С������Ƶ

In this course, we examine the emotional health and well-being of children and youth. How do we understand happiness and what does it take to thrive in the face of stress and adversity? We also explore “internalizing” psychological disorders, such as depression and anxiety. In our examination of both ends of the spectrum of emotional well-being, we ask about the role of classrooms and schools in promoting child adjustment. How can coping, hardiness, and emotional resilience be promoted and emotional disorders be prevented and treated?

This course will focus on current knowledge of autism spectrum disorder from preschool through to adolescence. We will discuss the biological and psychological factors playing a role in the etiology and consider interventions for treatment and education of those with ASD. The emphasis will be on using well-founded research to inform instructional practices and decision making.

This course is designed to present students with current understanding of motivation in genera, academic motivation in specific, and the ways in which motivation contributes to learning. Theoretical conceptualizations and empirical research findings from educational and social psychology, as well as neuroscience, provide the core content of the course. Some of the topics covered are intrinsic/extrinsic motivation, and development model of interest, curiosity, goal theory, rewards and the reward circuitry of the brain. Together, the course materials give a basis for understanding how supporting meaningful engagement with academic content can promote deeper learning.

This course will encourage students to widen their understanding of what it means to be literate in the 21st Century. Using a multiliteracies framework, students will learn to identify, plan and implement meaningful learning experiences that integrate literacy and subject area learning and build skills in critical viewing, communication, representation, innovation and knowledge creation. Major themes to be addressed include multiliteracies theory, digital and critical literacies, media literacy, multimodal assessment and student agency and ownership of learning. In this course, students will use technology to enhance collaborative learning and teaching, creativity, and knowledge construction and mobilization.

This course will encourage students to widen their understanding of what it means to be literate in the 21st Century. Using a multiliteracies framework, students will learn to identify, plan and implement meaningful learning experiences that integrate literacy and subject area learning and build skills in critical viewing, communication, representation, innovation and knowledge creation. Major themes to be addressed include multiliteracies theory, digital and critical literacies, media literacy, multimodal assessment and student agency and ownership of learning. In this course, students will use technology to enhance collaborative learning and teaching, creativity, and knowledge construction and mobilization.

This course will present the legacies of Asian philosophical, religious, and healing tradition including Confucianism, Taoism, Buddhism, etc. It will also explore the influence of Asian healing tradition on western approaches and possible ways to integrate Asian healing into counselling and psychotherapy such as mindfulness meditation, Morita therapy, Chinese Taoist Cognitive therapy, etc. Students will critically think of the limitations and cultural bias of Eurocentric healing approaches through a lens of multicultural psychology. They will also examine the research evidence on integration and identify current gaps in research. Students will gain useful tools for treatment and be inspired to consider creative ways or alternative ways of healing.

This course offers an introduction into the historical, philosophical, and practical aspects of African-Caribbean healing traditions, exploring their integration into contemporary Western counselling and psychotherapy. It will cover a range of topics from traditional healing practices and spiritual beliefs to the critical considerations of cultural integration and competence in therapy. Students will engage with various African-centered psychotherapy interventions and techniques, learning to apply these in diverse therapeutic settings. The course emphasizes critical thinking about the limitations and biases in mainstream psychotherapy, fostering a multicultural psychological perspective that will enhance students therapeutic toolkit. Students will gain valuable skills and insights as they explore diverse approaches to mental health and well-being, preparing them to offer more options for delivering culturally congruent care.

This master’s level course is designed to examine the ways in which artificial intelligence (AI) is transforming the field of education from an implementation perspective. Rapid evolution in the AI technology ecosystem has education stakeholders – including policy makers, educational researchers, school administration, teachers, parents/guardians, and students – revisioning the classroom experience. It is crucial to understand the possibilities and implications of AI tech on teaching and learning, where social interaction appears to be at the core of the discussion. The course will explore the current state of AI in education and examine how we apply these technologies. The possibilities and challenges on social interaction in the classroom are explored by understanding the potential of AI when driven by the teachers’ and learners’ abilities to prompt constructive discourse. This course places an emphasis on knowledge mobilization and collaboration by allowing students to explore AI technologies while critically examining issues including pedagogy, curriculum development, assessment, and personalized learning. Overall, this course will provide students with an opportunity to explore the knowledge and skills needed to navigate the rapidly evolving AI in education landscape to leverage the technologies’ potential for the benefit of stimulating social interaction and constructive discourse between students and teachers. This course is offered asynchronously but includes 6 synchronous meeting times for students to regularly meet with the instructor for topical discussions about current state of AI technologies in education.

