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This paper examines the recent growth of experiential learning (EL) and the university-community (or so-called town-gown, TG) connections created as a result of this expansion. The research is framed by critical scholarship on the nature and role of the university and the place of liberal education specifically, as well as policy drivers aimed at social and economic impacts from EL. Two subthemes are also examined: first, the role of the arts, humanities and social sciences disciplines in EL expansion and, second, the extent to which TG connections focus on the university's local host community as opposed to more distant and even international arrangements. Mixed research methods including public document analysis and key informant interviews are used to document and interpret EL developments across nine varied universities in Ontario, Canada. The results underline broad sector commitment to EL that in turn creates new and different TG connections for the university. Rapid expansion has brought a variety of challenges identified both by universities and community EL partners. The paper concludes with discussion of policy implications and consideration of the future of EL in light of the 'digital pivot' of the COVID-19 pandemic.

This paper examines the PhD by publication in the humanities and social sciences in US, UK, Canadian and Australian universities. A set of PhDs by publication from each of these countries were collected for the study. The theses were analysed to see to what extent they fitted, or not, with discussions of thesis types described in previous research into the PhD by publication. Interviews with students and supervisors were carried out to investigate the choices that students made in their writing. University rules for the submission of PhDs by publication and related policy documents are also examined. The study found that there seems to be a preference for different types of PhD by publication in each of the countries. In the US they were all prospective PhDs with the work being especially written for the thesis. In the UK, by contrast, retrospective PhDs, the PhD by published work, largely dominate. Canada was similar to the US, at least in the area of study where the data were collected for the paper, Education. In Australia, both prospective and retrospective PhDs were found, although it was the former, the prospective PhD, which dominated.

Based on three vignettes taken from interviews with friends who were members of a social-ecological transition initiative of which I was both an active participant and a researcher, this paper explores ethnography in friendship. Breaking with the methodological proposals known as friendship as method, this text proposes to reflect on the ways friendship acts in ethnographic interviews. Through a ritual that unfolds during the interview, leading us to act 'as if we were not friends', this article seeks to ponder the types of knowledge produced and raises issues related to the researcher's positioning within this kind of relationship. It turns out that the duo friendship-ethnography creates a particular space in which specific types of knowledges are produced and in which the researcher's subjectivity is resolutely transformed.

The paper analyses the contributions to "Journal of Learning for Development" ("JL4D") from volume one to five using bibliometrics and content analysis techniques. Analysing the 91 papers in various categories of "JL4D," the paper identifies authorship pattern, topics covered, research methods used, types of documents used in citations, core journals and the median age of citations to "JL4D." The finding of the study reveals that "JL4D" has created a niche for itself as a specialised research journal focusing on innovations in learning contributing to development.

Conservation issues are often complicated by sociopolitical controversies that reflect competing philosophies and values regarding natural systems, animals, and people. Effective conservation outcomes require managers to engage myriad influences (social, cultural, political, and economic, as well as ecological). The contribution of conservation scientists who generate the information on which solutions rely is constrained if they are unable to acknowledge how personal values and disciplinary paradigms influence their research and conclusions. Conservation challenges involving controversial species provide an opportunity to reflect on the paradigms and value systems that underpin the discipline and practice of conservation science. Recent analyses highlight the ongoing reliance on normative values in conservation. We frame our discussion around controversies over feral horses (Equus ferus caballus) in the Canadian West and New Zealand and suggest that a lack of transparency and reflexivity regarding normative values continues to prevent conservation practitioners from finding resilient conservation solutions. We suggest that growing scrutiny and backlash to many normative conservation objectives necessitates formal reflexivity methods in conservation biology research, similar to those required of researchers in social science disciplines. Moreover, given that much conservation research and action continues to prioritize Western normative values regarding nature and conservation, we suggest that adopting reflexive methods more broadly is an important step toward more socially just research and practice. Formalizing such methods and requiring reflexivity in research will not only encourage reflection on how personal and disciplinary value systems influence conservation work but could more effectively engage people with diverse perspectives and values in conservation and encourage more novel and resilient conservation outcomes, particularly when dealing with controversial species., (© 2021 Society for Conservation Biology.)

