Category: Analysis

Source: The Conversation – Global Perspectives – By Beatrix Beisner, Professor, Aquatic ecology; Groupe de recherche interuniversitaire en limnologie (GRIL), Université du Québec à Montréal (UQAM)

Not much attention is paid to plankton because these creatures are usually hidden from sight. They are mostly microscopic in size and live in aquatic environments, but human lives are intricately connected with plankton.

The etymology of “plankton” originates from the ancient Greek word for “drifter.” Plankton refers to all organisms suspended in all types of waters (oceans, lakes, rivers and even groundwaters), including viruses, bacteria, insects, larval fish and jellyfish. Plankton come in many shapes and sizes, but what unites all of them is a tendency to drift with currents.

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Small but mighty, plankton are some of the most powerful creatures on Earth

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There are both plant (phytoplankton) and animal (zooplankton) types, as well as organisms that blur the line by belonging to both. These include carnivorous plants or photosynthesizing animals (mixoplankton).

Understanding plankton

We are an international group of researchers working on plankton that inhabit aquatic waters from high alpine lakes to the deep oceans. We represent a much larger consortium of researchers (the Plankton Passionates) who have recently considered all the ways in which plankton are crucial for human well-being, society, activity and life on our planet.

In our work, we have identified six broad themes that allow us to classify the value of plankton.

Plankton are integral to the ecological functioning of all aquatic environments. For example, phytoplankton use photosynthesis to create biomass that is transferred throughout the ecosystem, much as plants and trees do on land. Phytoplankton are mostly eaten by zooplankton, which are in turn prime food for fish like sardines and herring. These small fish are fed upon by larger fish and birds. That means healthy food-web functioning is critically sustained by plankton.

Plankton play a critical role in other ways that affect the ecological functioning of aquatic environments. Specifically, plankton affect the cycles of matter and the bio-geochemistry of their ecosystems. While phytoplankton use sunlight to grow and reproduce, they also move nutrients, oxygen and carbon around.

Phytoplankton are an essential climate variable — studying them provides key indicators for planetary health and climate change — because they capture carbon dioxide (CO2). When phytoplankton are eaten by zooplankton, and these animals die and sink to the bottom of water bodies, this stores carbon away from the atmosphere to where it can no longer contribute to climate change; this process is known as the biological carbon pump.

However, other plankton, primarily bacteria and fungi, are involved in decomposition of dead material that remains in the water column and their activity recycles chemical elements essential for other organisms. Together with the biological carbon pump, this decomposition activity can have global consequences in climate regulation.

Fascinating research

Plankton have also played a role in several human endeavours, including the evolution of science itself advancing many theoretical developments in ecology, such as the study of biodiversity. This diversity of plankton forms — including organisms that look like crystals or jewelry — have fascinated researchers.

Several theories or frameworks used throughout ecology have emerged from studying plankton, but their applications go further. For example, Russian biologist Georgy Gause observed competition among plankton, leading to his competitive exclusion principle that’s now commonly applied in socioeconomic contexts.

Breakthroughs and even Nobel Prizes (medicine) have stemmed from the study of plankton (jellyfish stings, advancing allergy studies. Similarly, research on freshwater ciliate telomeres and the use of fluorescent jellyfish proteins have contributed to further understanding of ageing and cancer.

Certain plankton species are used as diagnostic tools in forensic science. Others are often used as models in biomedical and ecotoxicological research.

Because of their foundational role in aquatic food webs, plankton are critical to many human economies. Many planktonic organisms are cultured directly for human consumption including jellyfish, krill, shrimp and copepod zooplankton.

Virtually all protein in aquatic ecosystems comes from plankton. Some are used as supplements, such as spirulina powder or omega-3 vitamins from krill or copepods.

Several plankton-derived compounds are highly prized in medicine, cosmetics and pharmaceuticals, including some plankton toxins used for their immune-stimulating effects. Luciferases are a group of enzymes produced by bioluminescent organisms, including many marine plankton, and are also important in biomedical research.

On the other hand, plankton can also lead to high economic costs when harmful algal blooms, like toxic red tides, occur along coastlines or cyanobacterial blooms arise in lakes.

Plankton benefits for humans

Finally, our research considers the role of plankton in human culture, recreation and well-being. Beyond their use as a food source and in medicine, plankton can be culturally important.

Bioluminescent marine dinoflagellates create incredibly powerful nighttime displays in coastal regions, forming the basis for cultural events and tourist attractions. Diatoms are a type of phytoplankton present in all aquatic ecosystems, and their silica-rich skeletons have been used for flint tools during the Stone Age and as opal in jewelry.

The often strange structural forms of plankton have inspired architects and engineers, including the designers of Milan’s Galleria Vittorio Emmanuele and the former Monumental Gate (Porte Binet) in Paris. Plankton have inspired many artists, the first being biologist Ernst Haeckel.

The Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services adopted the Life Framework of Values. This framework centres living from, with, in and as nature as a position from which to inform policies around biodiversity and ecosystem services.

Plankton are critical to all of these components. We all benefit from plankton due to their essential role in regulating aquatic habitats, their long-term involvement in climate regulation and the vital resources they provide to humanity.

Humanity lives with plankton as their incredible diversity connects life across land and water and is one of the driving forces behind Earth’s ecological stability and ecosystem services that we value. Plankton are part of humanity’s living in nature, which emphasizes their vital role in our identity, lifestyles and culture.

