Category: The Conversation – Canada

Source: The Conversation – Canada – By Soroush Sabbaghan, Associate Professor, Werklund School of Education, University of Calgary

Scroll through social media and you’ll find numerous videos such as “How to Use AI to write your essay in 5 minutes” or “How to skip the readings with ChatGPT.”

The discourse surrounding AI in education is deafening and it’s almost entirely consumed by the question: How? How do we write the perfect prompt? How should educators integrate ChatGPT into academic work or detect its use?

This obsession with methods and mechanics is a dangerous distraction. By racing to master the “how,” we have skipped the two far more critical, foundational questions: why should we use these tools in the first place, and when is it appropriate to do so?

Answering the “how” is a technical challenge. Answering the “why” and “when” is a philosophical one. Until educators and educational leaders ground their approaches in a coherent philosophical and theoretical foundation for learning, integrating AI will be aimless, driven by novelty and efficiency rather than human development.

Two frameworks provide the essential lens we need to move beyond the hype and engage with AI responsibly: “virtue epistemology,” which argues that knowledge is not merely a collection of correct facts or a well-assembled product, but the outcome of practising intellectual virtues; and a care-based approach that prioritizes relationships.

Virtue over volume

The current “how-to” culture implicitly defines the goal of learning as the production of a polished output (like a a comprehensive report or a functional piece of code). From this perspective, AI is a miracle of efficiency. But is the output the point of learning?

Virtue epistemology, as championed by philosophers like Linda Zagzebski, suggests the real goal of an assignment is not just writing the essay itself — but the cultivation of curiosity, intellectual perseverance, humility and critical thinking that the process is meant to instil.

This reframes the “why” of using AI. From this perspective, the only justification for integrating AI into a learning process should be to support and sustain intellectual labour.

If a student uses AI to brainstorm counterarguments for a debate, they are practising intellectual flexibility as part of that labour. If another student uses AI to map connections between theoretical frameworks for a research paper, they are deepening conceptual understanding through guided synthesis.

When AI undermines ‘why’

However, when the “how” of AI is used to bypass the very struggle that builds virtue (by exercising intellectual labour, including analysis, deliberation and judgment), it directly undermines the “why” of the assignment. A graduate student who generates a descriptive list of pertinent research about a topic without engaging with the sources skips the valuable process of synthesis and critical engagement.

This stands in direct contrast to philosopher and educator John Dewey’s view of learning as an active, experiential process.

For Dewey, learning happens through doing, questioning and grappling with complexity, not by acquiring information passively. Assignments that reward perfection and correctness over process and growth further incentivize the use of AI as a shortcut, reducing learning to prompting and receiving rather than engaging in the intellectual labour of constructing meaning.

Care over compliance

If the “why” is about supporting human intellectual labour and fostering intellectual virtue, the “when” is about the specific, contextual and human needs of the learner.

This is where an “ethics of care” becomes indispensable. As philosopher Nel Noddings proposed, a care-based approach prioritizes relationships and the needs of the individual over rigid, universal rules. It moves away from a one-size-fits-all policy and toward discretionary judgment.

The question: “When is it appropriate to use AI?” cannot be answered with a simple rubric. For a student with a learning disability or severe anxiety, using AI to help structure their initial thoughts might be a compassionate and enabling act, allowing them to engage with the intellectual labour of the task without being paralyzed by the mechanics of writing. In this context, the “when” is when the tool removes a barrier to deeper learning.

Conversely, for a student who needs to develop foundational writing skills, relying on that same tool for the same task would be irresponsible. Deciding the “when” requires educators to know their learner, understand the learning goal and act with compassion and wisdom. It is a relational act, not a technical one.

Educators must ensure that AI supports rather than displaces the development of core capabilities.

AI as mediator

This is also where we must confront historian and philosopher Michel Foucault’s challenge to the idea of the lone, autonomous author. Foucault argued that the concept of the author functions to make discourse controllable and to have a name that can be held accountable. Our obsession with policing students’ authorship — a “how” problem focused on originality and plagiarism — is rooted in this system of control.

It rests on the convenient fiction of the unmediated creator, ignoring that all creation is an act of synthesis, mediated by language, culture and the texts that came before. AI is simply a new, more powerful mediator that makes this truth impossible to ignore.

This perspective reframes an educator’s task away from policing a fragile notion of originality. The more crucial questions become when and why to use a mediator like AI. Does the tool enable deeper intellectual labour, or does it supplant the struggle that builds virtue? The focus shifts from controlling the student to intentionally shaping the learning experience.

Reorienting AI through values and virtue

The rush to adopt AI tools without a philosophical framework is already leading us toward a more surveilled, less trusting and pedagogically shallow future.

Some educational systems are investing money in AI detection software when what’s needed is investing in redesigning assessment.

Policy is emerging that requires students to declare their use of AI. But it’s essential to understand that disclosure isn’t the same as meaningful conversations about intellectual virtue.

Answering the questions of why and when to use AI requires us to be architects of learning. It demands that we engage with thinking about learning and what it means to produce knowledge through the works of people like Dewey, Noddings, Zagzebski and others as urgently as we do with the latest tech blogs.

For educators, the responsible integration of AI into our learning environments depends on our commitments to cultivating a culture that values intellectual labour and understands it as inseparable from the knowledge and culture it helps generate.

It is time to stop defaulting to “how” and instead lead the conversation about the values that define when and why AI fits within meaningful and effective learning.

Soroush Sabbaghan receives funding from SSHRC.

– ref. AI can be responsibly integrated into classrooms by answering the ‘why’ and ‘when’ – https://theconversation.com/ai-can-be-responsibly-integrated-into-classrooms-by-answering-the-why-and-when-261496

Source: The Conversation – Canada – By Fateme Ejaredar, PhD candidate in Sociology, University of Calgary

The recent war waged by Israel and the United States on Iran killed at least 935 people and wounded another 5,332. There’s currently a ceasefire, but the conflict shocked the world and has had unique impacts on Iranians in the diaspora.

Many Iranians in Canada were glued to their media feeds to stay close to Iran and their friends and families.

Based on preliminary interviews with 30 Iranian activists in Canada, many in the diaspora have experienced what they call “survivor’s guilt.”

The interviews are part of a PhD study conducted online or in person by one of the authors of this story, Fateme Ejaredar, and supervised by co-author Pallavi Banerjee. The information from these interviews helps to untangle the roots of political tensions and evolving solidarities in the Iranian diaspora in Canada. For this research, 30 interviews were conducted, with seven followups after the conflict began on June 13, 2025.

A large share of the Iranian diaspora in Canada is comprised of activists who disavow the Islamic Republic. According to The New York Times, the Iranian diaspora includes “exiled leftists, nationalists, secular democrats, former prisoners, journalists, human rights advocates and artists.” This population of diasporic Iranians has been supporting progressive change in Iran.

There are also those who oppose the Islamic Republic in support of the deposed shah, a movement currently swayed by Reza Pahlavi, the son of Iran’s last shah. They see the U.S. and Israel as liberators of the Iranian people. The current war resurfaced many of these tensions that continue to divide the diaspora.