This article examines evidence of academic skill development and transfer related to the taking of a first year Inquiry-based seminar course designed to enhance a range of self-directed learning skills and their transferability to other learning contexts. The study compares a sample of academic work from two groups of Social Sciences students, one comprised of students who had taken the Inquiry course and the other who had not. The student work consists of (1) papers submitted by participants who were asked for the best paper they had written at university; and (2) descriptive narratives provided by participants of the steps they took in researching and writing that paper. Qualitative and quantitative analysis by multiple raters using a blinded protocol was conducted. The results show both meaningfully higher paper and skill assessments for students who had taken the inquiry seminar and evidence of transfer of skills and strategy to other learning contexts, supporting the hypothesis that transfer of core skills occurs under particular learning conditions that can be fostered through course design and enhanced through specific pedagogical objectives.

This article presents a list of books received by the "Canadian Journal of Sociology" as of September 2004.

In recent years, a more sophisticated vocabulary has emerged in the field of higher education. Categories such as" socially relevant research"; "knowledge mobilization"; "research impact"; "innovation"; and "university priorities" have appeared. At first glance, these words may appear neutral, simple and free from conflicts of interest. However, I argue that each of them requires deeper analysis, especially in relation to current scientific and university public policies, as their use has consequences and/or impacts both at the institutional level (higher education institutions) and actor-level (scholars, project managers, etc.). Therefore, by shedding light on the fact that "social relevance" of university is a commonly addressed category in documents regulating university activities, I postulate that such categories indicate a reductionist notion of "relevance" that is used haphazardly as a substitute for the ideas of meaning, mission, and the aims of a university. In order to pinpoint and discuss these new terms and categories that are used as measures of academic knowledge, the paper focuses on public university systems in Argentina and Canada. From a comparative perspective, I aim at grasping a better understanding of the changes in knowledge mobilization.

This section presents a bibliography of books on Canadian sociology.

This paper presents a bibliometric analysis of highly cited articles published in the Web of Science category "Education and Educational Research" in the Social Science Citation Index (SSCI). A total of 2091 journal articles published in this category and cited more than 100 times up to the end of the year 2016 were retrieved as highly cited articles. Distributions of highly cited articles per publication year, journals, institutions and countries were analysed, as well as the citation life cycle of the top-cited articles. The USA, its institutions and researchers are the absolute leaders in the category of Education and Educational Research according to the results of the conducted analysis.

The paper will present findings from a Social Science and Humanities Research (SSHRC) funded participatory evaluation conducted over the past four years in the Cree nation of Wemindji in Quebec, Canada. COOL (Challenging Our Own Limits) or "Nigawchiisuun" in Cree, was launched in 2003 as part of a broader program of governance initiatives within Wemindji. As a key component of this new governance program, COOL was to address the need for after-school care within the community for parents, as well as to engage with the recurring problem of low retention rates in school. In consultation with the Band Council of the Cree Nation of Wemindji (James Bay), the Deputy Chief at the time (Rodney Mark)--who was elected Chief in 2006--established a COOL committee to oversee the design, organisation, implementation and running of the program. Unlike the other eight Cree communities of the James Bay, Wemindji decided to fund and run its own program based on values, customs, and traditions that have been established through consultations with elders, parents, and other interested groups within the community. This has made COOL a distinctly homegrown, autonomous, self-determined Cree program. The paper will not only report on principal themes and issues connected with the establishment and administration of COOL, but will also discuss why a participatory evaluation has been used to assess its effectiveness as a social/educational program.

Despite much research into doctoral education over the past two decades, theorising the field remains challenging. Recently, identity has been taken up as a conceptualising frame. Views of identity vary but often privilege the reproductive features of society, downplaying how individuals can be intentional in pursuing their desires--with the doctorate but one feature of a broader life. Further, many focus on the experience of the doctorate only rather than the doctorate as situated within earlier experiences and intentions and future imagined careers. This paper draws on evidence from a five-year research programme into doctoral experience to argue for a view of identity, identity-trajectory, that attends particularly to individual agency, interweaving the academic within the personal, and incorporating students' pasts and imagined futures. By re-focusing attention on the agency, resourcefulness and independence of doctoral students, identity-trajectory contributes pedagogically and conceptually distinct ways of framing doctoral experience. (Contains 3 endnotes.)