Plankton profoundly affect communities bordering water, but also those further away through plankton-inspired art and design. Finally, living as nature highlights the physical, mental and spiritual interconnectedness with the natural world.

We need to better recognize the value of plankton as a resource, and as an essential part of stabilizing Earth systems and maintaining them for human well-being.

Beatrix Beisner receives funding from NSERC. She is Editor-in-Chief of the Journal of Plankton Research (Oxford University Press) and a member of the Groupe de recherche interuniversitaire en limnologie (GRIL), an FRQNT-funded network.

Maria Grigoratou receives funding from the NSF project WARMEM (OCE-1851866) and the EU-funded HORIZON Europe projects EU4OceanObs2.0 and BioEcoOcean (101136748) to Maria Grigoratou. Maria is now affiliated with the European Polar Board.

Sakina-Dorothée Ayata receives funding from the European Commission (NECCTON, iMagine, Blue-Cloud2026 projects), the French National Research Agency (ANR, Traitzoo project), and the Institut Universitaire de France (IUF).

Susanne Menden-Deuer receives funding from the U.S. National Science Foundation and NASA.

– ref. Plankton can investigate crime, affect the climate and influence science – https://theconversation.com/plankton-can-investigate-crime-affect-the-climate-and-influence-science-252782

Source: The Conversation – Global Perspectives – By Leda Stawnychko, Associate Professor of Strategy and Organizational Theory, Mount Royal University

As the school year comes to a close, young Canadians entering the job market are facing one of the toughest hiring seasons in years. Despite their drive to build careers and connections, many Gen Z are entering a stagnant job market.

According to Statistics Canada, the unemployment rate for youth aged 15-24 is 12.2 per cent — over double that of the prime working-age population.

The outlook is bleaker for students planning to return to full-time studies in the fall. Unemployment for this group has reached just over 20 per cent, the highest level since 2009, when the global economy was reeling from the Great Recession.

Gen Zs without post-secondary credentials, people with disabilities and newcomers face steeper hurdles. They are competing in a labour market dominated by one of the world’s most highly educated generations.

Today’s youth are navigating a perfect storm of persistent inflation, global trade tensions, a saturated labour market and restructuring driven by automation and AI.

Unlike older workers, many young people lack the financial stability or support systems to pursue opportunities that require relocating.

First jobs matter more than ever

Early work experiences have long served as crucial stepping stones for young people entering the workforce. They offer new workers exposure to the habits, norms and expectations of the professional world.

Roles in retail, hospitality and customer service often serve as a first taste of working life, helping young people build confidence, develop transferable skills and expand their professional networks. Without access to these opportunities, many young Canadians risk falling behind before their careers even begin.

The long-term implications are serious. According to a 2024 report from consulting firm Deloitte, Canada stands to lose $18.5 billion in GDP over the next decade if youth unemployment remains high.

More broadly, high unemployment among youth weakens social trust and undermines the foundations of social cohesion, long-term prosperity, democratic stability and leadership pipelines.

Underemployment also takes a personal toll, contributing to poorer mental and physical health and delaying major life milestones like financial independence, homeownership and family formation.

What Gen Z can do

Many young job-seekers are understandably discouraged by today’s labour market. But as digital natives, Gen Z have advantages to bring to the table, including creativity, values-driven mindsets and fluency in technology.

The key is to stay open, proactive and creative by pursuing non-linear experiences that can serve as legitimate entry points into the workforce. Here are four actionable strategies for Gen Z starting their careers:

1. Think beyond traditional pathways.

Unconventional roles and programs can offer valuable experience. For example, university students at Global Affairs Canada’s federal work experience program recently helped support the G7 Summit, gaining confidence and transferable skills.

Side projects, such as building websites or freelancing, can also help people start their careers. These are increasingly recognized as valid ways to break into the job market.

2. Build core skills that matter.

The World Economic Forum’s Future of Jobs Report identifies analytical thinking, resilience, creativity, leadership and self-awareness as the most in-demand skills for the future. These can be developed through volunteer work, community leadership, mentorship or personal projects.

Programs like International Experience Canada also help foster independence, global awareness and important skills.

3. Invest in future-ready capabilities.

As workplaces adopt AI and automation, tech literacy is becoming increasingly valuable. Microcredentials can help build specialized skills, while apprenticeships and other experiential learning opportunities offer experiences that employers value.

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4. Build meaningful connections.

Networks are also a key part of job success. Relationships with peers, mentors and community members can provide support, broaden perspectives and lead to unexpected opportunities. Participating in interest groups or volunteering can help young workers feel more connected and confident while developing skills that matter.

A new working generation

While these steps won’t solve the systemic challenges facing the labour market, they can help young Canadians gain traction in a system that is still catching up to the needs of their generation.

This will require the collaboration of government, employers, educational institutions and community service providers to innovatively reduce existing barriers. Importantly, these sectors are being asked to “walk the talk” when it comes to addressing youth unemployment.

Gen Z is entering the workforce during a time of profound economic and social change. But they also have unparalleled access to information, supportive communities and platforms to share ideas and make a meaningful impact.

By acting with intention, young Canadians can navigate this landscape with agency, laying the foundation not only for jobs but for careers that reflect their values and ambitions.

Leda Stawnychko receives funding from SSHRC.

