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I Place You Into the Fire
In Mi'kmaw, three similarly shaped words have drastically different meanings: kesalul means "I love you"; kesa'lul means "I hurt you"; and ke'sa'lul means "I put you into the fire." Spoken word artist Rebecca Thomas' first poetry collection is at once a meditation on navigating life and love as a second-generation Residential School survivor, a lesson in unlearning, and a rallying cry for Indigenous justice, empathy, and equality.
200 Years of Grammar
Since 1800, students have spent millions of hours learning English grammar. Students and teachers have toiled at parsing and analysis, dreading the English exam at the end of the year, as debate over the real value of learning grammar has raged. Nowhere have these arguments been as passionate as in the English-speaking colonies of Canada, New Zealand, and Australia. In 200 Years of Grammar, author Dr. Laurence Walker narrates a detailed history of the origins and evolution of grammar education and its relationship to English usage in Canada, New Zealand, and Australia. Walker presents a discussion of grammars educational signi?cance and provides a framework for how the context of the politics surrounding grammar teaching a?ects students and teachers. O?ering many applicable examples, 200 Years of Grammar gives insight into the issues with which English teachers around the world have grappled for years. It provides teachers, students, and those interested in the English language with an engaging history of grammar education from the introduction of state curriculum through to the twenty-?rst century.
The Attack on Nova Scotia Schools
Nova Scotia's public schools and their students have faced dramatic conflict and drastic change over the past 25 years. While critics charge that schools are failing kids, teachers have been under attack from think tanks and politicians. Parents and citizens have seen power centralized after democratically-elected school boards were abolished. Grant Frost offers an insider's account of these tumultuous years and offers an explanation for the turmoil. Behind the conflict he discovers right-wing think tanks that relentlessly seek to discredit public education and teachers while pushing for changes that would benefit corporations who want willing workers. The think tanks are also promoters of the charter school movement that continues to gain ground in the US and that is promoted as a better option than public schools. Whether it's Nova Scotia's own right-wing think tank or local journalists who readily adopt the cry that our schools are failing, Grant Frost traces the path that he finds has threatened the quality of schooling in Nova Scotia. He sets out the steps for parents, teachers and other citizens to ensure that public education is championed and protected in Nova Scotia.
Implementing school food and nutrition policies
Schools play an important role in promoting healthy diets and good nutrition and can create an enabling environment for children. However, the school food environment is often not conducive to a healthy diet. To address this challenge, and to support Member States in implementing policy measures, as recommended by the Framework for Action from the 2014 Second International Conference on Nutrition, the World Health Organization (WHO) is in the process of developing evidence-informed policy guidelines on the food environment, including school food and nutrition interventions and policies with a focus on five interventions and policies that influence the school food environment. These five include nutrition standards or rules, direct food provision, marketing restrictions, nudging interventions and pricing policies. This review on contextual factors to be considered in the implementation of school food and nutrition policies was prepared as part of the required process for WHO guideline development.
Academic Well-Being of Racialized Students
Canadian universities have an ongoing history of colonialism and racism in this white-settler society. Racialized students (Indigenous, Black and students of colour), who would once have been forbidden from academic spaces and who still feel out of place, must navigate these repressive structures in their educational journeys. Through the genres of essay, art, poetry and photography, this book examines the experiences of and effects on racialized students in the Canadian academy, while exposing academia’s lack of capacity to promote students’ academic well-being. The book emphasizes the crucial connections that racialized students forge, which transform an otherwise hostile environment into a space of intellectual collaboration, community building and transnational kinship relations. Meticulously curated by Dr. Benita Bunjun, this book is a living example of mentorship, reciprocity and resilience.
OECD Territorial Reviews: Canada 2002
OECD's Territorial Review of Canada.
