The two volumes comprising Indian Education in Canada present the first full-length discussion of this important subject since the adoption in 1972 of a new federal policy moving toward Indian control of Indian education.

The two volumes comprising Indian Education in Canada present the first full-length discussion of this important subject since the adoption in 1972 of a new federal policy moving toward Indian control of Indian education.

These memoirs invite the reader to experience the British Columbia that Alex Lord knew. Through his words, we endure the difficulties of travel in this mountainous province.

This book provides a critical analysis of the most significant developments in the college systems in every province and territory since 1895.

A critical ethnography of the Native Education Centre in Vancouver, British Columbia.

Written mainly by First Nations and Metis people, this book examines current issues in First Nations education.

This social and political history of the struggle for literacy in rural China shows how China's revolutionary leaders conceived and promoted literacy in the countryside and how villagers made use of the literacy education they were offered.

How the Charter of Rights and Freedoms and other human rights legislation apply to education.

This inspiring volume elaborates a new inclusive vision of a global and national order and articulates new approaches for protecting, healing, and restoring long-oppressed peoples, and for respecting their cultures and languages.

Lively, impassioned and informed, these essays provide insight into the relationship between academic freedom and the inclusive university.

Larry Prochner and Nina Howe reflect the variation within the field by bringing together a multidisciplinary group of experts to address key issues in the field.

Documents the significant gains in recent years in fulfilling this promise of education – the heart of the struggle of Aboriginal peoples to regain control over their lives as communities and nations.

Arguing that too much emphasis is placed on specialized research and too little on teaching, this book contends that students seeking higher education in Canada are being short-changed.

A veteran of university administration considers the effect of remarkable change on the growth and governance of the modern Canadian university.

In an attempt to redress social inequities in the workplace, the authors examine various kinds of training programs and recommend specific policy initiatives to improve access to these programs.

This collection reveals how much institutional change has occurred in the social organization of postsecondary education, and how much more change is required to achieve equitable access and inclusion.

The authors show how an innovative program – an unexpected partnership between an Aboriginal tribal council and the University of Victoria’s School of Child and Youth Care – has strengthened community capacity to design and deliver culturally appropriate programs to support young children’s development.

This innovative account examines the social and political impacts of Chinese teacher's schools in the early 20th century, their role in a society in transition, and their production of grassroots forces that lead to the Communist Revolution.

This volume compares and contrasts foundational myths and highlights the sociopolitical contexts that affect the conditions of citizenship, access to education, and inclusion of diverse cultural knowledge in educational systems.

This book critically examines the commercialization of today’s universities, under increasing economic pressure to develop human capital, science, and technology.

This book explores the history of kindergartens and infant schools in three settler colonies, revealing how discourses and developments in the past have shaped early childhood education in the present.

The first history of educational policy, practice, and decision making in the Eastern Arctic, now Nunavut.

By drawing on Chinese sources and perspectives, this book offers an anti-racist history of the 1922-23 Chinese students’ strike in Victoria and Asian exclusion and racism in British Columbia.

Explores the vision and aspirations of elite Chinese women – home economists – who believed that the birth of modern China should begin in the home.

Canadian historians and educators discuss current debates about history education and historical knowledge to develop an innovative agenda for research and practice in the new millennium.

This book reconceptualizes child and youth care by bringing critical and postmodern perspectives to bear on practices, programs, and policies.

This resource provides complete worked solutions to the questions in the MathWorks 12 Workbook.

Engaging with topics central to scholarly debates on modern China, this book shows that China’s early twentieth-century school system, a product of negotiation and compromise, was more successful than previous scholarship has allowed.

Queer students speak out in a book that seeks to address the problem of homophobic bullying in schools.

Native women share their knowledge and insights about leadership at the community level.

An impassioned argument for Aboriginal education and critical engagement with Indigenous knowledges and traditions.

Retired police sergeant Ernie Louttit shares stories from the streets of Saskatoon, struggling to bring justice to communities where the lines between criminal and victim often blurred.

This book presents a case study of an academic conference where various actors sought to circumscribe the exploration of a controversial idea – the one-state model for Israel and Palestine – and it throws into stark relief the vulnerability and importance of academic freedom.

Leading Canadian experts discuss when – and if – sociologists should intervene in public debates and engage in social activism.

A timely assessment of a successful initiative to support Aboriginal cultural ways and worldviews in one Ontario high school.

This book illustrates how to connect students to the natural world and encourage them to care about a more sustainable, ecologically secure planet.

Drawing on Nehinuw (Cree) educational concepts, this book provides a new theoretical and practical model for teaching Indigenous students.

Retired Police Sergeant Ernie Louttit heads back to the streets in his second book, giving readers a rare glimpse of the realities a street cop faces dealing with prostitutes, street gangs, drunk drivers, and other offenders.

This practical, easy-to-read guide shows you how to master the critical skills needed for school, work, and life.

This comprehensive guide offers real-life answers to real-life questions about British Columbia’s school system.

So They Want Us to Learn French examines how and why Canadians both embraced and virulently opposed the ideal of personal bilingualism over the past fifty years, detailing and analyzing the strategies that social movements on both sides used to advance their goals.

Moving beyond the more familiar stories of residential schools, two generations of Tsimshian students recall their experiences attending day and public schools in northwestern British Columbia.

This vibrant examination of the museum’s role as contemporary narrator of our past reveals that our perceptions of history and ourselves are shaped as much by how a museum presents information as by what information it presents.

The first book of its kind in North America, this collection of original works promises to transform the future of social work education by equipping scholars and students with a new appreciation of queer strengths and experiences.

An inspirational account of how a group of pre-service teachers, working alongside Indigenous wisdom keepers in British Columbia, developed an indigenist approach to education that can be applied in a wide variety of classrooms.

Challenging the myth of equity in higher education, this is the first comprehensive, data-based study of racialized and Indigenous faculty members’ experiences in Canadian universities.

Am I Safe Here? treats LGBTQ students as the experts in their own schools, revealing that, to achieve safety and equity, nothing less than a total culture change is needed.