Young Canadian Muslims: Islamophobia and Higher Education

2021 ◽  
Vol 49 (2) ◽  
Author(s):  
Hassina Alizai
Keyword(s):  
Higher Education ◽  
Mass Media ◽  
Service Providers ◽  
Active Role ◽  
Educational Institutions ◽  
Muslim Students ◽  
Student Service ◽  
Canadian Universities ◽  
Canadian Higher Education ◽  
Low Expectations

This study examined Islamophobia in Canadian higher education through the accounts of eight Muslim students in Canadian universities. Qualitative semi-structured interviewing was utilized to investigate how Muslim students report being perceived by faculty, non-Muslim peers, and student service providers. Analysis of interview data yielded six major themes: (1) difficulty in requesting religious accommodations, (2) soft bigotry through low expectations, (3) misrepresentations of Islam in mass media, (4) defensive posturing to combat anti-Muslim sentiment, (5) public emboldening of overt Islamophobia, and (6) resisting and challenging Islamophobic sentiments. The findings of this research indicate that Muslim students experience feelings of marginalization and alienation within higher educational institutions. The respondents articulated the burden of responsibility to take an active role in combatting Islamophobia.

scholarly journals Strikes in the Canadian Higher Education Sector: The Feasibility of Compulsory Binding Arbitration

2019 ◽  
Vol 9 (2) ◽  
pp. 54
Author(s):  
Sirvan Karimi
Keyword(s):  
Higher Education ◽  
Collective Bargaining ◽  
General Education ◽  
Education Sector ◽  
Educational Institutions ◽  
Negative Externalities ◽  
Canadian Universities ◽  
Canadian Education ◽  
Positive Externalities ◽  
Canadian Higher Education

The prevalence of labour disruptions in the Canadian education sector requires a comprehensive analysis of the adverse implications of strikes for stakeholders and Canadian society in general. Education is a kind of public good that generates positive externalities and strikes in Canadian universities and colleges engender negative externalities as manifested in the infliction of psychological and financial harms on students who become hostages to the hostility between unions and academic administrators. The overriding interests of students, families, faculty, educational institutions, and the broader community necessitate that impasses in collective bargaining negotiations be resolved without resorting to strike. Therefore, there are compelling, justifiable grounds to consider integrating compulsory binding arbitration in collective bargaining agreements as a mechanism to tackle and resolve impasses in collective bargaining negotiations in the higher education sector.

scholarly journals Comparative Education In Canadian Universities

2007 ◽  
Vol 36 (3) ◽  
Author(s):  
Marianne Larsen ◽  
Suzanne Majhanovich ◽  
Vandra Masemann
Keyword(s):  
Higher Education ◽  
International Education ◽  
Comparative Education ◽  
Canadian Universities ◽  
Comparative And International Education ◽  
Current State ◽  
Canadian Higher Education ◽  
Canadian Context ◽  
History Of ◽  
Three Stages

The first section of this article provides a brief overview of the field in Canada, and in so doing, demonstrates the broad nature of Comparative Education within the Canadian context. The second section of this article provides an overview of the comparative and international education programmes, specialization areas and courses in Canadian higher education institutions, focusing on three stages in the history of Comparative Education in Canada: the 1950s-1970s (Establishment of Comparative Education); the 1980s -1990s (Fragmentation of Comparative Education); and the 2000s (Broadening Comparative Education). While the focus in this article is on Comparative Education in graduate university programmes, a discussion about Comparative Education in teacher education is also included here. Two tables are presented which summarize changes in the field over the past 50 years and the titles of specific courses related to Comparative Education offered in Canadian universities. A discussion of the current state of Comparative Education in Canadian higher education follows with a few concluding explanatory comments about the current state of the field. Dans la première partie de cet article nous offrons un panorama de ce champ au Canada, et en le faisant, nous démontrons la nature étendue de l'éducation comparée dans le contexte canadien. Dans la deuxième partie, nous donnons un aperçu sur les programmes, les domaines spécialisés, et les cours sur l'éducation comparée et internationale offerts dans les institutions d'études supérieures du Canada. Nous les donnons suivant les trois étapes de l'histoire de l'éducation comparée au Canada: pendant les décennies 1950-1970 (l'établissement de l'éducation comparée); pendant les décennies 1980-1990 (la fragmentation de l'éducation comparée); et dans les années 2000 (l'élargissement de l'éducation comparée). Le but principal de cet article est d'élaborer l'éducation comparée aux programmes d'études supérieures mais nous y parlons aussi de l'éducation comparée dans la formation des enseignants et des enseignantes. Deux tableaux donnent le sommaire des changements dans le domaine pendant les cinquante dernières années et le nom des cours offerts dans les universités canadiennes, ayant un trait spécifique avec l'éducation comparée. Nous présentons aussi l'état actuel de l'éducation comparée enseignée dans les universités canadiennes et terminons par quelques commentaires explicatifs sur l'état actuel de ce domaine d'étude.

