Creative Learning and Teaching Expressions: A Collaborative Editorial Journey with Three Institutions.

Co-Written by: Eduardo Glück, Carla Teixeira, Sabrina Vier, Paola Konrad, Poh Tan

Dr. Poh Tan and Mr. Eduardo Gluck in collaboration with Unisinos University, and Nova Lisbon University are excited to present the theme of this issue on STEM (Science, Technology, Engineering, and Mathematics) and STEAM (Science, Technology, Engineering, Arts, and Mathematics) education, exploring interdisciplinary and cross-disciplinary learning, critical thinking, and problem-solving skills. Additionally, the issue aims to highlight the integration of diverse perspectives and worldviews, with particular emphasis on centering Indigenous knowledge and challenging Eurocentric structures in science education.

The educational institution lays the foundational groundwork for the transition into adulthood, encompassing facets such as corporate life, academic pursuits, parenting responsibilities, and interpersonal interactions, among others. On a daily basis, individuals encounter challenges that compel them to critically assess and sift through information within diverse contextual frameworks. The recent global COVID-19 pandemic exemplified this phenomenon, inundating society with an overwhelming influx of information. It prompted individuals, particularly those with children, to contemplate innovative approaches to elucidate the unfolding events. While there exists extensive discourse regarding the influence of youth and social media, there arises a pertinent question regarding the formative experiences depicted in such video content.

Furthermore, in the post-pandemic era marked by significant advancements in artificial intelligence (AI), the conventional paradigms of the teaching and learning processes have encountered sustained scrutiny. In this context, it appears counterproductive to fixate solely on pedagogical practices centered around the instructor. The conventional pedagogical model, despite garnering considerable support, possesses the potential to curtail students' autonomy, stifle the development of creative aptitudes, and impede the cultivation of problem-solving skills.

The recent crisis induced by the COVID-19 pandemic has unveiled various vulnerabilities within contemporary education. As educators and researchers, we acknowledge the imperative need for transformative adjustments concerning teaching methodologies, pedagogical practices, and the corpus of educational knowledge. The pandemic has cast a spotlight on pre-existing shortcomings in the education system that warrant profound reflection.

Among the essential reforms necessitated in the educational sphere, an urgent reevaluation and problematization of teaching practices stand paramount. This stems from the recognition that education plays a pivotal role in realizing the democratic, political, and emancipatory aspirations of society. It aspires to empower children and young individuals to flourish in a democratic and sustainable world (Biesta, 2018, p. 21). Consequently, it is indispensable to explore pedagogical concepts and practices that transcend traditional disciplinary boundaries, facilitating interdisciplinary, creative, meaningful, and transformative educational experiences.

Additionally, fostering critical thinking, alongside other indispensable skills such as argumentation, emerges as pivotal for holistic development. Beyond cognitive enhancement, critical thinking engenders active citizenship and constitutes an indispensable facet of higher education. Research underscores the efficacy of cultivating these skills through the tutelage of qualified instructors, peer interactions, and collaborative projects. To facilitate this, educators are encouraged to embrace active teaching methodologies and laboratory experiences to provide students with experiential learning opportunities.

Dr. Konrad a Language Course professor at Unisinos University in Brazil adds to the importance of this issue, “faced with this questioning, the Special Issue STEM/STEAM Education: disrupting and decentering dominant science education teaching practices, co-edited by Dr. Poh Tan and Mr. Eduardo Glück, in addition to appearing at a very opportune time for such discussions, has much to contribute for current and in-training teachers and of the most varied levels of education.”

In addition, Dr. Teixeira a Linguistics Professor at NOVA University Lisbon in Portugal mentions, “…the upcoming special issue of SFU ED Review, STEM/STEAM Education: Disrupting and Decentering Dominant Science Education Teaching Practices, co-edited by Dr. Poh Tan and Mr. Eduardo Glück, MSc., will address many relevant concerns and highlight significant developments on the STEM and STEAM teaching programming subject.”