The war has left Iranian activists in the diaspora contending with contradictions about both their standing as activists while mourning the assaults on their country, both from within and outside.

Living in between homeland and hostland

Canada has the second largest Iranian diaspora in the world. Iran’s tumultuous political climate has kept the diaspora on edge and divided since the 1979 revolution that deposed the shahs.

After the revolution, many left-wing and other opposition activists who resisted both the pre- and post-revolutionary regimes went into exile. Continued political repression and economic hardship later forced even more Iranians, including activists, to leave the country. Strife peaked again in 2022 during the “Woman, Life, Freedom” protests which deeply impacted the diaspora.

Matin, a participant in her 30s from Alberta (all names of interviewees are pseudonyms), said:

“I’m sad that my home is being bombed. And you don’t have the energy to argue in this situation. For a soul that’s already tired, its wounds from 2022 aren’t healed yet, it can’t go into this again. It’s a dead end.”

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Read more:
Iranian women risk arrest: Daughters of the revolution

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Sociological research on migration and transnationalism has explained how those exiled from their homelands and living in diaspora reside in the “in-between lands.”

This is heightened when the homeland is in a state of political disarray, producing what sociologists have called “exogenous shocks” for the diaspora.

This is the unsettled feeling Iranians in the diaspora have been contending with for the last 45 years. They are constantly navigating life in between the homeland and hostland.

Fragmented nationalism

People’s fragmented sense of nationalism can shape responses to upheavals in the homeland.

Many we spoke with struggle with their own interpretations of Iranian nationalism that clash with their disdain for the Islamic Republic. Their disdain is rooted in their own lived experiences under the regime — ranging from the loss of basic rights and freedoms, to harsh repression including imprisonment and torture for some, or simply an unfulfilled desire of living in a peaceful and free society.

Vida, an interviewee in her 30s who lives in Saskatchewan, said even though she despised the politics of the Islamic Republic and in the past had celebrated the death of key officials like Qasem Soleimani, the recent war has invoked some conflicting feelings about the death of military leaders.

She took pride in solidarities forged among the diaspora due to the war and interpreted it as nationalism. Vida said:

“I never was a nationalist, and I hate nationalism. But there were moments these days that I felt proud. Seeing all the solidarity between people, seeing how they helped each other…”

Even as the activists feel protective of their country because of the war, they also experience a deep sense of loss and guilt they have always felt in exile.

Tensions in the diaspora

Iran’s relationship with the West has continued to be fraught.

The West, particularly the U.S., has leveraged Iran’s repression of women to economically disable Iran through sanctions, breaking down possibilities of diplomacy between Iran and the U.S. But feminist scholars have argued this stance has only further empowered the authoritarian and patriarchal political forces in Iran..

Iranian activists in the diaspora contend with both resisting the Islamic Republic’s role in oppression of Iranians in Iran and the American role in marginalizing Iranians in Iran.

The ‘Iran of our dreams’

The in-between spaces are precarious and unpredictable. But they also bring new possibilities and in this case, as many interviewees have indicated, acts of resistance from afar.

This can be further activated in moments of upheaval. And those living in the in-between spaces can often form new alliances and solidarities.

For many activist Iranians, the resistance in Palestine has been a source of inspiration since before the revolution of 1979. Many participants in this study mentioned in their interviews how they have long felt solidarity with Palestinians, but they say since June 13, they have an even deeper understanding of their situation.

Zara, in her 40s from Ontario, said she now understands more deeply how the world could be indifferent towards those critiquing the actions of Israel, saying she feels:

“… a sense of helplessness and desperation against all that illogical violent power.”

Despite the desolation expressed by our interviewees about the war, many activists also expressed faith in resistance for freedom and justice that allows them to envision a different future.

Jamshid, in his 60s in British Columbia, shared his future vision of Iran. It is:

“ … an Iran that lives in peace. There is social justice in it and no one is injured. It takes care of itself. It’s very kind, immensely kind… Maybe one day it will happen and we’re not here to see it.”

Pallavi Banerjee receives funding from the Social Sciences and Humanities Research Council and Immigration, Refugees and Citizenship Canada.

Fateme Ejaredar 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. Iranian Canadians watch the Israel-U.S. attacks on Iran from afar – https://theconversation.com/iranian-canadians-watch-the-israel-u-s-attacks-on-iran-from-afar-259866

Source: The Conversation – Canada – By Pedro C. González Espinosa, Postdoctoral Reserach Fellow, The School of Resource and Environmental Management, Simon Fraser University

Coral reefs are vital ecosystems that sustain millions of people, yet they face a growing crisis. Rising ocean temperatures are causing coral bleaching, a process where heat disrupts the relationship between corals and the microalgae living inside them. If the stress continues, the corals may die.

Since the 1980s, bleaching events have increased significantly, posing a major threat to reefs and the coastal communities that rely on them for food, income and protection.

Scientists rely on data-monitoring tools to predict where and when bleaching is most likely to occur. These tools help inform conservation decisions made by the reef managers in charge of preserving the reefs, like temporarily pausing tourism or fishing to allow corals to recover.

But important questions are often overlooked in the process: Are these decisions fair? And who bears the cost of protecting coral reefs?

Managing reefs

Predicting bleaching events is crucial for managing reefs. The U.S. National Oceanic and Atmospheric Administration’s Coral Reef Watch uses satellite data to issue real-time bleaching alerts. These alerts guide managers to act before reefs reach dangerous thresholds.

However, the science isn’t perfect. Our research shows that about one-third of bleaching alerts worldwide are false alarms or missed events. If fishing or tourism sites are closed based on a false alarm, it can cause unnecessary economic hardship to local communities. On the other hand, failing to act when bleaching happens risks long-term ecological damage.

Not all reefs are affected equally. The challenges are especially severe in developing countries, where coastal communities depend heavily on reefs for their livelihoods. Many coastal communities do not have the money, government support or backup options they need to protect reefs or cope with the damage.

As a result, coastal communities in developing countries bear the greatest ecological and economic risks. This highlights the need for a rethink of how reef-protection strategies are designed and implemented.

Equity matters

Reef management must be fair, not just to the reefs but also to the people who depend on them. This is where equity comes in. Equity means not only sharing the benefits of healthy reefs, but also ensuring that the costs, such as fishing bans or tourism closures, do not disproportionately fall on those least able to handle them.

There are three key principles that help bring equity to the heart of coral-reef management and the fair sharing of reef resources:

1. Recognizing equity: Different groups relate to the reef in different ways. For some, it is a source of food; for others, it has cultural or spiritual meaning. Understanding and respecting these different connections — whether scientific, economic or traditional — is essential.

2. Fair decision-making: Managing the reef should be a collective undertaking. It is important that those who depend on it, like fishing communities, tourism operators and Indigenous groups, have a real say in how the reef is used, and not just more powerful or rich interest groups, like commercial fishers.

3. Fair sharing of benefits and costs: The benefits of healthy reefs, like fish, tourism income or coastal protection, should be distributed fairly. Likewise, the costs, such as fishing bans or tourism restrictions, should not fall unfairly on those who can least afford it.

