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The role of science education in positively impacting life conditions globally is perhaps the most intriguing and urgent problem for science education. In this regard, a recurring theme in local and international deliberations on science education is the role of school science in social, economic, and cultural conditions, that is, in everyday life. This course will facilitate a systematic analysis of the role of school science in everyday life along five themes: The context for the issues that pertain to science education and social economic development; Emergent constructs for school science; How people learn and knowledge transfer; The realities of science teaching and learning; The notion of knowledge, school science, other sciences, and social economic development; and, Historical reflections and critique of the science education endeavor.

In this course we will explore teaching and learning about environmental education (EE) through science, mathematics and technology education. Environmental education is a particularly timely topic given the recent changes to ���޾��ֲ� curriculum and the renewed interest in environmental issues nationally and internationally. Central to this course is a commitment to a teaching and learning continuum that includes the use of schools, school grounds, the local and broader community, and outdoor education centres. All of these 'places' become contexts in which educators can explore environmental education. In this course, we will attempt to link our discussions to the theory and practice of EE education. Specifically, we will examine the notion of environmental literacy and citizenship, current changes in ���޾��ֲ� curriculum and policy, the relationship between EE and nature, sustainable development and social justice, place-based education, outdoor education, and EE and Indigenous knowledges. The course also examines the philosophical and ideological orientations and competing frameworks that underpin the EE movement in ���޾��ֲ� and elsewhere, and identifies some of the theoretical and practical problems surrounding its implementation.

This course, open to Masters and Doctoral students in education, addresses theory and practice regarding relationships among various powerful individuals and groups in societies (e.g., corporations, transnational organizations, banks, financiers, politicians, think tanks, technologies, advertisements) and fields of professional science and technology regarding the extent to which they may contribute to the wellbeing of individuals, societies and environments. Attention also is paid to citizens' roles in conducting research and using findings to inform socio-political actions to influence powerful people/groups and fields of science and technology promoting a better world.

This course aims to illuminate contemporary Canadian and international debate in science education by providing insights into the nature of curriculum change through a critical analysis of episodes in science curriculum history. Students will have an opportunity to explore K-12 school science curricula at global, national, provincial, and classroom levels. The course has a metacognitive focus where students are encouraged to reflect on their own learning processes as well as those of science learners in other contexts. The course is framed by the question: How can an examination of the ways that science education has developed and been mobilised in different classroom contexts inform our focus for the future of science education?

In mathematics education today, policymakers, teachers, and researchers all agree that it is critical to link research to teaching practices in our schools. This means conducting research that is directly relevant to the everyday dilemmas of mathematics teachers and supporting teachers to adopt practices that research has shown to be effective. In this course, we draw from a recent publication by the National Council of Teachers of Mathematics, that outlines ten key questions that teachers put forward to guide researchers in their work. Topics include: assessment, curriculum, culturally relevant mathematics pedagogy, student thinking, effective algebra teaching, teacher professional development, influence of technology on mathematical learning, effective teaching with technology, interventions for struggling students, and helping students engage in ‘productive struggle.’ We will also investigate various theoretical and conceptual frameworks for mathematics education.

The study and concept of ''culture'' has emerged from a number of different disciplines over the past century. ''Cultural studies'' is a recent synthesis and critical re-evaluation of some of these approaches, one with important implications for educators in the area of the humanities. Through a discussion of key texts and issues generated within this tradition, the course examines struc- turalist, ethnographic, feminist, and postmodern versions of cultural studies in order to understand how these approaches reformulate an educational practice concerned with contemporary culture.

The course is designed to introduce students to qualitative methods of research in education. The intention is to examine the nature of qualitative research and its relationship to theory. Students will look at different ways of approaching qualitative research, and special attention will be paid to the concept of critical ethnography. Students will also study five specific research techniques: observation, interview, content analysis, life history, and action research.

The course is designed to examine the contradictory role of the school as an agent of linguistic and social reproduction in a school system where students are from diverse linguistic and cultural origins. In this context, the majority-minorities dichotomy will be critically examined. The course will focus particularly on how school contributes to the students' identity construction process. In this critical examination, identity will be understood as a socially constructed notion. Key-concepts such as identity, ethnicity, minority, race, culture and language will be first analyzed. The process of identity construction will then be examined within the educational context of ���޾��ֲ�.

