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The development of Environmental and Sustainability Education (ESE) in pre-service teacher education in Canada has shown slow but steady progress over the past 40 years. A detailed history of how individuals and groups have influenced its praxis does not yet exist (Elliott & Inwood, 2019, p. 37). This paper attends to the experiences of six teacher educators/graduate students who have been composing their lives in different landscapes in relation to ESE. We employ collaborative autoethnography as our research methodology. Together, we are involved in the process of telling, retelling, and reliving our stories of who we are in relation to ESE. We also pay deep attention to the resonances echoed across our experiences and curate our forward-looking thoughts for/with the future of ESE. We hope to expand current ESE with a more holistic and sustainable approach, which includes integrating place-based wisdom with environmental education; collaborating with material presences not as resources but as partners for multispecies’ flourishing; and sustaining the intergenerational reverberations of familial and cultural practices and quantitative literacy.

Keywords: environmental and sustainability education, storied experiences, multispecies’ flourishing, familial

Digitally mediated participation in planning processes has grown significantly. In an emergent digital turn for participatory planning scholarship, there is a growing body of research attempting to trace this growth and grapple with its implications. This paper explores how planning scholars and practitioners can deepen their critical stance toward digital modes of participatory planning. In Canada, this approach becomes especially important given the recent and widespread adoption of a specific digital platform type used to support participatory decision-making at the municipal level. Across the country, many towns and cities have embraced what I call Dedicated Digital Engagement Platforms (DDEPs). Despite their growing influence, these platforms for community involvement have not been previously quantified at a nation-wide level, nor thoroughly examined in planning scholarship. New evidence presented here defines DDEPs and documents the extent of their use by local and regional municipalities across Canada. In light of the growing prominence of these platforms, this article then provides the foundation for a more critical digital participation research agenda that draws on important debates in wider planning theory regarding democratic decision-making, the commercialization of deliberative democracy, and the platformization of public participation.

Keywords: participation du public, public participation, engagement numérique, digital engagement, plateformisation, platformization, aménagement municipal, municipal planning

One of the many impacts of the Covid pandemic on Canadian cities was the complete collapse of short-term rental (STR) markets, as long-distance travel nearly vanished for more than a year. Many dedicated STRs shifted back to the long-term rental market, but others remained on STR platforms such as Airbnb but with minimum stays of one month or more—a land use we describe as “medium-term rentals” (MTRs). This paper provides a planning analysis of online-platform-mediated MTRs in Canadian cities and their housing-market, land-use, and regulatory implications. First, we identify and explore the regulatory grey zone inhabited by MTRs, which appear to be neither standard residential tenancies nor short-term tourist accommodations. Second, the paper provides a brief empirical overview of the emergence of MTRs during and after the Covid pandemic in Toronto, Montreal, and Vancouver. Third, the paper uses a policy case study of situations in which Ontario’s Landlord and Tenant Board has been asked to adjudicate non-standard tenancies to establish whether there is a planning basis for distinguishing medium-term rentals from other tenancy types. The paper concludes by identifying a key planning principle which could allow Canadian municipalities to pull MTRs out of the regulatory grey zone: regulating type of stay instead of length of stay.

Keywords: logement, Housing, location à moyen terme, mediumterm rentals, réforme politique, policy reform, COVID-19, COVID-19, type de séjour, stay type

Existing literature documents how older refugees are at risk of social exclusion and isolation, yet few researchers have investigated the social inclusion of recently (re)settled older Syrian refugees in Canada. Here we apply the social inclusion model to older migrants to analyze the social inclusion of 360 Syrian refugee older adults (51+ years) in Canada. Results indicate that older Syrian refugees tend to have good health, a strong sense of belonging, regular communication with others, and supportive relationships; therefore, they are likely to experience social inclusion, despite education and language challenges. We conclude by discussing the positive structural elements in their resettlement experiences.

Keywords: Réfugiés syriens, Syrian refugees, social isolation, isolement social, social inclusion, inclusion sociale, réinstallation des réfugiés, refugee resettlement, immigrants aînés, older immigrants, réfugiés aînés, older refugees

The evolving linguistic landscape in 21st century classrooms necessitates a re-evaluation of pedagogical approaches, exploring the potential of multilingual writing techniques within TESOL settings. This article draws on my self-study as a TESOL educator navigating contexts and shifting from an English-only approach in the classroom to an openness of language(s) approach (Ortega, 2019). Following Hamilton’s (2018) case study approach, I investigate the feasibility of implementing a multilingual pedagogy in an international school in Toronto and explore its influence on students, teachers, and the learning process across the domains of (CMLA) (Prasad & Lory, 2020). For this paper, I focus on data that highlight and reflect the impact of multilingual pedagogy on students, teachers, and the teaching/learning process. I performed a qualitative thematic analysis and found that multilingual pedagogies benefited students on many levels. I conclude with a personal reflection on both the affordances and challenges of implementing multilingual pedagogies.