These ideas may sound like common sense, but they are often missing in practice. In developing countries, decisions made in the interest of reef conservation can unintentionally harm local communities.

Sustainable and local solutions

Without alternative sources of income or food, restricting fishing or access to reefs can worsen poverty, exacerbate gender inequity or push unsustainable practices to other areas.

In the Solomon Islands, for example, coral reefs are crucial for both food and economic well-being.

In some communities, the food and materials people harvest from reefs, like fish, shells and corals, are worth more than what they earn from other sources. But heavy reliance on reef resources, especially for cash income, has led to over-extraction in some areas, putting both the reefs and local livelihoods at risk.

A community-led planning project in the small island nation of Tuvalu has fostered support for low-impact tourism that balances conservation with livelihoods. Villages identified key sites to protect and developed visitor guidelines to support tourism in a socially responsible and environmentally sustainable manner, balancing reef conservation with local livelihoods.

These examples show that conservation solutions must be co-designed, flexible and tailored to each context. Decisions to close areas or create protected zones should consult with and include local communities.

Toward a just future

Strategies to protect coral reefs need to evolve to include impacted communities. This means reshaping decision-making processes, who is involved and how risks and benefits are shared. It also means addressing global imbalances in conservation leadership.

Many reef initiatives are still led by institutions from wealthy nations, even though the reefs most at risk are in developing countries. In many cases, local communities are invited to participate, but participation alone may not guarantee equity. True equity is about shifting power in leadership and making space for local communities and institutions, providing them with real authority to manage their own resources.

Integrating equity into every stage of coral-bleaching management — including warning systems, impact assessments, stress reduction and policy decisions — not only boosts conservation outcomes, but also ensures that efforts to save the reefs do not come at the expense of the people most dependent on them.

Pedro C. González Espinosa receives funding from the Nippon Foundation Ocean Nexus, School of Resource and Environmental Management (REM), Simon Fraser University (SFU).

– ref. To protect coral reefs, we must also protect the people who depend on them – https://theconversation.com/to-protect-coral-reefs-we-must-also-protect-the-people-who-depend-on-them-252546

Source: The Conversation – Canada – By Anja Krstic, Assistant Professor of Human Resource Management, York University, Canada

Despite progress toward gender equity, many women continue to take on the majority of unpaid labour within their households, including housework and child care.

On average, women spend twice as much time as men per week on housework (12.6 hours compared to 5.7) and child care (12 hours compared to 6.7).

Unpaid labour also includes cognitive labour — the mental work of anticipating household needs, identifying and weighing options to fulfil them and monitoring whether those needs have been met.

Cognitive labour underpins many physical household and child-care tasks. For example, cooking or shopping for the household requires planning meals around preferences, anticipating various needs, finding alternatives if needed and keeping track of satisfaction with meals and products.

Cognitive labour is often called the “third shift” because it’s largely mental and invisible in nature. This work is often done in the background and is dispersed throughout the day, and women in heterosexual couples tend to shoulder most of it.

As experts in organizational behaviour, we recently conducted a study that found this form of invisible labour also significantly impacts women’s workplace experiences and career outcomes, which ultimately undermines gender equity.

The hidden cost of cognitive labour

For our study, we surveyed 263 employed women and men in heterosexual relationships with employed partners across the United States and Canada. Over seven weeks from April to May 2020, participants reported weekly on the division of cognitive, household, paid and child care labour between them and their partner. They also shared their level of emotional exhaustion, turnover intentions and career resilience.

It’s worth noting that our sample was predominantly white, highly educated and included only those in heterosexual relationships, which may limit how widely these findings apply.

Our results reveal that women take on more cognitive labour than men, even when accounting for the distribution of household and paid labour. This imbalance was linked to greater emotional exhaustion, which, in turn, was associated with a higher likelihood of wanting to leave one’s job and a reduced ability to cope with workplace changes.

In addition, nearly half the participants had at least one child under the age of 18 living with them. This is notable because school and daycare closures during the early days of the COVID-19 pandemic significantly increased child care demands, which women took the brunt of.

We found mothers shouldered a disproportionate amount of child care compared to fathers. Child care — not cognitive labour — was the key predictor of emotional exhaustion, which again resulted in a reduced capacity to cope with their work environment.

In other words, women experienced higher amounts of emotional exhaustion and undermined work outcomes, but the driver varied. For women without children, it was an unequal division of cognitive labour. For mothers, it was unequal child-care responsibilities.

Unpaid labour doesn’t just affect mothers

Much of the research and discourse on unpaid labour tends to conflate it with child care. Yet our findings highlight that unpaid labour affects the careers of both women with and without children.

Work-life balance research and policies often focus on mothers, overlooking the fact that women without children also disproportionately experience burdens at home that can impact their careers.

Our work also contributes to a growing body of research on the work experiences of women without children, who are often rendered invisible in literature. Past research has found that mothers are more likely than their child-free peers to be granted access to flexible work arrangements. Such differences were not found for men with and without children.

This lack of focus reinforces traditional gender stereotypes of women that equate womanhood with motherhood. Our work takes initial steps to address this gap by shedding light on the experiences and challenges that women without children face in managing work and home duties.

How organizations can support all women

Our findings show that women are overburdened by their domestic responsibilities, which can harm their career outcomes and undermine gender equity. But this is not just a personal issue, but an organizational one as well. Organizations have an important role to play in supporting and retaining women in the workplace. Here are several ways they can help.

1. Offer flexible work arrangements.

Organizations can promote a more equitable division of labour within households by offering work arrangements like flexible hours and remote work. Research has shown that such arrangements encourage men to increase their participation in housework and child care.

2. Design flexible work arrangements for all employees, not just parents.

Flexible work arrangements should not be designed with only parents in mind. Women without children also benefit from flexible work arrangements, as they can lessen the strain and resulting career outcomes of cognitive labour. Offering these arrangements to men without children may also encourage them to take on a greater proportion of cognitive labour in their household.

3. Recognize that flexible work arrangements may inadvertently and unfairly benefit men.

Given that women in general take on a greater share of unpaid labour than men, they are more likely to use flexible work arrangements. In contrast, men may use the same flexibility to focus on career advancement. Research has shown that men are more likely to to use parental leave to take on more work, develop human capital or build new skills. Organizations should ensure flexible work policies are used as intended and do not inadvertently advantage men.

4. Normalize the use of flexible work arrangements.

It is not enough for organizations to only offer flexible work arrangements; they must also normalize and encourage their use. Women tend to use them more often because some men fear being viewed negatively for using them. Managers should lessen such fears by communicating that these arrangements won’t lead to penalties, and they should act as role models by using such arrangements themselves.

To better support the challenges that women are facing and promote gender equity, structural changes both within the home and at work are necessary, and organizations play an important role in advancing these changes.

Christianne Varty, researcher and business strategist, co-authored this article.

Anja Krstic’s research has received funding from the Social Sciences and Humanities Research Council of Canada (SSHRC).

Ivona Hideg’s research has received funding from the Social Sciences and Humanities Research Council of Canada (SSHRC).

