No. 193 (2020)

• Table of Contents

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Articles

• Integrate or Assimilate?: How the Policy Discourse of Manitoba’s School Partnerships: A Guide for Parents, Schools, and Communities Enforces Hegemonic Understandings of Parental Involvement on Recently-Resettled Refugees

  Jerome Cranston, Stephanie Crook

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• Bias-Free or Biased Hiring? Racialized Teachers’ Perspectives on Educational Hiring Practices in Ontario

  Zuhra Abawi, Ardavan Eizadirad

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• A Comparative Analysis of K-12 International Education Policies of Ontario and Manitoba

  Roopa Desai Trilokekar, Merli Tamtik

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• A Critical Discourse Analysis of the University of Ottawa’s Internationalization Strategy Report from a Third World perspective

  Vinicius Alves Barreto da Silva

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• How Educational Leaders Conceptualise the Usefulness of Academic Research to Support Their Decision-Making

  Scott Tunison

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• An Examination of Educational Policies for Students with Type 1 Diabetes in Catholic School Boards

  Julie Corkett, Sarah Hastings

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• High School Redesign: Carnegie Unit as a Catalyst for Change

  Barbara Brown, Gabriela Alonso-Yanez, Sharon Friesen, Michele Jacobsen

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• Toward A Conceptualization of Democratic Leadership in a Professional Context

  Rob Liggett

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• Inuit Elder Policy Guidance for System-wide Educational Change in Nunavut, 2003-2013

  Heather Elizabeth McGregor, Catherine A. McGregor

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Book Reviews

• Adams, P., Mombourquette, C., & Townsend, D. (2019). Leadership in education: The power of generative dialogue. Canadian Scholars.

  Bonnie Stelmach

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