Warren Boyd Ferguson does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

– ref. Gen Z is struggling to find work: 4 strategies to move forward – https://theconversation.com/gen-z-is-struggling-to-find-work-4-strategies-to-move-forward-259504

Source: The Conversation – Global Perspectives – By Karen S. Acton, Assistant Professor, Educational Leadership and Policy, OISE, University of Toronto

Only nine per cent of Canadian students learn about climate change often in school, while 42 per cent say it’s rarely or never discussed in the classroom.

These are some of the concerning findings from the new 2025 national survey at the nonprofit Learning for a Sustainable Future (LSF), where I serve as a research consultant. Our team surveyed over 4,200 people, including students, educators, parents and the general public.

The report, called “From Awareness to Action: Canadians’ Views on Climate Change and Education,” reveals a widening gap between public concern and the education system’s lack of response.

We conducted the survey in partnership with the pollster Leger and supported by the federal government. It comes at a critical moment as Canadians grapple with increasingly severe climate impacts and growing recognition that education is vitally important to addressing climate change.

The message is clear: Canadians want schools to do more. A strong majority of respondents (62 per cent) believe climate change should be a high priority in education. More than half (56 per cent) believe it should be taught by all teachers.

Understanding is slipping

According to the survey, 80 per cent of Canadians accept that climate change is real and impacting their lives. Most (67 per cent) believe we are in a climate emergency, yet this belief has declined from 72 per cent in 2022.

Also slipping is Canadians’ understanding of climate change, as the pass rate for the survey’s 10-question quiz dipped to 57 per cent in 2025 from 67 per cent in 2022.

Fewer respondents correctly identified human activities as the primary cause of climate change, or named greenhouse gas emissions as the predominant factor. Many still mistakenly believe the ozone hole is to blame, highlighting one of many persistent climate misconceptions.

Also concerning was the increase in Canadians who felt that the seriousness of climate change is exaggerated.

A recent report by climate communications centre Re.Climate noted a similar decline in public perception of how much of a threat climate change poses. In 2023, 44 per cent of Canadians said reducing carbon emissions was a top energy policy priority. By 2025, that number had dropped to 31 per cent.

Concern about climate change seems to have declined due to competing economic pressures, global instability and political polarization.

Misinformation adds to the challenge

The LSF survey highlights Canadians’ dissatisfaction with climate education. When asked to grade schools on how well they were addressing climate change issues, only four per cent gave schools an “A.” Three-quarters of Canadians gave a “C” or lower.

One dominant concern included addressing the spread of climate misinformation. Only 17 per cent of Canadians felt confident in their ability to distinguish between real and false climate news.

Misinformation is a growing barrier to public understanding and action on climate issues. For many young people, social media is a dominant source of climate information, but it’s not always a reliable one.

To address this, almost 80 per cent of respondents, and in particular 87 per cent of educators, agree that climate education in schools should focus more on critical thinking and media literacy.

Teachers willing, but under-supported

The good news is that almost half of the educators we surveyed felt confident about their ability to teach climate change. Many are incorporating more climate-related projects and lifestyle and consumer changes into the classroom.

However, many barriers remain. Most educators still spend fewer than 10 hours per year on climate topics, and 42 per cent rarely address it at all. A full 60 per cent of teachers told us they want to do more but need professional development to feel equipped.

Teachers need more time, resources and strategies to address how climate change connects to broader issues like mental health, social justice and Indigenous knowledge.

Educators are also seeking a school-wide culture that promotes climate change education, but nearly half said they lack support from their principal or school boards.

Unsurprisingly, given the global nature of climate change, the challenges voiced by educators are not unique to Canada. Surveys of teachers in England and the United States found they face similar obstacles, compounded by low teacher confidence, the complexity of the topic and leadership not supporting climate change as a priority.

Students need the opportunity

One of the most hopeful takeaways is that students want to learn more about climate change at school, beginning in the early grades. When asked what they would tell their teacher, students told us they wanted lessons that go beyond the science to include real-world solutions and personal empowerment.

They called for open classroom discussions, a clearer understanding of the impacts of climate change and concrete strategies for action.

As one student put it: “Present it to me in a way that’s relevant that I can understand, and tell me how I can personally make an impact.”

Another added: “Everyone needs to do their part or nothing will change!”

These appeals echo those from the recent Voice of 1,000 Kids survey, which found young people want adults to take the climate crisis more seriously and step up to help solve it.

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Kids care deeply about our planet, so adults need to start listening

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A path forward

The LSF survey found that 76 per cent of respondents recognize that systemic change is needed to address climate challenges, yet only 19 per cent believe government is doing a good job.

This suggests strong public demand for policy action. Canadian governments must introduce mandatory climate curriculum standards, increased funding for teacher professional learning and resources, and transformative teaching strategies to foster critical thinking and empowerment.

Almost 70 per cent of respondents said they believe young people can inspire important climate action. Supporting school-wide cultures that embrace sustainability isn’t just good teaching — it’s a pathway to broader social change.

Now more than ever, we need a reimagined education system that values climate learning as a core competency. Policymakers and education leaders must rise to meet this challenge before another generation of students graduate feeling unprepared to face the defining issue of their time.

Karen S. Acton works as a consultant for Learning for a Sustainable Future (LSF).

– ref. Survey: Only four per cent of Canadians give schools an ‘A’ on climate education – students deserve better – https://theconversation.com/survey-only-four-per-cent-of-canadians-give-schools-an-a-on-climate-education-students-deserve-better-259430

Source: The Conversation – Global Perspectives – By Elyse Gorrell, PhD Candidate, Social and Cultural Health, Brock University

A landmark multibillion-dollar legal settlement is set to transform the landscape of college sports in the United States. A court recently approved the House v. NCAA settlement, requiring the NCAA (the National Collegiate Athletic Association) to pay nearly US$2.8 billion in damages over the next 10 years to athletes who competed from 2016 through to the present day.