Janice Yue-Yan Lam’s research has received funding from the Social Sciences and Humanities Research Council of Canada (SSHRC), along with Ontario Graduate Scholarships.

Winny Shen’s research has received funding from the Social Sciences and Humanities Research Council of Canada (SSHRC).

– ref. All women — not just mothers — could benefit from more workplace flexibility – https://theconversation.com/all-women-not-just-mothers-could-benefit-from-more-workplace-flexibility-260889

Source: The Conversation – Canada – By Lauren McNamara, Research Scientist (Diversity and Equity in Schools), Diversity Insitute, Ted Rogers School of Management, Toronto Metropolitan University

The Toronto Star recently reported on a Ministry of Education memo it obtained that asks boards for input into a new regulation that “would provide school boards with the ability to structure their school day schedules for students in kindergarten to Grade 6 (primary and junior divisions) based on local needs and to maximize student learning.”

The ministry mentions “new flexibility in the scheduling of recess and lunch — for example, schools may choose to offer one longer recess period in place of two shorter ones, while still providing a lunch break,” plus the 300 daily minutes of instructional time.

While the impact of the potential changes is unclear (especially as many boards already operate on a “balanced day model” that moved away from two recesses plus a lunch break to offer two breaks instead), the proposed changes — plus ministry concern with
maximizing student learning — warrant discussion about the significant role of recess in all schools.

Recess supports learning

As researchers who have long studied the links between school environments and children’s well-being, we know that reducing or restructuring recess time can negatively impact learning and development.

Indeed, research consistently shows that recess plays a vital role in academic success, mental health and overall well-being.

Cognitive science tells us that young children need regular breaks from focused academic work. These breaks reduce mental fatigue, improve concentration and help children return to class refreshed and ready to learn.

Simply switching from mathematics to reading isn’t enough. What’s needed are genuine pauses from cognitive effort, ideally involving unstructured play.

The power of play

Recess offers a chance for unstructured play, something children do freely and joyfully. Play isn’t just fun, it’s essential to healthy brain development. Whether they’re running, building, imagining or exploring, play activates the brain’s reward systems, releasing endorphins that enhance mood and reduce stress.

Play is so fundamental to healthy development that the United Nations Convention on the Rights of the Child has long deemed it a basic human right, and as a signatory, Canada is obligated to uphold this right.

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Read more:
If in doubt, let them out — children have the right to play

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It’s important to note that gym class or other structured physical activities don’t offer the same benefits. Children need time to follow their own interests, move at their own pace and interact freely with peers.

Movement, the outdoors

Kids aren’t meant to sit still all day. Recess gives them a chance to move, whether that’s running, jumping or just walking and stretching. Regular movement improves circulation, boosts energy, supports mental clarity and improves mood. Even short bursts of physical activity can help offset the long hours spent sitting in classrooms.

Time outside can have meaningful effects. Nature has a calming effect on the brain, reduces anxiety and helps with attention and emotional regulation. Green spaces and natural materials like trees, grass and fresh air offer benefits that indoor classrooms simply can’t replicate.

Socializing, mental wellness

To children, recess isn’t just a break, it’s a vital social time. It’s when they form friendships, practise conflict resolution and feel a sense of belonging. These connections support emotional development and make school a place where kids want to be.

Unfortunately, as schools focus more on maximizing instructional minutes, this social time can be undervalued. But connection and belonging are not side benefits — they are essential to academic motivation, engagement and overall student success.

Physical activity, outdoor time, free play and meaningful social interaction all work together to support mental health and overall well-being.

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Read more:
On World Children’s Day, let’s recognize that children’s rights include mental health

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Recess creates space for laughter, joy, relaxation and calm. Students who feel emotionally safe, happy and supported are more likely to pay attention in class, co-operate with peers and persist through academic challenges. In summary, healthy children are better learners.

Schools are more than instruction

Schools are communities where children spend much of their waking lives. They are places not only of academic growth but also social, emotional and physical development.

When schools prioritize student well-being, they are also strengthening learning outcomes. That’s why recess should not be treated as a filler or a luxury.

It’s a critical part of the school day and must be protected and well supported, not minimized.

Recommendations for recess

According to Physical and Health Education Canada’s National Position Paper on Recess, all students — from kindergarten through high school — should have regularly scheduled recess across the school day.

Children in kindergarten through Grade 2 should receive at least four 15-minute recesses daily, ideally outdoors. Children in grades 2 to 6 should have at least two 20-minute recesses, not including time spent putting on coats or lining up.

These are research-backed guidelines that support children’s full development. And, of course, the quality of recess matters, which is described further in the position paper.

The Ontario memo invites us all to revisit the role of recess in the school day. We must remember that time to play, move, connect and breathe is not a break from learning, it’s a vital part of learning.

Tracy Vaillancourt is affiliated with the Centre for International Governance Innovation.

Lauren McNamara 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. Our kids’ recess at school is essential to well-being and learning — and shouldn’t be scaled back – https://theconversation.com/our-kids-recess-at-school-is-essential-to-well-being-and-learning-and-shouldnt-be-scaled-back-261504

Source: The Conversation – Canada – By Lilach Marom, Assistant Professor, Faculty of Education, Simon Fraser University

According to Statistics Canada, police-reported hate crimes against Jews rose by 82 per cent in 2023.

In the months following Oct. 7, 2023 and the subsequent war in Gaza, university campuses across Canada became sites of tension, protest and divisions.

Jewish students and faculty increasingly reported feeling alone, excluded and targeted.

As our research has examined, despite these urgent realities, Jewish identity and antisemitism remain largely invisible in the equity, diversity and inclusion (EDI) frameworks of Canadian higher education.

These frameworks are meant to address the ongoing effects of historical and structural marginalization. Emerging from the four designated categories in Canada’s Employment Equity Act, EDI policies in Canadian universities tend to centre race, Indigeneity as well as gender, with limited attention to religious affiliation.

Canadian higher education’s primary EDI focus on racism and decolonization is important, given the history of exclusion and marginalization of Black people, Indigenous Peoples and people of colour in Canada. Yet, this framing inadequately addresses the historical and ongoing antisemitism in Canada.

A cross-university study of EDI policies

To understand this oversight, we conducted a content and discourse analysis of the most recent (at the time of the study) EDI policies and Canada Research Chair EDI documents from 28 Canadian universities.

Our sample included English-speaking research universities of more than 15,000 students and a few smaller universities to ensure regional representation.

We focused on how these documents referred to Jewish identity, antisemitism and related terms, as well as how they situated these within broader EDI discourses. We found that, in most cases, antisemitism and Jewish identity were either completely absent or mentioned only superficially.

Three patterns emerged from our analysis:

1. Antisemitism is marginalized as a systemic issue: Where it appears, antisemitism is generally folded into long lists of forms of discrimination, alongside racism, sexism, homophobia, Islamophobia and other “isms.” Unlike anti-Black racism or Indigenous-based racism, which often have dedicated sections and careful unpacking, antisemitism is rarely examined. While EDI policies can be performative, they still represent institutional commitment and orientation. Not specifically considering antisemitism renders it peripheral and unimportant, even though it remains a pressing issue on campuses.

