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"This first full account of curriculum policy formulation in 1990s Ontario helps readers understand the real-life experiences of policymakers both within the province and internationally. Having worked as a policy analyst for the Government of Ontario, a public school teacher, and a university professor, author Laura Elizabeth Pinto is uniquely positioned to tackle the key issues of policy formulation: the politics and tensions among different policy actors; the relationships between democracy in education and in policy formation; and the hidden role of privatization. Based on interviews with key policy actors, including ministry bureaucrats, curriculum policy writers, stakeholder consultation participants, and political staffers, Curriculum Reform in Ontario provides a critique of conventional policy formulation processes. Pinto also suggests possibilities for more participatory approaches to policy formulation that can better support the critical role played by schools in creating democratic societies."--Publisher's website.

This paper analyzes a corpus of political rhetoric to identify the rationale for Ontario's financial literacy education (FLE) policy decisions that came about in the wake of the 2008 global financial crisis. The complex politics of FLE were shaped and legitimized by special-interest coalitions' mobilization of power, characterized by unsubstantiated claims about its efficacy. The rhetoric amounted to 'truthiness' over argumentation through the neglect of empirical evidence.

In the wake of the 2008 global economic crisis, financial literacy education received increased political attention worldwide as an important policy solution to achieve a variety of ends. Cloaked in the neoliberal language of value-neutrality, financial literacy education takes on a gender-blind character, presuming a level playing field. Through its naivety, financial literacy education perpetuates the false impression that men and women experience economic participation, decisions and outcomes in the same ways. This article explores how attention to gender justice is an important moral obligation if we are to achieve inclusive financial literacy education and recommends feminist pedagogies to counter dominant and uncritical approaches to financial literacy in classrooms.

El objetivo del presente artículo es identificar las violaciones a derechos humanos más frecuentes perpetradas contra los reclusos pertenecientes a la comunidad LGBT por parte del personal penitenciario. A su vez, explicar de acuerdo con lo establecido en la legislación nacional e internacional, la responsabilidad del Estado frente a vulneraciones causadas a los detenidos debido a su orientación sexual o identidad de género, la obligación que tienen los centros de detención, como responsables de la ejecución de la pena, de asegurar un trato basado en la dignidad humana con perspectiva en derechos humanos. En consecuencia, se busca proporcionar algunas recomendaciones basadas en los estándares de tratamiento penitenciario.

In the wake of the 2008 global financial crisis, financial literacy education received increased political attention worldwide as an important policy solution to achieve a variety of ends. Cloaked in the neo-liberal language of value-neutrality, financial literacy education presumes that individuals on a level playing field become "responsible" and "empowered," motivated and competent to make financial decisions if given certain tacit knowledge. Through its naïveté, this type of financial literacy discourse perpetuates the false impression that choices, decisions and outcomes are the same for all. In this article, we describe the gender politics of contemporary financial literacy discourse, and analyze how it fails to explore women's experiences in financial arenas by analyzing three popular Canadian financial literacy education curriculum resources designed for use in K-12 classrooms. We describe how these resources fail to acknowledge gender injustice by presenting content through discourses of "choice" and "value neutrality" that fail to critically examine the underlying assumptions crucial to social justice. By ignoring equity issues, these resources perpetuate inequity and marginalization.

In this article, we explore the models of literacy conveyed by contemporary secondary career education policies, programs, and imperatives in the province of Ontario. The Ontario career education policies we reviewed uniformly advance a functional and socially reproductive model of literacy that undermines the democratic agency of learners. In response to these concerns, we propose that critical literacy should be introduced into Ontario secondary career education initiatives to encourage the democratic participation of students in shaping their vocational experience. Key words: false generosity, critical literacy, democratic learning Dans cet article, les auteurs analysent les modèles de littératie qui ressortent des politiques, programmes et impératifs actuels en matière de formation au choix d'une carrière au secondaire en Ontario. Les politiques ontariennes que les auteurs ont étudiées prônent toutes un modèle de littératie fonctionnel qui privilégie la reproduction sociale, modèle qui entrave l'action démocratique des apprenants. Tenant compte de cette préoccupation, les auteurs proposent l'introduction de la littératie critique dans les initiatives en matière de formation au choix de carrière en vue d'encourager les élèves à participer démocratiquement à leur orientation professionnelle. Mots clés : fausse générosité, littératie critique, apprentissage démocratique

Critical scholars view schooling as one piece of a larger struggle for democracy and social justice. We investigated 41 school administrators" perceptions about the role and importance of equity, diversity and social justice in new teacher induction in the province of Ontario. Interviews reveal that principals were interested in shaping teacher induction programming in their schools and school districts, but that they regularly prioritized technical issues like classroom management and pedagogy over systemic issues like equity and social justice. When asked directly about equity, principals spoke about learning styles, special needs and differentiated instruction, but they regularly ignored new teachers" abilities to counter systemic oppression—racism, sexism, and classism. Our findings suggest that without an explicit focus on equity and social justice in provincial policy documents, teacher induction programming runs the risk of reproducing a transmission model of new teacher education.

Nesta entrevista, tendo o mais recente trabalho de Theo Van Leeuwen como foco (Multimodality and Identity), serão tratados aspectos essenciais para debates contemporâneos relacionados à Semiótica Social, como a contribuição da área para a educação, para a expressividade visual da escrita por meio da tipografia, para a relação entre sons e emoções e a importância da Semiótica Social para se compreender mudanças ocorridas durante a pandemia do novo coronavírus.

Objective: identifying the strategies used in health education with teenagers. Method: an integrative review
in databases ADOLEC, SciELO and LILACS, through the descriptors, adolescent, education in health and
teaching. The search was conducted in June 2013 and found 296 articles. The final sample consisted of 18
articles. Results: for characterization of the selected studies there was used a specific instrument for data
collection validated. The results were presented in a descriptive way, in three stages. The first was the
description of the publications identification data. In the second methodological characteristics were
evaluated. And the third phase is to organize content; we opted for the qualitative analysis, systematizing
this content in three thematic categories. Conclusion: the identification and interpretation of selected
studies made it possible to build a panoramic view of the strategies used in health education to adolescents.