The settlement opens the door for college athletes to earn a share of revenue moving forward, marking a shift away from the traditional ideals of amateurism in sport.

Amateurism was traditionally defined as the notion of athletes playing sport for the love of it rather than for financial reasons. Historically, it was created by upper-class elite groups as a way to exclude others. Today, its definition continues to be contested, especially since many athletes have been exploited by amateurism.

The concept of NIL (name, image and likeness) has only exacerbated this by encouraging athletes to promote themselves on social media. Some sport organizations now even factor social media presence into recruitment decisions.

These developments raise key questions: should we be treating athletes as brands? And what are the consequences of doing so, both on and off the field?

Social media and the modern athlete

Social media offers a way for athletes to build a community of followers, share and discuss their personal lives, and interact with fans.

For many athletes, social media platforms have become tools for building a personal brand and differentiating themselves from other competitors and ultimately having more control over their public image. In turn, social media can allow them to seek out sponsorships and endorsement deals.

However, research also shows there are negative side-effects of social media use. It also exposes athletes to public scrutiny and online abuse from fans, and can lead to effects similar to cyber-bullying.

One study of NCAA Division I athletes found that maintaining a polished image on Twitter lead student-athletes to censor themselves to uphold a certain image, which stifled their self-expression. Athletes also reported that social media affected their concentration and raised performance anxiety due to pressure to perform well or face negative critiques.

Other research has found that platforms like Facebook can distract athletes from optimal mental preparation. The pressure to manage and maintain a personal brand can result in some athletes prioritizing online presence over performance. Constant exposure to competitors’ content can also heighten stress and insecurity.

My master’s thesis found that social media, and the way athletes use it, influences self-efficacy in combat sport athletes. I found that what athletes see online can disrupt their belief in their own abilities, sometimes more than their actual experience in sport.

Impact on youth athletes

My PhD research found that many athletes are unaware of how social media affects their mental game and performance. There’s even less information about how social media impacts youth athletes.

Elite athletes already face a unique set of pressures: rigorous training schedules, limited leisure time, injury risks, competition pressure and the pursuit of scholarships or team placements. For young athletes, these challenges are layered on top of the developmental process of forming a sense of self. Social media now plays a central role in this development.

For youth athletes, athletic identity becomes a major part of this process. It shapes how they think, feel, behave and relate to others through their connection to sport.

But there is a complex relationship between social media and adolescent psychosocial development. Excessive or problematic social media use can negatively impact mental health and well-being, increasing risk of depression, low self-esteem, harassment and burnout.

Despite these risks, there is limited social media training for athletes, and many are unaware of the effects social media use has on their performance.

Coaches see the impact

Since social media is now a constant part of athletes’ lives, understanding how coaches view it is essential. Research shows coaches are often more aware of how social media impacts their athletes’ performance and engagement. Many see it as a growing challenge.

For my PhD thesis, which was later published as a peer-reviewed paper, I interviewed six high-performance coaches across a range of sports to understand their perspectives of athletes’ social media use.

Many of the coaches I interviewed expressed concern that social media places too much emphasis on results and encourages constant comparison with others.

They felt the instant feedback loop introduced too many voices that competed with their own, making it harder for athletes to focus on performance goals and training. Many of the coaches also believed athletes could become overly concerned with their public image and how they are perceived.

What role should coaches play?

Current recommendations for coaches recognize that an outright ban of social media and technology use for athletes is outdated and unrealistic. Athletes, especially younger ones, are digital natives.

Instead, coaches are encouraged to adapt their methods to better align with the generation they are working with. But there aren’t many resources tailored for this purpose.

What’s needed are tools to help coaches engage with their athletes and help them understand how social media influences their mental performance and well-being. Resources need to go beyond helping coaches use technology to providing them with information on how to communicate with their athletes safely or protect them from liability.

In addition, trust between coaches and athletes has been strained in some cases by problematic social media-related incidents. For example, one study found that Snapchat has been used by coach perpetrators to sexually abuse their athletes by overcoming internal inhibitions, avoiding external barriers and breaking down victim resistance.

Rather than focusing on controlling what athletes post on social media, organizations should educate athletes on the way social media might affect them while they are using it. This starts with awareness.

Navigating the realities of social media

The American Psychological Association offers general guidelines for recognizing problematic social media use in youth. While these recommendations provide a useful starting point, athletes face a unique set of challenges.

Unlike their peers, many athletes are encouraged to use social media to brand themselves. Because of this, they need to understand how to balance healthy engagement and harmful overuse.

At the same time, coaches also need better education. There must be a spectrum between coaches who don’t want anything to do with social media at all and coaches who are overly involved in their athlete’s social media.

Coaching resources need to be created to address this. They should be accessible, and provide effective and appropriate assistance that aligns with, and supports, individual coaching methods. A one-size-fits-all solution is unlikely to be effective.

Social media is here to stay, and both athletes and coaches need the tools to help them navigate it well.