This course engages students in experiential and inquiry-based learning about, in and for the environment through exploring Natural Curiosity’s framework. Students develop their pedagogical practice related to integrating environmental education and Indigenous perspectives specifically into the elementary (K-6) curriculum. This course provides a combination of theoretical, practical, and experiential learning to holistically respond to the realities of co-learning with elementary-aged children across multiple grades and subject areas. Students learn and discuss how to apply age-appropriate best practices in addressing challenging topics in K-6 classrooms: climate crisis, climate justice and impacts of colonialism. This course encourages students to approach environmental learning from a hopeful, accessible position that develops community-building, well-being, agency, and climate action. A diversity of voices resonates throughout course content through inclusion in scholarly articles, practical resources, policy documents, videos, podcasts, and as guest speakers. Students collaborate with each other to scaffold their understanding and are inspired to make connections to their lives. Strategies for supporting inquiry and engagement, experiential and cross-curricular learning, and moving towards sustainability are shared to expand comfort with inquiry, Indigenous perspectives and going outdoors.

In this online course, graduate students in education will engage in ongoing critical reflection on what it means to make classrooms accessible and neurodiversity-affirming. They will consider current research and educational practices (including Universal Design for Learning and Differentiated Instruction) as well as the voices and experiences of neurodivergent learners (e.g., autistic, ADHD, learning disabilities) and the various ways they learn. Graduate students will expand their understanding of neuronormativity in education (e.g., the often unchallenged assumption that learners process, communicate, experience the world, and should be able to adjust to expectations in a ‘standard’ or ‘right’ way); explore its impact on neurodivergent (and other marginalized) learners; and develop their repertoire of inclusive, equitable pedagogical practices which support students’ well-being, metacognition, and self-advocacy.

The course explores ways in which holistic or arts-based learning can be supported and enhanced by computer technology. Computer-supported environments and resources, e.g. Web resources for holistic or arts education, tools for creative expression, online communities of learners, Internet-based collaborative projects involving school children and professionals or inter-cultural exchanges. Activities will include discussion of reading, reflective journaling, group work developing a holistic or arts-based learning experience and creating an individual project or online portfolio. Each group or individual will select their own focus area which will form the basis for their final project.

This special topics course will provide students to investigate questions about creativity as related to curriculum, teaching, and learning in the arts, as well as all school subject areas. Conceptualizations, processes, measurement/assessment, and the myths of creativity will be investigated. Students will explore ideas and issues of creativity related to their personal, academic, and professional lives. Special Topics course created by Leslie Stewart Rose.

This special topics course will provide students with the opportunity to investigate current topic and issues in music education as related to social justice and the profession's shifting paradigms. Topics include issues related to concepts such as creativity, aesthetics, culture and the musician, as well as issues of access, representation, colonization, and identity. Discussions will be related to the related philosophical, ethical, and practical dilemmas faced by the field of curriculum, teaching and learning in music education.

This course is designed for teachers interested in current research, theory and approaches related to introducing mindfulness in classroom settings. Graduate students will (1) examine theoretical and research trends in the field; (2) develop trauma-sensitive approaches to teaching and practicing mindfulness; (3) deepen understanding about the connection between social justice advocacy and mindfulness in and as education; (4) explore mindfulness-based practices for cultivating present awareness (as well as self-compassion, gratitude, kindness, attention, emotion regulation, mental health and well-being); (5) consider contextual factors impacting educator and student wellness; and (6) engage in embodied practices as an experiential way of exploring mindfulness.

This course explores the fundamentals of game theory & research related to games & learning. Through theoretical readings, case studies, critical analysis and design exercises, the learning potential within games will be explored. Important elements of games such as goal setting, feedback loops, self-assessment, motivation, and social learning will be investigated. A deep analysis of the 'situation game' will be conducted. The main assignment involves the creation of an educational game to be beta-tested and developed. Creative and design processes will be discussed and provide guidance during game creation.

