Previous Issues

Take a look at the articles in previous issues here.

Growing Relationship, Food Security, and Sustainability

A catalyst for transformation, students from pre-school to Grade 12 at Lucerne School in rural New Denver work in partnership with local community organizations and volunteers to inquire and create change through their school/community Garden, Greenhouse and Sustainability initiatives.


Author(s): Terry Taylor

Learning from the action I haven’t taken

So often we make lists of things we must attend to and then check things off that list with a slight puff of accomplishment. What about those items we leave undone? I made a plan for this year and I left some of it undone. Rather than feel like a failure about these inactions, I realize there is a lot to be learned from being curious instead.


Author(s): Tashi Kirincic

Teaching with Critical Intention: Re-imagining a Decolonizing Narrative for 21st Century Learning

When I first set out on this journey, my focus was on decolonizing our learning space and my own practices as an educator. This involved seeking ways of exploring ‘reconciliation as an inclusive process’. Read on to see how we meaningfully explore important questions such as those around 'the deeper meanings in our life experiences'.


Author(s): Steve Evans

Open Minds: Constructing Learning in the Community

The Open Minds model provides a framework for "learning in community", re-conceptualizing traditional field trips as extended, place-based, co-created learning sites. The 2016 Museum School model embodies the core OECD principles, providing a model from which to "scale out" this experiential, placed-based pedagogy for the benefit of students in BC.


Author(s): David Barnum

The Fire Triangle: A tool for holding ourselves accountable for intangible outcomes

We measure that which we value. In this refreshing article, Amelia Peterson introduces a new metric: the fire triangle. This storied approach to data provides a new take on what it now takes to measure the complexity of educational change.


Author(s): Amelia Peterson

Teachers leading reform through inquiry learning networks

For the past sixteen years we have been facilitating voluntary networks of schools in British Columbia, Canada. Over this time, we have seen the significant impact that teacher leaders can have when they are linked, supported and engaged in learning communities that use a common framework for disciplined inquiry.


Author(s): Linda Kaser, Judy Halbert

STEM and TEK: Blazing a trail between 21st century and traditional ways of knowing

Implicit bias can only be addressed when made highly visible. Harmonizing STEM learning principles with Traditional Ecological Knowledge in the creation of a traditional foods and medicine trail has allowed learners to challenge implicit bias through raising our valuation of Aboriginal Worldviews and Perspectives.


Author(s): D'Arcy Deacon, Sean Barfoot

Learning Communities: Transforming Learning

As educator Robert John Meehan notes, “The most valuable resource that all teachers have is each other.” If we want to transform schooling, attention needs to be placed on a learning communities model that nudges learning and shifts educators from a single cell mindset towards collective action.


Author(s): Rosa Fazio