Elyse Gorrell does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

– ref. How social media is changing the game for athletes – https://theconversation.com/how-social-media-is-changing-the-game-for-athletes-258887

Source: The Conversation – Global Perspectives – By Karmvir K. Padda, Researcher and PhD Candidate, Sociology, University of Waterloo

Two years have passed since a 24-year-old former student walked into a gender studies classroom at the University of Waterloo and stabbed the professor and two students.

The attack left the campus shaken and sparked national outrage. Many saw the attack as a shocking but isolated act of violence. But a close analysis of his 223-word manifesto reveals much more.

What emerges is a chilling picture of how deep-seated misogyny, disguised as grievance and moral outrage, can escalate ideological violence. Though short, the manifesto is saturated with anti-feminist, conspiratorial rhetoric.

As a researcher looking at digital extremism and gender-based violence, I’ve analyzed more than 100 manifestos written by people who carried out mass shootings, stabbings, vehicular attacks and other acts of ideologically, politically and religiously motivated violent extremism in Canada, the United States and beyond.

These attackers may not belong to formal terrorist organizations, but their writings reveal consistent ideological patterns. Among them, one stands out: misogyny.

Misogyny is the ‘gateway drug’

The Waterloo case is not unique. In fact, it mirrors a growing number of violent incidents where gender-based hate plays a central role. Reports by the Institute for Strategic Dialogue and Public Safety Canada show misogynist extremism is rising in Canada. It’s often entangled with white nationalism, anti-LGBTQ+ hate and anti-government sentiment.

According to political sociologist Yasmin Wong, misogyny now acts as a “gateway drug” to broader extremist ideologies. This is particularly true in digital spaces where hate and grievance are cultivated algorithmically.

In my analysis of manifestos collected from 1966 to 2025, gender identity-driven violence appeared in nearly 40 per cent of them. These violent beliefs were either the primary or a significant secondary motivation for the attack. This includes direct expressions of hatred toward women, trans and queer people and references to feminist or LGBTQ+ movements.

‘Salad bar’extremism

The Waterloo attacker did not explicitly identify as an “incel” (involuntary celibate), but the language in his manifesto closely echoes those found in incel and broader manosphere discourse. Feminism is portrayed as dangerous, gender studies as ideological indoctrination and universities as battlegrounds in a supposed culture war.

The Waterloo attacker destroyed a Pride flag during the attack, referred to the professor he targeted as a “Marxist,” and told police he hoped his actions would serve as a “wake-up call.”

At one point, he praised leaders like Hungarian Prime Minister Viktor Orbán and Canadian far-right politician Maxime Bernier as “based Chads.” “Based Chads” is a slang term used in online extremist communities to glorify or refer to dominant and assertive males.

Alongside anti-feminist messaging, the attacker’s writing echoes common far-right narratives: fear of “cultural Marxism,” disdain for liberal elites, and the belief that violence is necessary to awaken the public. He referenced prior mass attacks, including the 2011 Norway massacre and the 2019 Christchurch mosque shooting. These two incidents are frequently celebrated in far-right spaces.

These references place him within a transnational digital subculture where misogyny, white supremacy and ideological violence are valourized.

It reflects what researchers described as “salad bar extremism”: a mix-and-match worldview where misogyny is blended with white nationalism, anti-government sentiment and conspiratorial thinking to justify violence.

Manifestos rationalize violence

The authors of manifestos are frequently dismissed as “nutters” — demented or socially unstable people.

But the manifestos are valuable documents for understanding how ideology works. They show how people rationalize violence, where their ideas come from and how they see themselves as political entities. They also reveal the role of digital communities in shaping those beliefs.

Researchers can use them to map ideological ecosystems and identify patterns. These analyses can inform prevention strategies.

The Waterloo manifesto is no exception. It draws from a familiar ideological playbook — one that dehumanizes feminists, academics and LGBTQ+ people while portraying violence as both righteous and necessary.

These are not isolated ideas; they are symptoms of a wider digital ecosystem of online hate and ideological grooming.

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Read more:
The stabbing attack at the University of Waterloo underscores the dangers of polarizing rhetoric about gender

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Deliberate, ideologically motivated attacks

While a psychological assessment of the attacker raised questions about a psychotic break, there was no clinical diagnosis of psychosis. His actions — planning the attack, writing and posting a manifesto, selecting a specific target — were deliberate and ideologically motivated.

Yet the terrorism charge brought against him by federal prosecutors was ultimately dropped. The judge ruled his beliefs were “too scattered and disparate” to constitute a coherent ideology.

But his manifesto shared language and ideological frameworks recognizable across incel, anti-feminist and far-right communities. The idea that this doesn’t constitute “ideology” reflects how outdated our legal and policy frameworks have become.

Confronting ongoing danger

Two years on, we remember the victims of the Waterloo attack. We must also confront the larger danger the attack represents.

Misogyny is not just a cultural or emotional problem. Instead, it increasingly functions as an ideological gateway, connecting personal grievance with broader calls for violent extremism.

In this era of rising lone-actor violence, it is one of the most consistent and dangerous drivers of extremism.

If we continue to treat gender-based hate as peripheral or personal, we will keep misunderstanding the nature of violent radicalization in Canada. We must name this threat and take it seriously, because that’s the only way to prepare for what’s coming next.

Karmvir K. Padda receives research funding from the Social Sciences and Humanities Research Council

– ref. I analyzed more than 100 extremist manifestos: Misogyny was the common thread – https://theconversation.com/i-analyzed-more-than-100-extremist-manifestos-misogyny-was-the-common-thread-259347

Source: The Conversation – Global Perspectives – By Hanna Tervanotko, Associate professor, Religious Studies, McMaster University

More than 30 per cent of Americans believe in some sort of esoteric knowledge and regularly consult astrology, tarot readers or fortune tellers, according to a recent report by the Pew Research Centre.

