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This paper examines how the historical, theoretical, and lived commitments of John Dewey’s progressive education are enacted in contemporary STEM learning at the University of Chicago Laboratory Schools. Placing STEM within the sociopolitical and environmental transformations of late nineteenth-century Chicago, we link Dewey’s philosophies to the engineering and civic challenges that shaped the city. Drawing on classroom observations, teacher conversations, and composite vignettes, we show how STEM learning in a grade one class foregrounds student-driven inquiry in community and place. Three themes characterize these experiences: experience and exploration through ongoing encounters with Wooded Island; problem solving and place via collaborative design challenges connected to Chicago’s built environment; and ethics and relationships as students consider their responsibilities toward more-than-human community members. The authors argue that these practices exemplify a transdisciplinary STEM that is historically grounded, ecologically situated, and democratically oriented. As Chicago again undertakes place-making with the Obama Presidential Center, Deweyan principles continue to offer a living curriculum that invites young learners to make meaning, act together, and imagine more just and sustainable futures.

Keywords: John Dewey, John Dewey, John Dewey, educación STEM, éducation STIM, STEM education, aprendizaje basado en el lugar, place-based learning, apprentissage ancré dans le lieu, progressive pedagogy, pédagogie progressiste, pedagogía progresista, transdisciplinariedad, transdisciplinarité, transdisciplinarity

This paper examines the lived realities of conducting a purposefully transdisciplinary, equity-focused international STEM research project during the COVID-19 pandemic. Using the Charter of Transdisciplinarity as an analytic lens, we explore how our team navigated visa delays, shifting political contexts, administrative turnover, and digital inequities while supporting marginalized undergraduate women in STEM. Through reflective prompts and critical event analysis, we show how belonging—understood as an active, ongoing practice—enabled us to move beyond disciplinary boundaries and confront entrenched forms of marginalization in STEM and academia. Technology simultaneously connected and divided us, requiring continual renegotiation of community membership. Dialogues around artificial intelligence served as key moments of transcultural exchange and vulnerability. We argue that transdisciplinarity is a human and relational endeavor that must be intentionally cultivated. Within STEM, it emerges not from the acronym itself but from practices that center humanity, resist othering, and foster collective flourishing.

Keywords: transdisciplinarité, transdisciplinariedad, transdisciplinarity, STEM education, éducation STIM, educación STEM, belonging, pertenencia, appartenance, transcultural collaboration, collaboration transculturelle, colaboración transcultural, recherche internationale, investigación internacional, international research, equity in STEM, equidad en STEM, équité en STIM, recherche-action participative, participatory action research, investigación-acción participativa, inégalité numérique, inequidad digital, digital inequity, interdisciplinary collaboration, collaboration interdisciplinaire, colaboración interdisciplinaria

A mixed methods design was employed to study students’ self-regulation of e-learning to understand the phenomenon of the digital divide. Quantitative data consisting of the perceptions of comprehensive school students (N=29,863) on self-regulated learning (SRL) and equal access to digital devices were analyzed to identify subgroups. Qualitative data on e-learning experiences (n=13,310) were then analyzed according to their subgroups. The results indicated equal access to devices but strongly divided e-learning experiences between students. Those assessed as having the highest SRL (31%) provided remarkably detailed descriptions of how they developed new learning strategies, metacognitive, and digital skills during e-learning. In contrast, students belonging to the lowest SRL group (21%) expressed divided experiences; half of them claimed not to have learned anything. These students were often left without parental support. The current study provides empirical evidence of the digital divide and its realization during the pandemic, leading to deviant poor learning experiences for students with low SRL skills. Therefore, in the future, schools should create structures to recognize students who require support and ensure equal opportunities for meaningful e-learning.

Keywords: e-learning, apprentissage en ligne, apprentissage autorégulé, self-regulated learning, digital divide, fracture numérique, méthode mixte, mixed methods, compulsory education, enseignement obligatoire

This study investigates the mediating role of professional self-esteem in the relationship between motivation to pursue teacher education in an open distance learning (ODL) context and individuals’ perceptions of the teaching profession. Four hypothesises have been examined: 1) the perception of teaching as a profession has a positive effect on professional self-esteem; 2) professional self-esteem is positively related to the motivation to study teacher education in an ODL context; 3) the perception of teaching as a profession indirectly induces a motivation to study teacher education in an ODL context; and 4) the perception of teaching as a profession has a direct effect on motivation to study teacher education in an ODL context. Using a quantitative approach and adopting a cross-sectional research design, 314 respondents enrolled in an ODL programme in the two Cameroon anglophone state universities were sampled to unravel the complex dynamics underpinning critical variables. The findings revealed that professional self-esteem does indeed mediate the relationship between motivation to study teacher education through ODL and the perception of teaching. Moreover, teachers who perceive teaching as a respected and rewarding profession tend to have higher levels of professional self-esteem, which in turn increases their intrinsic motivation to study. Conversely, those with lower perceptions of the profession show reduced motivation, even when they recognise the convenience of the ODL system. Recommendations of the study include targeted interventions by educational institutions to promote teaching as a career by integrating strategies that build professional confidence among student teachers.

Keywords: Cameroun, Cameroon, distance education, formation à distance, motivation, motivation, perception, perception, self-esteem, estime de soi, teacher, enseignant

In this commentary, I briefly consider, for context, a number of short films focused on the Chevalier Saint-George and films in which the figure of the Chevalier has appeared, before focusing on the 2023 feature-length biopic, Chevalier, directed by Steven Williams. These reflections are focused on the continuities between period piece films, biographical films and adaptations. A term borrowed from French poetics, "ineffacement," helps us to consider the film artist's double duties to their own artistic license and personal engagements, on the one hand, and on their various epistemological and ethical obligations to the historical source material on the other. Chevalier does not succeed as a film in part because it fails to present viewers with the dilemmas of such balancing or to show much evidence of having even considered them. The film does show the renewal of interest in the figure of the Chevalier and promises more attempts to do justice to this inspiring historical character.