What social identities and roles are included in the ‘citizenships’ to be taught in various political and social contexts, and why?  How might democratic citizenship be taught and learned?  This course examines contrasting approaches to political (governance), social and cultural (identity and justice), local and transnational education for democracy (democratization), in light of comparative international and Canadian scholarship.  The course addresses implicit and explicit citizenship curriculum/ teaching, primarily in relation to youth and state-funded formal (school) education.  Themes include:  agency in relation to social structures; participation in social institutions and collective decisions; territory and environment; social conflict, dissent and peacebuilding; diversely-positioned identities (gender, culture, nation…), values and motivations, rights, relationships, community and justice.  Participants will learn to analyze and assess educational proposals and experiences in relation to theory, research, and their own democratic education goals.  This course serves as a core course for the Institute's graduate studies specialization in comparative, international, and development education.

This course is designed for practising educators to develop and enhance their knowledge of how gender is produced in our educational system. It examines the different stages of the educational system: elementary, secondary, community college and university. The classroom is the focus because it is the central work setting of educational institutions. What happens in the classroom is not simply the result of what a teacher does but involves interactions between and among students and between teachers and students. The classroom has its own dynamic and is also interconnected to outside relationships with parents, friends, educational officials etc. The course has as its main objectives to examine the dynamics of inequality in the classroom and to discuss and develop strategies for change. While the primary focus is on gender inequality, course readings also draw on resources that make visible the intersections of gender with other inequalities based on race, class and sexual orientation.

This seminar examines how young people may be taught (and given opportunities), implicitly or explicitly, to handle interpersonal and social conflict. The course examines the ways conflict may be confronted, silenced, transformed, or resolved in school knowledge, pedagogy, hidden curriculum, peacemaking and peacebuilding programs, governance, discipline, restorative justice, and social relations, from Canadian and international/ comparative perspectives. The focus is to become aware of a range of choices and to analyze how various practices and lessons about conflict fit in (and challenge) the regular activities and assumptions of curriculum and schooling, and their implications for democracy, justice, and social exclusion/ inclusion. Participants will become skilled in analyzing the conflict and relational learning opportunities and dilemmas embedded in various institutional patterns or initiatives to teach or facilitate conflict resolution and transformation and to prevent violence.

This course presents and examines various international and comparative perspectives on religious education within and across Buddhist, Christian, Hindu, Islamic, and Jewish faith communities. We will critically and comparatively engage in the policies, practices, and research on religious education in public and faith-based schools ���޾��ֲ� and internationally. No previous knowledge or coursework on religious education is necessary.

This course is designed as an introductory course for both Aboriginal (FNMI) and non-Aboriginal educators and professional practitioners focusing on issues related to teaching and learning in Aboriginal contexts in both urban and rural communities in ���޾��ֲ� and more generally across Turtle Island (North America). We will be examining Indigenous ways of knowing and consider the ways this knowledge may inform teaching and professional practices for the benefit of all. Historical, social, and political issues as well as cultural, spiritual and philosophical themes will be examined in relation to developing culturally relevant and responsive curricula, pedagogies and practices. There is a particular emphasis placed on understandings of land and culture as it relates to constructions of the self in relation to education. The course is constructed around three modules. The first module focuses on exploring historical, social and political contexts, background and related factors that have and continue to influence current realities of FNMI students in ���޾��ֲ�. The second module of the course focuses on examining where we are now – here in this time – particularly with regard to educational considerations which includes constructions of the self and community engagement. The third module explores some of the ways we might all move forward together in respectful relationships.

This course is designed for both Aboriginal and non-Aboriginal educators and professional practitioners and examines Aboriginal (FNMI) perspectives on language, culture, and identity while looking at how this knowledge can inform teacher and professional practices to the benefit of all learners. In relation to developing culturally relevant and responsive curriculum, pedagogies and professional practices we will explore some of the tangled historical, socio-cultural and - political issues. We will also develop an understanding of FNMI peoples as a complete civilization (a complete way of being in the world) that includes the complex interplay of various aspects of civilization such as culture, literacies, language, arts, architecture, spiritual practices, and philosophical themes. Educators and professional practitioners will come away with enhanced critical thinking skills and active engagement with the issues through discussions and hands-on learning opportunities in order to move forward and be able to create more inclusive, fulfilling learning environments in both urban and rural contexts.