In conclusion, the COVID-19 pandemic has brought to the fore the exigency for profound transformations within the educational landscape. Prioritizing student-centered pedagogies, nurturing critical thinking, and embracing interdisciplinary approaches represent instrumental steps in addressing the existing lacunae within the contemporary education system.


Biesta, Gert. Há necessidade de (re)descobrir o ensino? In: FABRIS, Elí Terezinha Henn; DAL’IGNA, Maria Cláudia; SILVA, Roberto Rafael Dias. Modos de ser docente no Brasil contemporâneo: articulações entre pesquisa e formação. São Leopoldo: Oikos, 2018. p. 21-28.


About the authors of this blog: 

Eduardo Glück, Applied Linguistics department - UNISINOS University and CLUNL - Linguistics Research Centre of NOVA University Lisbon

Dr. Carla Teixeira, IPL-ESELx, Polytechnic Institute of Lisbon, School of Education and CLUNL, Linguistics Research Centre of NOVA University Lisbon

Sabrina Vier, Language Courses Coordinator – Portuguese and English Languages - UNISINOS University

Dr. Paola Konrad, Language Courses – Portuguese and English Languages - UNISINOS University

Dr. Poh Tan, ResearcherFaculty of Education - Simon Fraser University 


Image Credit: AI generated ImageImage Credit: AI generated Graphic Craiyon.comImage Credit: AI generated graphic.

Special Issue Call for Submissions: Creative Learning and Teaching Expressions

SFU Educational Review is pleased to announce a Call for Submissions for its upcoming Special Issue. Co-editors Dr. Poh Tan and Mr. Eduardo Gluck in collaboration with Unisinos University, and Nova Lisbon University are excited to present the theme of this issue on STEM (Science, Technology, Engineering, and Mathematics) and STEAM (Science, Technology, Engineering, Arts, and Mathematics) education, exploring interdisciplinary and cross-disciplinary learning, critical thinking, and problem-solving skills. Additionally, the issue aims to highlight the integration of diverse perspectives and worldviews, with particular emphasis on centering Indigenous knowledge and challenging Eurocentric structures in science education. (Image credit: AI generated art by

Theme: Integrating Diverse Perspectives in STEM and STEAM Education

In recent years, there has been a growing interest in redefining science education to include a broader range of perspectives and knowledge systems. Traditionally, science education has been rooted in Eurocentric or Western science, limiting the representation of alternative ways of knowing and being. To address this challenge, researchers and educators are called upon to center Indigenous perspectives and dismantle Eurocentric structures in the educational system.

Promoting Equitable Science Learning

The Special Issue seeks to address systemic barriers to equitable science learning by pushing against Western and Eurocentric teaching boundaries. The objective is to create science spaces that welcome and value diverse worldviews, fostering a sense of inclusivity and openness within the science classroom. By reconceptualizing questions related to science, knowledge, and education, the issue aims to encourage a more equitable and respectful approach to science teaching and learning.

Call for Submissions

**NOTE: Submissions to the Special Issue are by invitation only. Open Call for submissions is only for the Creative Section. **

Open Call for submission is ONLY for the Creative Section. The deadline for submitting all Artistic and Creative Teaching and Learning Expressions to the Special Issue is August 14, 2023, at 5:00 PM PST. All Creative expressions must be accompanied by a written section with a maximum of 1000 words including references.  All written sections must be submitted in Microsoft Word (.docx) format and follow APA referencing and citation format.

Full and Detailed Call:

SFU Educational Review's Special Issue on STEM and STEAM education provides an exciting opportunity for researchers and educators to contribute to the advancement of science education by promoting inclusivity, diversity, and equity. By centering Indigenous perspectives and challenging Eurocentric structures, this issue aims to create a more inclusive and enriched learning environment in science classrooms. Authors are encouraged to submit their manuscripts and contribute to this critical dialogue in science education.

Date of blog post: July 24, 2023.  