As educators, we hope to provide the best possible context for students to learn and to thrive. In 2017 The World Health Organization declared that over 300 million people across the globe were suffering from anxiety and depression. Throughout recent pandemic lockdowns nature has become an integral source for physical and mental health. Most of education is conducted while students are seated at a desk in a classroom; the body is left out of the picture. Recent research reveals that the beneficial relationship between nature and learning is no longer in question and it is our whole being that forges a relationship with the natural world. Across disciplines research shows that nature improves attention, leads to stress reduction and enhances motivation. These are just a few of nature's benefits for learning. The method of inquiry for this course is a holistic one that includes an exploration of the imagination, thought, the senses, feeling and emotions. The course also provides readings from fields of study such as depth ecology, social justice, and environmental stewardship.

This course takes the 2019 coronavirus outbreak as a starting point from which to examine how the sociopolitical context of a so-called scientific issue can impact teaching and learning in science, technology, engineering, and mathematics (STEM). You will have the opportunity to explore how the COVID-19 pandemic has impacted, and will continue to impact, the way we view STEM education. The (post) in the title of the course does not so much denote the idea that the pandemic is in the past, rather that the course relies on critical examination of STEM education in light of power structures and political influence in STEM education, as revealed by the pandemic. The course has a metacognitive focus where you are encouraged to reflect on your own learning processes as well as those of STEM learners in other contexts. The course is framed by the question: What are the likely short- and long-term impacts of COVID-19 on science, mathematics, engineering, and technology (STEM) education?

Multilingual schools are not a new phenomenon, especially in white settler-colonial contexts such as Canada. However, multilingualism and the lives of multilingual learners are rarely a central topic in teacher education. Sometimes, a teacher-education program might have a one-off course, often an elective, about multilingualism; more often, there are certification pathways that prepare future specialists in language teaching (in Canada, e.g., future teachers of English and French as ‘second’ languages). What multilingualism is, who multilingual learners are, whose languages belong at school, what the intersections are between linguistic diversity and other categories of social differentiation—in particular colonialism and racism—too often are seen as peripheral questions in teacher education. In the last decade, this has begun to change. A growing number of teacher-education programs explicitly address linguistic diversity in their curriculum, and expect all teacher candidates to consider multilingual learners as part of their future practice. The purpose of this course is to engage with this growing research base on teacher education that centres multilingual learners, and to do so from intentionally international, comparative, and critical perspectives.

Educators draw on decades of evidence-based research about how young children become literate in the English language as they use professional judgment to teach diverse groups of students. This course contextualizes the theory and practice of the “Science of Reading” as one important element of how children develop the ability to use the sound structure of language, and the alphabetic principle to decode and encode visual representations of sound. Alongside this theory, participants will learn about the other areas of language that support meaningful literacy acquisition, including oral and reading comprehension, vocabulary, fluency, and learning to spell, handwrite and compose text.

This course is designed to explore what the neuroscience is revealing about creativity and how teachers can plan curriculum for deep understanding through a sustained inquiry approach. A secondary goal of the course is to explore the role of creativity and innovation across grades and disciplines to find opportunities to infuse critical, creative and collaborative thinking across the curriculum.

This course explores the theory and practice of community-engaged learning (CEL) in the fields of social/eco-justice education and global education. CEL integrates academic service learning, community-based placements, and reflection into powerful learning experiences that benefit both students and community partners. In this course, students will learn about the historical and conceptual foundations of CEL, and experience its opportunities and tensions firsthand in school and community settings. Students will identify and critically interrogate current educational research, practice, and policy in areas related to CEL, including experiential education, transformative learning, project-based education, place-based education, global education, and citizenship education. This course will use a combination of in-person classes, online learning, and a placement in a CEL setting (min. of 35 hours).

This course explores the theory and practice of community-engaged learning (CEL) in the fields of social/eco-justice education and global education. CEL integrates academic service learning, community-based placements, and reflection into powerful learning experiences that benefit both students and community partners. In this course, students will learn about the historical and conceptual foundations of CEL, and experience its opportunities and tensions firsthand in school and community settings. Students will identify and critically interrogate current educational research, practice, and policy in areas related to CEL, including experiential education, transformative learning, project-based education, place-based education, global education, and citizenship education. This course will use a combination of in-person classes, online learning, and a placement in a CEL setting (min. of 35 hours).

