La titularisation est une etape marquante dans le monde academique. Une fois acquise, elle procure la securite et la permanence, de maniere a accroitre la liberte intellectuelle dans la poursuite de recherches et d'interets importants, a la fois pour l'etablissement et pour la societe. Si le parcours vers la titularisation est tres personnel, la periode de titularisation elle-meme procure une tribune pour engager la conversation avec ses pairs. Cela implique des defis, surtout dans un milieu ou la liberte intellectuelle est encouragee. Les auteurs doivent faire des choix qui leur permettront d'atteindre leurs objectifs personnels tout en repondant aux mandats et aux politiques institutionnels. En meme temps, apres des annees de titularisation, ils continuent d'evoluer en tant qu'universitaires, en poursuivant leur cheminement personnel ou en cherchant des changements au sein du monde academique. Cet ouvrage rassemble les experiences vecues d'universitaires qui explorent la relation complexe entre eux, le monde academique en tant qu'ideal et les universites en tant que realisation de cet ideal durant la periode menant a la titularisation. Publie en Anglais.

The Academic Gateway: Understanding the Journey to Tenure investigates the experiences of professors employed in tenure-track positions who are starting their career within a university environment, but have not yet attained the affirmation and permanence that tenure offers. The role that they have taken on entails the preparation of students within a professional school. Some of them have very limited professional experience, while others bring multiple years of experience with them in their transition to a faculty of education. The contributors speak to the three key components of their faculty role: teaching, service, and research. Addressing organizational structures and differences relative to prior roles, they examine how these changes have assisted, confused or altered the way they conduct their day-to-day work. They speak about relevant prior experiences, the preparation they received through graduate school, and the details of the learning curve as they entered into their tenure track role. Have they been successful? The reader will experience the same uncertainty and anticipation every professor goes through during their journey to tenure. This approach amplifies the realism of not knowing whether issues that are spoken about will ultimately be overcome and enhances the validity of their experiences by not biasing the contributions towards those who expect success.

La titularisation est une etape marquante dans le monde academique. Une fois acquise, elle procure la securite et la permanence, de maniere a accroitre la liberte intellectuelle dans la poursuite de recherches et d'interets importants, a la fois pour l'etablissement et pour la societe. Si le parcours vers la titularisation est tres personnel, la periode de titularisation elle-meme procure une tribune pour engager la conversation avec ses pairs. Cela implique des defis, surtout dans un milieu ou la liberte intellectuelle est encouragee. Les auteurs doivent faire des choix qui leur permettront d'atteindre leurs objectifs personnels tout en repondant aux mandats et aux politiques institutionnels. En meme temps, apres des annees de titularisation, ils continuent d'evoluer en tant qu'universitaires, en poursuivant leur cheminement personnel ou en cherchant des changements au sein du monde academique. Cet ouvrage rassemble les experiences vecues d'universitaires qui explorent la relation complexe entre eux, le monde academique en tant qu'ideal et les universites en tant que realisation de cet ideal durant la periode menant a la titularisation. Publie en Anglais.

Citizenship, the condition of living in a shared society and the standard of conduct that allows those in a particular society to live harmoniously and prosper, has become an important goal for public education in Canada. Citizenship is a prevalent concept within many documents and policy developments in the field of education. The purpose of this study was to describe the congruence between Aboriginal student citizenship development, as manifested in behaviour, and the prescribed outcomes of Canadian citizenship in secondary schools in the Province of Manitoba, Canada. The values of Canadian citizenship were used in this study which were derived from a set of civic values used in the development of Manitoba's Social Studies curriculum.

For Indigenous students and teachers alike, formal teaching and learning occurs in contested places. In Indigenous Education, leading scholars in contemporary Indigenous education from North America, New Zealand, and Hawaii disentangle aspects of colonialism from education to advance alternative philosophies of instruction. From multiple disciplines, contributors explore Indigenous education from theoretical and applied perspectives and invite readers to embrace new, informed ways of schooling. Part of a growing body of research, this is an exciting, powerful volume for Indigenous and non-Indigenous teachers, researchers, policy makers, and scholars, and a must-read for anyone who wants to understand the contested spaces of contemporary education. Contributors: Jill Bevan-Brown, Frank Deer, Wiremu Doherty, Dwayne Donald, Ngarewa Hawera, Margie Hohepa, Robert Jahnke, Patricia Maringi G. Johnston, Spencer Lilley, Daniel Lipe, Margaret J. Maaka, Angela Nardozi, Katrina-Ann R. Kapa'anaokalaokeola Nakoa Oliveira, Wally Penetito, Michelle Pidgeon, Leonie Pihama, Jean-Paul Restoule, Mari Ropata-Te Hei, Sandra Styres, Huia Tomlins-Jahnke, Sam L. No'eau Warner, K. Laiana Wong, Dawn Zinga