AEC1100 H
Introduction to Adult Education
Designed to assist students to develop an understanding of and an identity with the field of adult education.
Major philosophical, historical, and conceptual bases are examined; also contemporary agencies and programs,
issues, and trends in the practice of adult education. It is required that all Master's students include either
AEC1100H or AEC1102H in their program of study.
AEC1101 H
Program Planning in Adult Education
This course introduces students to basic principles and processes of program planning, and how they apply to
adult educational contexts. Relevant literatures and cases will be examined to illustrate different approaches to
planning with particular emphasis on non-profit, public sector and community settings.
AEC1102 H
Community Development: Innovative Models
This course involves the study of innovative models of community development in such areas as housing,
childcare, healthcare including mental health services, social service provision, and education, as well as models
of community economic development. There is a combination of case studies (both Canadian and international),
papers on alternative policies, and critical social analyses both of why there is a need for community development
and the significance of this phenomenon for a broader social-change strategy. The community development
strategies utilized in the course are based primarily on non-profit and cooperative approaches.
AEC1103 H
Introduction to Research Methods in Adult Education [RM]
A critical examination of the research process. Qualitative and quantitative research approaches will be explored
as an introduction to the formal inquiry process. Typically, students will be exposed to a range of research
perspectives through conversational interviews, readings, and small group and whole class discussions. Students
will begin to conceptualize their own research project.
Particular attention will be given to fostering understandings of the ethical, procedural, and political implications
of research work as well as an understanding of what it means to be "the researcher" and "the researched."
AEC1104 H
Community Education and Organizing
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.
AEC1107 H
Developing and Leading High Performing Teams: Theory and Practice
This course examines the application of small group theory and leadership models to team development within
organizational settings. It addresses such issues as power and difference among members, equity in leadership,
peer performance assessment, multi-rater feedback and team process consultation. It provides an opportunity to
examine, both theoretically and experientially, the development of a team as it forms, confronts interpersonal and
group conflict, and evolves from dependence on the team leader to interdependence and shared leadership among
team members. This course is particularly relevant to current workplace designs, where matrix models, cross-
functional team arrangements and ad hoc project teams dominate new organizational forms. The course is held
on seven alternate weeks for a full day each session, in order to permit both conceptual exploration and the
application of theory to actual team development.
AEC1108 H
Adult Learning
Through engagement in various forms of creative reflexive inquiry, readings and discussion this course presents
opportunities for in-depth exploration of principles that underpin the learning processes and contexts of adults.
Constructed around principles of adult learning, the course is inquiry intensive and fosters forms of expression
other than conventional academic prose (e.g., narrative, verse, poetry, music, dance, visual images).
AEC1110 H
Approaches to Teaching Adults
A theoretical and experiential study of stategies for teaching adults, and of the procedures educators can use in
group settings to enhance the development of learning processes. Students will explore personal institutional and
societal variables that shape teaching/Learning environments, examine the factors that promote or hinder
success, experience and analyze different teaching approaches, and develop a personal approach to the
teaching/learning process.
AEC1113 H
Gender and Race at Work
This course will focus on gender processes in work settings. We will identify patriarchal rules and expectations
which run through contemporary workplaces (factories, offices, homes, hospitals, shopfloors, etc.) and propose
ways in which normalizing discourses which reify gender hierarchies can be challenged. The course will focus
on how "gender," "race" and "class" can be conceptualized as processes rather than demographic attributes
possessed by individual workers. We will trace the connections between gendered jobs and gendered workers
and explore how individuals learn to "do gender" in organizational settings.
AEC1114 H
Comparative and International Perspectives in Adult Education
An exploration of adult learning in several societies, with attention given to the historic, demographic, political,
and economic factors. This course introduces a number of methods of comparison particularly applicable to
adult education, and provides an introduction to the field of comparative studies.
AEC1117 H
Consulting Skills for Adult Educators
The purposes of this course are fourfold: (1) to explore different consulting styles; (2) to explore the stages of
the consulting process; (3) to explore the models of consulting stages; (4) to emphasize the practice of
consulting skills in simulated consulting situations.
AEC1119 H
Creating a Learning Organization
Peter Senge’s concept of the Learning Organization has now been embedded in organizational thinking since
1990. Many organizations have struggled to create learning cultures with varying degrees of success and much
has been discovered about the factors that contribute to or inhibit this success.
In this course, we will look at the Learning Organization as Senge and others have conceived it through the lens
of productive conversation. The course will employ a variety of learning strategies including student
presentations, theory bursts and organizational simulation. As part of our process, we will examine our own
ability to create a learning organization within the class and the impact that our conversations have on the quality
of our own learning.
AEC1120 H
Managing Organizational Change
Organizations of every nature--manufacturing, service, hospitals, schools, governments--are being compelled to
undergo rapid change, driven by increasing pressures to remain competitive and viable. Forces for change
include globalization, mergers and acquisitions, and changing demographics/needs/values/expectations of
workers, clients and the public. All who have been part of this process--managers, employees, consultants--will
undoubtedly attest to the frustrations and difficulties encountered. It is essential for those leading and facilitating
change efforts to understand the dynamics involved and to be familiar with various change models and "proven
paths". Many OISE graduates will find themselves in the position of some form of change agent. The course
objectives are to: a) explore the dynamics of change; b) review strategies for taking advantage of facilitating
factors and deal with obstacles; c) study 'change' models; d) examine the roles of leaders and facilitators; e)
apply learning to actual situations in a field site. 'Change Management' Teams will be formed to conduct an
analysis and develop a change strategy for an existing organization of their choice.
AEC1122 H
Practicum in Adult Education and Community Development (Pass/Fail)
Practicum in Adult Education and Community Development (Pass/Fail) This course provides an opportunity for
students to put theoretical ideas they have learned in other courses into practice. Students will identify a
placement setting and develop a project in consultation with the instructor. The practicum can be situated within
any setting (examples include schools, private sector organizations, community groups, hospitals, etc.) within
local, regional, national or international contexts. Suitable projects may include field-based work or internships
which leads to the development of an associated research project, reflective paper, or the development of a
curriculum or programme. Weekly discussions will normally be arranged which will provide for support,
feedback and reflection.
AEC1131 H
Special Topics in Adult Education: Women, Violence and Literacy Learning: Impacts and Options
Experiences of violence are widespread and have major implications for teaching and learning, particularly in the
adult literacy setting. This course will explore societal assumptions about diverse forms of violence and
oppression, examine research on the impact of violence on learning, and explore ways to address these impacts,
including ways to facilitate holistic learning. You will have the opportunity to experience holistic approaches in
class activities and assignments. The course will be an opportunity to conceptualize educational practices which
take into account the impacts of violence on learning and support learning for all.
AEC1131 H
Special Topics in Adult Education: Managing Organizational Change
There are increasing pressures within organizations for rapid change to remain competitive and viable. This
course will examine various change models and explore strategies for identifying and dealing with obstacles,
addressing the roles of management and facilitators.
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AEC1131 H
Special Topics in Adult Education: Oral and Written Language in Adult Literacy Learning
Learning to read and write as an adult involves, among other things, learning to recognize one’s own language in
writing, and to transform one’s own language into writing. In this course, we will explore the range of ways in
which both oral language and written language can be related through the analysis of case studies of adult literacy
learning. These case studies will be based on the experiences of diverse individuals learning diverse literacy
practices. The case studies will be drawn from published research within the social practice framework, from
participants in the course, and from the course director’s current research. Relevant scholarly papers from the
fields of linguistics, anthropology, psychology, philosophy and history will be read and discussed against the
background of these case studies.
AEC1131 H
Special Topics in Adult Education: Lifelong Learning and Social Change
This course introduces the theories, methodologies, policies, and practices of lifelong learning within the context
of current global social, political and economic change. It examines the impact of globalization on educational
policy and workplace learning and training as they relate to lifelong learning. The course, in particular, examines
how changes in policy, governance, and education are initiated and reinforce changes in the economy and work.
It analyzes ways in which the international division of skills, training, and knowledge-creation arises in relation to
the emerging global economy. The course also critically reflects on the centrality of race, gender, class,
sexuality, and disability in lifelong learning policy , theory, and practice and analyzes their implications for
research areas in the field of adult education.
AEC1131 H
Special Topics in Adult Education: Popular Education and Workers' Movements
This course will explore the limits and possibilities of popular education as an approach to building capacity in
Canadian social movements, particularly unions and their coalition partners. An emphasis on participatory
approaches will be offered.
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AEC1131 H
Special Topics in Adult Education: Access , Application and Implications of Indigenous/Local Knowledges within the Self and Social
Systems
This course examines the epistemological underpinnings of Indigenous / Local knowledges in order to organically
develop a working framework for Indigenous research, presentation and analysis. Topics may include the
exploration and conceptions of Indigenous and Local knowledges at the global scale and at the community level;
an introductory look at elder’s knowledge; the role of science in Indigenous societies; decolonization of education
research practices, and the related development of an activity theory of aboriginal education models. Students
will devise an Indigenous informal learning model, and be able to articulate on a chosen Indigenous sovereignty
movement, and its relationship to political consciousness, and ecological sustainability practices.
AEC1131 H
Special Topics in Adult Education: Deconstructing Wall St., Reinhabiting Main St: Transformative Finance for Community-based
Economies
Understanding Wall St. and the current economy as well as possible alternatives is essential for those interested
in education for positive social change. Over the last three decades a power shift has taken place within
capitalism, from manufacturing to financial capital. This course will look at the nature of this change, especially
the transition from investment to speculation; and examine the educational and political significance of the
dramatic redistribution of wealth from the poor and middle-class to the "One percent." It will also examine the
alternatives to what's referred to as the Casino Economy and transitional strategies for redirecting financial and
material resources from Wall St. to Main St. community economic development. Particular focus will be on the
role of emerging information technologies—both their unhealthy channelling into Wall St. speculation, and their
appropriate application in various forms of community investment—including locavesting, pension fund SRI,
green micro-finance, local stock exchanges, crowdfunding, the "Slow Money" movement, and the movement for
basic income guarantees. An added option for the course could be to include at least two major (public) guest
presentations by noted experts in these fields: e.g. Les Leopold, Amy Cortese, Eugene Ellmen, Michael Shuman,
etc.
AEC1131 H
Special Topics in Adult Education: Adult Education for Sustainability
This special topics course will introduce students to the emerging field of adult education for sustainability. As a
form of critical pedagogy, it concentrates on the interface between education and sustainability. The task of
adult education for sustainability involves helping us to learn our way out of unsustainable modes of thinking,
feeling and acting in the world, and to learn our way in to more sustainable ways of life. This course will cover
issues associated with adult education for sustainability, such as globalization, sustainable development, social
justice, community, gender, energy and ecological literacy. It will also examine the role of adult education in an
unsustainable world, and explore alternatives to our current unsustainable course.
AEC1131 H
Special Topics in Adult Education: Leadership in Organizations: Changing Perspectives
This course will focus on the concept of Leadership in Organizations with emphasis on issues that are currently
in the center of interest for researchers and theorists in the field. Students will be offered updated readings,
participate in discussion and in analysis of theory and research questions relevant to the concept. A special effort
will be put into the formulation of unresolved questions for further inquiry, and perspectives of cross cultural
and alternative organizations.
AEC1131 H
Special Topics in Adult Education: Feminist Research and Adult Education
This course asks a major question: what is feminist research? We answer this question by (a) examining major
feminist frameworks and their assumptions, (b) exploring the various techniques used in feminist research, (c)
discussing the methodological and ethical issues of conducting feminist research, and (d) examining research
partnership issues between academics and community-based researchers. This course aims to provide an
overview of the major issues in feminist research of interest to adult educators.
AEC1131 H
Special Topics in Adult Education: Master's Research Paper Seminar
This seminar is designed to support M.Ed. students who are interested in conducting a piece of research as part
of their programs. The course will support students in the process of writing a Major Research Paper. Issues to
be discussed will include: choosing a topic, developing an argument, working with faculty who are experts in the
field, and organizing the writing process. The class will be participatory, and weekly readings will be assigned
on the various parts of the writing journey. During the course, students will complete their ethics reviews,
complete the research involved and write their major research papers. This course requires two pre- or co-
requisites: AEC1183 (Master’s Thesis Seminar) and at least one Research Methods Course.
AEC1131 H
Special Topics in Adult Education: Corporate Ethics in the Global Economy: The Caring and Serving Dimensions of Enterprise
This course will examine the role of corporations as contributors to building a global 'wisdom economy' - an
economy where corporate activity supports and fosters social and ecological health. The course is organized
around the United Nations Global Compact Initiative, which has developed nine principles relating to human
rights, labour standards and environment.
AEC1131 H
Special Topics in Adult Education: Aboriginal Knowledge: Implications for Education
The focus of this course is on Aboriginal/Indigenous thoughts and worldviews and how Aboriginal and non-
Aboriginal educators, administrators, and facilitators may use the knowledge in their own work. This course is
adapted from an earlier version and will continue to explore culturally appropriate and culturally based Aboriginal
education. Participants will engage in the discourse of self-determination of Aboriginal people through elders'
wisdom, traditional knowledge and teachings. Growing from the nature of the topics, readings and modes of
class instruction, a learning community will be developed towards an authentic appreciation of the values,
heritage, diversity, politics and sensations that Aboriginal people bring to our lives and experiences.
AEC1131 H
Special Topics in Adult Education: Selected Issues, Themes and Models in Aboriginal and Indigenous Education
Selected issues related to social, political, spiritual and cultural factors that impact on the educational quality of
life of Aboriginal Peoples in Canada resulting from colonialism and oppression will be examined. Related
connections to Indigenous Peoples throughout the world will be made. Selected issues will be examined with a
view toward understanding the need for transforming educational and research knowledge to reflect Aboriginal
and Indigenous wisdom and strategies for solutions. Themes and models reflecting the movement toward the
development and establishment of Aboriginal education initiatives grounded in Aboriginal philosophies and
perspectives for community healing and wellness and Aboriginal participation and leadership in Canadian society
will be examined. This course draws on knowledge from theories and practice of Aboriginal and Indigenous
methodologies, antiracism education, qualitative research methodologies, oral histories/narratives, and Elders'
wisdom. Students will be encouraged to explore various issues that impact on teaching and learning from pre-
school to higher education, community development, and adult education settings.
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AEC1131 H
Special Topics in Adult Education: Community Education for Environmental & Social Justice: Green Work, Wealth and Community
Development
With special attention to the role of education and work, this course will look at the political and economic
context generating calls for a Green New Deal, the varied actors and organizations involved in the new populism,
and the new organizing and development strategies being raised by the emerging coalitions. In the face of global
climate, financial and geo-military crises, a vibrant new movement for environmental and social justice is rapidly
transforming discourse and policy on inequality, economic development, and environmental action at local and
global levels. Organized labour, marginalized communities, environmental justice advocates, values-driven
business networks, feminists, first peoples, and social entrepreneurs are major players in this heterogeneous
movement.
AEC1131 H
Special Topics in Adult Education: Conflict Management in Organizations
This course explores the sources, dimensions, processes and effective strategies of conflict management in
organizations. It provides an in depth understanding of the theory and best practices practitioners employ to
analyze, influence policy and leverage conflicts for organizational outcomes. Students will learn intervention
approaches for mediation of conflicts between individuals, teams and handing of difficult people and situations.
Students also gain negotiation skills to facilitate decision-making and problem solving.
AEC1131 H
Special Topics in Adult Education and Community Development: Doing Effective Organizational Advocacy
This course offers a practical approach to understanding and doing effective advocacy work, from either inside
or outside of the organization. It will teach a method for identifying and mapping work practices that are central
to decision making. Students will undertake a practical project in small teams, building an exploratory account of
an organization/workplace issue that is of interest to them.
AEC1131 H
Special Topics in Adult Education : Technology@Work: The Internet in Workplace Learning and Change
This course examines the shifting interface between emerging technologies, primarily information and
communication technologies, and the workplace. Drawing from various disciplinary perspectives, including
education, sociology, social psychology and communication studies, the course provides an opportunity for
students to interrogate the ways in which technology is embedded in work processes. Students will explore the
impact of technology on both for profit and nonprofit enterprises. Some topics that will be covered include
issues of equality, workplace democracy, virtual teamwork, the network economy and the social economy
Basic working knowledge of computer and Internet applications are required; high-speed interconnectivity is
strongly recommended.
AEC1131 H
Special Topics in Adult Education: Accountability and Community Organizations: The Case of Literacy
This course will focus on the growing “culture of accountability” that has been emerging across the
industrialised world for a decade, accompanied by growing controversies about its impact, particularly on the
voluntary sector and small community-based organizations. The course will draw on literature from Canada, the
UK, the U.S. and Australia to examine these dynamics, putting special emphasis on adult literacy organizations as
a case in point.
AEC1131 H
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This course provides a general overview of different traditions of social research. It will explore and compare
the founding assumptions, the varied types of research questions asked and answered, the tools and techniques
of data collection typically used, and differing approaches to analysis and formulation of conclusions in a range
of research paradigms. It will explain and locate the use of such familiar research terms as objectivity,
hypotheses, samples, standpoints, bias, and varying approaches to questions of validity, reliability and
generalisability. It will explore the growing international controversy over 'evidence-based' policy in
education/health/social services and its relation to the past twenty years of debate over culture and location in
knowledge construction. The course will include guest appearances by experts and advocates for each of the
major traditions explored. It will assist students who want to be more informed readers and users of research as
well as those attempting to choose a suitable approach for their thesis research.
AEC1131 H
Special Topics in Adult Education: An Introduction to Research in Practice in Adult Literacy
This course will introduce students to the role of research in the field of adult literacy and the principles and
practice of research-in-practice. It will include the following elements: explore the rationale and significance of
practioner-based research and its unique potential for reducing the divisions among literacy theory, policy and
practice; consider the rewards and incentives as well as the barriers and challenges faced by those doing
practioner-based research; introduce and provide skills needed to define a research problem, to locate and use
other materials related to your topic, to organise a process of data collection, and produce research products for
dissemination; become aware of sources of funding support, peer support or mentoring to sustain the process,
and further research training if desired.
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AEC1131 H
Special Topics in Adult Education: Research and Inquiry in Organizational Settings
This course will focus on a selection of research strategies and methodologies that are suitable for small-scale,
interpretive research/inquiry in organizational settings. This might include a wide range of sites such as
businesses, public institutions (schools, hospitals, government offices), community/volunteer agencies,
cooperative/collective and/or non-profit enterprises, and activist organizations (local, national or international in
scope). The course will deal with traditional concerns of methodology such as ethical practice, standards for
trustworthy results, the positioning/subjectivity of the researcher, and competing claims around voice and
legitimacy. But it will address these questions in the special theoretical and practical context of thorny questions
about the 'invisible' nature of much organizational action, the status of personal 'experience', and 'documents' as
data, and the significance of organizational subcultures and power politics for research design, conduct and
analysis.
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AEC1131 H
Special Topics in Adult Education: Advanced Reading in Power Equity Theory
This is an in-depth reading course that follows my regular semester course on Power Equity.
AEC1131 H
Special Topics in Adult Education: The Organizational Production of Health and Illness
This course investigates questions of health and illness in variuos organizations and occupations from three
perspectives: the medical, the behavioural, the social/environmental. All three models are important, personally,
organizationally, and politically. They formulate distinct ways of thinking, speaking, knowing, acting and
transforming personal health, occupational health, and the health of the whole society. The course will examine
qualitative and quantitative data, explore public policies and organizational policies, and sample rich literature on
illness production.