Keywords: Chevalier de Saint-George, Chevalier de Saint-George, biographie filmée, Cinematic biography, poethics, poéthique, ineffacement, ineffacement, histoire, history

This contribution explores the process of intentional rewriting at work in Poisson d'or by J.M.G. Le Clézio, based on the narrative architecture of Désert, published seventeen years earlier. Through a structural analysis comparing the trajectories of the heroines Lalla and Laïla, we demonstrate how Le Clézio reused and modified the narrative elements of one of his own novels to adapt the same plot to the constraints of a more uprooted, more contemporary character who is nonetheless equally in search of identity. Three narrative elements common to both works are examined: the search for identity markers, the conflict between social assignment and freedom, and the Western experience as a path to exile or revelation. Using a methodological combination of Propp's approach and Bremond's theory of narrative possibilities, the study highlights that this phenomenon of rewriting, far from being a simple self-plagiarism of plot, constitutes a genuine aesthetic and poetic gesture, revealing the consistency of Le Clézio's themes and their ability to regenerate themselves according to figures and contexts.

Keywords: rewriting, récriture, analyse structurale, structural analysis, Propp, Propp, Le Clézio, Le Clézio, Bremond, Bremond

This article focuses on teaching practices that promote the academic inclusion of newly arrived immigrant students who attend elementary welcoming classes in Quebec. Data was collected through comprehensive interviews with four teachers working in different schools. For a better understanding of the teachers’ practices, we carried out a cross-sectional analysis based on two themes: the teachers’ perceptions of reception classes and inclusion, and the practices mobilized to promote student inclusion. The findings reveal, among other things, that the teachers share a positive perception of welcoming classes and of inclusion, and that they are aware of the importance of (re)cognizing their students’ realities and experiences. However, they express a sense of frustration regarding the challenges they face, most notably the isolation of their classes and students and the forms of exclusion they themselves experience. These findings give a dual meaning to inclusion: include in order to promote students’ learning and include to counter the school exclusion faced by these students.

Keywords: reported teaching practices, pratiques enseignantes rapportées, perceptions, perceptions, inclusion scolaire, social inclusion, reception class, classe d’accueil, élèves nouveaux arrivants, newly arrived students

Where do we learn? What are our experiences of relationships in those contexts? Could teaching a course outside activate the wâhkôhtowin imagination? Can walking begin to repair relationships? Donald suggests that it can; and yet, another of the concepts Donald discusses, that of fort pedagogy, cautions us to listen and not claim. Is it possible for me, a White descendent of European immigrants, to learn from the wâhkôhtowin imagination without re-enacting fort pedagogy? In this article, I examine possibilities for anti-colonial pedagogy as I reflect on a student’s learning experiences—my own—from my dual positionality as PhD student and English literature instructor. Thinking alongside Indigenous Métissage (Donald, 2009, 2012), fort pedagogy (Donald, 2009), and the wâhkôhtowin imagination (Donald, 2021), I examine my experiences in an innovative graduate English course taught largely outside and consider ways pedagogy can shift relationships to place and to one another.

Keywords: pédagogie anticoloniale, anti-colonial pedagogy, imagination, imagination, Indigenous ways of knowing, façons de savoir autochtones, apprentissage sur le terrain, place-based learning, réciprocité, reciprocity, wâhkôhtowin, wâhkôhtowin

The university’s core teaching mission is being reshaped by the proliferation of experiential learning (EL) pedagogies. The rise of EL is also constituting new connections between the university and its local community, relationships necessary for EL itself to be delivered. This research examines how universities confront these new and mutually interdependent dimensions of teaching and societal engagement. Using qualitative thematic content analysis, the paper documents and analyses university senate deliberations on EL at twelve (12) representative institutions in Canada for the period from 2012 to 2022 (n = 922 monthly meetings). Focusing on senate discussions on matters such as internal university EL governance, engagement with community partners, and impacts on learners and learning, the paper presents a novel analysis of the Canadian university’s understanding and development of EL in this phase of expansion. The paper concludes with a discussion of institutional and sector policy implications for the teaching and learning mission.

Keywords: Higher education, teaching mission, experiential learning, community engagement

In 2008 Halifax Regional Municipality undertook a major construction project to replace the underground sewer system that carries Freshwater Brook from the Halifax Commons to its outlet at the southeastern end of the Halifax Peninsula. The project was necessary because the existing system did not meet modern standards and the old pipes ran under city blocks and were therefore inaccessible in many places for maintenance and repair. The first part of the project (2008-09) involved installing a modern dual pipe system along a route that crossed the predicted locations of the boundary between the Cunard and Bluestone Quarry formations of the Halifax Group, and the biotite-in and andalusite-in isograds of the contact aureole of the South Mountain Batholith. Bedrock was exposed along much of the excavated trench, which was nearly 10 m deep in many places. Outcrop observations and samples from the trench revealed that the Cunard-Bluestone Quarry contact runs under the Sobeys parking lot, between Fenwick and Queen streets. The andalusite-in isograd in the Cunard Formation can be traced as far as the west end of Fenwick Street. The cordierite-in isograd lies east of the study area, and the biotite-in isograd to the west. The lithology and isograd map for south end Halifax has been updated based on these results. Problems including uncertain subsurface location of the old pipes, contaminated soil, and carbon monoxide migration into residential buildings contributed to significant delays and cost overruns; some of these might have been mitigated with better knowledge of the subsurface geology.