Editorial

I feel I should introduce myself. My name is Dale McCartney, and I am the new English editor of Comparative and International Education/Éducation comparée et internationale (CIE/ÉCI). I have served as the associate editor of the journal for the last 2 years, so this is not the first time my name has appeared on these pages, but this is my first issue in the new role, and I am excited and nervous to take up the position at this moment in history. On the one hand, it is a challenging moment for the field of comparative and international education. In some ways the global turn to the right feels like a direct repudiation of the promise of liberal international education. When far right politicians and pundits rail against “globalists,” it sometimes sounds like they are describing the kind of cosmopolitanism that comparative and international educational scholars have tried to develop for decades. On the other hand, this turn to reaction only makes our work more urgent and important. Our first article in this issue offers an important addition to the literature examining intercultural education on Canadian campuses. Unusually, Yujie Jiang, Kyra Garson, Amie McLean, Alana Hoare, Anila Virani, and Brad Harasymchuk’s article started from the work of a university senate subcommittee at Thompson Rivers University, in British Columbia, Canada. This means the authors are more interdisciplinary than is common, and their work starts with a concern for improving intercultural education on the ground. This pragmatic focus may contribute to the power of their insights, which include a compelling discussion of how students engage with intercultural learning at the interpersonal level, and a list of barriers to intercultural learning that should be read by every university faculty or administrator responsible for intercultural education on their campus. Our second article offers a similarly vital insight into how to deliver interculturally appropriate teaching. Specifically, Amanda Wallace examines Content and Language Integrated Learning (CLIL), calling for collaboration between applied linguists and content faculty to build better multilingual classrooms. Using interviews with faculty involved in those sorts of pairings, Wallace examines how such partnerships might be effective and finds that institutions themselves play a significant contextual role in making it possible for content faculty to build connections with linguists who can support them in navigating increasingly linguistically diverse classrooms. Like Jiang et al., Wallace offers suggestions that every university administrator should consider. Alain Cadieux, Martine Peters, and Mélissande Trottin continue to build on the theme of practical insights into intercultural education with a discussion of students’ mastery of bibliographic styles. Cadieux, Peters, and Trottin find that students know they need to use bibliographic references and want to be better at writing them, but they face practical challenges in actually mastering referencing styles. The authors suggest better training by teachers, but also linguistically and culturally appropriate resources to support students. Like our previous articles, they also call for more institutional support, specifically by connecting librarians and teaching faculty more effectively to offer diverse students wrap around support for their bibliographic efforts. Ellen Fowler examines a different group of students than our first three articles, focusing on first- and second-generation immigrant students in Montréal primary schools. Fowler though again offers a practically grounded study, investigating the usefulness of the Philosophy for Children (P4C) approach to helping support the social integration of immigrant students. Innovatively, P4C uses a drawing and discussion activity that Fowler discusses to highlight the complexity of identify formation for first- and second-generation Canadian children. Fowler analyzes the students’ drawings and shows not only how the drawings can reveal tensions in students’ identities, but …