AEC1131 H
Special Topics in Adult Education: Practicum in Adult Education and Community Development (Pass/Fail)
This course provides an opportunity for students to put theoretical ideas they have learned in other courses into
practice. Students will identify a placement setting and develop a project in consultation
with the instructor. The practicum can be situated within any setting (examples include schools, private sector
organizations, community groups, hospitals, etc.) within local, regional, national or international
contexts. Suitable projects may include field-based work or internships which leads to the development of an
associated research project, reflective paper, or the development of a curriculum or programme. Weekly
discussions will normally be arranged which will provide for support, feedback and reflection.
AEC1131 H
Special Topics in Adult Education: Walking Together, Talking Together: The Praxis of Reconciliation
Humans are fundamentally social creatures, depending on good relationships with those around us for optimal
functioning. When harm is done in these relationships people suffer. If restoration does not occur and the
underlying structural and cultural issues are not addressed, suffering and violence will likely continue, whether
acted out inwardly within the individual or group, or outwardly, directed to others.
Reconciliation, the complex, dynamic, long-term process of restoring relationships, structures and identities after
violent conflict, is a concept that is becoming increasingly relevant. This course has been developed to study
reconciliation in accordance with the following principles: reconciliation is necessary; reconciliation is complex;
reconciliation is praxis; and reconciliation has implications for adult education and community development.
AEC1131 H
Special Topics in Adult Education and Counselling Psychology: Environmental Adult Education
This special-topics course will introduce students to the field of environmental adult education. As a form of
critical pedagogy, it concentrates on the the interface between education and the environment. The task of
environmental adult education involves helping us to learn more sustainable ways of thinking, feeling and acting
in the world.
This course will cover issues associated with environmental adult education, such as globalization, sustainablity,
social justice, spirituality, community, gender, energy and ecological literacy. It will also examine the role of
adult education in an environmentally challenged world. And finally, it will explore the contribution of
transformative learning in seeking more sustainable ways of life.
AEC1131 H
Special Topics in Adult Education: Precarity and Dispossession: Implications for Adult and Higher Education
lThe financialization of accumulation, intensifying since the 1970’s, has lead to an escalating series of world
economic and political crises. Within adult and higher education, the racialized and gendered effects of
financialization are evident in many ways including a reduction in opportunities for fulltime employment, rising
levels of personal debt, criminalization, and exposure to social and political turmoil. We will use an anti-racist,
anti-colonial and feminist framework to examine these classed dynamics and their implications for health and
community services and the social organization of learning and labour.
AEC1131 H
Special Topics in Adult Education: Learning in Communities of Practice: Rethinking Adult Literacy
In recent years, mainly because of New Literacy Studies research, our knowledge of the variety and complexity
of literacy practices has grown substantially. Given this knowledge, the abstract idea of literacy as a universal,
specifiable set of skills has become untenable. And if this abstract idea of literacy is untenable, views of literacy
learning that incorporate this idea have become untenable as well. We need new views of literacy learning. This
course presents a view of adult literacy learning that integrates the findings of the New Literacy Studies into
learning theory. This view shifts our focus from learning by means of instruction to learning by means of
engagement in "communities of practice." Communities of practice may exist in geographical areas, cultural
communities, families, workplaces, community organizations, and among any group of people who find
meaning, identity and community through shared practices. Instruction is seen not as the primary means to
literacy learning but as a crucial secondary support. Understanding literacy learning in this way has important
consequences for teaching, program design, community development and adult education policy. In this course,
we will undertake the important job of rethinking literacy from our various vantage points as teachers, learners,
researchers and people engaged with communities of practice.
AEC1131 H
Special Topics in Adult Education
A course that will examine in depth a topic of particular relevance not already covered in regular course offerings
in the department. The topics will be announced each spring in the Winter Session and Summer Session course
schedules.
AEC1131 H
Special Topics in Adult Education: The Pedagogy of Food
Following the lead of American essayist Wendell Berry, who has argued that eating is an agricultural act, this
course will focus on the idea that eating is also a pedagogical act. What do we learn, and unlearn, from the food
we eat? How is the food on our plate connected to such issues as food systems, food politics, food justice, food
security, food sovereignty and food movements? Can we consume our way into a more sustainable future, or
does this simply reinforce our current unsustainable way of life? This course will explore these and other
questions, keeping in mind that food can be a catalyst for learning, resistance and change.
AEC1131 H
Special Topics in Adult Education: Power Equity Issues in the Context of Transformative Learners
This course will examine power equity dynamics in the learning contexts of gender, class, race, sexual
orientation and human-earth relationships. A developmental learning model will be utilized that examines issues
relating to power dominance in the above areas and a learning perspective that suggests a way out of dominance
relationships into more equitable modes of relating. Power relations will be examined in dynamic terms
suggesting directions toward the transformation of relationships along more equitable lines. Issues of intimacy,
abuse and dominance will be examined within a model of the transformation of relationships that moves from
oppressive to more partnership modes of relationships.
AEC1131 H
Special Topic in Adult Education: Queer Interventions for Adult Educators
LGBT communities have been active in organizing for change in the workplace, community, and institutions of
learning. We will examine emergent questions these changes pose for adult educators especially in relation to
health, security and education. In what ways are queer interventions shaped by the politics of race and gender?
How can we connect learning spaces to transnational rights movements? How do we locate queer interventions
in terms of dynamics of neoliberal captialism and globalization?
AEC1131 H
Special Topics in Adult Education: Knowledge, Literacy, Power
In European cultures, knowledge has been associated with power, and literacy has been associated with
knowledge. But the nature of knowledge has always been contested, and, at the beginning of the twentieth
century, the relationship between knowledge and literacy is being contested as well. In this course, we will
examine the relationship between knowledge, literacy and power in light of social practice theory, including
emerging theory in the New Literacy Studies, which sees literacy as social practices rather than as a repertoire of
objectively specified skills. We will examine the implications of social practice theory for social change
movements, with a focus on learning at the community level. Students will be encouraged to bring their own
interests in learning at the community level to the discussion.
AEC1131 H
Special Topics in Adult Education: Precarity and Dispossession: Implications for Adult and Higher Education
The financialization of accumulation, intensifyhing since the 1970's, has lead to an escalating series of world
economic and political crises. Within adult and highter education, the racialized and gendered effects of
financialization are evident in many ways including a reduction in opportunities for fulltime employment, rising
levels of personal debt, criminalization, and exposure to social and political turmoil. We will use an anti-racist,
anti-colonial and feminist framework to examine these classed dynamics and their implications for health and
community services and the social organization of learning and labour.
AEC1131 H
Special Topics in Adult Education: Women and Revolution in the Middle East
This course examines the complex and conflictual relations between women and revolutionary struggles and
focuses on a number of theoretical and empirical issues relevent to the Middle East and North Africa context.
The course is open to both senior level undergraduate and graduate students with different requirements.
AEC1131 H
Special Topics in Adult Education: Social Inequality, Health, and Aging
The primary theme of this course is how social positions in work organizations and community settings affect
inequalities in individual health. The course also examines socioeconomic inequality at the community level, and
its effect upon social capital, and the influence of social capital on morbidity and mortality. Both topics will relate
to the concept of successful aging. Research on Israeli kibbutzim will be used to illustrate many of the concepts.
AEC1131 H
Special Topics in Adult Education: Is Working Learning? Revisiting Workplace Training
Over the past two decades there has been an unprecedented interest in workplace training across western
economies. Employers are told that if they spend more on employee development they will see the benefits
reflected in their bottom line. Employees are increasingly required to have training and development plans as part
of their job; it appears ‘lifelong learning’ is becoming mandatory. And governments are focused on improving
“employability skills” to remain competitive in a globalised economy. Yet there seems to be little agreement
among stakeholders about goals, methods, and outcomes to be expected from this training imperative. This
course will explore this complex and contested terrain of workplace training. It will emphasize case studies from
Australian practitioner-researchers who use holistic, action-research approaches to workplace learning design
that aim to integrate concerns of all the stakeholders.
AEC1131 H
Special Topics in Adult Education: Work, Learning and Migration
This course will focus on work-related learning in the context of migration. Reading theories of migration in
conjunction with theories of learning, students will develop an understanding of settlement and work-related
experiences of immigrants and refugees in Canada and globally. Two forms of migration will be explored:
movements of people and movements of jobs (i.e., labour markets). The emphasis of the course will be on the
learning undertaken by diverse groups of (im)migrant workers as they navigate changing labour markets.
AEC1132 H
Special Topics in Women in Development and Community Transformation (Master's level): Women's Human Rights and CEDAW
The course is designed to make available to OISE students, courses on very different topics taught by Visiting
feminist activist scholars from the South/ Majority World who are formatively involved in cutting edge
networking and theory building in the field of Women in Development and Community Transformation. Each
year the current holder of the Dame Nita Barrow Distinguished Visitor position in "Women in Development and
Community Transformation" at OISE offers a course in her particular area of specialization under this Special
Topic number.
AEC1132 H
Special Topics in Women in Development and Community Transformation (Master's Level): Topic TBD
This half course will be taught by the current Dame Nita Barrow Distinguished Visitor at OISE/UT, an eminent
feminist leader from the global economic south. Each visitor will call on her own particular area of interest and
experience to develop a course dealing with current issues of women, development, and community
transformation in a global context and from a ‘majority world’ perspective. Information about current and past
Visitors is available on the web at: http://www.oise.utoronto.ca/cwse/
AEC1132 H
Special Topics in Women in Development and Community Transformation (Master's Level)
AEC1135 H
Practicum in Action Research for Organizational Change (Pass/Fail) [RM]
This course provides an opportunity to enhance professional skills and knowledge in the use of action research
methodologies to enable organizational learning and change. Students and instructor identify learning objectives,
select field sites, and design learning activities to achieve the objectives. The weekly seminar is used to provide
peer support and content input related to students' practicum projects. Detailed guidelines are available from the
department.
Note: This course is recommended for students with some experience/exposure to organization development
theory and practice, and is therefore best taken towards the end of the degree program. Signature of the
instructor is required once a practicum placement has been arranged by the student. Please contact the
Instructor for guidelines on arranging the practicum placement.
AEC1141 H
Organizations and the Adult Educator: Historical and Theoretical Perspectives on Organization Development
This course provides a theoretical framework for the adult educator's work within organizational settings. A
variety of methods, including readings, audio-tapes, guest speakers and group discussion provide a broad
overview of the evolution of Organization Development from early management theory to current practices in the
field. The course offers an opportunity to evolve one's own perspective as a practising or aspiring organization
consultant and provides a good introduction for those new to the field.
AEC1143 H
Introduction to Feminist Perspectives on Society and Education
This course will provide students having little knowledge of feminism with an introductory overview of the basic
principles of feminist analysis of society and education. It is designed for women and men who do not specialize
in feminist studies but are interested in becoming acquainted with feminist analysis and its large implications for
theory and practice. It should be especially useful for students who are facing issues of gender in their research,
their work, or their personal lives and are interested in how gender intersects with race, class, and sexuality.
AEC1145 H
Participatory Research in the Community and the Workplace [RM]
This course examines the theory and practice of conducting participatory and collaborative research that bridges
the academic, workplace, and community divide, with an emphasis on research from feminist, anti-racist, and
anti-colonial perspectives. In addition to readings, students will undertake a research project as part of the
course requirement.
AEC1146 H
Women, War, and Learning
This course will focus on the impact of war on women and their rights. We will engage in critical analyses of
contemporary conflicts and their impact on gender and education. Specifically, we will examine the link between
war, globalization, nation-states and learning and the link between non-state, non-market forces and education.
We will look at current feminist approaches to the study of war, violence and women's resistance and learning.
The theoretical approach in this course is anti-racist and anti-imperialist feminism.
AEC1148 H
An Introduction to Workplace, Organizational and Economic Democracy
This course provides an introduction to workplace, organizational and economic democracy. Both case studies
and relevant theory will be considered. Much of the material in the course will be interdisciplinary.
AEC1150 H
Critical Perspectives on Organization Theory, Development and Practice
Critical approaches to organizations focus on how workplace change and development is experienced by diverse
groups of women and men who work within organizations. Through this course, students will have the
opportunity to develop analyses of language, power and inequality in a variety of organizational settings
(companies, factories, NGOs, community groups, government units, churches, schools, family businesses, etc.)
We will explore the methods frequently used to "restructure" these organizations (such as downsizing,
outsourcing, contingent just-in-time policies) as well as develop critiques of recent trends which emphasize
"empowerment", "TQM", "organizational learning" and "reengineering".
AEC1152 H
Individual Reading and Research in Adult Education: Master's Level
Specialized exploration, under the direction of a faculty member, of topics of particular interest to the student
that are not included in existing courses. While credit is not given for a thesis topic proper, the study may be
closely related to such a topic. Guidelines and Form are available from the website:
http://www.oise.utoronto.ca/ro/UserFiles/File/Graduate%20Registration/GradReg_ReqIndReadRsch.pdf This
course can also be designed as a field-based practicum in adult education and/or community development in an
agreed setting. The course will include reflection, research, and writing on issues raised in practice.
AEC1156 H
Power and Difference in Teams and Small Groups
Drawing on recent feminist and anti-racist scholarship, this course will analyze ways in which power and
difference are enacted in contemporary workplaces. Students will explore how individual workers navigate the
hierarchies they encounter in their workplaces as well as strategies of decolonization which challenge systemic
forms of exclusion. The course will include case studies of migrant workers, foreign trained professionals,
progressive managers, and workplace educators.
AEC1160 H
Introduction to Transformative Learning Studies
This is the foundation course for Transformative Learning studies. It is designed to introduce students to a global
planetary perspective. The concept of a global world order will be examined from historic, critical, and visionary
perspectives. Issues of development/underdevelopment, human rights, and social justice perspectives are
considered. A critical understanding of social power relations will be highlighted in the areas of gender, class, and
race dynamics. The topics are approached as interdependent dimensions within a holistic education perspective.
AEC1170 H
Practitioners' Experienced Knowledge
A course for experienced practitioners to learn to bring out, share, and apply their experienced knowledge of
their practice. Students engage in exercises to identify their learning styles, their implicit theories, and their
personal images. This knowledge is shared and applied in creative problem-solving groups.
AEC1171 H
Foundations of Aboriginal Education in Canada
This course is designed to provide an interdisciplinary approach to the analysis of Aboriginal education in Canada.
Emphasis is on understanding the influences of policies, programs, and institutions that affect the Aboriginal
community in respect to Aboriginal education. One of the major data sources will be the report of the Royal
Commission on Aboriginal Peoples. Aboriginal guest speakers will also comment on selected topics.
Components of this course will include the Aboriginal world view; contemporary history/politics relevant to
Aboriginal Peoples; and Aboriginal education and healing. Treaties were originally signed between First Nations
and the Federal Government of Canada. These treaties for the most part have not been honoured. In this course
we shall discuss the ways and means to redress this situation as we focus more specifically on issues relevant to
Aboriginal education.
AEC1173 H
Creativity and Wellness: Learning to Thrive
Theoretical perspectives on the development of one's sense of self, factors contributing to resiliency and
vulnerability, and different approaches to coping with life stresses will be examined. Creative strategies for
confronting challenges related to work, health, or personal growth issues will be explored.
AEC1178 H
Practitioner/Ecological Identity and Reflexive Inquiry
The course is intended to initiate explorations of both practitioner and ecological identity. It is directed to a wide
range of practitioners (including those working in environmental education) who have high regard for the place
that values grounded in ecological and environmental responsibility may have in their professional practices. The
course is writing intensive. A reflexive inquiry (autobiographical) process is the primary inquiry tool. The
course activities are directed toward explorations of relevant personal history-based experiences and their
meanings focusing, especially, on the place of experiences in particular (natural) ecological and environmental
contexts - and the forming of subsequent sensitivities - in developing orientations to practitioners' work.
Articulation of contemporary and forward looking perspectives about ecological and environmental issues as they
pertain to the local (as well as regional and global) context of professional practice is expected.
AEC1180 H
Aboriginal World Views: Implications for Education
This course provide a deeper understanding of Aboriginal worldviews and an appreciation of how this
knowledge can enhance teaching, learning and research. Learners will examine philosophical views shared by
Aboriginal people while honoring a diversity of identities, culture, language, and geographic locations. Course
content may include Aboriginal cognitive styles, values and ethics, traditional teachings and indigenous
methodologies.
This course will promote an understanding and appreciation of Aboriginal perspectives and explore strategies for
integrating this knowledge into the work of educators and researchers.
AEC1181 H
Embodied Learning and Qi Gong
The objectives of this course are to (a) disrupt prevailing western scientific knowledge and education that
privilege the intellect (frequently equated with the mind) over the body-spirit; and (b) explore notions of
embodiment and what it may mean to cultivate embodied ways of knowing and learning. We achieve these
objectives by (i) reading and looking at relevant materials that conceptualize body-mind-spirit as an
interconnected whole, with an emphasis on Traditional Chinese Medicine; (ii) recording our reflections in a
journal; and (iii) conducting Qi Gong (a form of ancient Chinese breathing and meditative exercises) as an
experiential way of exploring embodied learning. In addition to gaining knowledge from course contents,
students will acquire skills in group process.
AEC1182 H
Nonprofits, Co-operatives and the Social Economy
This course discusses critical issues facing nonprofits, co-operatives, and the social economy, which is a
bridging concept for organizations pursuing a social purpose. The course examines the differing organizational
forms and accountability structures and the challenges faced by these organizations. Issues to be considered are:
volunteering and how it can be valued; social enterprises and their increasing prominence in an age of
government retrenchment; community economic development in low-income communities; and civil society
organizations and their functions in encouraging social engagement and challenging social norms. The course
views the social economy in relation to the government and business sectors, and attempts to understand the
multiple roles of organizations in the social economy as they interact with the rest of society. The course
materials include innovative case studies and adult education materials.
AEC1183 H
Master's Research Seminar
This seminar is designed to support Master's students in the process of writing a thesis or a substantial research
paper. Issues to be discussed will include: choosing a topic, writing a proposal, developing an argument,
selecting a supervisor, and organizing the writing process. The class will be participatory, and weekly readings
will be assigned on the various parts of the thesis-writing journey. Class members will also receive instruction
on effective library research techniques. In addition, students will have the opportunity to read completed theses
and proposals.
The course is required for all M.A. students. Full time M.A. students are encouraged to take this course at the
start of their program. Part-time M.A. students should ideally take this course when they are ready to start
working on their thesis proposals.
The course is also open to M.Ed. Students who are interested in gaining research experience by writing a
substantial research paper equivalent to a thesis.
AEC1184 H
Aboriginal Knowledge: Implications for Education
This course will explore Indigenous ways of knowing and knowledge systems and how this knowledge might
inform the work of teaching, learning and research. Course content may include indigenous research protocols,
decolonizing methodologies, ethics and politics of researching and teaching in Aboriginal communities,
indigenous knowledge in the academy, intellectual property rights, curriculum development and innovations in
Aboriginal education. Traditional teachings from respected Elders may be incorporated into learning.
For learners with a research focus, this course enables inquiry into the production of knowledge, from both
western and indigenous perspectives. For those interested in education implications, the course provides a
footing in the workings and characteristics of indigenous knowing which will aid their pedagogical practices in
Aboriginal and non-Aboriginal contexts.
AEC1185 H
Leadership in Organizations: Changing Perspectives
This course provides you with opportunities to examine current principles, practices, trends and issues related to
organizational leadership, and apply these concepts to your own professional practice. You will explore
leadership styles, practices, tasks and models, and are encouraged to reflect on and analyze your own leadership
experiences in light of theories examined.