2. Jewish identity is reduced to religion: When Jewishness is acknowledged in EDI frameworks, it is almost always under the category of religious affiliation, appearing as part of the demographic sections. This framing erases the ethnic and cultural dimensions of Jewish identity and peoplehood and disregards the ways in which many Canadian Jews understand themselves. The lack of understanding of Jewishness as an intersectional identity also erases the experiences of Jews of colour, LGBTQ+ Jews, and Mizrahi and Sephardi Jews.

While some Jews may identify as white, some do not, and even those who benefit from white privilege may still experience antisemitism and exclusion.

The recent scholarly study, “Jews and Israel 2024: A Survey of Canadian Attitudes and Jewish Perceptions” by sociologist Robert Brym, finds that 91 per cent of 414 Jewish respondents in the overall study believe that Israel has the right to exist as a Jewish state — a response Brym believes indicates that the respondent is a Zionist, echoing a broad definition of the term. (Three per cent of Jewish respondents opposed the view that Israel has the right to exist as a Jewish state, and six per cent said they didn’t know).

For most Canadian Jews in the study, Brym writes, “support for the existence of a Jewish state in Israel is a central component of their identity.”

But Zionism presents a challenge for EDI for several reasons. Firstly, Zionism enters into a tension with (mis)conceptions of Jews as non-racialized people within anti-racism discourses.

Secondly, some scholars and activist movements address Zionism largely as a form of settler colonialism.

While debates over the historical sources of Zionism and their political implications are legitimate and evolving, the danger arises when debates shift to embodying and targeting Jews as individuals. Furthermore, “anti-Zionist” discourses, often amplified in student protests, risk flattening the diversity that exists under the Zionist identification.

3. Pairing antisemitism and Islamophobia: In the EDI policies we examined, antisemitism is rhetorically paired with Islamophobia: In nearly every case where antisemitism was mentioned, it was coupled with Islamophobia. This rhetorical symmetry may be driven by institutional anxiety over appearing biased or by attempts to balance political sensitivities. Yet it falsely implies that antisemitism and Islamophobia are similar or are inherently connected.

While intersectional analysis of antisemitism and Islamophobia can yield insight, this pairing functions as an avoidance mechanism and a shortcut.

Failure to name, analyze Jewish identity

The erasure of antisemitism from EDI policies affects how Jewish students and faculty experience campus life. Jews may not be marginalized in the same way as other equity-seeking groups, yet they are still deserving of protection and inclusion.

The EDI principle of listening to lived experiences cannot be applied selectivity. Jewish identity is complex, and framing it narrowly contributes to undercounting Jewish people in institutional data and EDI policies. Simplistic classifications erase differences, silence lived experiences and reinforce assimilation.

By failing to name and analyze Jewish identity and antisemitism, universities leave Jewish members of the academic community without appropriate mechanisms of support. The lack of EDI recognition reflects and reproduces the perceptions of Jews as powerful and privileged, resulting in a paradox: Jewish people are often treated as outside the bounds of EDI, even as antisemitism intensifies.

The question of Jewish connection to Israel or Zionism introduces another layer of complexity that most EDI policies avoid entirely. While criticism of Israeli state policies is not antisemitic, many Jews experience exclusion based on real or perceived Zionist identification. Universities cannot afford to ignore this dynamic, even when it proves uncomfortable or politically fraught.

What needs to change

If Canadian universities are to build truly inclusive campuses, then their EDI frameworks must evolve in both language and structure.

First, antisemitism must be recognized as a form of racism, not merely religious intolerance. This shift would reflect how antisemitism has historically operated and continues to manifest through racialized tropes, conspiracy theories and scapegoating.

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Second, institutions must expand their data collection and demographic frameworks to reflect the full dimensions of Jewish identity: religious, ethnic and cultural. Without this inclusion, the understanding of Jewish identity will remain essentialized and unacknowledged.

Third, Jewish voices, including those of Jews of colour, LGBTQ+ Jews and Jews with diverse relationships to Zionism, must be included in EDI consultation processes. These perspectives are critical to understanding how antisemitism intersects with other forms of marginalization.

Fourth, the rhetorical pairing of antisemitism and Islamophobia, while perhaps intended to promote balance, should be replaced with a deep unpacking of both phenomena and their intersections.

Finally, universities must resist the urge to treat difficult conversations as too controversial to include. Complex dialogue should not be a barrier to equity work. The gaps we identified reveal how current EDI frameworks can exclude any group whose identities fall outside established categories.

In a time of polarization and disinformation, universities must model how to hold space for complexity and foster real inclusion.

Lilach Marom receives funding from Ronald S. Roadburg Foundation

Ania Switzer 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 to improve university EDI policies so they address Jewish identity and antisemitism – https://theconversation.com/how-to-improve-university-edi-policies-so-they-address-jewish-identity-and-antisemitism-259003

Source: The Conversation – Canada – By Omid Haeri Ardakani, Research scientist at Natural Resources Canada; Andjunct associate professor, University of Calgary

Since their formation billions of years ago, the oldest parts of the Earth’s continental rocks have generated natural hydrogen in massive amounts. Some of this hydrogen may have accumulated within accessible traps and reservoirs under the Earth’s surface. This store has the potential to contribute to the global hydrogen economy for hundreds of years.

This has been demonstrated by the production of near-pure hydrogen from a single gas field in Mali, attracting the attention of governments in the United States, Canada, Australia, the United Kingdom and Europe.

There is also interest from major venture capital investors and international resource companies. By the end of 2023, 40 companies were exploring natural hydrogen globally. That has likely doubled since 2024.

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Why green hydrogen — but not grey — could help solve climate change

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Hydrogen as a resource

Hydrogen resources have long been a multi-billion-dollar market, even before recent interest in hydrogen as a contributor to the green energy transition. The environments and conditions that result in natural hydrogen accumulation occur globally. But one of the barriers to investment in many jurisdictions is regulatory, as hydrogen had not previously been considered as a resource.

Natural hydrogen can be used to decarbonize hard-to-abate but globally critical industries. Industries that use hydrogen include fuel refining (about 44 per cent), ammonia and fertilizer production for food sustainability (about 34 per cent), and steel manufacturing (about five per cent).

According to a recent British government policy briefing document, addressing this requires governments to include hydrogen as a listed natural resource. Future uses for hydrogen may include long-distance transportation and contributions to the decarbonization of the mining industry.

High carbon footprint

Most of the hydrogen used today is produced from fossil fuels. Because of this, hydrogen production contributes about 2.5 per cent of global carbon dioxide emissions. Efforts to produce low-carbon (green) hydrogen from renewable electricity and carbon capture and storage technologies remain expensive.

Natural hydrogen has a carbon footprint comparable to or below that of green hydrogen. The two will likely be complementary, but estimates are uncertain as natural hydrogen is as yet an unproven resource.

Developing strategies could determine whether hydrogen from any source is an economically viable resource. For natural hydrogen, exploration strategies have to be developed to find and extract natural deposits of hydrogen at an economically feasible cost. This also needs incentives that include natural hydrogen in exploration or production licenses.

