The Crisis Continuum and The Role of Public Education in A Just Recovery
A special series of conversations with authors from the latest edition of Our Schools Our Selves, a publication of the Canadian Centre for Policy Alternatives. In this issue, authors bring their experience and insights to questions around public education in the aftermath of the pandemic. The Crisis Continuum and the Role of Public Education in A Just Recovery can be found at


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Gemma Porter (PhD) is a High School Humanities teacher (Indigenous Studies, History, English Language Arts) in Lloydminster, Alberta/Saskatchewan.

Gemma’s article in Our Schools/Our Selves, “Inclusion interrupted? The impact of COVID restrictions…

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Kara Babcock has been an adult and continuing education teacher in Northwestern Ontario for eight years. She is on Twitter at @tachyondecay.

Kara’s article in Our Schools/Our Selves, “The more things change, the more they stay the same: Adult…

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Shannon D.M. Moore is an assistant professor of social studies education in the Department of Curriculum, Teaching and Learning, at The University of Manitoba. Her research interests include media and digital literacies in the social studies…

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Before becoming a secondary teacher, Shannon Salisbury (she/them) worked in public education, community development, and social work. Her teaching practice is deeply informed by her experience of being a parent.

Shannon’s article in Our…

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Stephen Hurley
Chief Catalyst, voicEd Radio Canada

Stephen Hurley has spent nearly 40 years as an educator. He has experience as a classroom teacher, a curriculum consultant, a teacher educator and a policy observer.

He has a strong relationship with the EdCan Network (formerly the Canadian Education Association), an organization that inspired the launch and evolution of voicEd Radio Canada.

Hurley believes that stronger connections between education research, practice and policy are essential to the type of change that will be necessary in Canada's public education systems moving forward.