This new course is directed at those students interested in public history. It is the history in graphic novels, in public spaces and on websites. It explores the diverse stories found in our local communities; the spaces that reflect our diverse and varied historical landscape. We explore how historical knowledge is transferred when it circulates between different social arenas or forms of media. We explore how state and local narratives have been interpreted and represented in public spaces, how concepts of democratization are framed, and we root out historical truths regarding the production and sharing of public knowledge. The course offers opportunities to explore how historical knowledge in institutional and public spaces is created and shared. The course supports educators seeking to widen their place and digital media knowledge but also interested in developing strategies for expanding their networks to bridge gaps between educational and community spaces. This course specifically ties into Humanities scholarship through common approaches and understandings and can be applied to a wide range of fields; culminating in a final project to design a new public project.

This course celebrates Asian Canadians by exploring and acknowledging their contributions to Canada. Asian Canadians have been in Canada since the 1700's and have built and lifted our nation in many valuable ways. The prevalence of anti-Asian racism has deep political, social, and economic roots in Canadian history. The contemporary manifestation of anti-Asian hate continues to impact Asian communities, affecting their health, well-being and safety. Using an interdisciplinary approach, this course aims to critically explore and examine Asian Canadian settler experiences within educational contexts while interrogating systemic racism and discrimination faced by Asian Canadian students and educators.

This course will explore elementary mathematics teaching through the lens of English Language Learners. Students will investigate equitable teaching approaches that empower and value English Language Learners in mathematics. Students will learn ways to disrupt Eurocentric teaching of approaches in mathematics and investigate practices that assist ELLs in developing both mathematics content and language skills. In addition, Students will learn about teaching biases and consider classroom and school cultures that foster supportive contexts for ELLs and their communities. The method of engagement for this course will be discussions related to current research on ELLs and mathematics education.

This online course (synchronous) is designed for graduate students in the Master of Teaching program who are interested in current research and approaches related to classroom neurodiversity and various accessible educational practices which support the inclusion and well-being of all learners. Graduate students will engage in ongoing critical reflection on current educational practices (including Universal Design for Learning and Differentiated Instruction) which support the holistic development of students. This course gives special consideration to the experiences of neurodivergent learners (e.g., autistic, ADHD, learning disabilities) and the various ways they learn. Through an accessibility lens, graduate students will examine inclusive, equitable pedagogical practices that benefit all learners and which build on student strengths and enhance student well-being and achievement. Course assignments include a group presentation on a neuro-normative practice and an individual or group project deconstructing a curriculum document from a neurodiversity-affirming perspective.

This course explores theories and practices of care and reciprocity through a compassionate, ecological, decolonizing and holistic education lens. Critical interrogation of the what, how and why of care and reciprocity between educators and students in their living/learning environments provides students with opportunities to unpack the Ontario ethical standards of teaching and situate their own values within existing discourses from Foucault, Krishnamurti, Battiste, Kimmerer, hooks, Van der Kolk and other contemporary thinkers. Practices of care and reciprocity take the form of pedagogical entry points through meditation, mindfulness, embodied learning, eco-spirituality, peace education, arts-based and trauma-informed interventions. This course offers MT students a balance of theory and practice to promote wellness, psycho-emotional safety, learning readiness and community building in K-12 classroom settings. Assignments focus on the design of a personal map of salient theories and practices (praxis) to support teacher candidates? capacity to ethically and authentically care for themselves and their students while seeding reciprocity in their living/learning environments.

This course explores the theory and practice of critical and cross-curricular approaches to place-based education in school and community settings. By using the ?city as classroom?, this course models how to use a range of community places and spaces to support place-based learning that is inquiry-based, relational, community-engaged and action-oriented. Using a variety of people and locations around the city as provocations to learning, the course aims to contextualize recent developments in place-based learning, research, policy, and practice in relation to critical pedagogy, equity, social justice, and Indigenous ways of knowing. This course is an entry point to the historical roots, theoretical foundations and pedagogical practices of place-based education to help students develop and deepen place-based education in K-12 classrooms and community settings in their own educational practice. Community-engaged learning placements are one of the assignments students can choose from in this course.

