June 7th, 2017

Book Launch and Benefit Reception

Wednesday, June 7, 2017
2:30-4:00 p.m.
Ponderosa Commons Oak House room 2012 (6445 University Boulevard)

Please join us for a book launch and benefit reception to re-center the linkages between academic publishing and the role of literacy in in the lives of children and youth. We invite you to make a cash donation or a gift of a gently used children’s book for Books for Me!, a non-profit Society and a registered charity based in Vancouver.  Books for Me! collects books from schools, families, community and business organizations and distributes these books to children who need them.


Bringing Children and Youth into Canadian History: The Difference Kids Make

Edited by Mona Gleason & Tamara Myers
Oxford University Press, 2017

Do children and youth have their own history? How is it different from traditional accounts? What difference do children make to our understanding of contemporary Canada? This collection of distinguished and original articles are divided into eleven thematic chapters and explores how topics such as politics and gender, residential schools, and global citizenship have informed being young in Canada. Bringing Children and Youth into Canadian History provides a new, comprehensive, current, and pedagogical approach to the history of children and youth in Canada.


Education Policy Analysis for a Complex World: Poststructural possibilities

Edited by Kalervo N. Gulson and Amy Scott Metcalfe
Routledge, 2017.

In the past decade, poststructural policy analysis in education has evolved, primarily focusing on disrupting dominant narratives about education policy research, development and implementation, and the aims and outcomes of the policy-research nexus. This book originates from an ‘Education Policy Analysis for a Complex World’ workshop held in conjunction with the Faculty of Education at the University of British Columbia and sponsored by a Social Sciences and Humanities Research Council (SSHRC) Connection Grant. The workshop focused on one over-arching question: To what extent can poststructural theories offer innovative policy analyses, and contribute to new forms of policy development and implementation? The chapters in this collection provide responses from the participants of the workshop, and serve as illustrations of the broad range of scholarship that may be identified as poststructural policy analysis. This book was originally published as a special issue of Critical Studies in Education.