The McGill Journal of Education (MJE) is a peer-reviewed, 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. The journal welcomes critical discussion and debate on issues in education through its regular and guest themed issues. Recent themes have included such topics as: Canadian education, Quebec education, Indigenous education, evolution education, mentoring, learning in social action, schools and the courts, student engagement, young people and media, and narrative. 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). For this purpose, the journal will feature avenues for peer-reviewed and non-peer-reviewed (editorial) publications and discussion forums; the journal also publishes book reviews. Another of its major goals is to provide a window on developments in education and learning in the Quebec context as well as throughout Francophonie by encouraging English- and French-language submissions. MJE is also committed to supporting the work of emerging scholars.

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The Globethics.net library contains articles of McGill Journal of Education (MJE) as of vol. 1(1966) to current.

Recent Submissions

  • Pearlstein, M. Education Roads Less Traveled: Solving America’s Fixation on Four-Year Degrees. New York, NY: Rowman & Littlefield. (2019). 127 pp. $30.00 (Hardback). (ISBN 978-1-4758-4753-6).

    Tangirala, Nikasha (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2022-02-15)
  • The Links Between Learning Objectives, Sociodemographic Factors and Learning Achievement Among Participants of a Professional Development MOOC

    Njingang Mbadjoin, Théodore; Chaker, Rawad (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2022-02-15)
    This article explores the success factors in a professional Massive Open Online Course (MOOC). On the one hand, we are investigating whether professional goals, success goals, and certification goals are linked to success. On the other hand, we seek to verify whether socio-professional, demographic factors or the time available for training are also linked to success. Our results show that external factors such as gender, occupational group, being employed or not, and availability influence success in continuing online education, rather than conative factors related to professional and learning goals. These results underline the importance of ecological elements in the educational accomplishment in a training situation.
  • Somali Refugee Students In Canadian Schools: Postmigration Experiences

    Ayoub, Mohamad; Zhou, George (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2022-02-15)
    This paper reports on the postmigration experiences of a group of Somali refugee students attending public schools in a southwestern city in Ontario, Canada. The findings were drawn from a qualitative study conducted to investigate the participants’ postmigration experiences. Data were collected through semi-structured, one-on-one interviews with six participants. Study participants faced many postmigration learning difficulties and socio-cultural challenges. The findings show the strengths of the participants related to resiliency and perseverance. Educators, administrators, peer students, and members of the school community could play a central role in supporting Somali refugee students after resettlement. This paper proposes strategies and approaches to support educators and the school community in their work with refugee students of Somali background and other cultural backgrounds.
  • Volume 56 Issue 1: Cover

    McGill Journal of Education (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2022-02-15)
  • Volume 56 Issue 1: Editorial

    Strong-Wilson, Teresa; Lanoix, Alexandre (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2022-02-15)
  • Toward Somatic Coherence: Five Teachers Engaged In Embodied Ways In Their Professional Development Path

    Emond, Geneviève (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2022-02-15)
    According to Johnson (2007), learning and teaching arise from a human being’s bodily experience in relationship with others and the environment (embodiment). Many teachers perceive and mobilize their bodies in rather unconscious ways. Becoming conscious of their perceptions can help them teach. It can also influence their internal/external coherence (Korthagen, 2004), link between sensations, intentions, and actions. Five elementary teachers participated in a study meant to look at their bodily learning processes, based on a phenomenological methodology (van Manen, 2014) and using somatic approaches (Eddy, 2016). Data analysis shows that they underwent body consciousness learning processes with various effects on their teaching, many posited at a relational level (with students) and all accompanied by a changing perception of self.
  • The Transfer Of Learning Induced By The Extracurricular Digital Uses Of Adolescents To The School Context: A Literature Review On Learning French As A First Language

