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This paper shares insights into how university faculty understand and integrate internationalization and global citizenship ideas into their pedagogical practices. The study worked with a broad base of faculty to come to an understanding of what it means for scholarship to embrace internationalization

Building on the work of developmental theorists, this article argues that school is a significant cultural site for emotion socialization and that the use of cultural texts such as children's picture books can play an important role in helping young children to identify and express emotions, and learn about their relational context. The author takes the perspective that teaching and learning about emotions are never neutral; they are complex, dialectical and are freighted by history, relations of power and influenced by factors such as race, class, gender, and language. As a way of countering social devaluation, exclusion and omission, the article makes a case for using children's texts that feature the cultural and family contexts of indigenous groups such as the Métis of Canada. It shows how culturally relevant and developmentally appropriate picture books that are rich with emotionrelated themes and vocabulary can be used in schools to teach about the cultural and family contexts of emotion socialization.

This paper draws attention to the important role school libraries, teacher-librarians, and principals can and need to play in the lives of marginalized adolescent boys in order to advance the goals of social justice and equity, and to make school libraries more relevant to citizens and communities. As an illustration of how teacher-librarians can intervene in the lives of such students, the author presents preliminary insights from a recent literacy research project that involved a school principal, a professor/school library specialist, and a professor in school leadership. Using a modified, contextually tailored version of literature circles, the researchers explored ways of enhancing the critical literacy engagement of marginalized adolescent boys in an urban school in western Canada.

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