Even though the survey says these Americans are doing so “just for fun” and claim they rely on the information gained by divination “only a little,” the persistence — and apparent rise — of these practices suggests something deeper is at play.

People have always turned to divinatory methods to search for unanswered questions and to gain additional knowledge that could help them to prepare for the future, especially in times of uncertainty. For example, searches for “tarot cards” increased by more than 30 per cent during the pandemic.

I study ancient divination, but to better understand how diviners work, I have observed contemporary diviners at work and talked with them about their practices. They say their clients request tarot consultations more frequently than they did in the past.

What is divination?

Anthropologists define “divination” methods as “practice(s) that seeks to foresee or foretell future events or discover hidden knowledge usually by the interpretation of omen or by the aid of supernatural powers.”

Divination methods, including tarot and astrology, offer a way to ask questions when other systems fail to provide answers. These questions can be highly personal and difficult to address in a formal religious setting. The divinatory answers allow people to feel they’ve gained insight, which in turn gives a perception of control over an uncertain future.

Apart from astrology and tarot, some of the best known divination methods include: the interpreting of dreams, reading coffee cups or tea leaves, observing animals and nature, reading palms and other body features such as nose shape and eye placement.

When a diviner uses things, such as cards, tea leaves, dice or shells, the connecting thread to many of these methods is that people cannot control the signs they produce. For example, divination consultants typically mix the tarot card deck to make sure the result are randomized. People should not manipulate the results.

Divination as alternative ways of knowing

Pew Centre data reveals that young people, women and LGBTQ Americans are among the most likely to consult divinatory methods. Religious studies professor Marcelitte Failla has also written about contemporary Black women who have reclaimed the tarot deck to creatively address their spiritual needs.

Many people turn to religion when they face the unknown in their lives. They address their insecurities in worship, asking for divine help.

But there have always been people who did not have access to organized religion. Divinatory practices can be especially appealing to those who have been excluded from traditional religion and had to come up with alternative ways to address uncertainties.

They perhaps lived in remote areas and could not attend worship sites such as temples. Or possibly, they were excluded from organized religion for identity reasons. For example, women regularly stayed home to care for children and sick. Sometimes, they were denied access because of their bodily “impurities,” menstruation or recent childbirth.

LGBTQ+ individuals were also denied access. In the U.S., discrimination against LGBTQ+ individuals remains one of the leading reasons for leaving traditional religious institutions. In Canada, the churches’ discriminatory treatment of different sexual minorities has been one of the top reasons people dissolve membership.

Divination in times of uncertainty

In an age marked by ongoing anxiety, political instability and waning trust in institutions, centuries-old divination rituals offer alternative ways for folks to seek entertainment but also to gain a sense of insight, agency and connection. What may seem like harmless fun can also serve as a serious response to a chaotic world. Divinatory practices can provide both spiritual exploration and emotional validation.

It’s understandable that a new situation, like the COVID-19 pandemic, triggered anxiety and uncertainty for people.

People continue to experience more anxiety than they did before the pandemic. Some of the main concerns include world politics, job security and personal finances.

As we try to make sense of the new, confusing and constantly changing situations, many create different theories, some questionable. Some people turn to alternative approaches like divination to make sense of the world.

Tarot: Thinking through emotions

People are checking out tarot readings on online platforms. And many social media accounts feature tarot.

Besides increasing political insecurity, another reason for the increased interest in tarot may be the visual aspect. Increased interest in the decorated cards may be a reflection of our highly visual culture. Interest in the cards with images may reflect interest in other images we watch. They are like photos with messages.

The fascination with tarot may also speak about a need to control the consultation as a diviner and their client see exactly the same thing. The images in the cards are also symbolic, and they can be interpreted in different ways.

That means rather than providing a straightforward answer to a question, the cards are tools that can help think through one’s emotions and feelings.

Tarot is not a religion. The object that is consulted is paper is not an image of the divine or a symbol of transcendence. This lack of alignment with any particular religion allows different people to consult tarot as a spiritual practice.

In principle, the cards can be consulted anywhere without particular preparations. The only material one needs is a deck of cards. The accessible materiality may be adding to their popularity.

Playful aspects of divination

Many divinatory methods include a playful aspect. For instance, the objects used for the lot oracle — pebbles, stones, four-sided knucklebones or dice — are the same ones people used for playing board games.

Ancient images show people consulting the objects or playing, suggesting the boundaries of some of the divinatory methods were always fluid.

As randomizing is an important element of divinatory consultation, the new insights various methods produce can be both surprising and entertaining.

Hanna Tervanotko receives funding from the Social Sciences and Humanities Research Council of Canada.

– ref. Why centuries-old astrology and tarot cards still appeal to us – https://theconversation.com/why-centuries-old-astrology-and-tarot-cards-still-appeal-to-us-258993

Source: The Conversation – Global Perspectives – By Mohammed Estaiteyeh, Assistant Professor of Digital Pedagogies and Technology Literacies, Faculty of Education, Brock University

With students’ use of artificial intelligence (AI) tools on the rise in Canada and globally, reports of cheating and unethical behaviors are making headlines.

One recent study indicates that 78 per cent of Canadian students have used generative AI to help with assignments or study tasks. In China, authorities have even shut down AI apps during nationwide exams to prevent cheating.

