Canada, host country... This assertion, which was less true in the last quarter of the century, today seems to have renewed vigor, due mainly to the recent arrival of refugees. Among these refugees are many children. Each of them has a different story, but one that is always difficult, marked by war, violence and displacement. Their schooling therefore poses immense challenges. What precisely are these challenges? And how are we to confront them?
What are the educational sciences? Researchers, policy-makers and educators do not necessarily have the same answers to this question. The answers have also varied over time. There are as well tensions between basic research in education and its application; between research and the search for “good practices”. How can the discipline respond to these competing demands?
- Journal Portrait
Since 1974, the Revue des sciences de l'éducation has pursued the mission laid out at its foundation by the deans and directors of education at francophone universities in Canada namely, to support and stimulate the dissemination of research in French on objects specific to education. The Revue does so with a constant concern for openness and curiosity, reflecting its time but refusing all forms of sectarianism. To ensure the continuation of its mission, in 2016 the Revue chose to become 100% digital.
The McGill Journal of Education is an interdisciplinary, open access, bilingual scholarly journal published three times a year. Embracing a broad conception of education, the MJE is dedicated to connecting educational research, theory, policy and practice by inviting thoughtful and critical submissions from scholars and practitioners working in diverse areas of education and learning in Quebec, Canada and internationally. These include formal, non-formal, informal, or incidental forms of teaching and learning; from preschool to adult education; in a range of social settings within and outside of school, and community/popular education contexts. A primary goal of the MJE is to open spaces for the exchange of ideas across disciplinary boundaries and among diverse audiences (academic, practitioner, broader public).
Historical Studies in Education / Revue d’histoire de l’éducation, published by the Canadian History of Education Association / l'Association canadienne d’histoire de l’éducation, publishes work in the history of education and educational policy-making, in Canada and elsewhere, from pre-school to university education. It also looks forward to articles which reflect the methods and approaches of other disciplines. In addition to scholarly articles, the journal publishes research notes, book reviews and review essays, and a bibliography. Historical Studies in Education commenced in 1988 and is published twice annually. It provides immediate open access to its content according to the Budapest Open Access Initiative (2002).
Revue des sciences de l’éducation is a joint effort by Canadian French-language faculties, departments, institutes and university schools. Begun in 1974 by the Association francophone des doyennes et doyens, de directrices et directeurs d’éducation du Canada, its mission is to disseminate the results of educational sciences research. It embraces a wide range of disciplines related to education and publishes texts that contribute to the advancement of knowledge and promote critical reflection.
The research and other scholarly texts published in Phronesis address the support occupations across a variety of sectors, including school-based and non-formal education, adult education, health and social work professions, advisory and assistance professions, etc. The objective is to present research from an array of disciplinary backgrounds in order to describe and understand various professional contexts, the territories where these professions are exercised, analysis of situation-based work activity, practices developed in training and work situations, professional training policies, and methods and processes involved in learning, employment integration and professional development.
Les Nouveaux c@hiers de la recherche en éducation (formerly, from 1994 to 2000, Cahiers de la recherche en éducation) is a francophone learned journal. The journal is under the responsability of the Faculty of Education, Université de Sherbrooke. Twice a year, it publishes articles from Canada and from elsewhere in the world. In order to promote and support the dissemination of knowledge and to reach a wider public, the journal publishes in electronic format and immediate open access.
Rencontres en Théorie et Histoire de l'Éducation is a digital and free publication, which aims at generating a vigorous scholarly dialogue among educational researchers from Canada, Spain and Latin America in light of the process of internationalization and economic globalization. The members of the Editorial Team and Advisory Board contribute to the journal from research institutions in Argentina, Canada, Chile, France, Luxembourg, Spain, Switzerland, and the United States. The journal welcomes papers that are methodologically and historiologically reflective or have a critical perspective, and which could open new lines of thought or ways of approaching knowledge.
The Canadian Journal of Higher Education is an open access publication of the Canadian Society for the Study of Higher Education and supports English or French manuscripts. The Journal's primary focus is publishing research-based manuscripts on topics that address, and are relevant to, the Canadian higher education system and its structures, processes, and diverse communities. The aim of the Journal is to promote Canadian-based and international comparative research relating directly to the Canadian higher education context. All the issues, from 1971, are freely available on the Journal website.