不良研究所

The United Nations General Assembly proclaimed January 24 as the International Day of Education, in celebration of the role of education for peace and development.鈥疶he theme鈥痮f the fourth鈥疘nternational Day of Education is鈥�鈥淐hanging Course, Transforming Education.鈥濃�疶ransforming the future requires an urgent rebalancing or our relationships with each other, with nature as well as with technology that permeates our lives, bearing breakthrough opportunities while raising serious concerns for equity, inclusion and democratic participation鈥�().鈥�聽

Here are some experts from 不良研究所鈥痺ho鈥痗an provide鈥痗omment鈥痮n this issue:鈥�聽

Tina Montreuil, Associate Professor, Department of Educational Counseling and Psychology鈥�聽

鈥淓ducation was already on a transformational path and聽changing slowly聽prior to the聽onset of the聽COVID-19鈥痯andemic.聽Now the ongoing nature聽of the pandemic聽has聽forced us to rethink the way we define educational curricula聽and related learning objectives, particularly聽in relation聽to shaping聽global citizenship. There are challenges and opportunities聽in聽having to rely on technology to聽support聽learning while聽at the same time聽doing our best to preserve聽human interactions, particularly聽as we continue working together to promote equity, diversity and inclusion.鈥濃��聽

Tina Montreuil is an Associate鈥疨rofessor in the department of Educational and Counselling Psychology and an Associate Member of the department of Psychiatry at 不良研究所.鈥疕er current research focuses on, among other topics, how symptoms of mental health problems might interfere with self-regulated learning in a group context and ultimately, educational achievement.鈥�聽

Tina.montreuil [at] mcgill.ca鈥�(English, French)鈥�聽

Bronwen Low, Associate鈥疨rofessor, Department of Integrated Studies in Education鈥�聽

鈥淪ignificant inequities in our education system were exposed and deepened鈥痚arly on in聽 the鈥疌OVID-19 pandemic. These inequities included schools鈥� ability and preparedness to adopt聽new modes of instruction, the digital divide, availability of adult support, and access to quiet study spaces at home,聽which all shaped聽the experience of remote learning. The inequities also included the differing vulnerabilities and needs of children of 鈥榬emote鈥� vs. 鈥榚ssential鈥� workers, and the ways that overcrowded and poorly maintained and ventilated鈥痯ublic school鈥痓uildings increased the possibilities of transmission. Two years later, most schools and families are better prepared to adapt to pandemic restrictions and changes, but these inequities still exist."聽

Bronwen Low is an Associate Professor in the Department of Integrated Studies in Education. She is interested in how we might better support socially marginalized young people underserved by traditional schooling models and practices.鈥�聽

bronwen.low [at] mcgill.ca鈥�(English, French)鈥�聽

惭颈苍诲测听搁.听颁补谤迟别谤, Associate鈥疨rofessor, Integrated Studies in Education鈥�聽

鈥淲e are living in a moment of great change and transformation,鈥痑s a result of鈥痶he effects of the COVID-19 global pandemic. For education, this has intensified the need to rebalance concerns related to equity, diversity and inclusion;鈥痠n order for鈥痵ome to learn to listen more, as others raise their voices. Complicated聽curricular conversations that confront prejudice, one鈥檚 own positionality, the historical legacies of human rights violations and how the interconnections between relationships with nature and technologies merge and emerge at the forefront.鈥�鈥疧n this International Day of Education, we鈥痟ave the opportunity to鈥痳e-think, re-consider, and re-imagine (in order to鈥痳e-emerge) together, as we seek connection and becoming for/with all. Education is the greatest equalizer and hope for a just society.鈥濃��聽

Mindy R. Carter聽is an Associate Professor and Program Director of Teacher Education in the Department of Integrated Studies in Education. She鈥痵pecializes in鈥痳esearch related to鈥痑rts-based educational research, teacher education and identity.鈥�聽

mindy.carter [at] mcgill.ca鈥�(贰苍驳濒颈蝉丑)鈥�聽

Steven Shaw, Associate聽Professor,鈥疍epartment of Educational聽and聽Counselling Psychology鈥�聽

鈥淭he COVID-19 pandemic and related crises have created so many challenges for education. These challenges are opportunities. Through technology, the integration of mental health interventions, health care interventions, and equity-focused inclusive instruction, there is potential for education to become an increasingly salient driver of well-being for all.鈥濃��聽

Steven Shaw is an Associate Professor in the Department of Educational聽and聽Counselling Psychology, where he serves as the director of the Resilience, Pediatric Psychology and Neurogenetic Connections Lab and the co-director of the 不良研究所 Developmental Research Lab. His research interests include pediatric school psychology, improving education for children with rare genetic disorders, improving implementation of innovation and clinical research in education and psychology, and developing resilience skills in children at risk for academic failure.鈥�聽

steven.shaw [at] mcgill.ca (鈥�)听(贰苍驳濒颈蝉丑)

Adam Dub茅, Associate聽Professor, Department of Educational聽and聽Counselling Psychology聽

鈥淭his past year has demonstrated that education is central to a functioning society and that we must do more to ensure educational institutions can continue to safely serve their communities in challenging times. Investment and innovation in education are needed so that educators are emotionally, technologically, and financially supported and empowered to cultivate the next generation of society.鈥澛�

Adam聽Dub茅聽is an Associate聽Professor in the Learning Sciences Program of the Department of Educational聽and聽Counselling Psychology. He investigates how educational technology augments the learning process and teaches courses on the use of emerging educational technologies.聽

adam.dube [at] mcgill.ca听(贰苍驳濒颈蝉丑)聽