Students seem unprepared to navigate this new world and educators are unsure how to handle it. This is a problem Canada and other countries can’t afford to ignore.

The support structures and policies to guide students’ and educators’ responsible use of AI are often insufficient in Canadian schools. In a recent study, Canada ranked 44th in AI training and literacy out of 47 countries, and 28th among 30 advanced economies. Despite growing reliance on these technologies at homes and in the classrooms, Canada lacks a unified AI literacy strategy in K-12 education.

Without co-ordinated action, this gap threatens to widen existing inequalities and leave both learners and educators vulnerable. Canadian schools need a national AI literacy strategy that provides a framework for teaching students about AI tools and how to use them responsibly.

What is AI literacy?

AI literacy is defined as:

“An individual’s ability to clearly explain how AI technologies work and impact society, as well as to use them in an ethical and responsible manner and to effectively communicate and collaborate with them in any setting.”

Acknowledging its importance, scholars and international organizations have been developing AI literacy frameworks. UNESCO has developed AI competency frameworks for students and teachers, highlighting key capabilities they should acquire to navigate AI implications.

More recently, the Organisation for Economic Co-operation and Development and the European Commission released their joint draft AI Literacy Framework for primary and secondary education. This framework defines AI literacy as the technical knowledge, durable skills and future-ready attitudes required to thrive in a world influenced by AI.

The framework aims to empower learners to engage with, create with, manage and design AI, while critically evaluating its benefits, risks and ethical implications.

Why does AI literacy matter?

AI literacy equips learners to understand and navigate the pervasive influence of AI in their daily lives. It fosters critical thinking skills to assess AI outputs for misinformation and bias.

AI literacy also enables students to make safe and informed decisions about when and how to use AI, preventing habits that compromise academic integrity. In addition, student knowledge of AI’s technical foundations demystifies AI, dispelling misconceptions that it is all-knowing, and highlights its capabilities and limitations.

Furthermore, AI-literate students are better able to develop an ethical and human-centred mindset as they learn to consider AI’s social and environmental impacts, including issues of transparency, accountability, privacy and the environmental cost of AI systems.

AI literacy prepares students to collaborate effectively and ethically with AI tools (for example, with writing) and helps them understand how to delegate only certain tasks to AI without cognitive offloading that may be detrimental at various developmental stages.

Finally, AI literacy aims to ensure inclusive access to AI learning environments for all students, regardless of background, status or ability.

Canadian and international landscape

In Canada, some provinces and school boards are moving ahead with AI integration, while others offer very little teacher training and resources to do so.

Some universities and community organizations are also taking the lead in building AI literacy by providing curricula, resources and training to teachers and students.

These scattered efforts, while appreciated, lead to AI learning opportunities that are often ad-hoc or extracurricular. Without national or province-wide requirements, many students — especially in marginalized communities and under-resourced schools — may graduate high school with no exposure to AI concepts at all, worsening the digital divide.

To put Canada’s situation in context, it is useful to compare with other countries that are implementing or proposing national AI education initiatives. As part of its National AI Strategy, Singapore launched a partnership to strengthen students’ AI literacy, building on earlier initiatives that focused on teacher training.

In China, the Ministry of Education issued systematic guidelines to promote AI education in primary and secondary schools. Similarly, the United Arab Emirates introduced AI classes into its curricula starting in the primary years.

More recently, the United States established an AI framework and a task force aimed at “building essential AI literacy from an early age to maintain a competitive edge in global technology development and prepare students for an AI-driven economy.”

Canada, in comparison to these examples, has strengths in its bottom-up innovation but lacks a guiding vision. Canada needs a co-ordinated strategy that leverages federal-provincial collaboration through a unifying framework, shared resources and a common baseline of AI knowledge that every Canadian student should acquire.

What should this strategy include?

A meaningful AI literacy strategy must begin in the classroom with age-appropriate content. Students can start with the technical foundations and advance to think critically about AI’s limitations, ethical issues and social implications.

It’s important that this content is woven across subjects and presented in ways that reflect the cultural and social contexts of learners.

Equally essential is supporting educators. Teachers need practical, research-informed professional development and teaching toolkits that equip them to guide students through both the opportunities and risks of AI.

To make these efforts sustainable and equitable, a national strategy must also include policy directions, regulations for the tech industry, community outreach programs and intentional opportunities for collaboration between various stakeholders (researchers, policymakers, school boards, teacher education programs and so on).

Whether you think AI is a good or bad thing, the fact is it’s here. This is not a call to incorporate AI tools in schools. It is a call to make Canadian students aware of its abilities and implications. Our kids need to learn about this technology and how to use it responsibly.

Mohammed Estaiteyeh does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

– ref. Canada needs a national AI literacy strategy to help students navigate AI – https://theconversation.com/canada-needs-a-national-ai-literacy-strategy-to-help-students-navigate-ai-257513

Source: The Conversation – Global Perspectives – By Reena Kukreja, Associate Professor, Global Development Studies, Queen’s University, Ontario

Secrets We Keep (Reservatet), a Danish suspense series on Netflix created by Ingeborg Topsøe, delves into the disappearance of a Filipina au pair from an elite suburb of Copenhagen — and delivers a sharp social commentary on racial and class entitlements.