    Bourgeois, Charles; Ntebutse, Jean Gabin (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2022-02-15)
    In line with a socio-critical approach to digital uses, which includes both the school and the extracurricular contexts in its analysis of student’s relationship to digital technologies, this article presents a review of the scientific literature on the transfer of learning regarding the three disciplinary skills of French as a first language induced by the extracurricular digital uses of adolescents. The data consisted of scientific documents obtained through a review of writings published between 2010 and 2018 and retrieved from databases and specialized journals. The results show that the transfer of learning is not a systematic process because when an adolescent uses a technology in the new context, they do not use the same skills as in the initial context.
  • Wong, Y.-L. R., & Batacharya, S. (Eds.). (2018). Sharing Breath: Embodied Learning and Decolonization. Edmonton: Athabasca University Press. 398 pp. $41.99 (Paperback). (ISBN 978-1771991919

    ulthiin, iowyth hezel (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2022-02-15)
  • Bioecological Analysis Of Teaching Trainees’ Difficulties And Professional Development

    Habak, Adel; DESBIENS, Jean-François; Correa Molina, Enrique; Caselles-Desjardins, Brigitte (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2022-02-15)
    Considered a central component of teacher training, the internship represents a professionalization situation. However, difficulties experienced by trainees may influence this potential. During the semi-structured interviews, associate teachers (n = 7) seemed to attribute the difficulties mainly to trainees while trainees (n = 14) and supervisors (n = 9) link more causes to the environment. Our results suggest a shared responsibility between concerned individuals and organizations. Based on the bioecological theory and its environments, primary dyad and development constructs, our avenues of reflection tackle initial training, support and internship methods.
  • Parental Perception Of Adolescents With An Autism Spectrum Disorder Regarding Their Transition Towards A Special-Needs Class Within A Regular High School Setting

    Taieb-Lachance, Catherine Isabelle; Poirier, Nathalie; Abouzeid, Nadia (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2022-02-15)
    Using semi-structured interviews, this study aims to document the perceptions of fifteen parents of autistic adolescents regarding their transition towards a special-needs class in a regular high school setting. This study has found an important presence of co-occurring conditions among this population. It also concludes that the transition towards high school is difficult, that an imbalance exists among school staff’s roles, and that resources are limited. Finally, parents are satisfied with the teachers’ qualities as well as with the collaboration established among the teaching staff and professionals within the private and public health system. However, cooperation among school professionals and the principals is considered suboptimal.
  • Miller, J. P. The Holistic Curriculum. Toronto: University of Toronto Press. (2019). 248 PP. $42.95 (paperback). (ISBN 978-1-4875-2317-6).

    Javaherpour, Azadeh (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2022-02-15)
  • Management Practices Reported By Secondary School Principals In Non-Metropolitan Areas: Descriptive And Exploratory Portrait

    Fréchette-Simard, Catherine; Plante, Isabelle; Plante, Nathalie; Dubeau, Annie (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2022-02-15)
    The transition from elementary to secondary school involves choosing from a growing selection of specialized programs. Traditionally, there is a ranking of secondary schools in Quebec based almost exclusively on student achievement. However, other indicators would make it possible to target the best environment for the child, particularly the offer of programs and services. Drawing from interviews with nine school principals, this article documents a variety of indicators that qualify the portrait of secondary schools in Quebec. The results of the thematic analysis revealed a wide variety of management practices, sometimes contrary to popular beliefs, which highlights the importance of considering all the indicators that accurately describe schools.
  • Awakening Indigenous Knowledge: Perspectives and Experiences of Indigenous Early Childhood Education Diploma Students

    Stagg-Peterson, Shelley; Huston, Lori; Ings, Eugema; Mason, Brenda; Falcigno, Kim (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2022-02-15)
    We draw on a focus group discussion amongst four Indigenous northern Ontario early childhood educators (ECEs) from an Indigenous postsecondary institution’s ECE diploma program, to show the important contributions of programs offered by Indigenous postsecondary education institutes to Indigenous cultural revitalization. We are the Indigenous Elder, two instructors, and senior administrator of the program, as well as a non-Indigenous university professor. We argue for Indigenous community-generated curricula that embody local Indigenous cultural knowledge, values, and practices, drawing on themes arising from analysis of focus group data: participants felt that they brought limited knowledge of their Indigenous language and culture to their program, and participants experienced an awakening of Indigenous knowledge through their participation in Indigenous practices outside the core curriculum.
  • A Study Of Chinese International Student Dropout: Acculturation Experiences And Challenges In A Pre-University English Language Improvement Program