AEC1186 H
Perspectives On Organizational Change
Perspectives on Organizational Change” explores concepts, practices and processes in organizations, with
specific emphasis on the challenges and strategies for addressing the human aspects of change. The course
combines an experimental approach and critical analysis to examine issues in organizational change. Students
will gain understanding of theories, practices and the importance of Human Resources Development, Human
Resources Management and Labour Relations principles in planning and implementing effective organizational
change.
AEC1187 H
Alternative Ways of Researching Aging, Illness and Health [RM]
This course is intended to be useful to both practitioners and researchers working in the field of age studies and
health. The course will focus on the interrogation and destigmatization of conventional constructs of age and
aging, illness and health through an exploration of alternative methodologies. Students will engage with and
explore a variety of arts-informed research methods, for example multimedia, installation art, photography,
performance, and narrative. Coursework is intended to assist students to initiate or advance a research project
using alternative methodologies in age studies or health.
AEC1188 H
Understanding Research Traditions [RM]
This seminar provides an introductory overview of different traditions of social research relevant to adult
education. It explores and compares the varied types of research questions asked and answered by different
paradigms, their different founding assumptions, the tools and techniques of data collection typically used, and
differing approaches to analysis and formulation of conclusions. It will explain the use and varied meanings of
such familiar research terms as objectivity and subjectivity, hypotheses and other ways to formulate research
questions, sampling and other methods of participant selection, assumptions and biases, and varying approaches
to concepts of ‘evidence, ’ ‘validity,’ ‘reliability’ and ‘generalisability.’ The course includes guest appearances
by experts and advocates for the major traditions explored. It will assist students who want to be more informed
readers and users of research.
AEC1189 H
Workplace Literacies: Theory, policy and practice
This course examines current issues and recent directions in Workplace Literacy in theory, policy and practice.
It focuses in particular on understanding ‘literacies’ as multiple ways of making meaning and on ‘social practice’
approaches to exploring how the meanings of literacy are embedded in local settings. These understandings
have become familiar over two decades in studies of literacy/cies in schooling, community and family settings,
but have been slow to be applied in the context of workplace-based language and literacy education. This course
explores the growing interest and debates over the implications of this approach for various groups of
employees, employers and workplace educators. Readings for the course include Canadian and international
critical literature on workplace change, changing theories of literacy, ethnographic case studies of literacies in
working life, and strategies for workplace language and literacy education.
AEC1190 H
Community Healing and Peacebuilding
This course will examine issues faced by individuals, groups and communities trapped in ongoing cycles of
violence due to historic and current traumas, and systemic injustice. The course will focus on healing and
peacebuilding initiatives at the community level and will draw on diverse cultural traditions.
The course will acquaint students with current theoretical concepts of community healing and peacebuilding.
Participants will also develop skills, values and attitudes that will enable them to work towards healing,
reconciliation, and comprehensive, viable peace. The notion of praxis is key, and students will be given the
opportunity to reflect on their own practice. InterChange: International Institute for Community-Based
Peacebuilding, of which the course instructor is a founder and director, will provide a useful framework for
inquiry, as well as opportunities for student exchanges, research projects and practicums.
AEC1191 H
Master's Research Support Seminar
The course will help students choose a topic, organize their course selection to contribute maximally to their
research interest, develop an argument, find faculty, who are experts in their field of interest, complete their
ethics review, conduct and report on their research. All students must take a least one Research Methods Course
during or before this course. Permission of the instructor is required for students who have not taken AEC1183.
AEC1192 H
Adult Literacies in Social Justice Perspective
Governments, business and the media commonly point to Literacy as a solution to social and economic
exclusion. In this story, people can overcome exclusion by becoming more Literate, that is, by acquiring the
standardized, dominant language and literacy practices used in schools, government and the media.
But recent international theories of adult literacy point in another direction, emphasizing the social, economic and
creative importance of the multiple ‘literacies’ people use every day to sustain their lives and communities.
Drawing on these theories, variously known as social practice theories, socio-cultural theories, or "The New
Literacy Studies”, this course explores how people actually use written texts, where, and with whom, and the
implications of multiple literacies for building more inclusive communities.
AEC1193 H
Adult Education for Sustainability
This course will introduce students to the emerging field of adult education for sustainability. As a form of
critical pedagogy, it concentrates on the interface between the education of adults and the question of
sustainability. The task of adult education for sustainability involves helping us to learn our way out of
unsustainable modes of thinking, feeling and acting about ourselves, our communities and the wider world, and
to learn our way in to more sustainable ways of life. This course will cover issues associated with adult
education for sustainability, such as globalization, sustainable development, community, environmental
integrity,social justice, gender, energy and ecological literacy. It will also examine the role of adult education in
exploring alternative models to our current unsustainable direction.
AEC1194 H
The Internet, Adult Education and Community Development
Drawing from a number of disciplinary perspectives, including education, sociology, social psychology and
communication studies, this course provides an opportunity to interrogate the potential relationship of the Internet
to adult education and community development. The main objectives of this course are:
- To engage participants in an examination of the potential influence of the Internet on key adult education praxis
areas such as community development, literacy and nonprofit organizations
- To provide participants with a critical framework for analyzing Internet mediated environments.
- To explore Internet resources that may be used in conjunction with traditional community development and
adult education practice.
The course is conducted using a seminar format where discussion is informed by weekly readings. The course
also makes use of the Education Commons’ computer labs, so that students can become familiar with emerging
technology and applications.
AEC1201 H
Personality Theories
Current theories and research on personality are reviewed from several perspectives, including psychoanalytic,
interpersonal, humanistic, trait, psychobiological, operant, and social cognitive. Topics include personality
development and consistency, personality change, conscious and unconscious functioning, aggression, learned
helplessness, personality disorders, sex and gender issues, and cross-cultural personality theories.
Major theoretical approaches to personality within the context of clinical counseling psychology. This will include
philosophical assumptions, key concepts, the process of change, and applications. Designed for those interested
in personality development, change, and treatment issues. Specific content relevant to diverse socio-cultural
contexts has been included. Upon completion of this course students will be able to: Understand the development
of various Western psychology personality theories;
understand the issues relevant to personality theory and development in culturally diverse contexts; and
articulate a critical understanding of one of the major theories presented in class.
AEC1202 H
Theories and Techniques of Counselling
An appraisal of a number of basic theories of counselling and approaches to inducing client change. Full-time
Guidance and Counselling students may take AEC1202H concurrently with AEC1203Y. Counselling students will
have priority for enrolment in this course.
AEC1203 Y
Practicum I: Interventions in Counselling Psychology
This course is intended to provide students with basic skills in clinical assessment and counselling interventions.
Among others, issues related to the assessment of risk, history taking, clinical formulation, and the relationship
between assessment and intervention will be addressed. Basic counselling interventions such as empathic
responding, exploration of client's affect and cognitions, and problem solving will be explored. The course
emphasizes the therapeutic relationship as well as the importance of ethical and legal issues in the provision of
therapy. While the course presents didactic material, students have extensive opportunity to role play, and self-
knowledge as well as issues related to boundary maintenance, power relationships in the provision of therapy and
future self-development are also examined. This course involves sequenced skill training, with extensive
counselling simulation and supervision of practice in a field setting. In addition to regular class meetings and time
spent in group supervision with the instructor, M.Ed. students in Counselling are required to be in attendance one
full day per week at their practicum settings. Some students may spend two full days in their practicum setting.
MA students are required to be in attendance at least 2 full days per week at their practicum settings. All full-
and part-time students must arrange their practica in consultation with the department's Coordinator of Internship
and Counselling Services. Continuing students should plan to contact the Coordinator by March 15, and new
students by May 15, in order to arrange the best match between student needs and field placement availability.
The Counselling committee reserves the right to make any final decisions when questions arise concerning the
placement of a student in a setting.
Note: Part-time students must be available one full week-day per week to fulfill the practicum requirement.
Note: All counselling practica must be done through OISE. Practica done at other universities may not be
considered as substitutes.
Prerequisite: AEC1202H, for Counselling students only. Full-time Counselling students may take AEC1203Y
concurrently with AEC1202H.
AEC1207 H
Counselling Topics in Sexual Orientation and Gender Identity Diversity
This course will review the research findings and clinical case literature in selected areas of lesbian, gay,
bisexual, and transgender psychology with reference to their implications for professional practice in counselling
psychology. Particular emphasis will be given to the clinical and research implications of sexual orientation
identity acquisition, bias crime victimization, same sex domestic violence, HIV/AIDS, gender dysphoria, and
alcohol and substance use. Students will come to a greater appreciation and understanding of the special
counselling needs of clients from differing sexual orientations and gender identities through a combination of
lectures, seminar presentations, discussions, bibliographic and Internet research, and original student research
projects.
AEC1214 H
Critical Multicultural Practice: Diversity Issues in Counselling
The course is designed to introduce students to the field of counselling in the context of a multi-cultural, multi-
ethnic, multi-faith, multi-racial, multi-gendered and multi-abled society. The course seeks to define and locate
multicultural counselling studies within the broader historical, economic, social and political contexts of mental
health care. Through a critical examination of 'race', gender , ethnicity, sexual orientations, disability and social
class students would establish an understanding of the theoretical and conceptual ideas that form the basis of
practice with minority clients. Key concepts such as identity and multiple identities, power, stereotyping,
discrimination, prejudice and oppression will be explored in relation to women, Aboriginal, ethnic minorities,
lesbian, gay men and disabled clients. Through discussions, seminar presentations and experiential learning, the
course will support the development of appropriate counselling skills and competencies to practice in a clinically
anti-oppressive way. Prerequisite is AEC1202; and co-requisite is AEC1203Y
AEC1219 H
Ethical Issues in Professional Practice in Psychology
This course is an introduction to ethical issues in the professional practice of psychology. We will cover issues
encountered in counselling, assessment, and research and will have opportunities to discuss ethical issues in
teaching and organizational and community psychology. The goals of the course are: a) to familiarize students
with the variety of issues they might encounter in their own work, b) to provide students with the skills and
resources for ethical decision-making, c) to familiarize students with the codes, standards, and legislation which
bear on ethical and legal issues.
Open to Counselling Psychology students only.
AEC1228 H
Individual and Group Psychotherapy: Family and Couples Counselling
This course will examine one of several contemporary models of psychotherapy for family and couples
counselling.
AEC1229 H
Individual and Group Psychotherapy for Counselling
Each year this course will examine a model of psychotherapy from among the following: Transactional Analysis,
Gestalt, Psychodrama, Bioenergetic Analysis, and Family Therapy.
Prerequisite: Permission of instructor.
AEC1245 H
Brief Counselling Strategies
This course is intended to introduce students to basics of theory and
practice of three brief counselling models: Cognitive Therapy, Behaviour Therapy, and Solution Focused Brief
Therapy via discussions on the required readings, instructor demonstration of specific techniques, class role
plays, regular practice of techniques with classmates, and analysisand critique of DVDs of expert clinicians.
Students will learn how to do a suicide risk assessment and will develop a solid understanding of the principles of
crisis intervention. Related ethical and professional practice issues will be addressed.
Students will learn to compare and contrast these three brief counselling models and how and when to integrate
crisis intervention in their work.
AEC1247 H
Practicum in Adult Counselling (Pass/Fail)
This course must be taken in conjunction with 1203Y Practicum in Counselling. The two courses may only be
taken by students enrolled in Counselling programs. All students must arrange their practica in consultation with
the department's Coordinator of Internship and Counselling Services.
AEC1252 H
Individual Reading and Research in Counselling Psychology: Master's Level
Specialized study, under the direction of a staff member, focusing upon topics that are of particular interest to
the student but are not included in available courses. While credit is not given for a thesis investigation proper,
the study may be closely related to such a topic.
AEC1253 H
Feminist Issues in Counselling Psychology and Psychotherapy
This course examines the principles and practices of feminist therapy, theories of female development and the
psychology of women. Special emphasis is placed on relational theories. Specialized techniques and their
application to specific and diverse groups of women will be reviewed.
AEC1261 H
Group Work in Counselling
Presentation of models of group work processes, as well as of current theory applicable to group work in
counselling. Students will be expected to develop a catalogue of skills and ideas useful in the school setting, and
to develop communication skills essential to group work. For students enrolled in Counselling programs only.
AEC1262 H
Educational and Psychological Testing for Counselling
A survey of standardized tests typically used by counsellors in schools, community colleges, and other settings.
Topics included are: a review of the basic concepts in tests and measurement; criteria for evaluating educational
and psychological tests; rationale underlying the development of various tests; and practice in administration of
tests and interpretation of test results. Individual intelligence scales and projective techniques are beyond the
scope of this course.
AEC1263 H
Seminar in Research Methods for M.A. students [RM]
Quantitative and qualitative alternatives in the design and conduct of counselling research will be examined.
Limitations on research from practical and ethical considerations will be addressed. Students will be introduced
to library, computer, and consulting resources within OISE/UT. (Limited to Counselling Psychology for
Psychology Specialists students.)
AEC1266 H
Career Counselling and Development: Transition from School to Work
This course aims at preparing the counsellor for an expanded role in career guidance. It deals with all major
aspects of career development. The topics covered are: social and economic context, theories of career
development, the role of information, assessment of career development, career guidance programs, and
recurring issues in career guidance. This course is limited to students in a U of T graduate degree program.
Others by permission of instructor.
AEC1267 Y
Advanced Practicum in Counselling
A continuation of AEC203Y, designed primarily for M.Ed. students.
Prerequisite: AEC1202H, AEC1203Y, and permission of instructor.
AEC1268 H
Career Counselling and Development: Transitions in Adulthood
This course will focus on the theories of career development and counselling techniques to deal with major
career transitions. Topics will include mid-life career changes, career psychology of women, career planning and
development in the workplace, relocation counselling, and retirement and leisure counselling. This course is
limited to students in a U of T graduate degree program. Others by permission of instructor.
AEC1269 H
Use of Guided Imagery in Counselling and Psychotherapy
This course has both an assessment and intervention focus. Students will learn how to complement their
existing assessment skills by accessing clients' images. Students will also learn how to work with images as they
spontaneously occur in therapy. In addition specific interventions that are based on imagery will be examined.
These include various forms of relaxation, desensitization, stress innoculation, and imaginal exposure. The class
is a combination of didactic material, role plays and experiential exercises. The application to different client
groups will be discussed.
AEC1275 H
Special Topics in Counselling Psychology: Gestalt Counselling and Psychotherapy
The course will introduce students to the philosophy and approach of Gestalt therapy and counselling.Topics
covered will include: the history and background of Gestalt, the importance of awareness (living in the Here and
Now), finishing unfinshed business (closure and completion),responsibility, choice and freedom, contact and
relating (I and Thou), and the need for clear boundaries in our relationships.
AEC1275 H
Special Topics in Counselling Psychology: Interpersonal Psychotherapy
This course will focus on understanding the treatment of individuals with IPT, a brief psychotherapy initially
developed to treat depression--Interpersonal Therapy (IPT). More recently, it has been used to treat individuals
with a broad range of diagnoses including depression in the medically ill, Borderline Personality Disorder, and
adolescents. IPT is a well researched psychotherapy with proven effectiveness in a variety of depressive
spectrum disorders. Their Interpersonal Therapy Clinic at the Clarke is the only clinic in Canada dedicated to
providing treatment and training in the Interpersonal Therapy model. Participants will become familiar with the
history and development of IPT (including the NIMH Collaborative Trial on Depression) as well as the treatment
parameters of IPT. Participants will learn how to identify suitable clients for IPT and how to complete an
interpersonal inventory. Participants will view video tapes, participate in small and large group discussions, and
present a case vignette tied to course material. Feedback on knowledge skills will be given throughout the course.
AEC1275 H
Special Topics in Counselling Psychology: School Violence, the Child, and the Adolescent: Strategies for the Counselling and Behaviour
Management of at Risk Youth in Schools
This course will examine school violence and behavioural maladjustment in children and youth as they relate to
the provision of counselling services or behaviour management initiatives in school settings. Emphasis will be
placed on identifying counselling and behavioural management strategies that can be used with disruptive and/or
misguided youth. Topics will include aggression, school violence, the effects of mental health in the classroom,
and an examination of the personal, social and environmental factors that often impact on the effectiveness of
intervention strategies. Targeted school violence and bullying are intended to serve as general models of violence
to inform class discussion.
To serve in the synthesis of various course topics, a variety of subject related contemporary feature films will be
viewed and discussed in class.
AEC1275 H
Special Topics in Counselling Psychology: Pharmacological and Behavioural Approaches in the Treatment of Mental Disorders
Drugs that affect cognition and feeling and behaviour are pervasive in our society. We use them legally and
illegally, for recreation, self-medication, and the treatment of illness. We will review the development and use of
therapeutic agents in the treatment of mental disorders (including substance abuse itself). We will look at the use
and misuse of the most common therapeutic agents in health care settings. A special emphasis will be on the
trend toward comparing, contrasting, and combining behavioural with pharmacological intervention in the
treatment of mental disorders.
.
AEC1275 H
Special Topics in Counselling Psychology: Working with Conduct Disordered Children and Their Families: Evidence Based Approaches to
Assessment, Referral and Gender Specific Interventions
Conduct disorder (CD) involves the persistent patterns of antisocial behaviours displayed over time during
childhood and adolescence. Research has shown that CD is the most common referral reason to a children’s
mental health centre in North America and that these children consume the most resources and are the most
expensive to serve. The issue of antisocial and violent young children has become a pressing issue facing
society today. Elementary school aged children are increasingly being identified by police, schools, fire service,
child welfare and children’s mental health as angry and aggressive. This interactive course will focus on the
issue of CD in boys and girls highlighting gender differences (e.g., pathways and risk factors) and introduce
students to three key areas: (1) gender-sensitive risk assessment tools, (2) gender specific clinical risk
management strategies; and (3) community mobilization activities. During the course, students will be
introduced to Logic Models, risk assessment tools used to increase clinicians’ and researchers’ general
understanding of early childhood risk factors, have an opportunity to construct risk summaries and assist in the
creation of effective clinical risk management plans for high-risk children and their families utilizing case
examples. In addition, students will be introduced to a Canadian evidence-based cognitive-behavioural strategy
called SNAP™ -- this self-control and problem-solving strategy is being used across North America and Europe.
Actual live observations of SNAP™ Groups (parent and child) will be made available to students interested in
learning more about this program. This course will be of interest to students seeking to broaden their
understanding, knowledge and skills in working with conduct disordered children and their families.
AEC1275 H
Special Topics in Counselling Psychology: Counselling as Renewal
Open to Counselling students at all levels. We will consider the implications of the principles in the Spirit of
Renewal for counselling. Course participants will engage in exercises from "Connecting With Your Inner Life" to
consider the relevance of these exercises for their clients. Exercises include such topics as "Connecting with
your inner wisdom", "Disconnecting from your Inner Critic", "Connecting with your capacity for inner
movement".
AEC1275 H
Special Topics in Counselling Psychology
A course designed to permit the study (in a formal class setting) of a specific area of counselling psychology not
already covered in the courses listed for the current year. The topics will be announced each spring in the
Winter Session and Summer Session timetables.
AEC1275 H
Special Topics in Counselling Psychology: Psychotherapy in Africa
In contrast to the nature of life in traditional African societies, the modern African environment is characterized
by the presence of an unpredictable world where people grow up with few definite guidelines on how to
confront the problems of living. Increasingly bereft of the usual social support of the extended family system
and the typical cultural patterns of interventions in emergencies, people are constantly faced with enormous
psychological brokenness and identity fragmentation arising from the complicated nature of the new cultural
environment under which we live and work. This course is intended to give an overview of the efforts that
trained psychotherapists in Africa are making to blend what is good in the healing systems of the indigenous
Africa and the West to fashion an appropriate response to the psychological needs and problems of the
contemporary African clients. The course will be relevant for people who intend to practice counseling and
psychotherapy with clients from non-Western cultures. It is also expected that counselors in Western settings
might be able to draw some insights from the course to improve their practice.