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New plan shows Australia’s hydrogen dream is still alive. But are we betting on the right projects?

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Hydrogen and helium

The U.S. Geological Survey recently estimated there’s enough accessible natural hydrogen to supply global hydrogen demand for about 200 years.

Hydrogen forms in the Earth’s crust through two natural geological processes: chemical reactions between natural groundwaters and iron-rich minerals and water radiolysis. Water molecules are broken by natural background radioactivity in rocks releasing hydrogen — and helium, a valuable element included in Canada’s Critical Minerals Strategy — as a byproduct.

The search for helium began in Canada in the 1920s, but it is only recently that systematic commercial exploration for helium has restarted. By the 1980s, systematic studies of natural hydrogen began in Canada, Finland and parts of Africa as part of research on subsurface microbial life.

Renewed interest

An unusual coincidence sparked the current global interest in hydrogen. An accidental discovery of the small natural hydrogen gas field in Mali coincided with the publication of extensive historical data from the former Soviet Union, drawing attention to hydrogen’s immense potential as a clean power resource. Australia, France and the U.S. were among the first countries to re-investigate historical natural hydrogen.

Natural hydrogen and helium systems have similarities to petroleum systems, requiring a source rock, a migration pathway and accumulation in a reservoir. The infrastructure for natural hydrogen wells would be comparable to hydrocarbon wells, albeit with changes in well completion and drilling methods.

The footprint of a natural hydrogen production project would take up much less space to deliver the same amount of energy compared to a green hydrogen production facility, which requires solar or wind farms and electrolyzers.

Similarly, natural hydrogen projects do not need to draw on surface water resources, which are scarce in many parts of the world.

Future policies

Some jurisdictions lack policies regulating hydrogen exploration. In others, regulation falls under existing mining or hydrocarbon policies. The lack of clear regulations in areas with high potential for natural hydrogen exploration — such as the U.S., Canada, India and parts of Africa and Europe — is a major obstacle for exploration.

An absence of regulation slows down exploration and land acquisition, and prevents the decision-making required for developing infrastructure. And critically, it means that no community consultations are undertaken to ensure the social acceptance essential for the success of such projects.

A project in South Australia demonstrates what legislation can accomplish. Once regulation of natural hydrogen exploration and capture was implemented, the government received dozens of applications from companies interested in natural hydrogen exploration.

The appetite for exploration is clearly there, but policy and regulatory solutions are required. New exploration projects will provide critical new data to understand natural hydrogen’s potential to provide green energy.

Omid Haeri Ardakani has received funding from Natural Resources Canada (NRCan).

Barbara Sherwood Lollar receives funding from the Natural Sciences and Engineering Research Council of Canada and the Nuclear Waste Management Organization.

Chris Ballentine is founder of and owns shares in Snowfox Discovery Ltd, a hydrogen exploration company. He receives research funding from the Natural Environment Research Council (U.K.) and the National Science Foundation (U.S.), in a joint grant, as well as the Canadian Nuclear Waste Management Organization and the Canadian Institute For Advanced Research.

– ref. There’s enough natural hydrogen in the Earth’s crust to help power the green energy transition – https://theconversation.com/theres-enough-natural-hydrogen-in-the-earths-crust-to-help-power-the-green-energy-transition-256936

Source: The Conversation – Canada – By J. Andrew Deman, Professor of English, University of Waterloo

The Fantastic Four: First Steps is the second cinematic reboot of the Fantastic Four franchise, and there’s a lot riding on this film.

While cinema-goers have responded enthusiastically to many of the films in the Marvel Cinematic Universe, the history of the Fantastic Four on the silver screen is less heralded.

All the previous Fantastic Four films have been “commercial and critical failures,” with the 2015 film being an infamous box office bomb.

Yet in comics history, the Fantastic Four have been up to the challenge of driving a popular media enterprise forward — something that the film producers and Marvel fans alike are both now hoping for.

In the 1960s — the era in which Fantastic Four: First Steps, is notably set — the comics presented a new class of superhero.

From their 1961 debut, Reed Richards/Mr. Fantastic, Sue Storm/the Invisible Girl, Johnny Storm/the Human Torch and Ben Grimm/the Thing were celebrities who rented office space in a Manhattan highrise and found themselves variously beloved and reviled by both the public and the government.

The team also rejected secret identities. Until the third issue of their series, they even eschewed superhero costumes (in part because of a restriction imposed by the owner of Marvel’s then-distributor, DC Comics).

Pushed representational boundaries

The Fantastic Four comics of the 1960s also pushed boundaries in a number of significant ways. They featured the first pair of married superheroes (Reed and Sue wed in 1965) and the first superhero pregnancy (Sue gave birth to her son Franklin in 1968).

In 1966, Fantastic Four No. 52 introduced the Black Panther, who is widely recognized as the first high-profile Black superhero.

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*Black Panther* roars. Are we listening?

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And though not canonical until 2002, it has been suggested by scholars that Ben Grimm was always envisioned as a Jewish superhero by Stan Lee and Jack Kirby, offering another milestone in representation (at least for those readers attuned to the character’s Jewish coding).

These milestones emphasize a dedicated concern for the human aspects of superheroes.

A family with relatable issues

Set amid fittingly fantastic science-fiction landscapes inspired by Space Age optimism was a story about a family who “fought among themselves, sometimes over petty jealousies and insults,” in the words of Christopher Pizzino, an American scholar of contemporary literature, film and television.

This approach of building character dynamics out of internal conflict proved deeply influential.

Famed comics writer Grant Morrison argues that through the example of Fantastic Four, “the Marvel superhero was born: a hero who tussled not only with monsters and mad scientists but also with relatable personal issues.”

In his bestselling book All the Marvels, comics critic and historian Douglas Wolk concurs that the “first hundred issues of Fantastic Four are Marvel’s Bible and manual,” establishing the style, theme, genre and approach of the company’s comics for decades to come.

Defining personal conflicts

In contrast to moral paragons such as Superman, Batman and Wonder Woman (all published by rival DC Comics), each member of Marvel’s Fantastic Four had defining personal conflicts.

Reed Richards, the team’s patriarch, was a world-altering genius who often fell victim to his own hubristic ambition.

Two years before American feminist author Betty Friedan identified “the problem that has no name” in The Feminine Mystique (that post-war suburban housewives faced social expectations of being fully fulfilled as wives and mothers, the Fantastic Four gave audiences Sue Storm, with the superpower to render herself — and others — invisible at will.

Storm, according to scholar Ramzi Fawaz, “made the concept of women’s social invisibility an object of visual critique by making invisible bodies and objects conspicuous on the comic book page.”

Her younger brother, Johnny Storm, a playboy and showboat, had a lot of growing up to do, a journey that was frustrated by his flashy powers.

Ben Grimm, Reed’s college roommate turned best friend turned rock monster, oscillated between childlike rage and world-weary depression, his rocky hide granting him super-strength and invulnerability while burdening him with social isolation.