University and Industry in Canada

1996 ◽  
Vol 10 (2) ◽  
pp. 88-102 ◽  
Author(s):  
Jérôme Doutriaux ◽  
Margaret Barker
Keyword(s):  
Higher Education ◽  
Science And Technology ◽  
Canadian Universities ◽  
Canadian Higher Education ◽  
Regional System ◽  
Service Activities ◽  
The University ◽  
Traditional Approaches ◽  
University Industry ◽  
Effective Integration

University—industry relationships in science and technology in Canada are changing. A review of the data on R&D activities in Canadian universities points to a rise in industrial sponsorship from about 4% of total university-based research in 1980 to 11% in 1993. There are various reasons for this increase, but it is clear that government university—industry programmes have played a major role. There is also evidence of increasing cooperation between Canadian higher education and business in the planning, design and delivery of teaching and service activities. The Canadian infrastructure for university—industry interaction is composed of many organizations and levels, and new programmes or modifications to traditional approaches are continually being developed. Organizations have responded to the need to make university—industry programming more relevant to small and medium-sized enterprises, and are making some headway in cooperation. Nevertheless, an effective integration of the university—industry aspect into a national or regional system, with inclusion of all the relevant actors, still poses a challenge.

scholarly journals Seeking Internationalization: The State of Canadian Higher Education

2015 ◽  
Vol 45 (4) ◽  
pp. 166-187 ◽  
Author(s):  
Tim Anderson
Keyword(s):  
Higher Education ◽  
Foreign Students ◽  
Population Growth Rate ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Canadian Universities ◽  
Canadian Higher Education ◽  
Demographic Shifts ◽  
Economic Constraints ◽  
Higher Education Internationalization

This article explores the internationalization of Canadian universities, with a focus on the rise of foreign postsecondary students in Canada, the economic impacts, and the various benefits, challenges, and adjustments that have been influenced by the continuing demographic shifts on Canadian campuses since 2000. Rooted in recent global and Canadian higher education internationalization trends, this paper suggests that accommodations for such shifts have not kept pace with the influx of culturally and linguistically diverse foreign students, whose population growth rate outpaces domestic university students’ by several times. I conclude with unresolved dilemmas that continue to pose challenges for Canadian universities, and with suggestions for manageable supports to ensure the needs of students are responsibly balanced with the economic constraints of universities.  

scholarly journals On the Study of Higher Education in Canadian Universities

1991 ◽  
Vol 21 (3) ◽  
pp. 96-114
Author(s):  
Michael L. Skolnik
Keyword(s):  
Higher Education ◽  
The United States ◽  
Education Programs ◽  
Canadian Universities ◽  
Higher Education Journals ◽  
Canadian Higher Education ◽  
Limited Scale ◽  
Student Demand ◽  
The University

Although research on Canadian higher education has advanced considerably over the past few decades, the opportunities for university level study of higher education in Canada are still quite limited. Only four universities offer higher education programs; only one has a higher education department; and only a handful of other institutions offer even a course in higher education. The number of students enrolled in higher education programs in Canada is about 200, compared to about 6,000 in the United States; the number of faculty about 15 compared to 700 in the U.S. Moreover, while American higher education journals have, since the early 1970's, regularly featured articles about university higher education programs, there has not been a single article on this subject in The Canadian Journal of Higher Education. This paper attempts to fill some of that gap by providing some basic information about the study of higher education in Canadian universities and by examining the role of these programs in the overall development of higher education research and the possible reasons for the very limited scale of such programs in Canada. The author's conclusion is that the factor which has most limited the development of higher education studies in Canadian universities is neither insufficient student demand nor limited employment opportunities of graduates, but reluctance of Canadian universities to allocate resources for this area of study. This reluctance is attributed to the combination of the low prestige of higher education as a field of study and the lack of a strong lobby for this program area outside the university. It is suggested that - in contrast to their American counterparts - presently Canadian higher education programs have less than the minimum resources necessary to make the advances that would be required to overcome this "prestige barrier".

scholarly journals The Role of Library Councils in Canadian Higher Education: An Exploratory Study

2019 ◽  
Vol 49 (1) ◽  
pp. 140-158
Author(s):  
Eva Revitt ◽  
Sean Luyk
Keyword(s):  
Higher Education ◽  
Governance Structures ◽  
Discussion Forums ◽  
Canadian Universities ◽  
Canadian Higher Education ◽  
Governance Practice ◽  
And Function ◽  
The University ◽  
Role And Function

Scholarship exploring the makeup, function, and efficacy of collegial governance structures within the context of Canadian higher education is limited and primarily focused on the board or the senate. This paper expands that scholarship by focusing on the governance structures of the university library. The objective of this study was to determine the extent of library councils in Canadian universities and to examine their composition, role, and function as evidenced in their governing documents. Using Karl Mannheim’s document method to analyze the terms of reference of 23 library councils, findings reveal that, overwhelmingly, library councils function as information-sharing and discussion forums rather than decision-making bodies. The paper concludes with a review of progressive language and governance practice as gathered from the document analysis.

scholarly journals The Prerequisites To Ukrainian Students Participation In Study Abroad Programs At The Canadian Universities And Colleges

