Education Canada is published five times a year by the Canadian Education Association (CEA). Through the magazine, CEA hopes to stimulate dialogue and discussion about education and educational reform by encouraging readers to re-examine their preconceptions about youth, learners, learning, teaching, and the definition of educational success.
Within this broad mandate, the magazine is also committed to supporting and providing voice to CEA’s ongoing research agenda.
Although Education Canada is clearly rooted in Canadian experience and offers a Canadian perspective on educational issues, an important part of its mandate is to introduce readers to relevant international research and experience.
Approximately 25% of Education Canada's feature articles are French.
Content and Article Selection
Content for each issue is determined by the editors (English and French), in consultation with CEA advisors and the editorial board. We strive for a balance of perspectives from various sectors and from different parts of the country.
Each issue has a theme. Several features and possibly one or more departments will offer an in-depth look at the theme. The remaining articles cover a broad range of educational issues and topics.
Story ideas that are especially appropriate for one of our themes are of particular interest.
JANUARY 2014 – TEACHING TO DIVERSITY
Canada has one of the most culturally diverse school populations in the world, and the challenge of providing culturally sensitive education goes well beyond providing ESL classes. How can educators honour the diverse experiences of our students and take advantage of the tremendous learning opportunities a multicultural classroom offers? Issues of social inclusion of newcomer students, parent outreach, and support for refugee students will be explored.
Queries needed by June 20, 2013
MARCH 2014 – STUDENT MENTAL HEALTH
Student mental health is a growing issue that schools must address. While teen suicide is the visible tip of the iceberg, bullying, addiction, anxiety, depression and self-harm affect the well-being of students in every school. At the same time, current children’s mental health services are nowhere near adequate to address the need. In this issue, Education Canada investigates how schools can support student emotional well-being – and looks squarely at how they may, at times, be part of the problem.
Queries needed by September 1, 2013
JUNE 2014 – ABORIGINAL STUDENT SUCCESS
Canada’s track record in Aboriginal education is hardly a success story. Funding, governance, inappropriate curricula — all need to be addressed. But while the struggle to resolve the important and complex politics of Aboriginal education continues, there is a growing body of research, pilot projects, and innovative initiatives from individual schools and educators that is demonstrating how Aboriginal education can be effective, empowering and culturally relevant. In this issue, we look at what we have learned about engaging Aboriginal learners.
Queries needed by November 15, 2013
n.b: We especially welcome queries from Aboriginal authors.
SEPTEMBER 2014 – THE NEW SCHOOL COMMUNITY
“Let’s face the facts,” one of our student authors wrote. “School is no longer defined as a classroom, where the only tools for our students are a desk, a pen, and paper. School can be everywhere, and students can use anything to learn.” As the world, technology, and our ideas about pedagogy change, so does the school community. In this issue we look at the evolution of what “community” means in the context of new ideas about school. If teachers and students are co-inquirers in learning projects, how does that change their relationship? How are schools connecting with a community outside their walls — whether through the Internet or by incorporating the “real world” into learning activities? How do schools balance the benefits of involving students in “beyond school” learning and relationships, and the need to keep them safe?
Queries needed by March 1, 2014
NOVEMBER 2014 – SPECIAL ISSUE ON ACTION RESEARCH
Action research and its first cousin, design-based research, are powerful tools for innovation and professional growth in education, bringing teachers into the research process to test and implement new educational strategies and programs in the classroom. This collaboration between researcher and teacher is extremely valuable, bringing new methods and teaching strategies to the classroom while grounding research and innovation in reality. In this special theme issue we share some of the exciting action research that is advancing both our knowledge and our practice.
Queries needed by May 3, 2014
When selecting or soliciting articles, we ask authors to keep in mind the magazine’s purpose and to situate their subject within the broad discussion of improving learning, creating healthy, engaging school environments, and fostering both equity and excellence in public education. Education Canada aims to bridge research to practice, and vice versa. Thus, whenever possible and appropriate, we’d like articles that are theory- and research-based to consider the material’s relevance to education practitioners, and offer steps individual teachers, schools, or school boards can take to begin to bring theory into practice. Conversely, when articles are based on specific programs or initiatives, the author should address implications for improved learning, improved understanding of youth and the learning process, or on social changes that will have a positive impact on society in general and youth in particular.
Education Canada does not accept articles which promote commercial products or programs. Please restrict mention of your business interests to your bio.