While none of us are likely to acquire superpowers through exposure to cosmic rays like the Four, we’ve all dealt with anxiety and grief like these heroes.

Origin of the Marvel universe

The world of the Fantastic Four didn’t just feel unusually human. It also felt unusually lived in, partly because the Fantastic Four comics of the 1960s weren’t just the origin of the Marvel style of storytelling — they were also the origin of the Marvel universe.

Fantastic Four began and became the model for Marvel’s shared continuity universe, in which dozens of superheroes passed in and out of each other’s stories and occasionally intersected long enough for whole crossover story arcs and events. For a time, Marvel’s superheroes even aged alongside their readers, with teenage characters like Johnny Storm graduating high school and enrolling in college.

Previous superhero comics hadn’t embraced this shared continuity in a meaningful way, tending to prioritize discrete stories that had no effect on future tales. But Fantastic Four pitched what comics scholar Charles Hatfield calls “intertitle continuity,” which quickly became “Marvel’s main selling tool.”

Case in point, the Fantastic Four shared the cover of 1963’s Amazing Spider-Man No. 1, helping sell the newly created wall-crawler to their adoring readers.

Voluminous, chaotic universe

The 1965 wedding of Reed and Sue in Fantastic Four Annual No. 3 showcased how quickly the Marvel comics universe became vibrantly voluminous and charmingly chaotic.

This event featured at least 19 superheroes fighting 28 supervillains and foregrounded the Fantastic Four’s symbolic mother and father as the progenitors of an extended super-family.

It also featured a cameo by the Fantastic Four’s creators, Stan Lee and Jack Kirby, previously introduced in 1963’s Fantastic Four No. 10 as the official creators of imaginary adventures starring the “real” Fantastic Four, further blurring the boundary between fiction and reality.

Decades later, this sprawling comics universe would become a sprawling cinematic universe. This informs the pressure facing the latest Fantastic Four adaptation.

Phase 6 of universe

Fantastic Four: First Steps marks the start of what Marvel calls “Phase Six” of the Marvel Cinematic Universe, which began in 2008 with the first Marvel Studios film, Iron Man.

Essentially, Fantastic Four: First Steps is meant to launch a new cluster of shared universe stories, just as Fantastic Four No. 1 did for Marvel Comics in the 1960s.

This cluster will culminate in the release of Avengers: Secret Wars in December 2027. Will Marvel’s first family deliver?

This article is co-authored by Anna Peppard, an independent scholar and editor of ‘Supersex: Sexuality, Fantasy, and the Superhero.’

J. Andrew Deman 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 Marvel’s Fantastic Four discovered the human in the superhuman – https://theconversation.com/how-marvels-fantastic-four-discovered-the-human-in-the-superhuman-260883

Source: The Conversation – Canada – By Kathryn Dane, Postdoctoral associate, University of Calgary

Rugby union, commonly known as just rugby, is a fast-paced and physical team sport. More girls and women in Canada and around the world are playing it now than ever before.

As of 2021, women’s rugby reached a record 2.7 million players globally, a 25 per cent increase over four years, and by 2023, women’s rugby participation was growing at a rate of 38 per cent year-over-year.

Countries including Australia, England, Ireland and the United States offer professional contracts for women’s teams. While these remain modest compared to the men’s game, they still represent a clear step forward.

Canada’s senior women’s XVs team is currently ranked second in the world and heading into the 2025 Rugby World Cup, which kicks off on Aug. 22 in England. The national sevens team also captured silver at the 2024 Paris Olympics — further evidence of the game’s growing competitiveness in Canada.

However, many systems, including coaching and medical support, have not kept pace with the demands of elite competition. With visibility increasing ahead of the 2025 World Cup, stronger institutional support is needed to match the sports’ growing professionalism and popularity.

Safety concerns

Often described as a “game for all”, rugby builds confidence, resilience and lifelong friendships. For girls and women especially, rugby can be empowering in ways few sports can match. It embraces the physicality of tackling, pushes back against traditional gender expectations and fosters solidarity and inclusion by valuing all body shapes and abilities.

But rugby is also a collision sport, and as such, it carries inherent risks. Tackling is the top cause of injury in rugby, and it has one of the highest concussion rates among youth girls’ sports in Canada. Concussions can have long-term effects on players’ health.

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These concerns are especially urgent as the women’s game becomes more physical and professionalized, and players are hit harder and more often. Unlike men’s rugby, women’s teams often operate with fewer medical or coaching support resources, which can lead to inconsistent or absent injury prevention programs.

Compounding the risk is the fact that many women also come to rugby later in life, often with less experience in contact sports. This delayed exposure restricts proper tackle skill development and player confidence in contact. This means safe tackling is even more important.

Without proper supports, the physical risks of the game may outweigh its benefits.

Science is still playing catch-up

While women’s rugby is growing rapidly, the science behind it is has not kept pace. Most of what we know about rugby safety — how to tackle, how much to train or when it’s safe to return to play after injury — largely comes from research on men.

Decisions around coaching and player welfare have been based on male data, leaving female players under-served and potentially at greater risk. While these foundations may well apply to girls and women, the problem is we don’t yet know for sure.

Only four per cent of rugby tackle research has focused on women. Much of the early evidence on girls rugby comes from Canada, underscoring the country’s leadership in this space. Still, most coaches and clinicians rely on a “one-size-fits-all” approach that may not account for menstrual cycles, pregnancy, different injury profiles or later sport entry.

The differences matter because strength, speed and injury risk all vary. Women are 2.6 times more likely than men to sustain a concussion. Gender also shapes access to training, care and facilities, often limiting opportunities for women to develop safe tackling skills, receive adequate support and train in safe, well-resourced environments, factors that impact both performance and safety.

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Prevention is better than cure when it comes to high concussion rates in girls’ rugby

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Even safety tools reflect this gap. World Rugby’s Tackle Ready and contact load guidelines were designed around male athletes. While well-intentioned, we know little about how they work for girls and women. Instead of discarding these tools, we need to adapt and evaluate them in female contexts to ensure they support injury prevention and provide equal protection.

Women’s rugby needs better data

Change is underway. More research and tools are being designed specifically for girls and women. A search of PubMed, a database of published biomedical research, reveals a steep rise in studies on women’s rugby over the past decade, especially in injury surveillance, injury prevention, performance, physiology and sociocultural contexts.

New rule trials, such as testing lower tackle heights, are being evaluated on women athletes. New technologies like instrumented mouthguards and video analysis are also helping researchers understand how girls and women tackle, how head impacts happen and how they can be prevented.

Much of this new research is led by our team at the Sport Injury Prevention Research Centre, a pan-Canadian, multidisciplinary group focused on moving upstream to prevent concussions in adolescent girls’ rugby.

The women’s game is also driving its own innovations. Resources like World Rugby’s Contact Confident help girls and women safely build tackle skills, particularly those new to contact sport.

Researchers are analyzing injury patterns, interviewing players and coaches and studying return-to-play pathways that reflect girls’ and women’s physiology and life stages.