AEC1275 H
Special Topics in Counselling Psychology: Counselling Theories and Techniques
This course introduces you to the theory and practice of counselling psychology from various theoretical
perspectives. For each theoretical orientation studied, we will address
-key concepts (view of human nature, assumptions, and principles of the theory)
-Therapeutic process (therapist goals and functions, client’s experience in therapy, therapist/client relationship.
-Therapeutic techniques
-Multicultural issues as they relate to this theory (e.g., strengths and weaknesses with regard to particular client
populations)
AEC1275 H
Special Topics in Counselling Psychology: Principles of Clinical Neuropsychology
From the brain to behaviour to bedside rehabilitation, this course will focus on the assessment and treatment of
brain-related diseases. A strong emphasis will be placed on understanding biological bases of behaviour and
cognitive processes as they related to conditions such as schizophrenia, traumatic brain injury and acquired brain
injury.
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AEC1275 H
Special Topics in Counselling Psychology: Psychology of Spiritual Growth
This course is designed to introduce students to the study of spirituality, focussing on individual's spiritual
growth in relationship to psychology. Psychological effects gained through the practice of meditation and yoga
that lead to self-healing or spiritual healing, as well as guided imagery will be examined. Discussed topics unite
the Western and the Eastern thought as a way of achieving inner wholeness.
AEC1275 H
Special Topics in Counselling Psychology: Personality Theory and Assessment
This course will examine different personality theories (i.e. psychodynamic theories of Freud and Jung, the
personality structure theories of Murray and Cattell, the perceived reality perspective of Kelly and Rogers, and
the learning-based theories of Skinner, Dollar, Miller, Eysenck and Bandura, among others). Personality theories
will be discussed and explored in the context of their usefulness to psychological assessment in general and
personality assessment in particular, and for the understanding of other aspects of functioning such as intellectual
ability and deficits. Personality tests and measurements will be introduced and their value and benefit studied.
Examination of projective measures, such as the Rorschach Ink Blot Test, Thematic Apperception Test as well
as Objective tools such as MMPI-2, MCI and others will be offered as part of the objective of this course.
AEC1275 H
Special Topics in Counselling Psychology: Issues and Interventions In Adolescent and Youth Development
This course examines the strengths and vulnerabilities of adolescents and youth and how they may facilitate or
impede interventions. Focus will be on identity function, risktaking, family relations, and friendships. Problem
areas covered include substance abuse, violence, gangs, and eating disorders.
AEC1275 H
Special Topics in Counselling Psychology: Youth at Risk: Special Challenges for Counsellors and Educators
This introductory course will examine contemporary youth issues which make exceptional demands on the
personal and professional resources of teachers, counsellors, and on the school system. Topics to be presented
will include street youth, teen gangs, and youth and violence. Course material will cover issues of etiology,
strategies for counselling and intervention, and implications for schools and educators.
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AEC1275 H
Special Topics in Counselling Psychology: Performance Psychology: Consulting for Peak Performance
This emerging area of psychological practice focuses on the application of psychological theories, principles, and
techniques to enhance optimal performance among athletes, performing artists, business people, and those in
high risk occupations. Performance issues include psychological skills training in the performance domain, the
quality of the performance experience, and performer's personal growth. Necessary elements to optimal
consulting include: knowledge of counselling skills, knowledge of consultation skills, understanding of systems
issues, knowledge of psychological skills techniques such as those used in sport psychology, and domain-
specific knowledge.
AEC1275 H
Special Topics in Counselling Psychology: Neuropsychology for the Practicing Clinician
This course will examine the usefulness of Neuropsychology and Neuropsychological evaluation, in the context
of Psychological practice and application. The course would offer a window into the history of this branch of
Psychology, the assessment of possible Neurological deficit and disorder following different Neurological
traumas such as TBI MVA and CVA as well as a result of chronic and acute illness. Some discussion would
take place regarding Neuropsychology and the developing brain and a brief examination of assessment for
learning difficulties and disordered attention.
AEC1275 H
Special Topics in Counselling Psychology: Mindfulness and Psychotherapy: Theoretical Perspectives and Clinical Applications
This course will provide students with a thorough overview of the field of Mindfulness and Psychotherapy from
theoretical, clinical and research perspectives. At the end of the course, students would be able to apply
mindfulness tools in their personal and clinical practice. They will also have an understanding of the major
theoretical, clinical and research trends in the field.
AEC1275 H
Special Topics in Counselling Psychology: Career Counselling Strategies
This course will take the treatment perspective to vocational development: that is, how strategies and/or
interventions may be applied to overcome discontinuities or delays in vocational development. The topics to be
considered include the nature of work in society, vocational development theory, the career counselling process,
and strategies to remediate career development/decision problems.
As a result of this course students will be able to:
1. understand and implement different career counselling models
2. understand and implement different strategies to remediate problems in vocational development and/or career
decision-making
3. develop their assessment, goal setting and intervention planning skills
AEC1275 H
Special Topics in Counselling Psychology: Grief Counselling Through Transition and Loss
Since loss is a universal experience, counsellors need an understanding of the grieving processes associated with
change and leave-takings across the lifespan. This course explores the many faces of grief as experienced by
individuals, families and communities. It identifies signs of blocked grief as well as cultural and gender
expressions. It offers helpful counselling skills and interventions to assist individuals and groups through
transitions, bereavement, and grief.
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AEC1275 H
Special Topics in Counselling Psychology: 'Race', Ethnicity and Research in Counselling and Psychotherapy
This course will familiarize students with current issues and debates concerning the theory and practice of
counselling and psychotherapy in a multicultural society. Particular emphasis will be given to understanding the
relationship between the historical, socio-cultural and political contexts of the production of qualitative and
quantitative research in this field. The course is appropriate for students considering a dissertation proposal in
multicultural counselling and psychotherapy. A weekly seminar will focus on research methods and
methodologies, the design and structure of the research, sampling procedures, ethical issues, empirical
constraints and production of new knowledge(s). Students will review, analyze and redesign representative
studies in the multicultural literature which will eventually lead to the development of a thesis proposal.
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AEC1275 H
Special Topics in Counselling Psychology: Stress and the Workplace
This course will explore issues related to workplace stress. Basic concepts of occupational stress, it's
relationship to performance and health will be covered, however the focus will be on methods of assessing and
managing specific stress and stressors. A wide scope of stressors will be explored from environmental and
ergonomic to interpersonal conflict and family vs. work demands. The course will examine stress related issues
such as alcoholism and depression in the workplace, mass psychogenic illness, violence and other stressors
specific to occupations such as educational workers, paramedics and occupations of interest to students.
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AEC1275 H
Special Topics in Counselling Psychology: The Future of Work and Education--Implications for Careers, Quality of Life, Counselling,
Teaching, and Curriculum Design
This course examines the many factors likely to change both the world of work and the delivery of education for
everyone over the next five to ten years. Although different possible scenarios and change factors will be
discussed, the primary emphasis will be on the increasing influence of digitization, deregulation, and globalization.
The main objective of the course will be to explore the various adaptive and creative educational, workplace and
life challenges implied by these potential changes.
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AEC1278 H
Cognitive Therapy
This course covers current theory and principles of cognitive therapy in the treatment of anxiety and depression.
Special applications such as grief counselling, bereavement and post-traumatic stress disorders will be examined.
AEC1289 H
Community Mental Health: Theory Research and Practice
This course will examine community-based approaches to mental health. We will discuss a range of mental
health issues from a community perspective including the unique approaches involved when working with
disadvantaged groups, people of various cultural and socioeconomic backgrounds, as well as ages, gender and
sexual orientation. A critical perspective will be used to examine the extent to which current theory and research
in the area of Community Psychology are useful in understanding a wide range of successful programs
including health centres, shelters, and schools and how primary prevention can be used effectively.
AEC1290 H
Indigenous Healing in Counselling & Psychoeducation
This course seeks to define, redefine and locate Indigenous and traditional healing in the context of Euro-North
American counseling and psychotherapy. In particular, the course will examine cultural and traditional healing
within the broader economic, social and political practices of mental health care and in Canada. While the focus
is in counseling psychology and psychoeducation (pedagogy), it also provides a critical site to highlight
challenges and transformations within health care, thus the course will draw attention to the use of traditional
healing in mental health care and counselor education. Explorations of the currents issues and debates concerned
with the contemporary practices of Indigenous healing will be a key features of the course, for example, cultural
respect and appropriation, ethics and confidentiality, competence of Indigenous healers and their qualifications
and training. Through an in-depth analysis of international Indigenous helping and healing practices, with
particular focus on Canadian Indigenous perspectives, the course will undertake to raise questions regarding the
theory, practice, and research of Indigenous mental health and healing in psychology and education. As part of
the exploration of Indigenous healers and healing, the course will also focus on how peoples from non-dominant
cultures construct illness perceptions and the kinds of treatments they expect to use to solve mental health
problems through individual and community psychology interventions. In this respect the course is also intended
to contribute to community development and community health promotion.
AEC1291 H
Addictive Behaviors: Approaches to Assessment and Intervention
This course will explore the role of the counsellor/counselling psychologist in the field of addictive behaviours.
Through lectures, interactive discussions, video demonstrations, group presentations, and experiential exercises,
students will become familiar with various theoretical models of addiction, approaches to assessment, and
common intervention methods and techniques. Several intervention approaches will be examined, including
behavioural, cognitive-behavioural and motivational interventions, relapse prevention, and self-help approaches.
Although the primary emphasis will be on substance use issues, other addictive behaviours will be covered (e.g.,
gambling).
AEC1400 H
Special Topics in Adult Education and Counselling Psychology: Aging--Community Mental Health and Social Policy Perspectives
This course will have three objectives: (1) to consider life long learning and mental health issues affecting older
adults, with special attention to the needs of women; (2) to broaden students' understanding of the social,
political and economic context of counselling and adult education practise with older adults; (3) to critically
examine the connection between specific public policies and their impact on the well-being of older adults at the
personal level.
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AEC1400 H
Special Topics in Adult Education and Counselling Psychology: Creative Empowerment Work with the Disenfranchised: Healing and
Collective Action
This course will be of interest to a variety of practitioners, including: counsellors, activists, psychotherapists,
crisis workers, shelter workers, harm reduction workers, advocates, literacy workers, cultural interpreters,
social planners, popular educators, community theatre people, social workers, and social movement members.
The context is a world increasingly populated by disenfranchised people. The disenfranchised groups focused
on include: the psychiatrized, the homeless, prison inmates, people seeking refugee status, squeegee kids,
PLWA, and non-prescription drug users. The course is grounded in an understanding of the role of the state and
of violence--including epistemological violence--in the creation and exacerbation of human problems. Theoretic
frameworks include: feminism, anti-racism, Marxism, critical theory, antipsychiatry, critical criminology, left
realism, and labeling theory. The class will explore concrete groups and communities--examining problems
faced by communities, groups, and individuals. It will help practitioners learn how to be an ally. And it will help
practitioners acquire concrete skills in helping people from specific disenfranchised groups cope, protect
themselves from unwanted interference, heal, resist, organize, co-create, and transform. While other types of
approaches are included, there is an emphasis on the use of the arts in healing and resistance.
AEC1400 H
Special Topics in Adult Education and Counselling Psychology: Understanding Basic Quantitative Data
This course is recommended for Adult Education and Counselling Psychology students who will be doing either
a thesis or a major research paper and who lack a background in basic statistics. The purpose of the course is to
create sufficient familiarity with basic statistics that participants can become literate in reading research that they
might have to understand for their thesis. Students who lack any basic statistics and who have apprehensions
about learning should seriously consider this course. Those with some background but who want to update their
understanding should consider course CTL2004 offered in the Department of Curriculum, Teaching and
Learning.
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AEC1400 H
Special Topics in Adult Education and Counselling Psychology
A course that will examine in depth a combined topic of particular relevance not already covered in regular
course offerings in the department (by either the Adult Education Program or the Counselling Psychology
Program). The topics will be announced each spring in the Winter Session and Summer Session timetables.
AEC1405 H
Introduction to Qualitative Research (Part I) [RM]
This course articulates various theoretic grounding for qualitative research and helps students become conversant
with a wide variety of qualitative methodologies (i.e., grounded theory, feminist interviewing, ethnography,
participatory research, bibliographic analysis, and institutional ethnography.) Gathering of information through
observation, participatory observation, dialogue, and collection of documents will all be considered. Emphasis is
on both understanding and practice. Learners will design or co-design a concrete piece of research and take it
through the ethical review process. They will also present on at least one methodology. In line with this, they
will learn about ethical conundrums, about matching methodologies with objectives and values, about methods
for choosing participants. There is special emphasis on becoming critically aware as researchers - on
understanding and integrating issues of power and difference.
AEC1406 H
Introduction to Qualitative Research (Part II) [RM]
This course begins where Part I leaves off. Learners will deepen their knowledge of a wide variety of qualitative
research methodologies. They will gain skills interviewing, judging research, exploring dilemmas, and becoming
critically aware as researchers. Their primary activity will be carrying out and completing the research project
designed and approved in Part I. Giving and getting help from other classmates is an integral part of the process.
(Prerequisite: AEC1405H)
AEC1407 H
Narrative as a Vehicle for Personal Change
This course is designed for advanced students who wish to explore life history and narrative approaches for
research or therapeutic work through a process of self study. Course work will involve class discussions of
narrative writings and a major personal project. Students will undertake an indepth self-exploration through
personal narrative combined with intensive imagination, art work, or meditative practice. The final report will
include reflection on the personal change process experience.
AEC1408 H
Working with Survivors of Trauma
This course explores the nature(s) of trauma and the different ways of working with survivors. The emphasis is
on difference-different types of trauma, different ways of coping, and the significance of different and multiple
identities. Work with adult survivors of childhood sexual abuse is particularly highlighted. Other areas include
survivors of: homophobic assault, ritual abuse, residential schools, refugee traumatization, war trauma, trauma
associated with imprisonment, trauma associated with psychiatric intervention, and second generation trauma
(e.g., children of Holocaust survivors). The trauma inherent in systemic oppressions, the fact that we live in an
oppressive and violent society, and the implications for practitioners is emphasized throughout. While the
primary emphasis in on practitioners as counsellors, other roles are also considered, including: advocates,
befrienders, community workers, and literacy workers. Practitioner self-care in light of vicarious traumatization
is given special consideration. Attention is divided between individual work, group work, and community work.
The course is counter-hegemonic. Dominant perspectives include: critical theory, feminism, and existentialism.
Permission of Instructor is required to enrol. Failure to contact instructor by email bburstow@oise.utoronto.ca
may result in not being able to take the course.
AEC1409 H
Creative Empowerment Work with the Disenfranchised
This course will be of interest to a wide range of practitioners, including: activists, popular educators, and
counsellors. The context in which it is offered is a world increasingly populated by disenfranchised people. The
intent is to help practitioners gain a fuller understanding of the populations in question and become more skilled
and creative as allies and activitists. The specific populations focused on are: psychiatric survivors, people who
are homeless, people who have been imprisoned, people who use illicit drugs, undocumented people, and sex
trade workers. Learners will gain knowledge of the ABC's of strategic activism, with particular emphasis on
how to modify strategy to fit the populations and movements in question. An accompanying emphasis is use of
the arts in resistance work with these populations. Examples of art forms drawn on include: theatre (including
theatre of the oppressed), puppetry, and video-making. Popular education is integrated. Perspectives include:
feminism, anti-racism, Marxism, transformative justice, antipsychiatry, labeling theory, anarchism, and the
philosophies of nonviolent resistance. The classes go between lectures, student presentations, film and video
analysis, rehearsals, consultations, exercises, and guest presentations.
AEC3102 H
Doctoral Thesis Seminar (Pass/Fail)
This seminar is designed for first or second year doctoral students. It will explore key elements of the doctoral
studies journey: crafting a researchable topic, developing a thesis proposal, choosing a committee, planning for
comprehensives, fostering effective writing strategies, planning for publication. Required activities will include
one final piece of writing related to proposal development.
AEC3103 H
Teaching about Global and Social Issues
This course deals with issues around globalization, sustainable ecological development, social issues at both a
global and local level dealing with diversities and social power. The course will also deal with North-South
tensions in knowledge production and legitimization. There is also a concern to look at our present history from
a planetary perspective that embraces post-colonial development issues, and feminism in the global context.
There will be an emphasis on exploring and identifying teaching perspectives dealing with the thematic issues of
the course.
Suggested background: Courses AEC1146, AEC1160, AEC3104.
AEC3104 H
Adult Education and Marxism
This course will examine adult education in global contexts with specific focus on "Third World" societies. It
will offer a critical review of the relationship between adult education, modes of production, and state. In this
course we will draw on Marxist, feminist, anti-racist, and ecological theoretical debates. Applying critical
comparative analysis, the course will examine the role of adult education in liberation movements and
democratization of state and society. We will study the role of adult education in building a dynamic civil society
and challenges we are facing towards creating a democratic civil society.
AEC3113 H
Adult Education and Public Policy
This course will offer a critical framework for analyzing the role of modern Western democratic states in
initiating, implementing, and ensuring equality of access and participation to members of marginalized groups. It
examines the potential and limitations of public policy in areas such as, but not limited to, education, health, social
and legal services, housing, and anti-racism.
AEC3119 H
Global Perspectives on Feminist Community Development and Community Transformation
The course provides an opportunity for students to study globally aware women's theory and practice in
community development and community transformation. It examines the general principles of this practice, the
major challenges faced by activists in Canada and abroad, the growing regional and international women's
networks supporting this practice, and current debates among women locally and within these networks.
AEC3126 H
Transformative Education and the Global Community: Creativity and Social Change
This course considers those conditions operating in our contemporary world that are enhancing or are
fragmenting the development of a "world community." Special attention will be given to the problems presented
by nation states - that is, violence as a resolution to social conflicts within and between nation states. The mass
media and educational institutions will be examined as contributing factors to state violence and the attendant
fragmentation of efforts of community mobilization toward a global world community. A strong emphasis on
global-ecology issues will be pervasive.
AEC3131 H
Special Topics in Adult Education
A course that will examine in depth a topic of particular relevance not already covered in regular course offerings
in the department. The topics will be announced each spring in the Winter Session and Summer Session course
schedules.
AEC3131 H
Special Topics in Adult Education: Perspectives on Aboriginal/Indigenous Research
This seminar examines research on/about Aboriginal Peoples. Conventional approaches to doing research
on/about Aboriginal /Indigenous peoples are critiqued. The approach taken in this seminar will result in an
appreciation and understanding of the importance of Aboriginal research and literature as circles of knowledge
productions. This course will engage within the contexts of addressing communities of Aboriginal and
Indigenous transformation in decolonizing methodologies as well as identifying research protocols/ethics in
working with Aboriginal peoples and their communities. Specific topic areas include Aboriginal epistemologies
and research ethics; understanding cultural, political, and spiritual protocols; and the importance of oral-literacy
knowledge. Additional topics will be discussed based on student interest. Students will be encouraged to consider
the impacts /benefits of research on/about Aboriginal /Indigenous Peoples.
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AEC3131 H
Special Topics in Adult Education: Rethinking Skills: Theory, Policy and Politics
The concept of skills is a centerpiece of the discourse of adult learning. It plays a pivotal role in policy
development, program planning, instructional design, performance assessment and certification for a wide range
of occupations and for a host of functions central to workplace and social participation (e.g., language and
literacy, problem solving, etc.). Drawing on recent international theory and research, this course examines the
many assumptions underlying this concept and its powerful role in shaping both organizational and personal
experience. It also explores the growing implications of skills certifications and skills development as traded
goods and services in international trade arrangements.