This course is designed for both Aboriginal and non-Aboriginal educators and professional practitioners and examines Aboriginal (FNMI) perspectives on literacies grounded in understandings of Land (capital "L") while looking at how these literacies can inform teacher and professional practices to the benefit of all learners. In relation to developing culturally relevant and responsive curriculum, pedagogies and professional practices we will explore some of the various literacies and ways to support literacy success in classrooms. We will explore culturally aligned texts, stories, and oral narratives together with symbolically rich themes that support literacies of land as living and emergent. Educators and professional practitioners will come away with enhanced critical thinking skills and active engagement with the issues concerning literacies through discussions and hands-on learning opportunities in order to move forward and be able to create more inclusive, fulfilling learning environments in both urban and rural contexts.

This course is designed to explore and analyze evolving and contrasting characterizations of citizenship education in school communities, primarily in ���޾��ֲ�. Particular attention is given to the ways in which teachers translate varying theoretical perspectives and curricular intentions into pedagogical practice as they address such themes as informed citizenship, civic identity, civic literacy, controversial public issues, and community engagement and activism. Instruction for this course includes a mixture of directed and interactive presentations, discussion, and inquiry modes. In doing so, candidates are provided with opportunities to deepen their language of conceptualization, their skills of analysis and critique, and their research abilities. Candidates will also be encouraged to take a personal stance on curricular and pedagogical perspectives in relation to citizenship education.

This course examines education's role in exacerbating, mitigating, or transforming direct and indirect (systemic) violence, and in building sustainable democratic justice and peace, in different kinds of conflict zones around the world (such as divided and post-colonial societies, post-war reconstruction, refugee education, and societies suffering escalated gang criminality). We address conflict, justice, relational and peace-building learning opportunities and dilemmas embedded in various curricula and local/international initiatives. Themes include: education in 'emergency' and 'fragile state' contexts; securitization and colonization vs. humanization and restorative/transformative justice in education; history education for violence or peace; education for human rights and social cohesion; inter-group contact and integrated schooling; conflict resolution capability development; and teacher development for democratic peacebuilding. Participants will gain competence and confidence in conflict (transformation) analysis and in applying contrasting theories to contrasting examples of practice.

Indigenous research is a dynamic, collaborative and rapidly expanding field of study and practice. This course invites students to explore and apply their growing understandings of the relationship between Indigenous research and community engagement through an in-depth review of relevant literature, independent study and group work, critical engagement, and experiential learning. This course a theoretical, conceptual and applied exploration of Indigenous approaches to conducting research and engages in topics dealing with ideological, socio-cultural -political, and ethical issues that inform Indigenous Land-centered (capital “L”) research and community engagement across various landscapes, community, and educational contexts including but not limited to philosophies, frameworks, protocols, and practices. This course also examines specific topics such as research ownership, process and outcomes framed around the 5 R’s (relationship, respect, relevance, reciprocity and responsibility) in relation to Indigenous research from Land-centred and place-specific philosophical contexts. The course also includes an exploration of the governance by Indigenous communities of their own research and ethical review processes. In relation to developing culturally relevant, responsive and emergent research processes we will explore some of the various ways to do research and engage respectfully and meaningful with Indigenous communities. Educators, researchers, and professional practitioners will come away with enhanced critical thinking skills and active engagement with the issues concerning emergent, responsive, and respectful Indigenous research and community engagement through discussions and hands-on learning opportunities in both urban and rural contexts. There is a particular emphasis placed on philosophical nature of Land in relation to Indigenous research and community engagement together with constructions of the self in relationship to diverse research contexts. This course uses relevant research articles, activities, and various forms of media to foster an understanding of the pertinent literature and to assist students in engaging with some of the realities that face both Indigenous and non-Indigenous people across Turtle Island as they endeavour to engage in respectful and meaningful research. The course brings together a variety of decolonizing and anti-oppressive approaches to understanding the contexts of doing research so that educators, researchers and professional practitioners will come away with a better understanding of Indigenous research and the issues affecting insider/outsider researchers, as well as some better tools that can help develop and implement more inclusive, meaningful, fulfilling, and culturally relevant research in both urban and rural contexts and places both within Turtle Island and across the great waters. The course will explore understandings of what it means to conduct research with Indigenous peoples on the issues of pressing concern to communities across diverse contexts and asks what it means to decolonize research. It will also apply socio-cultural and socio-political frameworks to both theoretical and applied issues.

