Welcome to Canadian Politics: Collaboration for Student-Led Knowledge Building
By Alana Cattapan, University of Waterloo
Disciplines and subdisciplines are shaped profoundly by the intellectual and ideological commitments of those who have come before. This is what constitutes a discipline perhaps—the understanding that there are certain ideas, topics, issues, articles, authors, and events that are foundational to how we, as teachers and researchers, explore our area of study—and we pass this understanding to our students, just as it was passed to us. A canon, however contested, emerges, and prevails.
The risk of replicating these longstanding commitments is that we recommit the errors and exclusions of the past. In her 2017 presidential address to the Canadian Political Science Association annual conference, Yasmeen Abu-Laban demonstrated how the formation of Canadian political science was part of a broader nation-building project in which historically marginalized groups were “absented from the foundation” and further, that despite some changes, there are “lingering institutional hierarchies” that continue to exclude diverse approaches, experiences, and knowledges from the discipline. This view is substantiated by other research demonstrating time and again that topics like race, gender, Indigeneity, sexuality, and other forms of marginality are often left out of what comes to be seen as legitimate in Canadian political science.
The Journal of Political Science Education is an intellectually rigorous, path-breaking, agenda-setting journal that publishes the highest quality scholarship on teaching and pedagogical issues in political science. The journal aims to represent the full range of questions, issues and approaches regarding political science education, including teaching-related issues, methods and techniques, learning/teaching activities and devices, educational assessment in political science, graduate education, and curriculum development.