AEC3131 H
Special Topics in Adult Education: Knowledge Diversity and Transformative Learning: Peoples, Movements and Worldviews in Dialogue
This course will attempt to examine the revisioning of knowledge viewpoints in light of the post-modern critique
of the hegemony of western thought as exemplified in the worldview of western instrumental technological
rationality. In line with the critique is an examination of emergent areas such as quantum theory, cosmological
perspectives as revealed in the universe story of modern science, indigeneous knowledge and post-patriarchial
feminist perspectives.
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AEC3131 H
Special Topic in Adult Education: Indigenous Research Methodologies
Can research contribute to strong indigenous communities? This course will provide an overview of indigenous
methodologies and an introduction to planning research projects that are relevant, respectful, responsible and
reciprocal to indigenous people and communities. Students will engage in a dialogue on research relationships,
ethics and protocols as they relate to working with indigenous peoples and communities.
AEC3131 H
Special Topics in Adult Education: Critical Social Theories and Adult Education
This seminar examines adult education policies, programs, and practices in light of theories of social and cultural
reproduction, as well as theories of social change. It provides students with an opportunity to critically analyze
both the existing theories and their own assumptions. One of the goals of the seminar is to assist students with
developing their theoretical framework for their thesis. Thus students will be asked to take an active role in
relating social theories to their research proposoal.
AEC3131 H
Special Topics in Adult Education: Applications of Embodied Learning
This course continues the explorations undertaken in AEC1181 (Embodied Learning and Qi Gong) in three ways:
(1) deepens students' understanding Qi Gong theory and practice; (2) examines how embodied learning can be
applied to different contexts with an emphasis on adult learning in professional and community settings; and (3)
provides space for students to develop their own applications in their own settings. Prerequisite: AEC1181
AEC3131 H
Special Topics in Adult Education and Community Development: Aboriginal Community Learning: Urban Aboriginal Community
Organizing
This course is designed to provide students with opportunities to critically examine some of the many ways
Aboriginal communities address the learning needs of their members. Areas covered will include but not be
limited to: Aboriginal health science research, education policy, oral histories, the arts, story telling, approaches to
adult literacy, and Aboriginal mental health and learning. Other components of the course will include Aboriginal
worldviews; contemporary history/politics relevant to Aboriginal peoples; and culture-based approaches to adult
education.
AEC3131 H
Special Topics in Adult Education: Bell Hooks and Adult Education
This course is a systematic reading of the major works by black feminist scholar and pedagogue, Bell Hooks.
While Bell Hooks' extensive publications are well read by feminist and black scholars and students, they are not
usually examined from the perspective of adult education. Through the lens of transformative learning, a sub-
field in adult education, this course reviews five to six of Bell Hooks' major books and examine their pedagogical
implications for adult educators.
AEC3131 H
Special Topics in Adult Education; Adult Education and Public Policy
This course offers a critical framework for analyzing public policy in adult education in modern Western
democratic states. It examines the relationship between state, civil society, market, and adult education policy.
Focus will be on critical readings of different theoretical approaches, such as liberalism, feminism, anti-racism,
Marxism, and post-colonialism, to policy research and analysis in adult education. In this course public policy is
conceptualized as a social process which influences and is influenced by social relations such as race, class,
gender, sexuality, and disability. Therefore, public policy is analysed in the context of the exercise of power by
the state, the market, and non-state and non-market actors. Thus, critical policy analysis and research is not
simply a study of organizational processes or governance techniques, it is also about social ideas and social goals.
This is an advanced (doctoral) level course. Theoretical knowledge in the areas of anti-racism, feminism,
diversity, equity, policy making, the dynamics of state/market, and adult learnings will be an asset. In discussing
diverse theoretical claims, the course pays close attention to methodological underpinning of theories. It draws
on a rich body of theoretical evidence inside and outside the field of adult education. The objective is to acquire a
solid knowledge in analysing public policy in its political, ideological and cultural contexts.
AEC3131 H
Special Topics in Adult Education: Home Education as an Alternative to Public Education?
Home education, also known as home schooling and home-based learning, is an increasingly common
educational method and context for elementary and secondary age students within Canada and the USA and
beyond. As a phenomenon (that is, as a movement and practice) it has subtly influenced the face of public
education and profoundly impacted its laws. The focus of this course is on: first, exploring the characteristics
and history of the home education movement in North America; second, examining the practices and processes
of parent-teachers; and third, investigating the intersection of home education and public education. The
intention is to both critique and challenge the assumptions of public and home education while providing a forum
for the commencement of scholarship on the topic. The expectation is for course participants to complete a
project of their choosing which may include one or more of the following: a review of literature, a personal
account of home education, a critical essay, a proposal for a research project or a mini (pilot) research project.
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AEC3131 H
Special Topics in Adult Education and Community Development: Historical Materialism in Adult Education: Ideology, Consciousness,
Praxis
This course offers students a rigorous examination of the theoretical debates in adult education by drawing on
the Marxist analysis of social theory. This course has been conceived based on increasing student demand for
theoretically rigorous courses based on historical materialism perspective of Marxist tradition. This interest has
been manifested through a critical mass of students electing to complete reading courses in this theoretical
orientation and also in the popularity of the critical reading group, which attracted 30+ students to its mailing list
(2006-2008). Also, the course fulfils the student demand upon the department to expand the theoretical offerings
at the doctoral level.
The purpose of this course is to familiarize students with dialectical historical materialism as a mode of inquiry
and analysis, to give student practice in reading original theoretical works, and to assist students in developing the
skills to compare and contrast theoretical work. Students will develop this knowledge through two processes.
First, they will familiarize themselves with the tradition of dialectical historical materialism developed by Marx in
original works such as The German Ideology, Grundrisse, three volumes of Capital and various collected works.
Examination of these readings will give special emphasis to the core theoretical categories of the critical/radical
tradition of adult education such as ideology, consciousness, praxis, labor value, and accumulation. Second,
students will use a working knowledge of these original texts to engage with the tradition of critical adult
education that has developed from a Marxist analytic base, including critical theory (Frankfurt school &
Habermas), critical pedagogy (Allman, Brookfield, Holst, Newman, Thomson, McLaren & Giroux), Freirian
popular education, Gramscian theory, and political economy. Through these readings students will develop a
comprehensive knowledge of the scope and depth of Marx(ist) theorizing the field of adult education, related
bodies of work, and modes of inquiry. They will also develop an important understanding of some of the key
debates of adult education, including human capital, revolution and reform, community organizing, and
movement building. The first offering of this course will coincide with the 2nd Bi-Annual North American
Historical Materialism conference in Toronto (May 2010), in order to provide students with a grounding in
contemporary Marxist theorizing in education as well as the broader social sciences.
AEC3131 H
Special Topics in Adult Education: Critical and Post-Structural Theory: Current Educational Debates
In recent decades, adult educators have been responding to the theoretical challenges from feminism, anti-
racism, environmentalism, anti-globalization movements, post-colonial and cultural studies. This course will: 1)
examine and assess divergent critical and post-structural approaches to the central issues of power, identity,
values and vision which social activists and movements are raising; 2) critique the 'post' positions' implications
for adult education and other engaged practice.
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.
AEC3131 H
Special Topics in Adult Education: Personal Values and Organizational Transformation
The integration of personal values is a key component in the process of change. Students will have the
opportunity to explore the nature of personal values and their relationship to institutional development and
transformation. Course work will include the analysis of students' practicum experiences.
.
AEC3131 H
Special Topics in Adult Education: Narrative as a Vehicle for Personal Change
This course is designed for advanced students who wish to explore life history and narrative approaches for
research or therapeutic work through a process of self study. Course work will involve class discussions of
narrative writings and a major personal project. Students will undertake an indepth self-exploration through
personal narrative combined with intensive imagination, art work, or meditative practice. The final report will
include reflection on the personal change process experience.
.
.
AEC3131 H
Special Topics in Adult Education: Popular Education: Comparative and International Perspectives
This course explores the theory and practice of popular education in different parts of the world (Latin America,
Africa, Asia, North America), drawing examples from different popular movements including human rights,
citizenship learning, participatory democracy, and struggles for self determination, workers rights, union
mobilization, and international solidarity. It will highlight the works of Paulo Freire and his far ranging influence
through pedagogical strategies such as popular theatre, participatory budgeting, and other forms of critical
culture engagement.
AEC3131 H
Special Topics in Adult Education: Leadership Through Personal and Organizational Change
This is an advanced Master's/Doctoral level course for students specializing in organizational change with
prerequisites in AEC3131 - Personal Values and Organizational Change and/or AEC3173 - Effecting Change:
Creating Wellness. This is an experimental course requiring a high degree of initiative on the part of the learners.
The students play a major role in curriculum development and practice leadership by discovering and engaging
exemplary organization leaders in demonstrating the relationship between theory and practice. Students can
choose a research or applied focus for their major paper.
AEC3132 H
Special Topics in Women in Development and Community Transformation
This half course will be taught once a year by the current holder of the Dame Nita Barrow Distinguished Visitor
position at OISE/UT. Each visitor will call on her own particular area of interest and experience to develop a
course dealing with current issues of women, development, and community transformation in a global context
and from a 'majority world' perspective.
AEC3132 H
Special Topics in Women in Development and Community Transformation: Grassroots Women’s Struggles and Global Social Justice:
Life Histories of Kenyan Women Activists
Issues of grassroots women’s struggles and global social justice will be examined through a consideration of life
histories of Kenyan women activists. Women have played a key role in resistance in Kenya from Mekatalili at the
onset of British occupation, to Nyanjiru in the outburst of resistance in 1922, to women’s critical role in Mau
Mau in the 1950s, to Freedom Corner and democratization and good governance and human rights struggles in
the 1990s, to anti-globalization struggles today.
Using her own life history and other life histories she has collected as well as the lives of famous historical
figures, Wahu Kaara will examine the key role of women in African colonial and post-colonial history,
‘development’ and globalization, debt, democratization and the emergence of global social justice struggles in the
21st century.
Wahu Kaara is a long-time political activist and leader who brings a range of feminist analyses and alternative
women- and justice-centred perspectives to her work. She ran for parliament in Kenya in 2002 and 2007 and
was a delegate to the country’s Constitutional Conference, which in 2004 completed drafting a new national
constitution whose deeply democratic proposals were rejected by the government. She has served as Director of
the Kenyan Debt Relief Network, Chair of the Steering Committee of the East African Coalition on Economic,
Social, Cultural Rights, Co-ordinator of the debt campaign of the African Women’s Economic Policy Network
and Member of the Steering Committee of the World Social Forum, which was hosted in Nairobi, Kenya in
January 2007.
AEC3133 H
Special Topics in Aboriginal Community Learning: Current Issues and Practices
This half course will be taught once a year by a visiting Aboriginal Elder, traditional teacher or community leader.
Each visitor will call on his or her particular area of interest and experience to develop a course dealing with
current issues of Aboriginal community development, learning and transformation.
NOTE: Course descriptions will change year to year based on the expertise and experience of the instructor.
AEC3133 H
Special Topics in Adult Education: Special Topics in Aboriginal Community Learning: Indigenous Oral Stories: Impacts on Learning
Enviornments
This course will explore the discourse of Indigenous education and how epistemological and power relationships
within Western education evolved historically. The course will provide socio-political insight into the challenges,
successes and lessons learned from Indigenous resistance to colonial education. This course will provide a
foundation for how Indigenous oral stories applied in the classroom can benefit all students. Using a
participatory approach, this course will engage learners with practical in-class activities, guest speakers and final
presentations that will model the contemporary impacts of Indigenous traditional oral knowledge/stories on
learning environments.
AEC3133 H
Special Topics in Aboriginal Community Learning: Current Issues and Practices: Engaging Aboriginal Youth
This half course will take a candid look at how you can positively engage aboriginal communities, and in
particular, youth. This course honours the oral tradition of Aboriginal communities and most of the knowledge-
building will take place through relationships, discussion and conversation with Aboriginal youth community
members. Participants will be assigned an Aboriginal youth partner by the instructor. This youth partner will
assist the participant to fulfill course assignments. Participants will be given strategies on developing and
delivering highly interactive seminars to engage Aboriginal youth. Participants will have the opportunity to
practise these skills with an Aboriginal youth audience at the conclusion of the course.
AEC3133 H
Special Topics in Aboriginal Community Learning: Insider Account of Aboriginal Audiences
Success stories with First Nation clients/students/employees are disproportionately low. Understanding the
source of the First Nation individual’s perspective and lack of motivation could launch change in the achievement
rate of institutions. While intergenerational trauma in the general Canadian Aboriginal community is explored as
a barrier to success, solutions don’t seem to occupy as much time, energy and resources. This course while
providing clarification of the problem of intergenerational learning will concentrate more on a foundation for
solutions.
This course will pave the way to an understanding that reprogramming best explains the solution to the rebirth
and independence of the Aboriginal individual and community.
AEC3133 H
Special Topics in Aboriginal Community Learning: Current Issues and Practices: Indigenous Approaches and Best Practices to Community
Engagement
This course will review emerging Indigenous approaches and Best Practices to community engagement. This
course will begin with historical review of research dynamics within Indigenous communities. Students will be
made aware of contemporary contributions of Indigenous academics to re-invent research best practices that
show respect for distinct customary laws and diversity in Indigenous communities.
AEC3138 H
Critical Social Theories and Adult Education
This seminar examines adult education policies, programs and practices in the light of theories of social and
cultural reproduction, as well as theories of social change. It also provides students with an opportunity to
critically analyze both existing theories and their own assumptions. One of the goals of the seminar is to assist
students with developing their theoretical framework for their thesis. Thus, students will be asked to take an
active role in relating social theories to their research proposal.
AEC3140 H
Decolonization and Transformative Education
This doctoral seminar is designed to familiarize the participants with the foundational texts in postcolonial study
and their theoretical implications for transformative education as it applies to the workplace and the community.
It is divided into two sections. Section one involves reading the major texts relevant to post-colonial relations.
Section two looks at the implications of post-colonial theories for learning and change in workplaces and in
communities. This involves understanding how inequalities based on gender, race, class, ability, sexuality, etc.,
are produced and sustained, as well as how they can be addressed and overcome.
AEC3152 H
Individual Reading and Research in Adult Education: Doctoral Level
Specialized exploration, under the direction of a faculty member, of topics of particular interest to the student
that are not included in existing courses. While credit is not given for a thesis topic proper, the study may be
closely related to such a topic. Guidelines and forms are available from the website:
http://www.oise.utoronto.ca/ro/UserFiles/File/Graduate%20Registration/GradReg_ReqIndReadRsch.pdf. This
course can also be designed as a field-based practicum in adult education and/or community development in an
agreed setting. The course will include reflection, research, and writing on issues raised in practice.
AEC3153 H
Individual Reading and Research in Women in Development and Community Transformation: Doctoral Level
Specialized exploration, under the direction of a faculty member and the holder of the Dame Nita Barrow
Distinguished Visitorship in areas of the Visitor’s specialized knowledge and experience. These distinguished
visitor’s are eminent feminist leaders from the global and economic south with varying areas of expertise.
Information about the specializations of current and past Visitors is available on the web at:
http://www.oise.utoronto.ca/cwse/. For more information contact A.R.Miles.
AEC3170 H
Perspectives on Qualitative Research: Part I [RM]
Students in this course will have opportunities to explore a variety of qualitative approaches to educational
research, and to consider theoretical assumptions and methodological issues associated with each. The course is
designed to facilitate the planning, preparation, and conduct of doctoral research.
For doctoral students only.
AEC3171 H
Perspectives on Qualitative Research: Part II [RM]
This course is a continuation of AEC3170H. In Part II the various alternative approaches to educational research
will be further examined with an applied focus. Emphasis will continue to be placed on issues associated with
doing qualitative educational research and thesis writing.
Prerequisite: AEC3170H
AEC3173 H
Effecting Change: Creating Wellness
Theory and practice in visualizing and initiating change in educational, community and work settings with special
emphasis on fostering resiliency and wellness. Preventive models of service delivery based on collaborative
problem solving approaches; dynamics of consultant and consultee relationships. Analysis of practicum
experiences in educational or other contexts of students' choice. Prerequisite: AEC1173 or permission of
instructor.
AEC3176 H
Sense of Place in Professional and Natural Contexts
The course is intended to extend students' previous explorations of both "practitioner and ecological identity"
through extensive readings, discussions and writing opportunities. It is directed to a wide range of
professionals/practitioners (including those working in environmental education). These persons see potential
places in their work contexts and lives, and their professional practices, for the clarification and expression of
personal values grounded in ecological and environmental experience, knowledge, and responsibility. The course
provides a context in which to examine a variety of published works by scholarly and literary authors, journalists,
artists and those in the professions. These works articulate notions of "sense of place", "rootedness" in
landscape (intellectual, professional, built, and natural), ecological/environmental identity, geopiety, and a range of
other connected concepts and will form the basis for extending course participants' understandings and
expressions of their own ecological/environmental identities and perspectives as they pertain to professional
practice within their workplaces. The course is intended as an extension and expansion of AEC1178. Permission
of instructor is required.
AEC3177 H
Arts-Informed Perspectives in Educational Research [RM]
This course is intended for thesis students or those interested in using processes or representational forms of the
arts in a major research project. Arts-informed educational research is an emerging genre in the human sciences
developed in response to the perceived inadequacies of conventional research methods for inquiring into and
representing the complexities of human experience. As the course title suggests, arts-informed research is
influenced by, but not rooted in, the arts disciplines. The course will focus on both theoretical underpinnings and
issues associated with arts-informed approaches and on the use of various representational forms (e.g., readers
theatre, fiction and non-fiction literary prose, poetry, screenplay, visual and performing art) in educational
research. Students will be expected to conduct an exploratory or mini research project using arts-informed
methods.
AEC3179 H
Work, Technology and the Knowledge Economy
This course will focus on the ways in which technology structures work processes within the context of recent
shifts towards the "knowledge economy". We will explore the nature of the knowledge economy, the position of
knowledge workers, and the lengths between knowledge work and technology. This will allow us to assess the
impact of technology on inequality, both locally and globally. The debates on technology and knowledge work
will be explored in relation to issues such as the proliferation of internet spaces, educational technologies,
transnationalism and cyberactivisms. Throughout the course we will study the racialized and gendered nature of
technology, knowledge and work.
AEC3180 H
Global Governance and Educational Change: the Politics of International Cooperation in Education
This course looks at the role of international level actors and networks in shaping domestic educational policies
and producing globalized models for learning often underappreciated in the study of educational policy and
change. This course reviews various theoretical approaches to the study of international relations in the field of
education, considers recent efforts to study the globalization of educational policy, and then turns to the activities
of a variety of organizations and networks, intergovernmental and nongovernmental, which have developed
global level mandates in education. Topics include: education in the global development regime; the educational
activities of the World Bank, UNESCO the OECD and the World Trade Organization; and transnational
advocacy and NGO networks in education.
Prerequisite: CIE1001H
.
AEC3181 H
Feminist Standpoints: Critical and Post-Structural Approaches
This course will provide a supportive and stimulating environment for the systematic study of the differences
between critical and post-structural approaches to issues of power, diversity, solidarity, and social change. Both
activist and scholarly writing will be used as we place intense academic debate in the context of feminist social
movement from the 1960s to the present, including the challenges of racism, homophobia, separatism, elitism,
ableism, etc. The differing implications of critical and post-structural approaches for value based research,
education and activism will be explored with specific reference to diverse literatures and practices. Course
themes will be chosen in consultation with students to incorporate their own research and interests. Students
who wish to consider these questions with relation to education and activism in other social movements (i.e.,
indigenous, anti-globalization environmental, anti-racist, anti-colonial, disabilities, anti-psychiatry, etc.) are
welcome to do so in their course papers.