In addition to feature articles, the magazine includes a number of regular departments that appear in most issues:
Letters: We welcome letters and will print them whenever possible.
Promising Practices: This department showcases innovative programs and practices that are showing exciting results. Tell us how you got the project started, what obstacles you overcame, how students and other stakeholders responded, how you evaluated your success.
Book Review: We run one English and one French review per issue, running about 350 words.
Viewpoint: An essay with, as the title suggests, a point of view. Your argument must be well-reasoned and well-supported, and ideally will tackle an area of controversy — an educational “hot topic.” Occasionally this department may take more of a debate format, giving space to both sides of an issue.
Notre Monde Aujourd’hui / Global Perspectives: This is usually (but not exclusively) a French department looking at international developments and issues in education.
The Voice of Experience: This back-page department is a one-page (700-word) personal reflection on the experience of teaching and learning. Share an encounter with a student that re-affirmed your commitment to teaching, an experience that changed the way you look at things, or a personal experience that amplified your understanding as an educator. We hope this story will leave readers feeling moved, inspired, or re-connected with the value of our work as educators. We welcome submissions from teachers, students, and others who are intimately involved in education.
Format and Style
Education Canada is a magazine, not a scholarly journal. Our readers are well-informed and concerned educators, but not necessarily academics.
With that in mind, we encourage authors to write in an informal, accessible style without compromising important information or analysis. Use real-life stories, examples, quotes from participants and first-person experiences to provide interest and to illustrate key points. Use sub-heads to provide visual interest and help the reader stay with you. Some material (such as lists of practical tips) may lend itself to being separated out into a sidebar box.
In keeping with this informal style, references (endnotes) should only be used when absolutely essential to give credit to material taken directly from other sources. Education Canada follows the University of Chicago Manual of Style for documentation (numbered citations and endnotes). Authors bear full responsibility for the accuracy of quotations and citations. Please restrict your endnotes to a maximum of 10.
Most feature articles are between 1000 and 2500 words. Departments run between 700 and 1500 words. We also welcome proposals for shorter articles.
Submission of Articles
Education Canada contains a mix of solicited and unsolicited articles. Manuscripts should be original and should not be under consideration for publication elsewhere.
Please note that we cannot guarantee consideration of fully developed, unsolicited manuscripts. Short proposals, including a précis of the proposed article and some background information about the author, should be sent to the editor by email (see contact information, below). All proposals will be acknowledged, and accepted or rejected within two months of receipt. Please feel free to contact the editor if you have not heard from us after two months or wish to withdraw your article.
When an article has been solicited or a proposal has been accepted, the editor will establish a deadline for final copy with the author. Failure to provide copy by the agreed-upon deadline may result in cancellation or postponement of publication.
The final decision to publish an article, whether solicited or not, is made only after the complete text has been received. The editor reserves the right to reject material if its style or content is unsuitable for the magazine, or to postpone publication until a later date to accommodate the production process. Occasionally an article may be offered as a web-only exclusive.
The editor also reserves the right to make changes to improve the clarity of the manuscript, to adapt it to magazine format or to shorten it as necessary. Authors may be asked to make revisions to make the article more relevant or accessible to our readers. Authors will be given the opportunity to approve editorial changes prior to publication. Notwithstanding that approval, the editor may make last-minute changes for space as necessary.
Except under exceptional circumstances, CEA offers no remuneration for articles. Published authors will receive complimentary copies of Education Canada and will be placed on the magazine’s subscription list for one year.
Education Canada articles are licensed under a non-exclusive Creative Commons Attribution Non-Commercial No Derivatives License. Users are free to copy, distribute and transmit content provided it is distributed in its entirety, and proper credit is given to the author, Education Canada, and to CEA and its website www.cea-ace.ca. Users may not use content for commercial purposes. Users may not alter, transform, or build upon content. For more information about the Creative Commons Attribution Non-Commercial No Derivatives license, view the License Deed and Legal Code.
Please send proposals for English articles to:
Holly Bennett, Editor
119 Spadina Ave., #705
Toronto, ON M5V 2L1
Tel: (705) 745-1419
Please send proposals for French articles to:
Yolande Nantel, Rédactrice
Canadian Education Association
119 Spadina Avenue, #705
Toronto, ON, M5V 2L1
Tel: (416) 591-6300
Fax: (416) 591-5345