Centre de recherche interuniversitaire sur la formation et la profession enseignante (CRIFPE)
Le CRIFPE est le seul centre de recherche qui se consacre à l’étude de la formation et de la profession enseignante. Centre interuniversitaire et multidisciplinaire, le CRIFPE comprend actuellement plus de 700 membres : 124 chercheurs, 41 chercheurs internationaux, plus de 500 étudiants à la maîtrise et au doctorat. Les membres du CRIFPE appartiennent aux principales disciplines des sciences sociales et humaines appliquées à l’étude de l’éducation et proviennent de quelques 40 universités.
WERA ANNOUNCES THE LAUNCH OF FIVE NEW INTERNATIONAL RESEARCH NETWORKS (IRNs)
The World Education Research Association (WERA) has announced the launch of five new International Research Networks (IRNs). Created in 2010, WERA’s IRN initiative brings together global teams of researchers through virtual communication and other channels to collaborate in specific areas of international importance. The five new networks join the current IRNs contributing to the vision of WERA. The purpose of IRNs is to synthesize knowledge, examine the state of research, and stimulate collaborations or otherwise identify promising directions in research areas of worldwide significance. IRNs are expected to produce substantive reports that integrate the state of the knowledge worldwide and set forth promising research directions.
The five new IRNs will prove to be valuable additions to WERA’s growing body of international research networks. WERA is excited to see these newly formed IRNs enrich the field of education research and lead to worthwhile collaborations among scholars with shared research interests all over the world. International collaboration in education research brings much added value to the field. WERA looks forward to these networks connecting scholars on issues of international significance, while also serving as an important model for international research collaboration.
THE FIVE NEW IRNs INCLUDE:
Title: Building Resilience of tertiary education institutions in Africa to tackle COVID-19 and future epidemics: A multidisciplinary research network
Convener/Co-Convener: Paulette Ekejiuba; Lilian Salami; Friday Okonofua; Kingsley Ukaoha; Loretta Ntoimo; Eric Arthur; Alexander Delamou; Sanni Yaya; Joseph Balogun; Kunle Odunsi & Anne Wallis
Title: Globalization and teacher education in the BRICS countries: The positioning of research and practice, promotion of integration of university – school systems
Convener/Co-Convener: Roza Valeeva; Ian Menter & Martha Prata-Linhares
Title: Promoting and Supporting Children’s Agency and Participation in Early Education and Care: During the COVID Pandemic and Beyond
Convener/Co-Convener: Gisselle Tur Porres; Maximus Monaheng Sefotho; Nicola Wills-Espinosa
Title: Research-Informed Education
Convener/Co-Convener: Jana Groß Ophoff & Chris Brown
Title: World School Leadership Study (WSLS): Research and Monitoring of School Leaders’ Profession
Convener/Co-Convener: Stephan Gerhard Huber; Joanna Madalinska-Michalak; Helene Ärlestig; Michael Johanek; Paulo Volante Beach; Karanam Pushpanadham; Haiyan Qian; David Gurr & Lucy A. Wakiaga
For further details on the five new IRNs, including contact information for network conveners, visit the WERA website at https://www.weraonline.org/page/IRNsMaster.
Founded in 2009, WERA is an association of national, regional, international, and specialty research associations dedicated to advancing education research as a scientific and scholarly field. WERA’s initiatives are global in nature, transcending what any single association can accomplish in its own country, region, or area of specialization.
For further information on WERA and its programs, please visit the WERA Website.
News from Statistics Canada
Education Indicators in Canada
Number and proportion of full-time teaching staff at Canadian universities by academic rank and sex, 1970/1971 to 2019/2020
|Join us for a WERA ERAS Joint Online Seminar|
|Over the past year, COVID-19 has disrupted the educational landscape, reminding us of the urgent need for educational change. In this webinar, our panel of speakers will discuss some of these issues such as equitable education, public investments, and the importance of school leaders and teachers in the post-pandemic educational landscape. Our three speakers are leading global voices in educational change –Andy Hargreaves, Pasi Sahlberg and Pak Tee Ng. The webinar will be moderated by Beatriz Pont, a Senior Analyst at the OECD.|
|Click here to register|
Historical Studies in Education / Revue d’histoire de l’éducation editor Jason Ellis invites you to visit the link above to check out the following articles and reviews:
Jeremy Istead, Catherine Carstairs, Kathryn L. Hughes, Before #MeToo: The Fight against Sexual Harassment at Ontario Universities, 1979 –1994
Natalie Cross, Thomas Peace, “My Own Old English Friends”: Networking Anglican Settler Colonialism at the Shingwauk Home, Huron College, and Western University
Hannah Lindsay Rudderham, The “Educational Laboratory”: American Educators Visit Soviet Schools, 1925 –1929
Joshua C. Blank, Thrifty Trustees, Curriculum Clashes, and Gender Disparities: Late Nineteenth- and Early Twentieth-Century Barriers in Education in Rural Renfrew County
Rosa Bruno-Jofré, The Sisters of Our Lady of the Missions: From Ultramontane Origins to a New Cosmology | M. C. Havey
rosalind hampton, Black Racialization and Resistance at an Elite University | Natasha Henry
Sarah Glassford and Amy Shaw, eds., Making the Best of It: Women and Girls of Canada and Newfoundland During the Second World War | Jane Nicholas
David Franklin Mitch and Gabriele Cappelli, Globalization and the Rise of Mass Education | Yotam Ronen
Stephen Jackson, Religious Education and the Anglo-World: The Impact of Empire, Britishness, and Decolonization in Australia, Canada, and New Zealand | Brian Titley
Xavier Riondet, L’expérience Vrocho à Nice. Controverses et résistances du quotidien au cœur de l’évolution des normes | Fabien Groeninger
Stéphane Lévesque et Jean-Philippe Croteau, L’avenir du passé. Identité, mémoire et récits de la jeunesse québécoise et franco-ontarienne | Alexandre Lanoix
Sébastien Lecompte-Ducharme, Apprendre à lire autrement. Une histoire de la méthode dynamique des filles de la Charité du Sacré-Cœur de Jésus, 1942–2002 | Dominique Laperle
ABOUT THE PRESENTERS
Karen Mundy is a Professor of Education Leadership and Policy at the Ontario Institute for Studies in Education, University of Toronto (OISE/UT). An expert on educational reform in lower-income countries, she is also an advocate and parent committed to improving educational equity in Canadian schools. She recently launched an academic support program that partners OISE volunteers with underserved students in the Toronto District School Board.
Kelly Gallagher-Mackay is an Assistant Professor at Wilfrid Laurier University. Past roles include Research Director at the Future Skills Centre and at People for Education and Northern Director of Akitsiraq Law school in Nunavut. She has two kids in public school.