Over the past three decades, environmental issues have been on the global forefront and continue to affect people's daily lives. Although the need for environmental attention is at an all-time high, outdoor and environmental education (OEE) plays an insufficient role in school systems. As technology continues to contribute to advancements in every sector of the modern world, there is a dire need for education to find its way back to its roots. In achieving this, the ministry, school board members, principals, teachers and parents need to acknowledge the importance of experiential education and creating a sense of place for students during this important developmental stage of their lives. Sense of place can have many individualized meanings; common goals relate to the basics of individuals' developed relationships and understanding with nature, the environment, wildlife, community, and, most importantly, each other. To this the author suggests the days of endless textbook work, learning for the purpose of regurgitation and standardized testing have long passed their welcome. This article discusses a new direction for teaching methodologies, the importance of creating sense of place, and the potential in working with the traditional curriculum through integration of environmental and outdoor education.

Purpose: This paper is a qualitative study of how social sciences faculty construct their research workflows with the help of technological tools. The purpose of this study is to examine faculty scholarly workflows and how both tools and practices support the research process. This paper could inform academic libraries on how to support scholars throughout the research process. Design/methodology/approach: This is a qualitative study case study of ten faculty members from six research universities from the United States and Canada. Semi-structured interviews were conducted and recorded. Atlas.ti was used to code and analyze the transcripts; each participant was a separate case. Descriptive coding was used to identify digital tools used for collaboration; process and descriptive coding was utilized to examine practices in scholarly workflows. Findings: Through case study analysis the results of this study include the role of technology in faculty research workflows. Each workflow was grouped into four categories: information literacy, information management, knowledge management, and scholarly communication. The findings included scholars creating simple workflows for efficiency and collaboration and utilizing workarounds. Research limitations/implications: The study did not observe faculty in the process of doing research and, thus, only reports on what the researchers say that they do. Originality/value: The research is unique in that there is almost no research on how social scientists conduct their research workflows and the affordances/impasses of this process. [ABSTRACT FROM AUTHOR]

Aims: To critically investigate the extent of normalisation of the use of cannabis by undergraduate students. To examine the extent of peer accommodation, this paper focuses on attitudes of students who abstain. It sheds light on social meanings of the practice by exploring non-users' reasons for abstaining in addition to their attitudes, perceptions and experiences of use among their peers. Methods: Respondents were recruited to participate in interviews through an online survey of undergraduate students in social science classes at three Canadian universities. Findings: Peer accommodation of the use of cannabis requires that users exercise due caution and discretion and be respectful of the choices of non-users not to use. Non-users' attitudes, however, still reflect longstanding cultural assumptions about drug use as a deviant behaviour. Attitudes towards the use of cannabis reflect norms and expectations about gender among other culturally constructed social statuses and roles. Conclusions: Future research should continue to investigate nuances of the differentiated normalisation process. A better understanding of the cultural transformation of cannabis, and other drugs in common use by youth, requires more exploration of the emerging social context and attitudes of users and non-users of the drug.

While writing in doctoral education is increasingly visible as a focus for research and pedagogy, what remains less visible is the role of reading in the doctoral journey. This paper draws on data from two parallel research programmes in which doctoral student day-to-day experience was documented longitudinally, initially in the social sciences and more recently in the sciences. The analysis shines a light on the essential role of reading in the development of student thinking, writing and academic identity; pedagogical implications are explored. (Contains 6 notes.)

The field of knowledge mobilisation (KM) addresses the multiple ways in which stronger connections can be made between research, policy and practice. This paper reviews the current situation around knowledge mobilisation in education. It addresses changing understandings of KM, considers some of the main issues in conducting empirical research in the field, and looks at the state of activity to promote and increase KM, offering commentary and suggestions in each area. (Contains 1 figure.)

Background: This paper considers how textbooks resolve the tension between contradictory goals of promoting a cohesive national identity while teaching respect and equality among diverse social groups in British Columbia (B.C.), Canada. Purpose: The article presents preliminary results of a larger study examining the content of required civic education textbooks in Canada to examine whether and how notions of national identity incorporate the principles of human rights and multiculturalism. Sample: The study draws on curricular material for required high school social science courses in B.C. The sample includes textbooks starting the first year of high school (Grade 8) and covers each year through high school graduation (Grade 12). The central analyses examine the content of 17 core textbooks approved by the provincial government for these courses. Design and methods: This research systematically examines the content of currently approved textbooks for high school social science courses in B.C. A questionnaire designed using the principles of content analysis measures textbook emphases on content relevant to human rights, multiculturalism and national identity. Results: This study finds that traditional notions of national identity are reshaped in response to the rise of emphases on human rights and multiculturalism. Rather than depicting national identity as stemming from a common race, ethnicity, language or history, the government pursues four main strategies to simultaneously promote human rights, multiculturalism and a shared national identity: (1) framing human rights and multiculturalism as part of national identity; (2) using pedagogical approaches that promote multiple perspectives; (3)celebrating social and scientific figures and accomplishments as a main source of national pride; and (4) drawing on exogenous sources to affirm state legitimacy. Conclusion: In a context that values diversity and human rights, contemporary sources of national identity can stem from facets of society that can transcend many cultures and emphasise organisational aspects of the nation-state. A main implication is that the inclusion of principles of human rights and multiculturalism into civic education is changing traditional conceptions of national identity. (Contains 2 figures and 3 notes.)