The scope of research is also expanding to pelvic health, breast protection and more tailored injury prevention. Global collaboration is making this work more inclusive, spanning different countries, skill levels and age groups, not just elite competitions.

But this is just the start.

A golden opportunity lies ahead

Girls’ and women’s rugby is experiencing unprecedented growth. Rising participation, media attention and new sponsorships are fuelling momentum. It’s a golden opportunity to build strong, sustainable foundations.

Gold-standard support requires focused, ongoing research and a commitment to sharing that evidence with players, coaches, health-care providers and policymakers. It’s time to build systems for women’s rugby based on women’s data, not borrowed assumptions from the men’s game.

But challenges remain. Some national teams still have to raise funds to attend World Cups. Others train without consistent access to medical or performance staff — clear signs that the women’s game is still catching up.

To sustain and accelerate the growth of girls’ and women’s rugby, the sport deserves more resources and research tailored specifically to participants. A “one-size-fits-all” model no longer works. By investing in systems that are safer, focused on prevention, more inclusive and grounded in evidence, we can build a thriving future for women’s rugby that lasts for generations to come.

Isla Shill has received funding from World Rugby.

Stephen West has previously received funding from World Rugby

Kathryn Dane 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. Women’s rugby is booming, but safety relies on borrowed assumptions from the men’s game – https://theconversation.com/womens-rugby-is-booming-but-safety-relies-on-borrowed-assumptions-from-the-mens-game-261055

Source: The Conversation – Canada – By Fateme Ejaredar, PhD candidate in Sociology, University of Calgary, University of Calgary

The recent war waged by Israel and the United States on Iran killed at least 935 people and wounded another 5,332. There’s currently a ceasefire, but the conflict shocked the world and has had unique impacts on Iranians in the diaspora.

Many Iranians in Canada were glued to their media feeds to stay close to Iran and their friends and families.

Based on preliminary interviews with 30 Iranian activists in Canada, many in the diaspora have experienced what they call “survivor’s guilt.”

The interviews are part of a PhD study conducted online or in person by one of the authors of this story, Fateme Ejaredar, and supervised by co-author Pallavi Banerjee. The information from these interviews helps to untangle the roots of political tensions and evolving solidarities in the Iranian diaspora in Canada. For this research, 30 interviews were conducted, with seven followups after the conflict began on June 13, 2025.

A large share of the Iranian diaspora in Canada is comprised of activists who disavow the Islamic Republic. According to The New York Times, the Iranian diaspora includes “exiled leftists, nationalists, secular democrats, former prisoners, journalists, human rights advocates and artists.” This population of diasporic Iranians has been supporting progressive change in Iran.

There are also those who oppose the Islamic Republic in support of the deposed shah, a movement currently swayed by Reza Pahlavi, the son of Iran’s last shah. They see the U.S. and Israel as liberators of the Iranian people. The current war resurfaced many of these tensions that continue to divide the diaspora.

The war has left Iranian activists in the diaspora contending with contradictions about both their standing as activists while mourning the assaults on their country, both from within and outside.

Living in between homeland and hostland

Canada has the second largest Iranian diaspora in the world. Iran’s tumultuous political climate has kept the diaspora on edge and divided since the 1979 revolution that deposed the shahs.

After the revolution, many left-wing and other opposition activists who resisted both the pre- and post-revolutionary regimes went into exile. Continued political repression and economic hardship later forced even more Iranians, including activists, to leave the country. Strife peaked again in 2022 during the “Woman, Life, Freedom” protests which deeply impacted the diaspora.

Matin, a participant in her 30s from Alberta (all names of interviewees are pseudonyms), said:

“I’m sad that my home is being bombed. And you don’t have the energy to argue in this situation. For a soul that’s already tired, its wounds from 2022 aren’t healed yet, it can’t go into this again. It’s a dead end.”

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Iranian women risk arrest: Daughters of the revolution

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Sociological research on migration and transnationalism has explained how those exiled from their homelands and living in diaspora reside in the “in-between lands.”

This is heightened when the homeland is in a state of political disarray, producing what sociologists have called “exogenous shocks” for the diaspora.

This is the unsettled feeling Iranians in the diaspora have been contending with for the last 45 years. They are constantly navigating life in between the homeland and hostland.

Fragmented nationalism

People’s fragmented sense of nationalism can shape responses to upheavals in the homeland.

Many we spoke with struggle with their own interpretations of Iranian nationalism that clash with their disdain for the Islamic Republic. Their disdain is rooted in their own lived experiences under the regime — ranging from the loss of basic rights and freedoms, to harsh repression including imprisonment and torture for some, or simply an unfulfilled desire of living in a peaceful and free society.

Vida, an interviewee in her 30s who lives in Saskatchewan, said even though she despised the politics of the Islamic Republic and in the past had celebrated the death of key officials like Qasem Soleimani, the recent war has invoked some conflicting feelings about the death of military leaders.

She took pride in solidarities forged among the diaspora due to the war and interpreted it as nationalism. Vida said:

“I never was a nationalist, and I hate nationalism. But there were moments these days that I felt proud. Seeing all the solidarity between people, seeing how they helped each other…”

Even as the activists feel protective of their country because of the war, they also experience a deep sense of loss and guilt they have always felt in exile.

Tensions in the diaspora

Iran’s relationship with the West has continued to be fraught.

The West, particularly the U.S., has leveraged Iran’s repression of women to economically disable Iran through sanctions, breaking down possibilities of diplomacy between Iran and the U.S. But feminist scholars have argued this stance has only further empowered the authoritarian and patriarchal political forces in Iran..

Iranian activists in the diaspora contend with both resisting the Islamic Republic’s role in oppression of Iranians in Iran and the American role in marginalizing Iranians in Iran.

The ‘Iran of our dreams’

The in-between spaces are precarious and unpredictable. But they also bring new possibilities and in this case, as many interviewees have indicated, acts of resistance from afar.

This can be further activated in moments of upheaval. And those living in the in-between spaces can often form new alliances and solidarities.

For many activist Iranians, the resistance in Palestine has been a source of inspiration since before the revolution of 1979. Many participants in this study mentioned in their interviews how they have long felt solidarity with Palestinians, but they say since June 13, they have an even deeper understanding of their situation.

Zara, in her 40s from Ontario, said she now understands more deeply how the world could be indifferent towards those critiquing the actions of Israel, saying she feels:

“… a sense of helplessness and desperation against all that illogical violent power.”

Despite the desolation expressed by our interviewees about the war, many activists also expressed faith in resistance for freedom and justice that allows them to envision a different future.

Jamshid, in his 60s in British Columbia, shared his future vision of Iran. It is:

“ … an Iran that lives in peace. There is social justice in it and no one is injured. It takes care of itself. It’s very kind, immensely kind… Maybe one day it will happen and we’re not here to see it.”

Pallavi Banerjee receives funding from the Social Sciences and Humanities Research Council and Immigration, Refugees and Citizenship Canada.

Fateme Ejaredar 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. Iranian Canadians watch the Israel-U.S. war in Iran from afar – https://theconversation.com/iranian-canadians-watch-the-israel-u-s-war-in-iran-from-afar-259866