AEC3182 H
Citizenship Learning and Participatory Democracy
This seminar focuses on the connections between lifelong citizenship learning and participatory democracy. We
start by analyzing theoretical debates on citizenship, democracy, governance, and political participation, and the
implications of these theories for the study and the practice of citizenship education, on the one hand, and of
participatory democracy, on the other. Next, we review key prior research findings on citizenship learning (in
formal, nonformal and informal settings), and will examine different models of citizenship education, looking at
their purposes, methods, contents and impact. With this background, we identify and interpret our own
experiences of lifelong and lifewide civic and political learning. In the second part of the course, we concentrate
on the pedagogical dimensions of experimental designs of participatory democracy, with a focus on participatory
budgeting. We analyze selected Canadian and international case studies of participatory budgeting, and discuss
new experiments like legislative theatre and children’s participatory budgeting. Throughout the course, the study
of lifelong learning and democratic citizenship is related to discussions about the state, the market and civil
society, global-local dynamics, inequalities, power, social reproduction and social change. The course includes a
variety of formats (class discussions, instructor’s lectures, videos, guest speakers, group work, and visits to
community gatherings).
AEC3183 H
Mapping Social and Organizational Relations in Education [RM]
This course teaches institutional ethnography (IE), a powerful method of social analysis for marginalized people
in our society developed by feminist sociologist, Dorothy E. Smith, Professor Emerita at OISE/UT. IE begins
with people’s everyday experiences, and provides a way of exploring how ruling relations shape their
experiences and practices. The course begins with the epistemology and theoretical traditions that inform IE,
discusses IE’s core concepts and procedures, examines the major tools associated with IE, and provides
opportunities for practice. Explorations will include, but will not be limited to, textual analysis; the overlapping
relations of gender, race, class and other axes of difference in organizations; and the enactment of power in
international development contexts.
Pre-requisite: At least one research methods course at the masters level, or by instructor’s permission.
AEC3211 H
Counselling and Researching in Context: Critical Perspectives on Counselling and Health Promotion Research
The course is intended for students who plan to conduct research in the fields of counselling or health
promotion. Published research in these two domains will be reviewed, including treatment outcome and program
evaluation, gender and diversity issues in counselling and health promotion. Students will be encouraged to
consider their life experiences, values and worldviews in constructing their research plan.
AEC3215 H
Seminar in Counselling Psychology: Part I
Specific issues of counselling and psychotherapy are examined within an integrative framework of emotional
processing. An in-depth examination of a counselling model will be included. Open to doctoral students in
Counselling Psychology only.
AEC3216 H
Seminar in Counselling Psychology: Part II
This course will focus on the application of a counselling model introduced. Students will be required to see
clients and develop mastery in the use of theory and techniques. They will gain experience in case formulation,
the application of marker-guided interventions and the development and maintenance of the therapeutic alliance.
Prerequisite: AEC3215H
AEC3217 Y
Practicum II: Interventions in Counselling Psychology
A course aimed at the further enhancement of counselling skills through the integration of clinical experience and
research. Ph.D. and Ed.D. students in Counselling Psychology are required to complete a 500 hour practicum
field placement in conjunction with this course. All students must arrange their practica in consultation with the
Department's Coordinator of Internships and Counselling Services. Continuing students should plan to contact
the Coordinator by March 15 (preferably earlier) and new students as soon as they have been notified of their
acceptance to the program.
AEC3218 H
Research Seminar in Counselling [RM]
A weekly seminar focusing on design and methodology in counselling and psychotherapy research. Students will
analyse and redesign representative studies in the counselling literature. Each student will design a study or
research program based on a thorough review of a particular counselling research area. It is expected that the
review and research design will serve as a basis for a dissertation proposal for many students.
Open to Counselling Psychology students only.
AEC3224 H
Individual Cognitive and Personality Assessment
This course serves as an introduction and orientation to issues in psychological assessment. The principles of
appropriate and ethical testing are reviewed with emphasis on psychometric theory, test standards, multicultural
competence, and communication of findings. Supervised practical experience is provided in the administration
and interpretation of representative tests of intellectual achievement, personality, neuropsychological, and
occupational functioning to adults. Limited to Counselling Psychology for Psychology Specialists students.
AEC3225 H
Assessment and Diagnosis of Personality and Psychopathology
This course serves as a continuation of 3224H, with a focus on the critical analysis and in-depth understanding
of selected theories of personality and diagnostic systems. Within this context, the results of personality
inventories, standardized diagnostic interviews, behavioural measures, and neuropsychological tests will be used
to prepare case formulations and treatment plans for adults.
Prerequisites: AEC3224H and 3258H (Stermac's)
Limited to Counselling Psychology for Psychology Specialists Doctoral students.
AEC3234 Y
Research Seminar in Multicultural Studies [RM]
This course will familiarize students with current issues in multicultural studies. Particular emphasis will be given
to understanding the rhetoric of quantitative and qualitative research. The course is appropriate for students
considering a dissertation proposal in intercultural studies as well as for students wishing to become
knowledgeable in this area. A weekly seminar will focus on design and methodology in multicultural research.
Students are required to demonstrate mastery of at least one area of research related to multicultural studies.
They will review, analyse, and redesign representative studies in the multicultural literature. It is expected that for
many students the review and research design will lead to the development of thesis proposals.
AEC3253 H
Individual Reading and Research in Counselling Psychology: Doctoral Level
Description as for AEC1252.
AEC3258 H
Special Topics in Counselling Psychology: Object Relations Theory: Part II
This course covers Melanie Klein's development of the Depressive Position with an emphasis on understanding
the object relations of this position, its main anxieties, emotional development and main psychological defence
mechanisms. Case examples involving depressive reactions, manic defences, and reparation will be discussed.
AEC3258 H
Special Topics in Counselling Psychology: Object Relations Theory: Part III
The Early Stages of the Oedepies Complex. In this Part modifications of the Oedepies theory, its object
relations, and development will be presented. Melanie Klein's Psychoanalytic Technique with children and adults
will be discussed.
AEC3258 H
Special Topics in Counselling Psychology
A course designed to permit the study (in a formal class setting) of a specific area of Counselling Psychology not
already covered in the courses listed for the current year. The topics will be announced each spring in the
Winter Session and Summer Session timetables.
AEC3258 H
Special Topics in Counselling Psychology: Theories of Psychopathology: Etiology and Diagnosis
This course will present a critical examination of current theories and etiological perspectives on
psychopathology. Students will be expected to acquire an in-depth understanding and knowledge of the defining
characteristics of major clinical/psychological disorders as well as current diagnostic systems and practices.
.
AEC3258 H
Special Topics in Counselling Psychology: Body and Self Experience at the Intersection of Body and Culture: An Advanced Research
Seminar
The goal of this seminar is to facilitate the research process of students who conduct thesis work on topics
which examine the relationships between body and culture and the impact of these relationships on self and body
experience as well as on body practices. The course, hence, focuses on research that is located at the
intersection of psychology and sociology.
AEC3260 H
Psychopathology and Diagnosis
This course is designed to provide an in-depth understanding and working knowledge of the defining
characteristics of major clinical/psychological disorders as well as current diagnostic systems and practices.
Students will develop skills in synthesizing clinical material and formulating/making differential diagnoses based
on the Diagnostic and Statistical Manual of Mental disorders (DSM-IV-TR). The course will also provide some
opportunity to critically examine current theories and etiological perspectives on psychopathology with attention
to gender and cultural issues. The course material will include video recordings for illustration of diagnostic
issues and clinical syndromes as well as for practice purposes. [For Ph.D. students in Counselling Psychology
only.]
AEC3267 H
Training for Counsellor Supervision
This course is designed to increase students' theoretical knowledge, conceptual understanding and competencies
in clinical supervision. In addition to class work, students will act as trainee supervisors with Counselling
Psychology faculty who are teaching the Master's Practicum Course AEC1203Y or with psychologists in the
field who are acting as Internship Supervisors in one of our field settings. Students will have the opportunity to
discuss research and theoretical issues, develop practical skills relevant to supervision, develop a personal
supervision approach, and understand the professional supervisory role and the ethical issues pertaining to
supervision.
Note: For doctoral students in Counselling Psychology only.
AEC3268 Y
Ph.D. Internship
This course requires the completion of at least 2000 hours of internship under the supervision of a registered
psychologist. Students will register in the course once the placement has been arranged and approved by the
course instructor. Placements are generally expected to fulfil the criteria of the Association of Psychology
Postdoctoral and Internship Centres (APPIC). The internships may be served in a variety of settings and will
normally involve instruction in psychopathology, training in differential diagnosis and assessment, case
conceptualisation, treatment planning, a variety of psychotherapeutic approaches, case management, and other
related tasks. All students must have a formal diagnosis and assessment component as part of their internship
hours. It is expected that students will involve themselves in such activities as diagnosis and assessment, case
conceptualisation, treatment planning, psychological interventions, consultations with other professionals, report
writing, case conferences, and other activities relevant to professional training. It is also generally expected that,
where possible, students will have contact with clients reflecting a range of diversity (e.g., clients who derive
from various cultural, ethnic, social or linguistic groups and/or who bring other types of minority issues, such a
gender identity or disability). Students are expected to find placements at training sites accredited by the Canadian
Psychological Association (CPA) or the American Psychological Association (APA), or equivalent.
Note: For Ph.D. students in Counselling Psychology only.
AEC3269 H
Research Seminar in Critical Multicultural Counselling and Psychotherapy (Doctoral Level)
This course will familiarise doctoral students with current issues and debates concerning the theory and practice
of counselling and psychotherapy in a multicultural society. The course seeks to define, redefine and locate
multicultural counselling and psychotherapy research within the broader economic, social and political contexts
of health care provision and practices (particularly in Canada). Through a post-colonial critique of psychiatry,
clinical and counselling psychology, psychoanalysis, psychotherapy and counselling, the course attempts to raise
questions regarding the theory, practice and research with ethnic minority clients. The course also offers a
critical examination of the concepts of multicultural, multiethnic, cross-cultural, inter-cultural and other
nomenclatures, particularly assessing the epistemological and ontological histories and complexities in relation to
psychological frames of thinking and feeling. Particular emphasis will be given to understanding the relationship
of qualitative and quantitative research in this field. The course will also respond to significant developments
within the wider context of ‘discourses of the other’, for example, feminist research methods, research and
class, disability and sexual orientation will form part of the discussion in seminars. The course is appropriate for
students considering a dissertation proposal in multicultural counselling and psychotherapy. A weekly seminar
will focus on research methods and methodologies, the design and structure of the research, sampling
procedures, ethical issues, empirical constraints and production of new knowledge/s. Students will review,
analyse and redesign representative studies in multicultural counselling literature which will eventually lead to a
doctoral thesis proposal.
AEC3270 H
Ed.D. Internship
All students completing an Ed.D. in Counselling Psychology for Community Settings will be required to complete
the doctoral internship course. This course requires the completion of at least 500 hours of internship under the
supervision of an experienced psychotherapist or counsellor approved by the Counselling Psychology Internship
Coordinator. Ed.D. students in the Counselling Program have been completing this 500-hour internship
requirement since the inception of this program. We wish to ensure that the completion of this requirement
appears on the student’s transcript as a completed course requirement.
Students will register in the course once the placement has been arranged and approved by the course instructor.
The internship may be accomplished on either a full-time or part-time basis.
The internships may be served in a variety of settings and will normally involve case conceptualisation, treatment
planning, counselling interventions, consultations with other professionals, report writing, case conferences, and
other activities relevant to professional training. It is also generally expected that, where possible, students will
have contact with clients reflecting a range of diversity (e.g., clients who derive from various cultural, ethnic,
social or linguistic groups and/or who bring other types of diversity issues, such a gender identity or disability).
AEC3271 H
Additional Doctoral Practicum
This optional practicum course is an additional practicum course that is available to Counselling Psychology (CP)
program students at the PhD or EdD level. Students take it as an optional course beyond their program
requirements. The course exists entirely to support students’ development of their clinical skills. PhD students
may register in this course any time that they commence a field placement experience under the supervision of a
registered psychologist, providing that the placement is unpaid. Similarly EdD students may register in this
course any time that they commence a field placement experience under the supervision of an appropriately
trained professional psychotherapist, providing that the placement is unpaid. Students may register in this course
multiple times to permit a broad variety of assessment, intervention and supervisory experiences. Students may
register for this course only with the permission of the course instructor. There are three restrictions on
enrollment: 1) There is a signed agreement between the supervisor and the student with regard to the new skills
that the student will acquire. 2) For each registration, the student must remain in the placement for a minimum of
100 hours to ensure that the supervisor has had ample time to observe and evaluate. 3) The total of clinical
hours accrued in each registration in this open practicum course will not normally exceed 500 hours.
CTL1000 H
Fondements de l' étude des programmes scolaires
Ce cours fait partie des cours requis pour l'obtention de la maîtrise. Il est également requis pour les étudiant(e)s
du doctorat du programme CSTD ne l'ayant pas complété plus tôt pendant leur programme de maîtrise. Le but de
ce cours est d'appliquer la théorie et la recherche à l'étude des programmes d'enseignement. Le cours (1) fournit
un langage propice à la conceptualisation ; (2) examine les principaux thèmes traités dans la littérature ; (3)
fournit un cadre qui porte à réfléchir aux changements à apporter aux programmes d'enseignement ; et (4) aide
les étudiant(e)s à développer un esprit critique et analytique approprié à la discussion des problèmes rencontrés
dans les programmes d'enseignement.
CTL1002 H
Planification de la programmation pour un enseignement efficace
Ce cours présente des modèles qui permettent la mise en oeuvre des principales composantes de la
programmation comme: a) l'identification des résultats généraux et spécifiques d'un cours ou d'un module; b) la
planification de projets à long terme; c) l'élaboration d'outils d'intervention par rapport à differentes stratégies. La
résolution de problèmes constituera un élément important des composantes étudiées.
CTL1002 H
Curriculum Development for Effective Teaching
This course defines and illustrates methods for completing important curriculum development tasks such as (a)
identifying appropriate course and unit objectives; (b) developing useful growth schemes; (c) developing
effective teaching techniques; and (d) constructing practical assessment strategies. Particular attention will be
given to problem-solving skills.
CTL1003 H
Language Arts in Primary Education
An analysis of the components of language arts programs in the early years. The course will focus on reading
and writing development in preschool and primary education, and will include a wide range of methods and
materials of instruction, child- and teacher-centred philosophies, reading in the content areas, assessing growth in
reading and writing.
CTL1007 H
Communities of Learning: Teachers constructing professional knowledge
This course theorizes and operationalizes teacher development in a social and cultural structure: teacher book
clubs. The course organizes teacher book clubs as communities of learners to socially and interdependently
explore the construction of knowledge and relational learning, the related concept of communities of learners
and, narrative as an heuristic for making sense and developing meaning. By integrating the three theoretical
orientations, the course seeks to help teachers more fully understand how they learn, think, and develop their
professional knowledge and identity. The class is organized into book clubs so that the collective membership,
through their own practices and theorizing, develop a praxis for including communities of learners in school
settings.
CTL1008 H
Children's Literature as a Foundation of Literate Behavior across the Curriculum
This course is designed to acquaint teachers with a broad spectrum of literature for children and young adults.
An examination of the nature and function of the study of literature and culture in elementary schools. This
course is designed for experienced teachers who will develop programs, select texts, explore interpretations, and
consider implications and applications for schools. Please note that this course involves extensive online
discussion, as well as face-to-face meetings, and a storytelling assignment.
CTL1009 H
Theory and Practice in Elementary Literacy Instruction
This course examines a number of theoretical perspectives on literacy, learning and instruction, exploring their
implications for work with students in primary/junior/intermediate classrooms. Topics such as literacy across
the curriculum, reading comprehension, beginning writing instruction, use of media and technology in writing,
and sociocultural influences on literacy learning, will be explored in terms of various theoretical approaches.
Students will carry out an action research project on a literary topic.
CTL1010 H
Children's Literature within a Multicultural Context
This course explores ways to bring children, cultural diversity and literature together in an interactive manner.
Stories - whether traditional folktales or contemporary multicultural works - not only help define a child's identity
and understanding of self, but also allow others to look into, appreciate, and embrace another culture. Class
discussions revolve around an annotated bibliography of articles and books concerned with multicultural
children's literature prepared specifically for the course and designed primarily for teachers in mainstream as well
as ESL (English as a Second Language) and heritage language classes. The practical aim is for teachers to learn
how to take advantage of the cultural diversity and interests that children of varied backgrounds bring to the
classroom and to explore themes in folklore in order to open up the world of literature to all their students. The
focus is to develop strategies for engaging students in classrooms in meaningful dialogue about diversity using
the medium of personal interaction with the multicultural text. Throughout the course, we focus on how to
encourage students to share their own cultural stories and "border cross" from one world to another. Particular
emphasis is placed on the relevance of multicultural children's literature to minority students' self-esteem and
literacy formation and to the school's relationship to minority and majority communities in addition to its
relevance in confronting issues of human rights and social justice.
CTL1011 H
Anti-Oppression Education in School Settings
In this course we will identify ways that systems of oppression and oppressive educational practices manifest
themselves in school settings - for example, within interactions between teachers and students; administrators
and students; students and students; students and the curriculum; teachers and the curriculum; administrators
and teachers; teachers and parents; parents and administrators - and we will discuss how we can use these
spaces or locate new ones to do anti-oppressive educational work in school settings. Emphasis in the course will
be placed on integrating anti-oppresive educational theory with anti-oppressive educational practice. We will
attempt to link our discussions of practice to theory and our discussions of theory to practice.
CTL1012 H
Curriculum for Girls and Young Women: Historical and Contemporary Issues
This course will examine how appropriate curriculum for the education of girls and young women has been
defined and delivered in Canadian schools.
CTL1014 H
Evaluation of Curriculum and Instruction [RM]
This course serves as an introduction to the strategies and techniques utilized in the evaluation of curriculum
programs. The focus will be on the assumptions, strengths, and weaknesses associated with various strategies.
Students will work through evaluation problems associated with particular curriculum programs and instructional
techniques.
CTL1016 H
Cooperative Learning Research and Practice
This course provides for practical experience of as well as understanding of innovative practices in cooperative
learning (CL). We explore rationales for and current developments (synergy, shared leadership). Topics include:
What is CL (principles, attributes); how to organize CL (structures and strategies); how does CL work (basic
elements, types of groups); teacher and student roles; benefits (positive interdependence, individual
accountability, social skills, cohesion); evaluation (forms and criteria); obstacles and problems; starting and
applying CL in your classroom (teachers' practical knowledge; collegiality; parental involvement); independent
learning and collaborative inquiry; Ministry and Board requirements; and resources and materials Group
(response trios) projects and joint seminars.
CTL1018 H
Introduction to Qualitative Inquiry in Curriculum, Teaching and Learning [RM]
Experiential learning for students new to qualitative inquiry is provided through a broad introduction to qualitative
approaches from beginning to end. A range of approaches relating to students' theoretical frameworks are
explored. Thesis students are encouraged to pilot their thesis research.
CTL1019 H
Authentic Assessment
In this course candidates will formulate a personal policy on student assessment, develop authentic assessment
tools appropriate to their teaching assignments, and assess the quality of authentic assessment strategies.
