Objective: The purpose of this paper is to share the results of research into the experience of teacher risk-taking in the classroom. The development of children as risk-takers is featured prominently in curriculum documents and reports calling for the competencies of 21 st century learning. Teachers are expected to become 21 st century learners who model risk-taking. The repeated calls for the development of risk-taking students through the modeling of risk-taking teachers makes the experience of risk an important pedagogical question. However, 21 st century learning documents do not take up substantively the meaning of teacher risk-taking.Research Design: Phenomenological research is concerned with the unique and the individual and in that regard each teacher-participant represents particular perceptions of risk-taking experiences and responses to risk in the classroom. The six (6) teacher-participants responded to a call distributed widely to teaching staff in a Canadian school district. The inquiry relied on phenomenological interviews and experiential life world material. In this paper three phenomenological themes are described: risk and readiness; risk and the in-between spaces of pedagogy, and risk as exploration and finding a way. This research allows us to understand teachers' lived experience rather than assume the meaning of the terms risk and risk-taking.

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This is a review of the world premiere of “Sing the brave song: This isn’t over” This play, written and directed by Alayna Kolodziechuk, grapples with some of the issues and concerns related to taking up the Truth and Reconciliation Commission of Canada’s calls to action for education.

This paper presents a research project conducted with Grades 9-12 students in Canada and Guatemala where the visual arts were used to explore identity. Participants engaged in a short-term artful inquiry in which they were asked to create a piece of visual art that represented their cultural roots, self in present society, and hopes for the future. Various modes of representation including drawing and collage were used. When considering the data, emergent themes, and the overall project, unexpected reverberations about the ethical impact of doing arts based work emerged. These questions led to further questions about how individual and collective transformation within the classroom environment does/does not occur as a result of creative engagement.

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