- Future Students
- Current Students
- Programs
- Programs of Study
- Undergraduate Studies
- Bachelor of General Studies
- Bachelor of Education as a Second Degree
- Minors
- Counselling and Human Development Minor
- Curriculum and Instruction Minor
- Early Learning Minor
- Educational Psychology Minor
- Learning and Developmental Disabilities Minor
- Social Justice in Education Minor
- Elementary Generalist Minor
- Environmental Education Minor
- French Education Minor
- Physical and Health Education Minor
- Secondary Mathematics Education Minor
- Secondary Teaching Minor
- Certificates
- Courses
- Teacher Education
- Professional Diplomas
- Graduate Studies
- Masters Programs
- MA, MEd in Arts Education
- MA, MEd in Counselling Psychology
- MEd in Curriculum & Instruction: Children’s and Young Adult Literature
- MEd in Curriculum & Instruction: Contemplative Inquiry & Approaches in Education
- MEd in Curriculum & Instruction: Ecological Education
- MA, MEd in Curriculum & Instruction: Educational Theory and Practice
- M.Éd. dans Curriculum & Instruction: Enseigner et apprendre en français: plurilinguismes, francophonies et éducation
- MA, MEd in Curriculum & Instruction: Equity Studies in Education
- MEd in Curriculum & Instruction: Imagination in Teaching, Schooling and Place
- MEd in Curriculum & Instruction: Innovations in Mathematics Education
- MA, MEd dans Curriculum & Instruction: l'éducation en français en contextes de diversité (campus de SFU)
- MEd in Curriculum & Instruction: Place- and Nature-Based Experiential Learning
- MEd in Curriculum & Instruction: Post-Secondary (VCC)
- MEd in Curriculum & Instruction: Science Education and Communication
- MEd in Educational Leadership: Post-Secondary (Surrey)
- MEd in Educational Leadership: Imaginative K-12 Leadership (Surrey)
- MEd in Educational Practice
- MEd in Educational Practice: Indigenous Pedagogy and Indigenous Inquiry
- MEd in Educational Practice: Practitioner Inquiry
- MA, MEd in Educational Psychology
- MEd in Teaching Languages in Global Contexts
- MA, MEd in Educational Technology & Learning Design
- MSc, MEd in Secondary Mathematics Education
- MA, MEd in Teaching English as an Additional Language
- Doctoral Programs
- EdD in Educational Leadership: Leading for Educational Change in the Yukon
- PhD in Arts Education
- PhD in Educational Psychology
- PhD in Educational Technology & Learning Design
- PhD in Educational Theory and Practice: Curriculum and Pedagogy Stream
- PhD in Educational Theory and Practice: Philosophy of Education Stream
- PhD in Languages, Cultures and Literacies
- PhD en langues, cultures et littératies (en français)
- PhD in Mathematics Education
- Areas of Study
- Program Comparision
- Masters Programs
- Programs in French
- Faculty & Research
- Indigeneity
- Community
- About
- News & Events
- Support Us
- Instructor & Staff Resources
- Work With Us
- Contact
News, Announcements, Indigenous
Dr. Michelle Pidgeon: Our next generation of leaders gives hope for Canada's future
Op-Ed by Dr. Michelle Pidgeon. Originally appearing in The Province (Published: September 23, 2018)
If I told you the negative stereotypes commonly parroted about young people are mostly bogus, would you believe me? You should.
This is the conclusion of the first ever Voices of Our Youth survey, a report I worked on with the Horatio Alger Association of Canada, in collaboration with Nanos Research, which polled over 2,000 young Canadians on several political, social, economic, educational and personal issues.
The study treads into new territory. While Millennials (those born between the early 1980s and mid-1990s) have been the subject of many reports and think pieces, little has been written on the following generation, Generation Z, those born between the mid-1990s and the mid-2000s. Thanks to our report, we now have some insight into their views, values and attitudes.
Canada’s 14- to 23-year-olds are far from lazy. Generation Z members overwhelmingly believe that hard work is more important for achieving success in life than luck. For example, a good portion of high school students work part-time. In terms of how they view themselves as having a successful life, they are determined to gain financial stability while still placing great importance on helping others and the environment. Often portrayed as being pessimistic, nearly three-quarters claim to be hopeful or somewhat hopeful for the future. Young people today also identified freedom of thought, belief, opinion and expression as being the most important freedom that Canadians enjoy.
Young people are often castigated for not thinking of their long-term future, but this actually forms one of their most common anxieties; 77 per cent of high-school graduates feel their top pressure is to have their lives figured out. For the majority, this pressure is self-induced, in combination with parental/guardian pressure.
Read the rest of this article by Dr. Michelle Pigeon here