Particular attention will be given to performance assessments, portfolios, self-evaluation, cooperative assessment,
student beliefs and attitudes toward assessment, measurement of affective outcomes and professional standards
for evaluating student assessment practices.
CTL1020 H
Teaching High Ability Students
This course will critically analyze a number of curriculum models and will explore instructional strategies
currently used to program for high ability students in a variety of learning environments. Specific reference will
be made to program differentiation within a regular classroom setting. Previous courses in the education of high
ability students is not required.
CTL1024 H
Poststructuralism and Education
This course will examine the foundations of educational thought from the perspectives of Jacques Derrida, Jean-
Francois Lyotard, Luce Irigaray, Hélène Cixous, Michel Foucault, Roland Barthes, Gilles Deleuze, Julia Kristeva,
Emmanuel Levinas, and Jean Baudrillard. Educational implications and applications of poststructural philosophy
will be stressed in relation to the discursive and non-discursive limits of the scene of teaching.
CTL1026 H
Improving Teaching
A critical review of current approaches to analysing teaching and an examination of theoretical literature on the
concept of teaching. The course involves reflection on one's own teaching. Students should be currently
teaching or have access to a teaching situation. This course is most suitable for primary and secondary teachers.
CTL1027 H
Facilitating Reflective Professional Development
Reflective practice is one means through which practitioners make site-based decisions and through which they
continue to learn in their professions. This course will critically examine the research and professional literature
concerning the meaning of and the processes involved in reflective practice. Additionally, as professional
development is often associated with reflective practice, the course will also identify and examine professional
development strategies which could facilitate reflective professional development. Students will critique these
models by utilizing the concepts from the reflective practice literature.
Note: Students who have previously taken CTL4001H are prohibited from taking this course.
CTL1028 H
Constructive Feedback in Teaching
This course concerns observing and giving feedback to teachers; it is experiential and requires that students be
able to observe and work with a colleague who is currently teaching. The focus is on developing the skills of in-
depth, systematic analysis of classroom teaching and the skills of sensitive, informed, one-to-one feedback. The
course is particularly relevant to those with supervisory or professional development responsibilities.
Note: Students who have previously taken CTL4002H are prohibited from taking this course.
Prerequisite: Permission of instructor.
CTL1029 H
From Student to Teacher: Professional Induction
This course critically examines the various conceptual and structural approaches to teacher education, including
an inquiry-based, transformative orientation. Participants engage in their own inquiries, exploring the ways in
which they construct professional knowledge in their own lives, and in which other professionals in transition
participate in their professional development. Theoretical perspectives, research metholologies and research
findings are discussed for the purposes of deepening our understandings of our current teaching and research
practices, and of engaging in the ongoing construction and reconstruction of professional knowledge.
Note: Students who have previously taken CTL4004H are prohibited from taking this course.
CTL1031 H
Language, Culture, and Identity: Using the Literary Text in Teacher Development
The literary text is used as a vehicle for reflection on issues of language and ethnic identity maintenance and for
allowing students an opportunity to live vicariously in other ethnocultural worlds. The focus is on
autobiographical narrative within diversity as a means to our understanding of the "self" in relation to the "other".
The course examines the complex implications of understanding teacher development as
autobiographical/biographical text. We then extend this epistemological investigation into more broadly conceived
notions of meaning-making that incorporate aesthetic and moral dimensions within the multicultural/anti-
racist/anti-bias teacher educational enterprise.
Note: Students who have previously taken CTL4007 are prohibited from taking this course.
CTL1032 H
Knowing and Teaching
This course examines how knowledge is developed, explores the relationships among different kinds of
knowledge (e.g., moral, scientific, religious, aesthetic), and identifies the various philosophical bases of such
school subjects as English, history, and math. It examines the relationship between issues about knowing and
issues about teaching. For example, the questions of what and how we should teach are addressed from the
standpoint of different kinds of "knowing." The course is oriented toward secondary school but is not confined
to any particular subject-matter specialty. It is not assumed that students will have a background in philosophy.
CTL1033 H
Multicultural Perspectives in Teacher Development: Reflective Practicum
This course will focus on the dynamics of multiculturalism within the individual classroom and their implications
for teacher development. It is intended to examine how teachers can prepare themselves in a more fundamental
way to reflect on their underlying personal attitudes toward the multicultural micro-society of their classrooms.
Discussions will be concerned with the interaction between personal life histories and the shaping of assumptions
about the teaching-learning experience, especially in the multicultural context. The course will have a "hands-on"
component, where students (whether practising teachers or teacher/researchers) will have the opportunity to
become participant-observers and reflect upon issues of cultural and linguistic diversity within the classroom.
Note: Students who have previously taken CTL4009 are prohibited from taking this course.
CTL1036 H
Thoughtful Teaching and Practitioner Inquiry
This course will explore the view that teachers are "thoughtful practitioners", the primary agents of schooling. It
will focus on the empowerment of teachers through school-based inquiry and through a more adequate
understanding of the teacher's abilities and role. A small research study in a teaching context (school or
preservice) will be required in this course. Assistance will be given in research methodology for the study.
Note: Students who have previously taken CTL4012 are prohibited from taking this course.
CTL1037 H
Teacher Development: Comparative and Cross-Cultural Perspectives
In this course we explore differences in the ways "Knowledge", "Teaching", and "Learning" are constructed and
understood in different cultures, and how these affect how teachers learn and promote learning, with particular
emphasis on multicultural settings. An underlying theme is how one can best bring together a) narrative, and b)
comparative/structural ways of knowing in order to better understand teacher development in varying
cultural/national contexts. The choice of particular nations/regions/cultures on which to focus in the course
responds to the experience and interest of the students and the availability of useful literature regarding a
particular geo-cultural area with respect to the basic themes of the course.
Note: Students who have previously taken CTL4013 are prohibited from taking this course.
CTL1038 H
Change and Curriculum Implementation
This course examines the nature of educational change and its impact on the implementation of curriculum. How
change affects teachers and how new curricula affect classroom practice, form the central focus of the course.
Three basic approaches to implementation, the fidelity perspective, mutual adaptation, and curriculum
enactment, are used as a framework to examine the research on implementation and identify factors which
enhance and hinder successful change efforts. The role of professional development and strategies for effective
professional development practices in support of implementation constitute the third area of study in this course.
CTL1039 H
Teaching Writing in the Classroom
This course addresses theories of writing instruction and assessment that influence current classroom practice.
Connections between theory and practice will be explored in terms of what it means to be a writer and a teacher
of writing. Issues such as the teaching of writing conventions, writing assessment, sociocultural influences on
students' writing, and the teacher's role in guiding student writing will be examined.
CTL1040 H
Fundamentals of Program Planning and Evaluation [RM]
This course is organized around the various components of program planning and evaluation for education and
the osicla and health sciences; needs, evaluability, process, implementation, outcome, impact, and efficiency
assessments. Data collection methods such as the survey, focus group interview and observation are
introduced.
CTL1041 H
Research Methods in Education [RM]
Basic concepts, methods, and problems in educational research are considered: discovering the periodicals in
one's field, steps in the research process, developing research questions, design of instruments, methods of data
collection and analysis, interpreting results, and writing research reports.
Note: Students who have previously taken CTL2007H are prohibited from taking this course.
CTL1041 H
Introduction à la recherche empirique en éducation
L’objectif général de ce cours est de développer chez les étudiantes et les étudiants les outils qui faciliteront la
lecture critique de la recherche empirique en éducation. Les concepts de base, les méthodes et les problèmes
pertinents à la recherche seront abordés en fonction des thèmes suivants: les étapes d'un processus de recherche,
la formulation d'hypothèses, la conception et l'élaboration des instruments de recherche, les méthodes de
cueillette de données, l'interprétation des résultats et la rédaction de rapports de recherche.
CTL1042 H
Instrument Development in Education [RM]
An overview of the kinds of instruments used for collecting educational data: classroom tests and various item
types; norm-referenced and criterion-referenced standardized achievement tests; group intelligence and aptitude
tests; attitude and self-report scales; observational systems, including performance assessment and classroom
observation; questionnaires and surveys; interview protocols; reliability theory and item anlysis; and validity. The
course will focus on selection criteria for commercially available instruments, and on criteria for use in refining
researcher-designed instruments.
Note: Students who have previously taken CTL2009 are prohibited from taking this course.
CTL1043 H
Research Issues in Alternative Assessments [RM]
A review of research and issues in using alternative assessments in classroom and accountability testing, in
competency testing and quality assurance, and in program evaluation, for education and the social and health
sciences. These alternative assessments include performance, authentic, portfolio, self, peer, group, and
indivdualized assessments.
Note: Students who have previously taken CTL2010 are prohibited from taking this course.
CTL1045 H
Survey Research
The course studies survey research design and questionnaire development. Topics include single and multiple
waves research designs, sampling strategies, data collection methods (mail, telephone, computer administered,
and individual and group interviews), non-response issues, questionnaire construction and validation, and sources
of errors in self-reporting. Course content relating to the use of questionnaire as a form of data collection applies
to research designs other than survey research. Teaching and learning will be conducted through reading,
lecturing, class and internet discussion, and take-home and in class individual or small group exercises.
CTL1046 H
Training Evaluation
This course studies methods of evaluating training. Topics covered by the course include training models,
practice analysis, Kirkpatrick’s 4 level training outcome evaluation model and its variants, Return on Investment
(ROI) analysis, and measurement and design issues in training evaluation.
CTL1047 H
Self-Assessment
This course examines the concept of self-assessment and its relationship to learning and other psychological
constructs, construction and validation of self-assessment measures, psychometric properties of self-
assessment, how learners assess their learning, and how teachers and professionals in social and health services
assess the quality and effects of their practices. The course emphasizes practice as well as theory and research.
Some of the topics include methods of self-assessment, cognitive processes, psychometric issues and sources of
bias in self-assessment, correlates of self-assessment, learner self-assessment, and teacher or professional self-
CTL1060 H
Education and Social Development
This course examines the linkages between education, both formal and non-formal, and the social development
of nations, with particular focus on the process of educational policy formation for both developing nations and
developing sub-areas within richer nations. The course aims to acquaint students with the main competing
"theories" or conceptualizations of the development process and, through examination of a representative set of
recent empirical studies and "state of the art" papers, to develop an understanding of the relationships between
educational activities and programs and various aspects of social development, with an overall focus on problems
of social inequality. The overarching objective is to help develop a better understanding of how, in confronting a
particular educational policy problem, one's own theoretical preconceptions, data about the particular jurisdiction,
and comparative data about the problem at hand interact to produce a policy judgment.
Note: Students who have previously taken CTL6002 are prohibited from taking this course.
CTL1104 H
Play, Drama, and Arts Education
The examination of current topics or problems in play, drama, and arts education as related to curriculum
studies. Issues will be identified from all age levels of education as well as from dramatic play, each of the arts
disciplines, and aesthetic education as a whole. Students will address one specific topic through self-directed
learning and present the results in an appropriate form. Topics vary from year to year depending upon interests
of course members.
CTL1105 H
Narrative and Arts-Based Approaches to Research and Professional Practice.
The course examines a variety of narrative and arts-based approaches to research and professional practices.
Narrative is explored both as a fundamental form of experience and as a collection of methods used for the study
of experience. Course participants will engage in narrative, self-study research, in the review of completed
narrative and arts-based theses and dissertations, and in the creation of practical research proposals.
CTL1106 H
Spirituality in Education
This course examines the nature of spirituality. After exploring various conceptions of spirituality the course
then examines how it can be part of the school curriculum in a non threatening manner. More specifically, the
course explores the nature of the soul and how the soul can be nourished in the classroom through approaches
such as imagery, dreams, journal writing, and forms of contemplation. The arts and earth education are also
examined in this context. Finally the role of the teacher will be explored.
CTL1110 H
The Holistic Curriculum
This course will focus on curriculum that facilitates personal growth and social change. Various programs and
techniques that reflect a holistic orientation will be analysed: for example, Waldorf education, social action
programs, and transpersonal techniques such as visualization and the use of imagery in the classroom. The
philosophical, psychological, and social context of the holistic curriculum will also be examined.
CTL1112 H
Expressive Writing: Practice and Pedagogy
This course focuses on the pragmatics of expressive writing in a range of pedagogical settings. Students will
experience the ways in which a range of styles and modes of expressive writing operate in various prose forms
including personal narratives, arguments, evaluations, interviews, and reports. Students will consider the
implications of this expressivist pedagogy for educational practice from elementary to post-secondary learning.
Students will work both independently and collaboratively. Assessment will be portfolio-based.
CTL1115 H
Teacher Education and the Construction of Professional Knowledge: Holistic Perspectives
The course will focus on teacher education and the construction of professional knoweldge in teaching from
holisitc perspectives. Beginning with an exploration of the various conceptual and structural alternatives to initial
teacher education, the course then examines holistic, arts-based and narrative orientations to learning to teach and
to career-long teacher learning. The connections between professional renewal, curriculum and school renewal,
and educational research are explored.
CTL1116 H
Holistic Education Approaches in Elementary School Mathematics
This course is designed for elementary school teachers interested in experiencing math teaching as a creative and
deeply satisfying endeavour. Through class discussions, reflection activities, creative group investigations,
selected readings and a final (usually classroom-based) project, participants will be able to explore topics from
among the following: holistic math learning environments; linking math with real life; creative problem-solving;
open-ended problems; integrating math with other disciplines such as fine arts, social studies and language arts;
journal writing, use of children's literature and oral communication activities; authentic assessment; linking
assessment with instruction.
CTL1119 H
Gaining Confidence in Mathematics: Reconstructing Mathematics Knowledge and Overcoming Anxiety (K-8)
It has been well documented that many adults experience mathematics anxiety, possibly due to the traditional
way they have been taught math in their own schooling. This course utilizes a holistic approach in helping
elementary teachers to reconstruct their foundational math knowledge and overcome their anxieties. Utilizing
reform-based approaches, participants will work in small groups on selected mathematics problems and hands-
on explorations at an appropriate level of difficulty. Journal writing, group reflection and guided visualization
activities will be used to help participants become aware of, and start dealing with their emotional and cognitive
blocks in relation to mathematics. Such work opens the door to accessing one's mathematical intuition and
creativity. A discussion of how the strategies used in the course, or reported in the literature, can be adapted for
mathematics-anxious students will also be included.
CTL1202 H
Mathematics in the School Curriculum: Elementary
This course examines what mathematics should be taught, how to define and increase students’ understanding of
mathematics, classroom discourse and student engagement in elementary mathematics. The intent of the course
is to provide a gounding in mathematics education.
CTL1206 H
Teaching and Learning Science
This course involves a study of theories of learning in the context of science education, a survey of research
relating to children's understanding of concepts in science, and an exploration of strategies for more effective
science teaching.
CTL1207 H
Teaching and Learning about Science: Issues and Strategies in Science, Technology, Society and Environment (STSE) Education
A detailed study of issues in the history, philosophy, and sociology of science that have significance for science
education, an examination of the philosophy underpinning the STS movement, and a consideration of some of the
theoretical and practical problems surrounding the implementation of science curricula intended to focus on
environmental, socioeconomic, cultural, and moral-ethical issues.
CTL1208 H
Curriculum Issues in Science and Technology: An Historical Perspective
This course aims to illuminate contemporary international debate in science and technology education and to
provide some insight into the nature of curriculum change through a critical analysis of episodes in science
curriculum history.
CTL1209 H
Current Issues in Science and Technology Education
The course focuses on the design of effective strategies for exploring students' personal frameworks of meaning
in science and addresses issues of contemporary international debate about science and technology education,
including the "Science for All" movement, the "new" psychology of learning, the language of science and
technology education, politicization of science and technology education, the role of laboratory work, computers
in science education, and issues in environmental and health education.
CTL1211 H
Action Research in Science, Mathematics and Technology Education [RM]
This is an active research-based course in which participants will sharpen and develop their understanding of
issues and professional practice in science, mathematics and technology education. Working within a mutually
supportive group of practitioners, they will subject their current practice (e.g., teaching) to critical scrutiny and
appraisal, plan and attempt alternative curriculum perspectives and practices, and evaluate these in action (e.g., in
teaching). The particular focus for research will be determined by individuals or groups of individuals in the
course, in consultation with the instructor. Class members need to be active in their work - e.g., currently
working as a teacher, consultant, etc. - in order to carry out their projects. This course may be best taken after a
few courses in a Masters level program, which may provide students with some theoretical perspectives to use
in their action research. Although prior research experience would be helpful, it is not a requirement for this
CTL1212 H
Curriculum Making in Science: Some Considerations in the History, Philosophy and Sociology of Science
This course will address some key issues in the philosophy and the sociology of science and their implications
for science education at the elementary and secondary levels. Attention will also be directed towards (i) a
critical appraisal of the role of the history of science in science education , and (ii) a consideration of
pseudosciences and their role, and the distortion and misuse of science for sociopolitical goals. Course members
will have the opportunity to explore ways in which lab work, computer-mediated learning, language activities
and historical case studies can be used to present a more authentic view of science, scientific development and
scientific practice.
CTL1214 H
Equity Issues in Science Education
This course deals with issues of gender bias, Eurocentrism and other forms of bias and distortion in science and
science-technology education. It seeks a generalized approach to equity issues and examines ways in which
border crossings into the subcultures of science and science education can be eased for all those who currently
experience difficulties.
CTL1215 H
Teaching and Learning about Science and Technology: Beyond Schools
This course will focus on theoretical and practical perspectives and current research on teaching and learning
science and technology in school and non-school settings. Consideration will be given to classroom
environments, as well as science centres, zoos, aquaria, museums, out-door centres, botanical gardens, science
fairs, science hobby clubs, and media experiences. In particular, the course will focus on the nature of teaching
and learning in these diverse settings, representations of science and technology, scientific and technological
literacy, and socio-cultural interpretations of science and technology.
CTL1216 H
Teacher Leadership in Science, Mathematics and Technology Education
This course will focus on the role of the teacher leader in developing the teacher as learner in the context of
science, mathematics and technology education. Topics will include the nature of teacher's work, the
construction of teacher's knowledge, forms of teacher inquiry and reflection, providing feedback on teaching and
the social organizational conditions of schools, which support teacher leadership and learning. Participants will
use this unit to conduct some action research on teacher leadership in science/mathematics/technology
CTL1217 H
Integrating Science, Mathematics and Technology Curricula
This course focuses on curriculum issues associated with integrating school science, mathematics and
technology. Topics include the history of curriculum integration and school subjects, theoretical and practical
models for integration, strategies for teaching in an integrated fashion, student learning in integrated school
settings, models for school organization, and curriculum implementation issues. Participants will examine the
contemporary literature on curriculum integration and will be encouraged to conduct and report on some action
research into teaching practices.
CTL1218 H
Culture and Cognition in Mathematics, Science and Technology Education
This course explores the fundamentally cultural nature of all learning, but specifically learning of mathematics,
science, and technology disciplines. The course is roughly split into three major sections. We begin with a brief
overview of cultural-historical approaches to understanding learning and cognition. These theoretical frameworks
begin with the assumption that cognition is fundamentally social and cultural, always grounded in activity,
practices and communities. Secondly, we will focus on empirical research on mathematical, scientific and
technological thinking in various contexts, ranging from elementary school mathematics classes to grocery
shopping to carpet laying to theoretical physics. Finally, using the theoretical and empirical work as a foundation,
we will study approaches to instruction based on the assumption that all learning is cultural.
CTL1219 H
Making Secondary Mathematics Meaningful
Various approaches to making mathematics meaningful for, and accessible to intermediate and senior level
students will be examined in the light of recent developments in the field and the Ontario mathematics curriculum
guidelines. Throughout the course, we will focus on the question ‘making mathematics meaningful for whom,’
so an equity focus will pervade each week’s readings and discussions. Topics may include: Streaming and
school structures, the use of open-ended problems, identity issues, building on community knowledge,
classroom discourse, and assessment.