Laptop learning programs have been developed to create ubiquitous online learning environments. Given the infancy of many programs, there is little understanding of aspects of the program are perceived to provide value to faculty and students. This paper focuses on the value proposition (with respect to perceived benefits versus capital investment) for undergraduate students in a mandatory, campus-wide, comprehensive laptop learning program. Results indicate that the perceived value of the laptop for technical programs such as science, engineering, and information technology, and liberal arts programs such as business and criminology, justice, and policy studies are significantly different. This difference results in a clear need to use different laptop learning models for each type of program and that a single campus-wide model will likely prove unsatisfactory for most students. A need to better communicate the true value of industry-specific software and skills acquisition is also highlighted. (Contains 3 figures and 1 table.)

This essay traverses back and forth across the institutionally-imposed boundary between storytelling and critical reflection to explore how the author's thinking about feminist pedagogical praxis has been irrevocably altered by the experience of losing a parent as well as facilitating mutual support groups for young adults whose parents or siblings have died. The author is documenting a piece of her growth as a learning teacher over the 2006-2007 academic year. She has taught first-year university students in a tutorial setting for the past five years as a master of arts student at Simon Fraser University in Burnaby, British Columbia, and as a PhD candidate at York University in Toronto, Ontario. Her undergraduate and graduate degrees are all in women's studies, and she has taught within her home discipline, Social Science and Fine Arts Cultural Studies. She begins by spinning a yarn that twists together the loss of her father, teaching first year students, and facilitating a mutual support group for the first time. She reflects upon how people carry their loss histories with them into the classroom: this loss could be death, but it is more multifarious than that. This is loss in its broadest sense. Loss amplifies the effects people feel when they are perceived in cliched and discriminatory ways, so it is fundamental to acknowledge its presence in the classroom. Finally, the author concludes by discussing the transformative impact that her facilitating and teaching have had upon each other, and upon how she lives with, and invites warmly though sorrowfully, the loss and grief of herself and others whenever she is capable of doing so. Denying the existence of loss bars an opportunity that one has to recognize and work with the loneliness engendered by learning and death. This reflection has taken the author all the way back to the almost impossible-to-write final paper about loneliness and education for the first course she took during her PhD coursework, the same semester that her father was diagnosed with cancer for the second and final time. This essay returns to Deborah Britzman's pedagogy and psychoanalytic theory course at York University, which marked a pivotal moment in the author's academic career and in her life. This course made her think deeply about the links between loss, loneliness, and education and over the past four years compelled her to critically reevaluate and eventually give up some of the theories she had been working with in response to learning about psychoanalytic insights into gender.

This paper deals with the discourses related to race and anti-racism in a social sciences textbook for grade 12 Ontario students that was published in 2002. It is argued that the complexities of race and anti-racism are not dealt with systematically and cohesively. The textbook does not adequately address the topics of race and racism within the present Canadian social structure, leaving the discussion of complex and controversial ideas concerning race and racism virtually unexplored. In addition, the opportunity to make use of current scholarly work has been ignored or distorted. This is particularly important in light of recent developments regarding the impact of September 11, and the ensuing "war on terror" and the changing dynamic of race relations in North America. (Contains 7 notes.)

While we may all agree in principle that both implementers and evaluators should be culturally sensitive and ethical as well as instrumentally effective in their work practices, we often ignore the extent to which these practice goals may conflict with one another in achieving bureaucratic competence, particularly in a multicultural society. Reconciling them requires us to acknowledge the indispensable role of responsible program evaluation in this effort, one that addresses: both the employees and the recipients of programs; the need for evaluators to be open to both theoretical and operational contributions to the field; the signal role of bureaucratic, as well as electoral, modes of representation; the indispensable function of affirmative action and pay equity programs in reconciling diversity and fairness; and the principle that subjects in evaluation and implementation processes should play a more significant role than the passive status assigned them by traditional bureaucracy and applied social science.

