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The incorporation of fine arts into healthcare education curricula could enrich students' overall learning experiences, enhance cognitive and emotional development, and prepare them for the diverse, dynamic, and stressful workplace. In this paper, I will offer my lived experience of using the arts in to engage nursing and health sciences students’ participation. The paper begins with a brief definition and scope of the arts to anchor the discussion and a variegated collection of literature scan. I will present the various cognitive and professional benefits of integrating the arts into healthcare curricula. I will append photos of several past and contemporary international artists’ works, including personal communications that would reinforce my assertion. In addition, I will include anecdotes from students and others who shared their insights on the integration of the arts in learning. I will also discuss practice implications and recommendations for including the arts in curriculum development.

Keywords: Arts, humanities, diversity, equity, inclusion, social determinants, emotional intelligence, transformative learning, ethical contemplation

Personal papers in the archives at Maritime College, State University of New York, document the lives of alumni from the school’s founding in 1874 through the early decades of the 20th century. Journals, diaries, memoirs, and reminiscences located in these collections provide evidence of what it was like to work on a ship, far from home, travelling to foreign lands. In this article, I explore first-hand accounts of maritime life by Van Horne Morris, my maternal grandfather and a 1938 graduate of the Massachusetts Nautical School (now known as Massachusetts Maritime Academy), and several alumni of the New York Nautical School (now known as SUNY Maritime College), who graduated between 1896 and 1929. Close reading of their letters and manuscripts reveals echoes of a maritime literary tradition rooted in the antebellum-era United States. Comparing and contrasting the style and content of their writing to antecedents in the 19th century also illuminates continuity and changes in maritime labour and culture over time.

This study explores the experiences of 70 Tibetan refugees in India (28 male, 42 female; mean age = 30.90 years; SD = 8.11) during the COVID-19 pandemic in terms of their stress, financial anxiety, perceived discrimination, dark future expectations, and resilience. Older, married, and working refugees experienced more problems but higher resilience. Female refugees reported more nervousness and stress than male refugees. Financial anxiety and dark future expectations predicted higher stress. Overall, the findings show low to moderate levels of mental health issues and high resilience among Tibetan refugees during the pandemic and highlight the importance of cultural beliefs and practices in maintaining good mental health and resilience.

Keywords: refugee, perceived stress, resilience, COVID-19, Tibetan

Critical literacy is a pedagogy that serves to mediate social justice issues and educate for transformative social action. We present a systematic review of how critical literacy has been incorporated in Canada’s provincial/territorial curriculum documents since the late 1990s and integrated in K-12 classrooms in the last decade. Our analysis shows that critical literacy has been addressed with varying degrees of explicitness in curricula, and there is an imbalance of studies on critical literacies among provinces and territories. We discuss implications and encourage stakeholders in education to explicitly embed critical literacy into curricula and promote critical literacy practices in the classroom.

Keywords: critical literacy, literacies, equity, social justice, social action