• Statement of Purpose

  7-7

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• Review Board

  8-8

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• Editorial

  Lynn Butler Kisber

  9-16

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Commentaries

• Visiting Critical Exploration in the Classroom

  Eleanor Duckworth

  17-22

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• Recognizing the Wealth of Knowledge in Inuit, First Nations, and Métis Communities

  Mary Caroline (Carol) Rowan

  23-28

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Articles

• The Pedagogical Practices of an Immigrant Parent: Maintaining Heritage Language in the Home Context

  Emma Chen

  29-43

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• Evoking Never Never Land: The Importance of Imaginative Play and Creativity

  Hayley Dominey

  45-66

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• Using (Counter)stories to (Re)shape our Communities and World(s)

  Amanah Eljaji

  67-81
• Strangers No More: Collaborative Inquiry Through Narrative as Teacher Reflective Practice

  Elia Gindin, Meaghan van Steenbergen, Douglas L. Gleddie

  83-95

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• Building Allies and Sharing Best Practices: Cultural Perspectives of Deaf People and ASL Can Benefit All

  Debbie Golos, Annie Moses, Elaine Gale, Michele Berke

  97-110

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• Teaching Novice Science Teachers Online: Considerations for Practice-Based Pedagogy

  Allison J. Gonsalves, Emily Diane Sprowls, Dawn Wiseman

  111-123

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• Sensory Arts-Based Storytelling as Critical Reflection: Tales From an Online Graduate Social Work Classroom

  Alison Grittner, The Social Justice Learning Collaborative

  125-142

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• Pedagogy in Theory and Practice

  Gunita Gupta

  143-151

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• Slowing Down and Digging Deep: Teaching Students to Examine Interview Interaction in Depth

  Brigette A. Herron, Kathryn Roulston

  153-169

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• Preservice Teachers and the Kairos Blanket Exercise: A Narrative Inquiry

  Sandra Jack-Malik, Janet L. Kuhnke, Kristin O'Rourke

  171-187

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• Coming Into Mindfulness: A Practice of Relational Presence to Cultivate Compassion in One Rural School

  Sonal Kavia, M. Shaun Murphy

  189-202

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• Unlocking Creativity: 6-Part Story Method as an Imaginative Pedagogical Tool

  Warren Linds, Tejaswinee Jhunjhunwala , Linthuja Nadarajah , Antonio Starnino, Elinor Vettraino

  203-218

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• Rehumanizing Education: Teaching and Learning as Co-Constructed Reflexive Praxis

  Ellyn Lyle, Chantelle Caissie

  219-230

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• Moving Toward Decolonizing and Indigenizing Curricular and Teaching Practices in Canadian Higher Education

  Julie A. Mooney

  231-247

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• Middle Years Teachers’ Critical Literacy Practices as Cornerstones of Their Culturally Relevant Pedagogies

  Anne Murray-Orr, Jennifer Mitton

  249-263

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• Reading Aloud as a Leading Activity With Preschool Students

  Pradita Nambiar, Sharada Gade

  265-275

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• Life of a Wildflower: Reimagining Meaningful Learning Through Play-Based Pedagogy

  Lisa Nontell

  277-287

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• Pedagogical Experiences: Emergent Conversations In/With Place/s

  Corinna Peterken, Miriam Potts

  289-304

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• Faith in the Unexpected: The Event of Obligation in Teaching

  Anne M. Phelan, Melanie D. Janzen

  305-315

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• Students Engaged in Reflection and Practical Problem Solving: Exploring Colour Theory

  Tiiu Poldma, Lora Di Fabio, Zakia Hammouni

  317-327

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• Collage as a Pedagogical Practice to Support Teacher Candidate Reflection

  Gail Prasad, The Lions BEd Group

  329-345

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• Preparing Future Mathematics Teacher Educators to Develop Mathematics Teacher Educator and Researcher Stances

  Annie Savard

  347-361

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• Remaking Science Teaching: Border Crossing Between Home and School

  Sumer Seiki, Daniela Domínguez , Jolynn Asato

  363-378

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• (Re)discovering Pedagogy of the Oppressed

  Christopher Darius Stonebanks

  379-391

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• The Everyday Creativity of Authentic Classroom Assessments

  M'Balia Thomas

  393-407

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• Pedagogical Practices of a Special Educator: Engaging Parents Who Have Children With Intensive Needs

  Jillian Vancoughnett

  409-419

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• What’s Among and Between Us: Mining the Arts for Pedagogies of Deep Relation

  Jessica Whitelaw

  421-436

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