SFU Educational Review Journal Features Impressive Line-up of Publications

SFU Educational Review Journal Editorial Team. (L-R) Poh Tan, Editor-in-Chief, Jacky Barreiro, Associate Editor and Daniel Ferraz, Managing Editor. Poh, Jacky and Daniel are graduate students in the Faculty of Education at SFU. (Photo credit: W. Lyndon Lee)

April 26, 2019
Written by Dr. Poh Tan, Editor in Chief 

What do three Simon Fraser University (SFU) Education graduate students have in common? Poh Tan, Jacky Barreiro, and Daniel Ferraz are graduate students in the Faculty of Education with a common passion to share knowledge, the drive to support collaborative scholarship with colleagues and peers, the enthusiasm for creating a place for students and Faculty to experience a culture of co-inquiry and the determination to elevate an Educational journal to support emerging scholars to disseminate and publish their research.

SFU Educational Review (SFUEdR) Journal is a double-blind, peer-reviewed, online open access journal ( that focuses on a variety of topics in education and welcomes different forms of inquiry into learning and teaching. We are excited to announce the newest Special Issue publication on Performative and Relational Ontologies in Education with extensions into post-humanism, post-structuralism, and new materiality to name a few. We are pleased to announce that the issue features research from Canadian and international Faculty, and for the first time in the journal’s history, SFUEdR published an art-film inquiry piece.

As we wrap up the special issue, the call for submission for the next issue is just around the corner, on April 30, 2019! We invite graduate and undergraduate students and Faculty to consider submitting your work and research to the journal! The editorial team of SFUEdR understands that the publishing process can be challenging, frustrating and intimidating for emerging scholars. Consequently, we understand that some authors may experience writing anxiety before, during, and after the submission process and thus, we have dedicated resources to help authors with the writing process prior to submission. Writing anxiety should not be a barrier to disseminating and sharing knowledge and understanding within the field.

SFUEdR’s readers can now easily navigate our newly updated website to access the most recent issues and archived ones. We would like to extend our thank you to Eric Ly, SFUEdR’s Web specialist. Eric is an SFU alumni from Engineering who helped us update and make the website for user-friendly. It is easier to register as an author or reviewer.  In addition, we would like welcome two new editors to our growing team; Dr. Laura Baumvol and Ms. Carolina Bergonzi.

Dr. Baumvol will be joining us as an Invited Editor for the journal’s next Special Issue to be published in the Fall. Dr. Baumvol holds a PhD in Applied Linguistics (UFRGS, Brazil). She was also a visiting scholar at SFU. Her research focuses on the internationalization of higher education and language practices for knowledge production and dissemination. Laura advocates for the adoption of a critical-pragmatic approach for the inclusion of plurilingual scholars in the global academic and scientific scenario. The Fall Special Issue theme will be centered around the Internationalization of Higher Education. Stay tuned for deadlines and details for the call for submission.

Ms. Bergonzi is a dance artist and a PhD candidate in the Arts Education program at SFU. She also holds a BA and an MA in Philosophy with a speciality in phenomenology from the University of Bologna in Italy, and an MA in Comparative Media Arts from Simon Fraser University. Her research focuses on the intersection of philosophy, dance, and education. Ms. Bergonzi will focus on investigating the ways the body becomes implicated in socio-cultural, pedagogical, and aesthetic aspects of dance and how these affect our way of being in the world.

Another exciting SFUEdR initiative is our recent engagement with the Education Student Association (ESA) to bridge the gap between undergraduates and graduates in Education. We are thankful for their enthusiasm in joining forces in the planning for the journal’s first symposium to celebrate the authors of 2019 publications. The symposium will also serve as a place to thank our reviewers, sponsors, and supporters and more importantly, provide a free event where further dialogue and conversations can foster collaborations between each other. The symposium will be on October 19, 2019 at the SFU Burnaby Campus. Save the date in your calendar!


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About the journal: SFU Educational Review is an open access journal.  We practice a double-blinded  review process to ensure the highest quality of submissions. For more information about the journal and journal website for article submissions go to:

Contact: Poh Tan, Editor-in-Chief,