International education research is crucial for understanding and enhancing educational practices across different cultures and improving inclusive, effective educational policies on a global scale. In this issue, we celebrate the research outcomes of Dr. David Zandvliet, Dr. Lilach Marom, Dr. Cary Campbell, and Dr. Michael Ling. These faculty members collaborate with international scholars to advance our knowledge and practices related to the internationalization of education, international development, and the enhancement of intercultural elements within curricula.

In 2023, our faculty members undertook a rich and diverse range of research projects: from arts-based methods aiding refugee children, critical media literacy, and enhanced environmental education to AI frameworks promoting self-regulated learning and integrating social justice in literacy education. These researchers’ notable achievements include award-winning publications, community-based projects reconnecting educational spaces with Indigenous roots, leadership in social and ecological justice, and studies on the cultural history of science. Research into automated literacies and integrating climate education with curricula has also significantly advanced movement toward an inclusive educational landscape.

Congratulations to the recipients of external awards: Dr. Daniel Chang, Dr. Ana Maria Navas Iannini, Dr. Gillian Judson, Dr. Ching-chiu Lin, Dr. Lilach Marom, Dr. Amy Parent, and Dr. Özlem Sensoy. We also celebrate our internal award recipients, including Dr. Cary Campbell, Dr. Michael Ling, Dr. Tenzin Doleck, Dr. Cher Hill, Dr. Jeannie Kerr, Dr. Cristiano B. Moura, and Dr. Michelle Pidgeon.

Explore the Faculty of Education's newest 144 publications for scholarly insights, fresh perspectives, and in-depth explorations across a variety of educational teaching and learning topics.

Entering in the Middle: Journeying into reconciliation in language and literacy education in BC

This dialogue between Dr. Magali Forte and Dr. Nathalie Sinclair draws on Magali’s lines of thought about sociomaterial theories and Indigenous perspectives in the field of language and literacy education. To what extent is it possible to teach (in) French and/or in English—two colonial languages—while engaging in the work of reconciliation? Magali shares her care-full attempt to move into a more productive and respectful space by thinking-acting-becoming differently as a French teacher, an instructor in French/English teacher education programs, and a researcher in language and literacy education.