Récapitulatif de la 12e réunion annuelle des partenaires d’INKE (Implementing New Knowledge Environments)
2025-07-09 23:00:08 | Report | অংশগ্রহণকারী(রা): Brittany Amell | https://doi.org/10.25547/506Q-VJ94
La 12ème rencontre annuelle du partenariat INKE (Implementing New Knowledge Environments) a eu lieu début mai 2025 dans la pittoresque ville de Wolfville, en Nouvelle-Écosse. Cette rencontre s’inscrivait dans la tradition d’INKE de favoriser un dialogue...
L’état de la sécurité de la recherche au Canada, 2025
2025-07-08 18:29:51 | Report | অংশগ্রহণকারী(রা): Aaron Mauro | https://doi.org/10.25547/W8MM-6296
Ce court guide stratégique s’inscrit dans le prolongement du document précédent « La sécurité de la recherche et la science ouverte au Canada », publié en 2023. Cette version mise à jour aborde les menaces croissantes...
Recap of the Implementing New Knowledge Environments (INKE) Partnership 12th annual gathering
2025-06-25 23:49:10 | Report | অংশগ্রহণকারী(রা): Brittany Amell | https://doi.org/10.25547/MFVV-8Q75
The 12th annual gathering of the INKE (Implementing New Knowledge Environments) partnership took place in early May 2025 in the picturesque town of Wolfville, Nova Scotia. The gathering continued INKE’s tradition of fostering dynamic dialogue and collaboration across...
Recap of the 6th annual gathering of the Canadian Australian Partnership for Open Scholarship
2025-06-25 23:29:16 | Report | অংশগ্রহণকারী(রা): Brittany Amell | https://doi.org/10.25547/F5J7-RM94
The 6th annual gathering of the Canadian Australian Partnership for Open Scholarship (CAPOS), held from 2-3 December 2024 at Flinders University in Adelaide, brought together a...
Clarivate annonce son intention de supprimer progressivement les achats uniques et perpétuels de livres électroniques
2025-06-25 22:58:20 | Report | অংশগ্রহণকারী(রা): Brittany Amell | https://doi.org/10.25547/VD0X-Y014
Le 18 février 2025, Clarivate a annoncé les plans visant à éliminer progressivement les achats ponctuels de livres imprimés et numériques d’ici la fin 2025. Selon Bar Veinstein (président, Universités et Gouvernement), Clarivate...
Clarivate announces plans to phase out one-time perpetual purchases of e-books
2025-06-25 22:37:41 | Report | অংশগ্রহণকারী(রা): Brittany Amell | https://doi.org/10.25547/TFFZ-YG22
On February 18, 2025, Clarivate announced their plans to phase out one-time purchases of print and e-books by the end of 2025. According to Bar Veinstein (President, Academia and Government), Clarivate is “addressing libraries’ evolving needs by breaking down barriers and...
The State of Research Security in Canada, 2025
2025-06-25 17:43:43 | Report | অংশগ্রহণকারী(রা): Aaron Mauro | https://doi.org/10.25547/Y1RV-E494
This short policy guide serves as an extension of the previous “Research Security and Open Social Scholarship in Canada” document published in 2023. This updated version addresses escalating threats to Canadian research ecosystems due to foreign espionage, geopolitical tensions...
How do you wish to be cited? Citation practices and a scholarly community of care in trans studies research articles
2025-05-27 00:00:22 | Article | অংশগ্রহণকারী(রা): Katja Thieme, Mary Ann S. Saunders | https://doi.org/10.1016/j.jeap.2018.03.010
citation, trans studies, gender studies, research writing, academic writing, embodied knowledge, pragmatics
Expressive Freedom and Ethical Responsibility at Canadian Universities
2025-05-23 19:37:50 | Article | অংশগ্রহণকারী(রা): Katja Thieme | https://doi.org/10.7202/1108911ar
This article reviews recent government incursions on questions of free speech at universities and colleges in Ontario and Alberta and presents the challenge they pose to university autonomy. Inherent in university autonomy is the possibility—or the obligation—that universities make decisions...
Constitutive Rhetoric as an Aspect of Audience Design: The Public Texts of Canadian Suffragists
2025-05-23 19:08:38 | Article | অংশগ্রহণকারী(রা): Katja Thieme | https://doi.org/10.1177/0741088309353505
This article offers a way of using the theory of audience design—how speakers position different audience groups as main addressees, overhearers, or bystanders—for written discourse. It focuses on main addressees, that is, those audience members who are expected to participate in and respond to...