    Wang, Peiyu; Zhou, George (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2022-02-15)
    With an increasing number of international students coming to Canada for higher education, Canadian universities are offering diverse English language improvement programs (ELIPs) to improve international students’ English proficiency. However, some Chinese international students struggle to pass such programs and eventually withdraw. This study examines the living and learning experiences of Chinese international students who dropped out of ELIPs and identifies the factors associated with their decisions to drop out. The findings indicate that Chinese international students dropped out due to academic failure that was related to low learning motivation, lack of time management and self-regulation, and insufficient academic and social integration. Implications for educators in higher education, study support services, and students are presented.
  • Factors to Consider in Syrian Refugee Families' Journeys to Social Inclusion: A Literature Review

    Dodd, Jennifer; Clandinin, D. Jean; Vigneau, Gillian; Kubota, Hiroko; Caine, Vera (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2022-02-15)
    This paper offers a review of the research literature on the experiences of young children and their families who left Syria as refugees and resettled in Canada. We identify five key factors that influence Syrian refugees’ experience of social inclusion within the context of the public-school systems as well as unveil the silences in and across the current studies. The five factors are pre-arrival experiences, mental health, social supports, acquisition of English language skills, and lack of preparedness of teachers and schools. Based on limited availability of research, we outline needed research to better understand social inclusion of Syrian refugee families with young children in Canada. There is a call to pay particular attention to their educational and social encounters.
  • Volume 56 Issue 1: Masthead

    McGill Journal of Education (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2022-02-15)
  • The Participant Observation Method: An Avenue To Discern One’s Interest And Research Questions Abstract

    Vincent, Cynthia; Tremblay-Wragg, Émilie (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2022-02-15)
    This field note outlines the reflections that arose from the use of the participant observation method as an immersive process during my doctoral research fieldwork on writing retreats. The observations made during a Thèsez-vous retreat held in January 2020 resulted in findings on the process of such a retreat and on-site interactions between participants and facilitators. This process not only highlighted the merits of this method, but also elucidated my doctoral research interests and questions. This note encourages readers to apply the participant observation method in their own research to reveal their subjectivity toward their topic of study.
  • Field Testing A Campus Preparation Mental Health Resource

    Gilham, Christopher Matthew; Wei, Yifeng; Kutcher, Stanley; MacIntyre, Catherine; MacCuspic, Sharon; Fougere, Wanda (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2022-02-15)
    This research investigated whether a mental health literacy resource could increase Grade 12 students’ mental health literacy. Bachelor of Education students (N = 8) from a university in rural Atlantic Canada created a board game and mental health seminar based on the resource. They applied the resource through the board game and seminar to Grade 12 students at two local high schools. There were positive albeit modest outcomes across a number of measures related to mental health literacy and post-secondary schooling preparation. Participants regarded the resource as helpful, and they were likely to recommend it to their peers. This resource holds promise for supporting students as they transition from high school to post-secondary settings.
  • Book Review: DONN SHORT. Am I Safe Here? LGBTQ Teens and Bullying in Schools. 2017.

    Parent, Anne-Marie (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2021-09-03)
    DONN SHORT. Am I Safe Here? LGBTQ Teens and Bullying in Schools. Vancouver, BC: On Point Press. (2017). 140 pp. $22.95 (paperback). (ISBN 978-0-7748-9021-2).  
  • WHAT SKILLS TO SUPPORT BEGINNING TEACHERS? A MULTI-CASE STUDY

    Vivegnis, Isabelle (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2021-07-11)
    Numerous studies around the world report that new teacherinduction is particularly critical, with beginning teachers often dropping outof the profession. Coaching, such as that provided by a mentor, occupies afrontlineposition among the means that can support new teacher induction.But, to ensure fruitful support in terms of professional development for thebeginner, the mentor must act with precaution and mobilize several supportskills. This is one of the aspects documented in our doctoral research,conducted in the form of a multicasestudy and using a qualitative/interpretative approach with four coachbeginnerdyads from secondaryeducation in Quebec.

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