Formal curriculum guidelines reflect prevailing understandings and political will, and help to shape the resources available for implemented curriculum. The understandings embodied in such public curriculum reinforce patterns of social violence and injustice, yet at the same time may provide diverse students with opportunities to develop commitment and critical citizenship capacity to handle social conflict. This paper examines the discourse about conflict, social diversity, and (in)justice in the mandated English Language Arts, Health, and Social Sciences curricula of three Canadian provinces. On one hand, all these curricula acknowledge the existence of bias and multiple viewpoints, and encode expectations for conflict management and critical inquiry skills, recognition of ethno-cultural diversity, and awareness of international interdependence and justice concerns. Thus a significant proportion of the knowledge, skill, and pedagogy called for by international peace and conflict educators is already included in these curricula. At the same time, these themes are primarily represented in abstract terms emphasizing "Canadian" ideals, instead of examining many actual instances of social conflict. Is this anti-conflictual representation of social conflict a solid foundation for democratic peacebuilding, (and) or a gentle manner of peacekeeping through denial and indoctrination? (Contains 2 notes.)

A response to a recent report's criticism of the lack of good legal research in Canada, especially research integrating law with the social sciences, focuses on the legacy of British law and legal traditions, past domination of Canadian legal education by the practicing profession, and recent developments that may brighten future prospects for legal education. (MSE)

Objective: To conduct a time-cost analysis of formatting in scientific publishing. Design: International, cross-sectional study (one-time survey). Setting: Internet-based self-report survey, live between September 2018 and January 2019. Participants: Anyone working in research, science, or academia and who submitted at least one peer-reviewed manuscript for consideration for publication in 2017. Completed surveys were available for 372 participants from 41 countries (60% of respondents were from Canada). Main outcome measure: Time (hours) and cost (wage per hour x time) associated with formatting a research paper for publication in a peer-reviewed academic journal. Results: The median annual income category was US$61,000–80,999, and the median number of publications formatted per year was four. Manuscripts required a median of two attempts before they were accepted for publication. The median formatting time was 14 hours per manuscript, or 52 hours per person, per year. This resulted in a median calculated cost of US$477 per manuscript or US$1,908 per person, per year. Conclusions: To our knowledge, this is the first study to analyze the cost of manuscript formatting in scientific publishing. Our results suggest that scientific formatting represents a loss of 52 hours, costing the equivalent of US$1,908 per researcher per year. These results identify the hidden and pernicious price associated with scientific publishing and provide evidence to advocate for the elimination of strict formatting guidelines, at least prior to acceptance. [ABSTRACT FROM AUTHOR]

This paper explores the manners in which Indigenous and allied non-Indigenous researchers, medical directors, and knowledge-keepers (among others) extend the ethical precepts and social justice commitments that are inherent in community-based participatory research (CBPR) approaches to genomics. By means of a genealogical analysis of bioethical discourses, I examine the problem in which genomic science claims to offer potentially beneficial genetic screening tools to Indigenous and racialized peoples who have and continue to struggle with historical health inequity, exploitation, and exclusion by the very biomedical institutions which would be charged with the task of ethically introducing these biomedical tools. This investigation focuses on Indigenous data sovereignty (IDS) as an approach established by Indigenous communities and scientists to gain access to the benefits of genomic health which, if the field's promises are true, aims to counter the historical neglect or exploitation by biomedical researchers and institutions. I chart the role of CBPR principals as it pertains to collective efforts by both Indigenous communities and non-Indigenous allies to create the social, biomedical, and institutional conditions to improve Indigenous health equity in the context of genomic science in two specific studies: the Silent Genome initiative (British Columbia) and the Aotearoa Variome (Aotearoa/New Zealand). This investigation contributes insights to social science literatures in health equity for racialized communities, biomedical ethics, Indigenous Science and Technology Studies, and decolonial biomedical and technoscience histories. [ABSTRACT FROM AUTHOR]

The author reflects on the fiftieth volume of the periodical "Canadian Slavonic Papers". The author ackowledges all the editors and contributors of the issue referred to as a milestone, a testimonial piece that depicts the periodical's contribution in history, language, literature, and social sciences in Canada and across the globe.