Build your experience in Student Affairs and Services by earning course credit through an internship to develop career ready skills with graduate level experience. Professional placements are in the Higher Education sector, namely in Student Affairs Offices such as Student Life.

Build your experience in Student Affairs and Services by earning course credit through an internship to develop career ready skills with graduate level experience. Professional placements are in the Higher Education sector, namely in Student Affairs Offices such as Student Life.

Build your experience in Student Affairs and Services by earning course credit through an internship to develop career ready skills with graduate level experience. Professional placements are in the Higher Education sector, namely in Student Affairs Offices such as Student Life.

This course counters conventional approaches to the study and research of education policy by setting it against the dynamic and shifting context of policy enacted on the ground. Through critical policy sociology, it places emphasis on variables impacting teachers’ sensemaking as well as the negotiation, contestation, and struggle of actors outside of official processes to change the conditions of oppressive social practices and injustice in schooling.

This is course is designed for students who want to deepen their understanding of the historical roots and current unfolding of Critical Pedagogy and its relationship with leadership and policy in K-12, higher and adult education. Classes will address epistemological perspectives, theoretical contributions, and practical aspects of social change put forward in non-formal and formal (K-12 and postsecondary) educational settings. Students will have the opportunity to engage in collective debates regarding the work of Freire and other scholars in the field. Core Freirean concepts will be addressed, such as dialogue, "conscientização" (consciousness raising), untested feasibility, reading the wor(l)d, democratic leadership and participation, as well as critiques of Freire's work, particularly from Feminist, Black and environmental scholars.

Popular Education and Social Action: This course involves the study of a variety of perspectives in critical and community education as they relate to development and social change. Key issues in theory and practice will be examined through the study of classic writing in popular education, community organizing, feminist, socialist, anti-racist, anti-colonial and indigenous education/organizing.

This course explores different ethical, moral, and philosophical foundations of the teachings of the Persian philosopher-poet Rumi. We will engages in a close reading of Rumi’s oeuvre and revisit our educational praxis through the conceptualization of ethical resistance. Specifically, through a critical analysis of Rumi’s stories and poetries as well as his Sufi roots, we engage with Rumi’s ‘philosophy of ecstasy’ as a form of epistemic disobedience. The course will provide a critical overview of how Eastern ways of knowing can inform social justice practices and provides depth and dimension to Rumi’s notion of School of Ishq (Love) and the Imaginal curriculum. Further, we will discuss how Rumi’s teachings inform ethical activism as we apply the philosopher-poet’s teachings to contemporary moral and ethical dilemmas in education.

This Disability Studies course will explore vision as culture. Even though vision is typically understood as the physiological process of seeing and, therefore, of perceiving the world, this course will show that culture is necessary for any seeing and perception. After all, it is culture – how we live, the customs and norms we live by, our understanding of reality - that implicitly defines the world before any perception of it takes place. This suggests that it is not the eyes that see, but instead it is people who see. Thus, this course will explore the cultural processes and practices of vision including how we look, how we are looked at, how we see and, how we are seen. Not only will this course deal with vision understood as culture, it will also explore the consequences of such an understanding, its’ effect on social identity and marginality as well as how vision, when framed as culture, can change our pedagogy and politics. The culture of vision is addressed through an examination of theorists and narratives that highlight the features, norms, and values of vision with a particular focus on that which is typically considered its opposite, namely blindness. Blindness, especially as it appears in popular culture, education, and the arts will be our primary guide for this examination.

The experience of Blacks in Canada has always been interwoven with the concept of law. This course will explore the law and its impact upon Blacks in Canada, from Canada’s beginning and involvement with slavery to the present. It will examine issues related to education, accommodation, immigration and criminal law. The course will also incorporate relevant court case to illustrate how the judiciary addressed concerns involving Black complainants and defendants. The course will also seek to address the institution of slavery pre-1833 and its impact upon Black Canadians, whether enslaved or free. We will examine extradition cases involving enslaved persons who escaped slavery in the United States. We will highlight key figures who played a role in civil/ human rights issues and their relationship to Canadian law