Moving fluidly between English, Danish and Tagalog, the six-part drama is a nuanced indictment of the lack of moral accountability among the rich. On display are the prejudices and complicity of white women in enabling a culture of toxic masculinity that treats Filipina migrant women as sexualized and disposable commodities.

The story starts with a tearful Ruby Tan — a Filipina au pair who works for the affluent Rasmus (Lars Ranthe) and Katarina (Danica Curcic) — asking for some help with her employers from her neighbour, Cecilie (Marie Bach Hansen).

Cecilie is a successful non-profit manager and mother of two married to a high-profile lawyer. She employs Angel (Excel Busano), a Filipina au pair. Cecilie tells Ruby (Donna Levkovski) she cannot get involved.

The next day, Ruby vanishes without a trace.

The series is propelled by Cecilie’s guilt in refusing to help Ruby. She is shocked at her neighbours’ apparent lack of concern for Ruby’s disappearance.

Cecilie begins to sleuth for clues regarding Ruby’s disappearance and she eventually decides to assist Aicha (Sara Fanta Traore), a racialized policewoman assigned to find the missing au pair. Cecilie discovers a pregnancy kit by a trash bin where she had last seen Ruby. And she soon suspects Ruby’s employer, Rasmus, of raping her.

While the series lacks true suspense due to its predictable story arc peppered with clues about Ruby’s disappearance, it is amply compensated by a sharp critique on the moral decay of modern society, systemic racism and the complicity of women in upholding white masculine privilege.

Warped racist view of the world

Secrets We Keep lays bare the warped world view of rich, white privilege, racism and the sexual fetishism of Asian women.

At a dinner party one night, Rasmus and Katarina do not seem concerned about their missing au pair. Katarina labels Filipina au pairs as whores working in brothels. When discussing Ruby, Katarina says, “she probably ran off to do porn.”

In one uncomfortable scene, Rasmus taunts Cecilia’s husband, Mike (Simon Sears), about his sexual preferences. Mike responds by saying: “I don’t have ‘yellow fever.’” Cecilia sits silently beside Mike.

Katarina also calls Aicha (Sara Fanta Traore), the policewoman, “the little brown one.”

At a formal dinner, Rasmus tells Cecilia: “We stick together. We are from the same world, and we are loyal to each other.”

High rates of violence against women

The reduction of Ruby into a sexual object in the show reflects the high rates of sexual violence against Filipina au pairs in Scandinavia.

It led the Philippines to ban the participation of Scandinavian countries in its “informal labour” arrangement in 1998. Though the ban was lifted in 2010, Au Pair Network, an advocacy group, reveals that the program is still riddled with abuse.

The Nordic Paradox is a term used to describe how Scandinavian countries, including Denmark, rank the highest in the Gender Equality Index yet suffer from very high rates of violence against women and intimate partner violence in Europe.

At a recent gender studies conference in Stockholm, Ardis Ingvars, a sociologist at the University of Iceland who worked as an au pair for a year in the United States just after she turned 18, recalls her anxiety and apprehension as she moved to Boston.

She said:

“Au pairs hope to be lucky with the family turning out OK. What is difficult to take is the attitude of ‘ownership’ that the children and families display over the au pairs as an unquestioned entitlement.”

Ingvars said asymmetrical power relations embedded within the au pair system reinforce racial and class hierarchies.

This is reflected in Secrets We Keep. Midway during Aicha’s investigation, as she hits roadblock after roadblock, she cries out in frustration: “She’s a fucking nobody in their world.”

Feminized labour exploitation

Economic globalization, neoliberal policies and an increased dependence on the remittance economy fuses with the care gap in the Global North to fuel the feminized care migration from the Global South, many of them Filipino women.

Au pairs are placed with host families who provide free board and meals in return for up to 30 hours a week of housework and child care as they learn the host language and customs. The au pairs are paid “pocket money” of Danish Kroner 5,000 per month (approx $1,000 Canadian) out of which they also pay local taxes.

One scene shows one of Cecilie’s work meetings. A junior staff member expresses surprise that Cecilie has an au pair, labelling it a relic of colonial era racial hierarchies.

Cecilie defends herself, and says the system survives because of the failure of men to keep up their domestic bargain and thus the need for women like her “to outsource care.”

She argues the Filipina au pairs “are dependable” and she is “a much better mother” because of Angel. But Cecilie doesn’t acknowledge her privilege — that to be with her children and have a career is predicated on the exploitative extraction of care from Global South women.

The female au pairs in Denmark must be between 18-29 years of age, childless, never married and at the end of two years, return home. Almost 50 to 75 per cent of au pairs in Denmark are Filipino women

Cecilie’s shock at finding out that Angel has a son whom she left behind in the Philippines is part of her denial. In the end, Cecilie is unable to confront her own complicity and decides to release Angel from their au pair arrangement.

“You know nothing about my world…You are very lucky,” cries Angel in anguish as Cecilie hands her the return ticket and an extra three months’ pay to demonstrate her magnanimity.

Secrets We Keep reveals the brutal reality for Global South au pairs as well as upper-class white women and their entitlements. It indicates that even though these white wealthy women may see mistreatment, they maintain their silence and participate in wilful gendered violence to hold onto that privilege, while maintaining a façade of compassion towards the disposable racial migrant other.

Reena Kukreja receives funding from SSHRC.

– ref. Netflix drama ‘Secrets We Keep’ exposes the dangers of domestic migrant work – https://theconversation.com/netflix-drama-secrets-we-keep-exposes-the-dangers-of-domestic-migrant-work-258556