Examines religion's place in the social sciences, reciprocal influences of family and religion, cohesion/polarization in American Catholic families, religion in Middletown, USA, gender and religion in Canadian and American students, domestic/religious individualism and suicide, and the New Christian Right's view of the family. (BH)

Relates the historical development of Canada's leading social studies education journal. Examines the purposes of past editorial boards and the implications of their aims for social studies education. Explores the nature of historical education and the role of history teachers in elementary and secondary schools. Lists suggestions for improving the journal and social studies education. (RKM)

Responds to criticisms of "Reading, Writing and Riches." Treats the following topics: the interrelationship between knowledge, science, and ideology; the multiplicity of paradigms within sociology; the continuing debate between idealists and materialists; the dimensions of socioeconomic class and power; and the use of the comparative method by sociologists. (DMM)

If time is money and the human being an endless range of the homo oeconomicus figure who maximizes profit/pleasure by minimizing losses/pain, isn't empathy eminently anti-utilitarian? Isn't the effort to connect with the Other, by putting oneself in the place of the Other in order to understand their perspective from their point of view, a risk of minimizing profit/pleasure by maximizing losses/pain? And isn't that a promising prospect? Stemming from this questioning, the paper tells the story of an interdisciplinary doctoral research in development studies on the nomadic concept of empathy. Beyond inter- or trans-disciplinary, empathy becomes an undisciplined concept, which not only navigates from a discipline to the next, but also questions the ethics and epistemology of every step of the way by taking the researcher into unexpected conceptual, geographical and geopolitical territories. In this case, it moves conceptually from anti-utilitarianism to decoloniality; geographically, from Geneva to Quebec and Ontario; and geopolitically, from a Western perspective to Indigenous loci of enunciation. Through three hypostases, empathy raises some interesting ethical and methodological questions in the realm of social sciences. While trying to answer the initial question of the pertinence of an anti-utilitarian type of empathy by exploring what seemed to be from afar an original case study, the concept took the researcher to Canada, to the Iroquois nations and their notion of responsibility towards the 7th generation into the future. However, when confronted with the complex colonial dimension of the relationship with the Indigenous peoples, the concept became a heuristic tool for the researcher who had to redefine her own capacity to empathize with her interlocutors, which in turn redefined her entire project. Undisciplined, empathy finally became an ethical decolonial practice, helping the researcher build unexpected bridges between several schools of thought and perceive a reciprocal, respectful and responsible dialogue. [ABSTRACT FROM AUTHOR]

Sociological production is prompted and affected by the major social preoccupations of the society it stems from. This is an inherent feature of the social sciences because those who produce knowledge, in this case sociologists, participate in the society they study. The aim of this article is to highlight the social and historical conditions that are at the root of the production of knowledge in the sociology of sports, and the role the latter has played in the exercise sciences in Quebec. This article is composed of two parts. First, it will try to shed light on the social dynamics that created the sociology of sport. Second, it will try to show that the researchers' problematics and the theoretical traditions they have followed were a part of the power dynamics specific to Quebec society and the field of physical education. Briefly, this paper aims to show that the sociology of sport in Quebec has been shaped by the socio-historical conditions in which it has been created and that, at the same time, it has generated a specific social and academic dynamics.

Reviews "Standards for the Preparation of Social Studies Teachers," published by the National Council for the Social Studies (NCSS). Maintains that the document does not vary far from current practice and that it bases teacher preparation on content from history and social science courses. Argues that more emphasis on learning theory and clinical practice would have improved the standards. (CFR)

This piece is a self-reflexive essay examining our experiences during an important transitional moment, what we will identify as a ‘constitutional moment’, in engineering education in Canada. We are a collection of scholars who specialize in the study of the interface between technology and the humanities and social sciences (most of us identify as Science and Technology Studies scholars). Housed within the Center for Engineering in Society, itself housed within a faculty of engineering, we find ourselves presented with dual challenges of introducing insights from the critical studies of the relationship between science, technology, and society into the engineering curriculum, while also maintaining legitimacy among the engineering faculty that we find ourselves a part of. This paper is a result of our attempts to understand the challenges in engineering education that are unique to our Canadian context and to systematize our responses to these challenges. The aim of this paper is to share our experiences navigating the relationship between the construction of our center's identity as an Engineering Studies hub and our critical participation in engineering education practice. [ABSTRACT FROM AUTHOR]

