for all students in a way that is sensitive to the cultural and traditional teachings of the Kwakiutl;
• Ensuring quality teaching and learning opportunities to support all students learning at a high academic level, including promoting the application of current educational research and cultural knowledge regarding the teaching of literacy and numeracy;
• Developing and sustaining a positive, collaborative culture and climate with staff, parents, extended families, and the community to enhance student achievement and meet the community and Nation’s needs in the education field;
• Working with students and their parents in support of finding and/or providing the best learning experience at a high academic level that is respectful of Kwakiutl specific language and culture;
• Reviewing innovative programs that will meet or exceed the standards of BC’s education system, which has a tendency to minimize or overlook the needs of our Indigenous children;
• Planning and implementing a student and staff recruitment strategy for Kwakiutl’s new school;
• Creating a system and structure(s )for effective instructional supervision to maximize student learning and achievement;
• Building the organizational capacity of the school to support safety, student learning,and achievement;
• Coordinating the development, implementation and monitoring of a school budget, school planning, professional development, and human resource management (teachers, support staff and volunteers);
• Leading school-wide planning and change processes to promote increased student achievement and sustain school growth over time;
• Supervising school staff;
• Committing to learning and maintaining an appropriate understanding of the Kwakiutl First
Nation’s histories, cultures, and government practices;
• Providing reporting to the appropriate agencies; and
• Role modelling behaviour consistent with Professional, Community, and Parental Standards.
Preferred qualifications includes a master’s degree in education administration, curriculum, teaching or a related area (or current enrolment in a program) along with a valid BC teaching certificate or eligibility for membership in the BC College of Teachers or eligibility for certification with the BC Teacher Regulation Branch Certification.
The ability to successfully and periodically undergo an appropriate criminal records review and police record check is required.
Preference will be given to Aboriginal applicants and those with more than 4 years of direct experience in school administration relating to First Nations Education.
In return for your commitment and passion, you will be rewarded with a competitive salary along with an excellent benefit package, which includes:
• Medical, dental and vision coverage;
• Pension plan;
• Extensive vacation-two months off in the summer; and • Relocation assistance (for the right candidate).
Upon joining our team, you will find yourself welcomed into a caring environment that often feels more like a home than a school.
If you share our commitment to providing a high quality academic and Kwakiutl language and cultural elementary program, please apply today!
Elementary School Principal—Job Posting (June 29/15) Page 2
Universities will help reset relations between indigenous and non-indigenous people
Contributed to The Globe and Mail
Published Monday, Jun. 29, 2015
Tim McTiernan is president and vice-chancellor of the University of Ontario Institute of Technology (UOIT) and a member of the board of directors of Universities Canada.
For most of us, Canada Day is time off from work, a red and white cake and fireworks as the sun goes down. Like any birthday celebration, it can be a bit inward-focused; celebrating “us” with barely a nod to the world Canada entered. This year, with the recommendations of the Truth and Reconciliation Commission fresh in our minds, it’s also an opportunity to reflect on the 148-year federation, how we all fit in and who we want to become through reconciliation.
The TRC has given us much to consider. It calls for a reset of the relationship between First Nations and non-indigenous communities. Canadian universities have a key role to play. The TRC specifically calls on educational institutions to engage with indigenous communities and be leaders in reconciliation.
Canada’s universities welcome the call. We’re ready to do more.
Universities Canada, the national organization representing 97 universities across the country, will unveil this week new principles on indigenous education. These principles were developed by university leaders over the past year, to signal our shared commitment to enhancing educational opportunities for indigenous students – from kindergarten to postgraduate studies – and fostering reconciliation across Canada.
Higher education has much to contribute to a renewed relationship between indigenous and non-indigenous people in Canada. The cohabitation of Western and indigenous knowledge on campuses has the power to open a dialogue among cultures, enhance our mutual understanding and make change happen.
There is a moral, social and economic imperative to act. Read More…
Universities Canada principles on Indigenous education
June 29, 2015
Universities Canada represents 97 universities across Canada, which educate more than a million students each year. Indigenous students continue to be underrepresented in Canadian higher education institutions and our universities are committed to do their part to close this education gap, recognizing the urgency of this issue for the country. Closing the gap will strengthen Indigenous communities, allow Indigenous peoples to continue to strive for self-realization, enhance the informed citizenship of Canadians, and contribute to Canada’s long-term economic success and social inclusion.
There are many reasons to close the education gap. A university education is a transformative experience, expanding knowledge, nurturing critical thinking and inspiring new ideas, creativity and innovation. Closing the education gap will benefit not only Indigenous graduates, but their communities and Canada as a whole.
Beyond these social and cultural imperatives, there is also a clear benefit to Canada’s economy. Canada needs more university graduates to meet labour market demands. Indigenous people can help meet this demand. They are a fast-growing segment of the Canadian population, yet only 9.8 percent of Indigenous people in Canada have a university degree, compared to 28 percent of non-Aboriginals. Canada’s universities recognize that tremendous opportunities exist – for Indigenous people and for the country – if we increase access to university education for First Nations, Inuit and Métis. With a university degree, Indigenous people in Canada can earn 60 percent more than their peers with a high school diploma. They experience longer and greater participation in the workforce.
As it continues to advocate for more funding to Indigenous students, Universities Canada and its members are committed to ongoing communication and collaboration with Indigenous communities. Higher education offers great potential for reconciliation and a renewed relationship between Indigenous and non-Indigenous people in Canada. Universities benefit from the presence of Indigenous students and their cultures, making our campuses more open places with wider sources of discovery and knowledge. Mutual respect for different ways of knowing and recognizing the intellectual contributions of Indigenous people is essential to building trust, understanding, and sharing. The cohabitation of Western science and Indigenous knowledge on campuses has the power of opening a dialogue among cultures and enhancing our shared knowledge. Read More…