A Principled Uncertainty: Writing Studies Methods in Contexts of Indigeneity
2025-05-23 18:24:47 | Article | অংশগ্রহণকারী(রা): Katja Thieme, Shurli Makmillen | https://doi.org/10.58680/ccc201728963
This article uses rhetorical genre theory to discuss methods for writing studies research in light of increasing participation of Indigenous scholars and students in disciplines throughout the academy. Like genres, research methods are embedded in systems of interaction that create subject...
Humanities and Social Sciences Commons. Herramienta para la colaboración y difusión de resultados de investigación
2025-05-08 18:33:40 | Review | অংশগ্রহণকারী(রা): Alan Colin-Arce | https://doi.org/10.25547/1FQN-CN48
2025-04-11 19:46:03 | Article | অংশগ্রহণকারী(রা): Katja Thieme, Shurli Makmillen | https://doi.org/10.58680/ccc201728963
GitHub as Scholarly Communication: A community-sourced starter guide
2025-03-31 14:26:04 | Online resource | অংশগ্রহণকারী(রা): Brittany Amell, Jamie Takaoka
GitHub, scholarly communication, community, starter pack, resources
The state of post-secondary food studies pedagogy in Canada: An exploration of philosophical and normative underpinnings
2025-03-19 22:13:19 | Article | অংশগ্রহণকারী(রা): Phoebe Stephens, Lucy Hinton | https://doi.org/10.15353/cfs-rcea.v8i4.468
To date, there has been little empirical research on how food studies pedagogy has developed in Canada. Yet, across Canada, more and more postsecondary institutions are offering food studies in formalized programs and individual courses to undergraduate students. This paper contributes to the...
Understanding and developing food pedagogies in Ontario pre-service education
2025-03-19 22:13:18 | Article | অংশগ্রহণকারী(রা): Rachelle Campigotto, Sarah Barrett, Rod MacRae | https://doi.org/10.15353/cfs-rcea.v8i4.464
Policy documents implore Ontario teachers to integrate environmental education (EE) in the curriculum. Evidence of significant barriers such as lack of time, resources and knowledge, and lack of preparation at the Bachelor of Education level to teaching EE is well documented (Barrett, 2007,...
Kitchen Wizards: Community Engaged Learning at The Wolfville Farmers’ Market
2025-03-19 22:13:18 | Article | অংশগ্রহণকারী(রা): Mary Margaret Sweatman, Barb Anderson, Kelly Marie Redcliffe, Alan Warner, Janine Annett | https://doi.org/10.15353/cfs-rcea.v8i4.470
This article tells the story of an introductory, undergraduate required course with a significant community service-learning project developed in partnership between the School of Nutrition and Dietetics at Acadia University and the Wolfville Farmers’ Market. This partnership began in 2009,...
Preserving stories, preserving food: Intergenerational and multicultural pedagogies for food waste reduction from Pakistan, China and Canada
2025-03-19 22:13:18 | Article | অংশগ্রহণকারী(রা): Tammara Soma, Jayda Wilson, Molly Mackay, Yuting Cao | https://doi.org/10.15353/cfs-rcea.v8i4.455
Worldviews, cultures, spirituality, and history not only influence how societies define “food” and “waste”, they also shape how we consume food and the relationship we have with the broader food system. While food waste has emerged as a global concern and a complex “wicked problem” that...
Eating and learning about food at school and on campus: Farm to Cafeteria Canada (F2CC) in Metro Vancouver
2025-03-19 22:13:18 | Article | অংশগ্রহণকারী(রা): Estevan Coca | https://doi.org/10.15353/cfs-rcea.v8i4.460
Food is an interdisciplinary topic that transverses different areas of knowledge, allowing it to be used as a pedagogical resource in numerous teaching-learning processes and environments. This paper seeks to contribute to early debates on the relationship between public procurement and food...
Digesting performance: An embodied-environmental approach to food pedagogy
2025-03-19 22:13:18 | Article | অংশগ্রহণকারী(রা): David Szanto | https://doi.org/10.15353/cfs-rcea.v8i4.454
Food and food systems are distinct from many other areas of study, in part because of the material, experiential, and affective elements they comprise. Teaching about food can therefore benefit from pedagogical approaches that acknowledge, account for, and activate intersubjectivity, emotions,...
Click a tag to see only publications with that tag.