Objectives: To review the research literature on cultural safety education within post-secondary health science programs., Methods: We conducted health and social science database searches from 1996-2016, using combined keywords: cultural competence or safety; teaching or curriculum; universities, polytechnics or professional programs; and Aboriginal or Indigenous. In dyads, authors selected, and reviewed studies independently followed by discussion and consensus to identify thematic linkages of major findings., Results: A total of 1583 abstracts and 122 full-text articles were reviewed with 40 selected for final inclusion. Publications from Australia, Canada, New Zealand and the United States described curriculum development and delivery. A variety of evaluation approaches were used including anecdotal reports, focus groups, interviews, course evaluations, reflective journals, pre-post surveys, critical reflective papers, and exam questions. Duration and depth of curricular exposure ranged from one day to integration across a six-year program.  Changes in student knowledge, attitude, self-confidence, and behaviour when working with Indigenous populations were reported. Cultural safety education and application to practice were shown to be linked to improved relationships, healthier outcomes, and increased number of Indigenous people entering health education programs and graduates interested in working in diverse communities., Conclusions: This review provides a summary of multidisciplinary didactic and experiential instructional approaches to cultural safety education and the impact on students, educators and Indigenous people.  Institutional support, strategic planning and cultural safety curriculum policy within post-secondary settings and community engagement are imperative for positive student experiences, advocacy, and actions toward health equity and improved health for Indigenous people and communities.

Cross-national collaboration has been shaped by internationalization of scientific relationships. To study the synergic network of high quality research patterns, this paper collects a total of 300 top 50 items, in each indicator from the big database, Essential Science Indicators, which lists top-ranking papers, scientists and institutions from 2005 to 2015. First, the country level relations of co-authorship addresses in five indicator variables are extracted in the field of social sciences to build international collaboration networks. The social network analysis (SNA) method was applied to calculate the metrics of vertices, edges, average degree, average shortest path, diameter, clustering coefficient and betweenness centrality to illuminate the structural characters and collaboration patterns. Based on the international collaboration similarities, this paper also visualizes the endemic clustering groups of six networks, as cluster dendrograms, using Hierarchical Clustering (HC) method. Findings illustrate that USA, England and Canada are outstanding countries in the international collaboration networks of five indicators. There are geographical groups in European countries in the collaboration networks of scientists, institutes and countries/territories. It is also found that international collaboration contributes to both highly cited papers in the recent 10 years and hot papers in the recent 2 years in this field, rather than geographical similarity does. Those conclusions are critical for policy makers to produce guidelines on how to encourage researchers to build collaboration networks with high-level scholars in different countries. [ABSTRACT FROM AUTHOR]

Background: The last two decades have witnessed a considerable growth in the literature focusing on LGBTQ2S+ employment, labour market inequality, and income. During the same period, Canada has emerged as a trailblazer in employment protections for both sexual and gender minorities. Unfortunately, the Canadian literature on LGBTQ2S+ employment outcomes and experiences is disperse and underdeveloped. Objective: This paper brings together this disperse research and provides the first systematic review of Canada’s LGBTQ2S+ employment and earnings literature. Methods: We start with a systematic review and thematic synthesis of the broadly defined literature on LGBTQ2S+ poverty in Canada. We use a thematic synthesis to isolate the LGBTQ2S+ literature on employment, labour market inequality, and earnings. Our search of electronic databases took place in April 2018 and was updated in January 2019. Results: A total of 532 abstracts and full texts were screened by reviewers, which resulted in 84 articles included in our final sample. These articles were then sorted by keywords and those pertaining to employment, labour market inequality, and income (n = 31) were included in this analysis. While estimates of sexual minority wage gaps vary depending on the data and methods used, most studies have found wage penalties for gay men and wage premiums for lesbians, relative to their heterosexual counterparts. The literature on bisexual employment is particularly scant but finds that bisexual men and women also earn less than their heterosexual counterparts. Research on the subjective workplace experiences of LGBTQ2S+ individuals find unique challenges, barriers and, at times, exclusion from the Canadian labour market. Conclusions and implications: While the literature on LGBTQ2S+ employment outcomes and experiences in Canada is growing, much is left unknown. The principal limitation for researchers continues to be the dearth of population-based surveys that include questions on sexual orientation, gender identity, and relevant employment characteristics. To date, few studies have explored employment outcomes or the subjective workplace experiences of bisexuals, transgender, two-spirit or other gender minority peoples. [ABSTRACT FROM AUTHOR]