2015 ◽  
Vol 5 (2) ◽  
pp. 39-46
Author(s):  
Vasyl Zhukovskyi ◽  
Kateryna Simak
Keyword(s):  
Higher Education ◽  
Student Mobility ◽  
Research Focus ◽  
Study Abroad Programs ◽  
Universities And Colleges ◽  
Canadian Universities ◽  
Higher Education System ◽  
Studying Abroad ◽  
Canadian Higher Education ◽  
Political Economic

AbstractThe problem of outbound mobility of Ukrainian students has been presented in the paper. The data regarding the number of Ukrainian students studying in Canada has been pointed out. This paper examines “push-pull” factors which motivate Ukrainian students to seek higher education overseas and factors which attract Ukrainian students to Canadian higher education establishments.The research methodology comprises theoretical (descriptive, statistical, comparative) and practical (content analysis of interviews and feedbacks of Ukrainian youth and students studying at the Canadian universities and colleges) methods. Theoretical and practical results of the research focus on analysis of the educational, social, political, economic and cultural prerequisites to Ukrainian students studying abroad, in particular at the universities and colleges in Canada; the advantages of Canadian higher education system have also been suggested. Among the perspectives of further research, we define the analysis of governmental and institutional implications of international students’ recruitment with the regard to development of inbound student mobility in Canada.

Internationalisation of Canadian higher education: Troubling the notion of autonomy through an examination of policy actors, knowledge and spaces

2013 ◽  
Vol 6 (1) ◽  
pp. 26-46 ◽  
Author(s):  
Melody Viczko
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Global Markets ◽  
Canadian Universities ◽  
Policy Actors ◽  
Knowledge Spaces ◽  
Neoliberal Reforms ◽  
Internationalisation Of Higher Education ◽  
Canadian Higher Education ◽  
The Bologna Process

Internationalisation of higher education has been overwhelmingly embraced by Canadian universities (Beck 2009). Yet, the decentralised nature of higher education institutions, coupled with the absence of a national governing body with responsibility for higher education, creates an interesting terrain for internationalisation. In this paper, I examine the ideas related to internationalisation pursued by one Canadian organisation, the Association of Universities and Colleges of Canada (AUCC). Responding to concerns from Canadian institutions and government ministries about their potential exclusion from global markets, the AUCC took a national lead to better acquaint Canadian institutions with the Bologna reforms, declaring an urgent need to respond to the reforms taking place in Europe (AUCC 2008a). I analyse the policy knowledge, spaces and actors involved with internationalisation through the AUCC's interaction with the Bologna Process, to argue that a deeper entangling of universities in the ideational market-based competition embedded in neoliberal reforms has created tensions in how autonomy can be conceived in Canadian higher education.

scholarly journals Academic Misconduct within Higher Education in Canada

2006 ◽  
Vol 36 (2) ◽  
pp. 1-21 ◽  
Author(s):  
Julia M. Christensen Hughes ◽  
Donald L. McCabe
Keyword(s):  
Higher Education ◽  
High School ◽  
Academic Integrity ◽  
Perceived Risk ◽  
Academic Misconduct ◽  
Educational Institutions ◽  
Canadian Higher Education ◽  
Policies And Procedures ◽  
Undergraduate University Students ◽  
Questions And Answers

Despite a plethora of research on the academic misconduct carried out by U.S. high school and undergraduate university students, little research has been done on the academic misconduct of Canadian students. This paper addresses this shortcoming by presenting the results of a study conducted at 11 Canadian higher education institutions between January 2002 and March 2003. We maintain that academic misconduct does indeed occur in Canada – amongst high school, undergraduate and graduate students. Common self-reported behaviours were as follows: working on an assignment with others when asked for individual work, getting questions and answers from someone who has already taken a test, copying a few sentences of material without footnoting, fabricating or falsifying lab data, and receiving unauthorized help on an assignment. Possible factors associated with these behaviours include student maturity, perceptions of what constitutes academic misconduct, faculty assessment and invigilation practices, low perceived risk, ineffective and poorly understood policies and procedures, and a lack of education on academic misconduct. Canadian educational institutions are encouraged to address these issues, beginning with a recommitment to academic integrity.

scholarly journals Institutional Logics and Community Service-Learning in Higher Education

2017 ◽  
Vol 47 (1) ◽  
pp. 137-152
Author(s):  
Alison Taylor ◽  
Renate Kahlke
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Community Service ◽  
New Institutionalism ◽  
Institutional Logics ◽  
Engaged Learning ◽  
Community Service Learning ◽  
Effect Change ◽  
Canadian Universities ◽  
Canadian Higher Education

This paper explores how community service-learning (CSL) participants negotiate competing institutional logics in Canadian higher education. Drawing theoretically from new institutionalism and work on institutional logics, we consider how CSL has developed in Canadian universities and how participants discuss CSL in relation to other dominant institutional logics in higher education. Our analysis suggests participants’ responses to competing community, professional, and market logics vary depending on their positions within the field. We see actors’ use of hybrid logics to validate community-engaged learning as the strategy most likely to effect change in the field.  

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