The purpose of this course is to introduce concepts and ideas related to processes of colonization and struggles for decolonization. The course seeks to engage in a reflection process of what it means to decolonize and to teach for decolonization, particularly when doing educational work within a settler colonial context. The course will focus on introducing selected foundational texts from decolonial thinkers and considering specific decolonization movements from different parts of the world. The course will gravitate around what Edward Said might call a “contrapuntal” reading of key texts from scholars of color about the topic of colonization and decolonization, which will weave around a process of reflection on how we are all impacted in and affected by ongoing colonization. This will involve a consideration of what we mean by colonization, and what are different colonial modes to impose particular knowledge frameworks in order to secure control over land as well as human and natural resources. The aim of the course is to begin to develop an initial understanding of what education for decolonization might mean by engaging “classic” texts while reflecting on how we are implicated in and/or impacted by colonization.

The course allows students to learn about schools, pedagogy and education through the lens of settler colonial studies. Settler colonialism is the process by which colonial nations and populations seek to displace Indigenous people from the Land in order to establish, and maintain, modern nations such as ���޾��ֲ�. The course takes a critical approach to ways that settler colonialism persists through a matrix of oppressive pedagogies of knowledge, subjectivity, state and land theft/occupation. The course offers pathways for both Indigenous and non-Indigenous students to deepen their understandings, to challenge and to delink from pedagogies and practices that support settler colonialism. Indigenous knowledge and scholarship will guide how we approach un/learning settler colonialism in ways that are accountable to Indigenous resurgence. Topics covered include Land theft/occupation (privatization, containment, dispossession); knowledge (reason, positivism, Western Enlightenment); schooling (residential schools, school to prison pipeline, multiculturalism); school subjects (social studies, physical education, environmental education, peace education); subjectivity (racism, gendered violence, heteropatriarchy, homonationalism); and public pedagogies (sport, popular culture, media). Students will be encouraged to make connections between local, everyday practices and wider historical contexts and critically analyze settler colonialism across Turtle Island (���޾��ֲ�/US) and other settler colonial contexts, such as Aotearoa/New Zealand, Palestine/Israel, South Americas and South Africa.

In today's heterogeneous classrooms, teachers diversify their techniques of teaching, the content of lessons and their systems for evaluating student progress. The greater pupil diversity, the more teachers must adapt instruction. In this course, we will examine adaptive instruction at a macro(teaching methods) and micro-level (student-teacher interaction). Questions to be examined: What are the teacher's responsibilities for adapting instruction? What is an adapted or modified program? Is differential instruction of students discriminatory or essential? How might modified outcomes be evaluated and reported.

This course presents an overview of education and schooling before the massive intervention of the modern state. It is concerned with those forms of educational communication that formed the background for contemporary educational systems.

Why is the North American school system as it is? What were the options for change and what are the options for change? Drawing chiefly on North American scholarly literature, this course explores the origins of the state mandated educational systems in the context of traditional patterns of socialization and formal schooling, and changing social, political, and economic conditions.

This course is directed at those students interested in exploring the deep connections between education and social change in Canadian history. Before 1941, the majority of Canadian families lived outside of cities. This course will examine institutional structures, popular responses, and community involvement, and the ways that these factors interacted as state-run compulsory schooling was slowly accepted. It invites students to explore the vital, but relatively unknown, relationship that existed between education, social protest, and the search for reform in rural ���޾��ֲ� in the nineteenth and twentieth centuries. Readings in this course will allow students to explore the ways that various people, kinds of people, and organizations, both rural and urban – First Peoples; recent British, African, and eastern European immigrants; educational bureaucrats and revolutionaries; social reformers; settled farm families and itinerant miners – used various kinds of education to encourage, resist and direct social reform in rural ���޾��ֲ�.

This course is primarily designed for those with little or no background in historical research. It examines a variety of ways in which cinema is relevant to the study of education and contemporary society. Students will be introduced to the interpretive questions of evaluation, representation, and understanding.