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


All Episodes

The impact of COVID restrictions on inclusion and belonging in classroom communities ft. Gemma Porter

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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Adult education during the pandemic ft.  Kara Babcock

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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The deprofessionalizing, dehumanizing and demoralizing impacts of online education ft. Shannon Moore

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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Why we can’t go back to normal ft. Shannon Salisbury

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. As the founder and chief catalyst at voicEd Radio, Hurley is passionate about nurturing stronger relationships between education research, practice and policy.