CTL1220 H
Sociocultural Theories of Learning
This course is an introduction to sociocultural theories of learning, including both historical and contemporary
views on how culture, society and history influence the nature of learning. We will begin with Vygotsky and
activity theory, and then consider a broad spectrum of current views that draw on this work.
CTL1221 H
Experiencing science education as a global educational and development endeavor
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.
CTL1302 H
Media Studies and Education
This course is an introduction to the study of contemporary media and their relation to educational practice. The
approach will be a critical one, analysing the overall cultural formation promoted by contemporary media as well
as exploring their implications for schooling - in particular, how they impinge upon the social relations of the
classroom. Part of the course will therefore include a look at both specific media practices (newspaper press,
advertising, television, rock videos) and practical curricular strategies that respond to them. The emphasis is on
understanding the media as powerfully educative forms in their own right, as well as having complex
relationships with official school knowledges.
CTL1304 H
Cultural Studies and 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.
CTL1304 H
Études culturelles et éducation
La notion de « culture » provient de plusieurs disciplines depuis le début du 20e siècle. Les « études culturelles »
représentent une synthèse récente et une re-évaluation critique de quelques unes ces approches, en faisant surtout
ressortir les retombées pour les professionnels de l'éducation dans le domaine des sciences humaines. Le cours
abordera les enjeux générés au sein de cette tradition, surtout en reprenant des textes clés, incluant les médias
populaires, les films et les vidéos de langue française, pour examiner les versions structuralistes, ethnographiques,
féministes et postmodernes des études culturelles afin de mieux cerner comment ces approches reformulent une
pratique enseignante en ce qui se concerne de la culture contemporaine.
CTL1306 H
La recherche qualitative en éducation: bases théoriques et pratiques [RM]
Le cours a pour but d'initier les étudiantes et les étudiants à l'analyse qualitative dans le domaine de la recherche
en éducation. Le premier objectif du cours est de se pencher sur la nature même de la recherche qualitative et sa
relation avec la théorie. Différentes façons de concevoir la recherche qualitative seront donc examinées. Dans un
deuxième temps, les étudiantes et les étudiants se familiariseront avec cinq techniques de cueillette de données:
l'observation, l'entrevue, l'analyse de contenu, le récit de vie et la recherche-action.
CTL1306 H
Qualitative Research Methods in Education: Concepts and Methods [RM]
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.
CTL1307 H
Identity Construction and Education of Minorities
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 Ontario.
CTL1307 H
Identité collective et éducation minoritaire de langue française
-
Le cours a pour but de se pencher sur le rôle de l’école de langue française dans le processus de construction
identitaire des élèves. Dans le contexte du cours, l’identité est conçue comme étant le résultat d’une construction
sociale. Des concepts-clés tels que l’identité, l’ethnicité, la race, la culture, la langue et l’assimilation sont
d’abord examinés. Par la suite, le cours se penche sur les politiques et les programmes existants dans les écoles
de langue française en Ontario, dans le but de faire une analyse critique de la contribution de ces dernières au
processus de construction identitaire des élèves.
CTL1309 H
Les stéréotypes sexuels dans les programmes scolaires
Le cours veut permettre aux étudiantes et aux étudiants de comprendre comment l'école, par ses programmes,
son matériel scolaire et son personnel enseignant, contribue à reproduire les rapports d'inégalités qui s'établissent
entre les hommes et les femmes dans la société. L'analyse s'intéressera au rôle de l'école en tant qu'agent de
socialisation ainsi qu'aux efforts gouvernementaux en matière d'égalité entre les sexes. Par la suite, une analyse de
contenu du matériel scolaire utilisé dans les écoles de langue française de l'Ontario viendra se greffer au cours.
CTL1312 H
Democratic Citizenship Education
Preparation for ‘democracy’ and citizenship is ostensibly a central goal of public education: What does this
citizenship imply, who is heard in ‘public’ decision making, and how might active democratic citizenship be
‘taught’ and learned? Diverse individuals, cultures, and nations understand democracy in different ways, and
political space is gendered: This course examines contrasting understandings of and approaches to political
(governance), social (inclusivity), and transnational (peacebuilding) citizenship, democratization, and citizenship
education, drawn from comparative international and Canadian research and cases, especially in school settings.
Themes include conflict and controversy, critique, cultural/ gender/ sexual diversities, human rights, justice,
development and peacebuilding. Emphasis is given to curriculum, conflict management, and governance in
public elementary and secondary schools in various cultural contexts. Participants will learn to analyze and
assess educational experiences, in light of theory, research, and their own democratic citizenship education goals.
CTL1313 H
Gender Equity in the Classroom
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.
CTL1318 H
Teaching Conflict and Conflict Resolution
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.
CTL1402 H
Adaptive Instruction in Inclusive Classrooms
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.
CTL1602 H
Introduction to Computers in Education
An overview of the uses of computers in education and consideration of critical issues of those uses;
recommended as a first course in this area. Current practice and research in the use of computers to guide
instruction are examined. Includes aspects of computer-aided learning: computers in the schools, computer-
managed instruction, computer assisted instruction, internet resources, computer mediated communication,
virtual reality, and artificial intelligence applications. Specific topics change each year. It is strongly
recommended that this course be taken early in the student’s program.
CTL1603 H
Introduction to Knowledge Building
This course examines the role that knowledge building can play in school and work settings. We will review the
distinction between knowledge building and learning, analyze recent knowledge building literature, and discuss
socio-cultural, logistical and design considerations when constructing an online Knowledge Building community.
Students will visit and study existing Knowledge Building communities as one of the course assignments.
CTL1606 H
Computers in the Curriculum
This course deals with the use of computers in schools as tools for students in curricula other than computer
studies. The role that technology can play in school restructuring is examined. Also included is a discussion of
issues related to teacher training and classroom implementation, and the ways in which technology applications
can influence the curriculum content and process. The major emphasis is on determining the specific
educational needs (of students, teachers, etc.) that computers can meet.
CTL1608 H
Constructive Learning and Design of Online Environments
This course will examine the theory and research that underlies constructivist learning and its historical and
philosophical roots. The educational applications that have developed out of these ideas, like problem based
learning, collaborative learning and knowledge building will be explored in regards to how such concepts can
inform and enhance the design of online environments and methods of teaching. We will look at different
learning environments, both research projects and applications current in the field that instantiate various
elements of these ideas.
CTL1609 H
Educational Applications of Computer-Mediated Communication
A survey of the use of computers for human communication for educational purposes. Applications and issues
of teaching and learning in the online environment, related to all levels of education, are examined. The course is
conducted via OISE/UT's computer conferencing system.
CTL1612 H
The Virtual Library (Non-Credit)
The Virtual Library is a seven module course addressing students' information retrieval needs in a rapidly-
changing technological environment. The course covers hardware and software requirements; access to online
catalogues, online databases; electronic journals and theses; educational resources on the World Wide Web;
bibliographic software packages and the new requirements for citing electronic publications.
CTL1797 H
Practicum in Curriculum: Master's Level
Supervised experience in an area of fieldwork, under the direction of faculty and field personnel.
CTL1798 H
Individual Reading and Research in Curriculum: Master's Level
Specialized, individual study, under the direction of a member of the teaching staff, focusing upon topics of
particular interest to the student. Although credit is not given for a thesis investigation proper, the study may be
closely related to a thesis topic. A student wishing to enrol in CTL1798 is required to complete, in typewritten
form, an Individual Reading and Research Course form, including an appropriate bibliography, describing the
rationale and plan of study for the course. This course proposal must be signed by the student's faculty advisor
and the instructor with whom the course will be taken, and then submitted for approval to the department's
academic programs standing committee.
CTL1799 H
Special Topics in Curriculum: Master's Level: Historical and Contemporary Issues in Disability Studies: A View from the Inside Out
This course explores historical and contemporary issues in the study of disability. There are three central
themes. First and generally, through an examination of texts produced by writers with a variety of disabilities,
students will be challenged to examine their own and society's views of disability by comparing their views with
those reported by the insiders. Second and more specifically, an examination of society's historical and
contemporary treatment of persons with disability will provide the impetus for further challenges to students'
views of disability. Through the exploration of society's stigmatization and devaluing of persons with intellectual
disability, students will develop a deeper understanding of the social role valorization of people with disabilities.
Finally, this course seeks to promote a greater awareness of the experiences of people with disabilities and to
contribute to social change by performing acts of advocacy that arise from these challenges to our beliefs.
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CTL1799 H
Special Topics in Curriculum: Master's Level: Strategies and Techniques for Teaching
The focus of this course is on the creation of effective learning environments and the use of advanced teaching
strategies and techniques that are responsive to the diverse learning styles and needs of learners. The theoretical
foundation and practical application of a variety of teaching approaches will be explored and critically assessed
within the context of sound curriculum design principles and processes, and the literature.
CTL1799 H
Special Topics in Curriculum: Master's Level: Effective Instructional Strategies in Mathematics: Research and Practice
This course will critically examine current research on instructional strategies and its implications on effective
teaching practice in elementary mathematics education. Implementation and integration of instructional strategies
such as graphic organizers, critical thinking models and cooperative learning in the teaching/learning process will
be explored.
CTL1799 H
Special Topics in Curriculum: Master's Level: Anti-Racism Education: Interrogating Knowledge Power and Difference in Local and Global
Contexts
This course examines the articulations of knowledge, power and difference in local, school-based settings
through the discursive paradigms of critical multiculturalism and anti-racism education. These paradigms pose a
challenge to the euro-centric dominance in education and provide a critical methodology for educational and
social change based on equity and inclusion. The course will further examine how issues of knowledge, power
and social difference are complexly implicated within systems of oppression and domination related to race,
class, gender, religion, language, disability and sexuality. These categories represent both sites of marginality as
well as spaces for resistance and political mobilization. Broader implications that link knowledge, power and
difference within a global context will be examined through anti-colonial discourses, globalization, environmental
racism and indigenous knowledges. A new model for re-thinking schooling in a way that seeks to synthesize
some of these local and global dimensions into an integrated context for teaching and learning, will be presented
as a 'critical integrative framework for multi-centric education'. This new framework links indigenous
knowledges, spirituality, representation, community and language together in an attempt to create a new
paradigm for delivering education in plural societies.
CTL1799 H
Special Topics in Curriculum: Master's Level: Curriculum Processes
This course examines the production and use of curriculum through the curriculum cycle of development,
implementation, and evaluation. The theoretical underpinnings of major models associated with each component
of the cycle are studied to identify their effects on the final curriculum and how it enhances the education of the
student. Students will learn how to identify, adapt, and apply different approaches for each aspect of the cycle
to achieve particular curriculum characteristics and/or to enhance the effectiveness of particular curricula. The
knowledge and skills required by practitioners for each component of the cycle will be identified.
CTL1799 H
Special Topics in Curriculum: Master's Level: Social Imagination and the Curriculum
The conjunction of social norms, imagination and the experience of narrative worlds is as important in
curriculum as it is in teaher education. Concerns about electronically fabricated media "realities" and their
curricular implications provide the background for the course. The following themes structure the course
content:
1) The fictionalization of reality. 2) Aesthetically shaped life worlds. 3) The crisis of social recognition. 4) Moral
imagination. 5) Encounters of ethos in informal curricula, attending to multicultural dimensions of the encounter.
6) Judging moral dimensions of experiential and fictional narratives. 7) A social imagination curiculum, for
students and teachers. It makes contributions to a field that is highly relevant and controversial in current social
CTL1799 H
Special Topics in Curriculum: Master's Level: Les principes de la mesure et de l'évauation des apprentissages
Le cours propose l'intégration de l'évaluation à la situation enseignement - apprentissage. Il analyse le paradigme
mesure - évaluation - décision en se penchant sure la typologie psychométric des tests, la théorie de la
généralisabilité, les évaluations à grande échelle, les évaluation alternatives comme le portfolio. Les activités du
cours porteront sur l'élavoration et la gestion des épreuves, la notation des résultats, la clarification des approches
d'évaluation, l'appréciation des compétences langagières.
CTL1799 H
Special Topics in Curriculum: Master's Level: Independent Knowledge Construction in School Science & Technology
This course explores theoretical underpinnings and practical implications of student-directed, open-ended
scientific investigations and invention projects in the context of elementary and secondary formal and informal
school settings. In addition to readings, seminars, lectures, and class exercises, students will be expected to
direct an open-ended scientific investigation or invention project of their design.
CTL1799 H
Special Topics in Curriculum: Master's Level: Research on Students' Conceptions of Science and its Applications in Practice
This course explores 1) research on students' conceptions of the nature of science, 2) conceptual change models
that guide studies on students' conceptions, 3) the effectiveness of new teaching strategies designed to address
conceptual change learning and 4) studies on students' and teachers' conceptions of learning and teaching.
Central questions that will guide discussions throughout the course include: What are conceptions? What should
we make of students' conceptions? Are students' conceptions something to be exchanged, or is it enough to
recognize that how you think about scientific phenomena differs from how others think about them? Do
cognitive models of learning offer sufficient explanations for students' conceptions and how to change them?
How can we organize educational practice in a way that deals effectively with students' conceptions?
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CTL1799 H
Special Topics in Curriculum: Master's Level: Motivating the Academically Unmotivated
Motivational variables such as students’ interests and goals have considerable impact on their academic
performances. This course focuses on the multidimensional nature of motivational forces such as interest,
achievement goals, task value and self efficiency. Only by acknowledging and studying the interaction of these
variables will we be able to help our academically unmotivated students.
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CTL1799 H
Special Topics in Curriculum: Master's Level: Holistic Approaches in the Elementary Mathematics Curriculum Part II: A Focus on
Classroom Implementation Issues
This course is a sequel to CTL1116. Various holistic approaches for the elementary math curriculum will be
examined, focusing on classroom implemention issues, procedures and techniques. Strategies for dealing with
various issues will be developed, keeping in mind the reality of Ontario elementary schools. Class members will
normally be expected to conduct a classroom-based project involving the implementation of some new
approach(s) or technique(s) with their students. Prerequisite: CTL116, or permission of instructor.
CTL1799 H
Special Topics in Curriculum: Master's Level: Arts, Pedagogy and Classroom Communities
The intersections between the construction of self and the understanding of others in arts education projects will
be the focus of this course. We will examine, in particular, the implications of drama education practices as they
ask students to understand their particular gendered, cultural, sexual, racial, ethnic, and class-based identities in
relation to the broader social world around them. Exploring pedagogical actions in relation to recent research in
feminism, drama and arts education, this course will examine the philosophical underpinnings of the arts' and
especially drama's potential as education and in education to build support networks in classrooms which favour
participation of all individuals at their highest potential.
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CTL1799 H
Special Topics in Curriculum: Masters Level: Collaborative Cultures in Inclusive Schools
The term 'collaboration' has become commonplace in current Ministry of Education documents, such as
Learning for All (2009), and Growing Success (2010) and the Toronto District School Board's Vision of Hope
(2010). But what is collaboration, and what form does it take in a school? How is it built, or destroyed? The
course will compare delivery models in traditional school cultures and those in which staff work as a
professional learning community. Case materials, both from documented conflicts and participants' experiences
will be used to show how individuals (administrators, teachers, resource and support staff) engage in a
collaborative problem solving to resolve staff conflicts about roles and responsibilities, and align their vision of
service delivery in order to share a collective responsibility for their students. Shared tasks include preparing
IEPs, concduction school team meetings, generating and sometimes co-teaching curriculum, and deploying
resources such as EAs and Special Education personnel. An important role in collaboration features the students
themselves.
CTL1799 H
Special Topics in Curriculum: Master's Level: The Visual Arts as a Teaching/Learning Strategy
The visual arts as experience and language greatly influence the ways we understand the world. The Common
Curriculum, new technological interfaces, as well as theories about thinking styles and the teaching-learning
dialogue, all emphasize the vocabulary of creative/artistic approaches. This course examines, through theoretical
discussions and practical experience, the place of the visual arts for teachers and learners.
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CTL1799 H
Special Topics in Curriculum: Master's Level: Cultural Studies and Multicultural/ Anti-Racist Education
This course involves utilizing cultural studies to re-examine, critique and present a supplement and/or alternative
to multiculturalism and anti-racism, two discourses that are dominant in addressing socio-cultural difference and
social justice in Canadian and American education and societies. Emphasizing American critical multiculturalism
and Canadian anti-racism, the course renders multiculturalism and anti-racism "floating signifiers" and cultural
studies a bridge between and/or an alternative to these traditionally discrete discourses.
CTL1799 H
Special Topics in Curriculum: Master's Level: Holistic Education in the Information Age
This course explores ways in which holistic learning can be supported and enhanced by computer technology.
Computer-supported environments and resources which enable new types of holistic learning will be examined,
e.g. Web resources for holistic or arts education, tools for creative expression, online communities of learners,
collaborative projects among schools involving intercultural exchanges or connecting school children and
professionals, etc. Course activities will include guest presentations, group work, discussion of readings,
reflection, and hands-on projects. Students will be guided in online communication, researching Internet
resources for holistic learning, designing a holistic learning experience and creating a computer based
presentation or portfolio. Basic computer skills are required.
CTL1799 H
Special Topics in Curriculum: Masters Level: 21 Century Competencies, Multiliteracies, and Assessment
This course explores the role education might play in increasing student's capacity for knowledge creation, with
emphasis on 21st century competencies, multiliteracies, and assessment. Knowledge creation and innovation
have risen to high prominence given pressing social and economic concerns. Nations across the world,
including those performing well on current-day assessments, are engaged in reforms aimed at preparing citizens
for Knowledge Age work. New forms of engagement and assessment are required, to both drive and evaluate
change. Innovative practices often do not show significant, positive advances over traditional practices,
presumably because current-day assessments under-represent new-age competencies. We will explore the
strengths and limits of innovative educational practices in light of 21st century competencies and multiliteracies,
and we will design assessments that might be used to increase the relevance of these models to 21st century
CTL1799 H
Special Topics in Curriculum: Masters Level: Pedagogies of Solidarity
Taking as a starting point a conception of pedagogy that centres relational encounters, this course seeks to
consider the question of how to enter into relationships with others that seek to transform the very terms that
define such relationships. The course explores how the concept of solidarity has been used to both explain the
nature of social relationships between groups and individuals, as well as how it has been mobilized as a strategy
for political work. In both counts, solidarity plays a key pedagogical role because it seeks to either sustain or
challenge particular social arrangements. The course takes education and educational experience as a particular
site for thinking through solidarity as both explanation and strategy, and considers a range of educational
situations, including the classroom, to consider the complexities of solidarity as ethical encounters in pedagogical
relations.
CTL1799 H
Special Topics in Curriculum: Master's Level: Early Literacy Issues and Practice
In this course we will examine current theory, policy, and practice, regarding early literacy acquisition and
development and the curriculum implications focussing on children’s early language and literacy development.
We will explore the interrelationships between oral language development and early literacy development: early
sources of literacy-related knowledge; and sources of variation in development, including maturational factors,
sociocultural factors, home-school supports for literacy, and experience with more than one language/writing
system. There is significant evidence to suggest that what happens in the early years regarding language and
literacy is foundational in later literacy achievement and school success. There are many educators that need an
opportunity to explore some of the recent research and theory, some of the implications of the new curriculum
guidelines and policies, and to explore their own related robust questions.
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CTL1799 H
Special Topics in Curriculum: Master's Level: Designing and Conducting Research in Adaptive Instruction and Special Education
This course is designed to assist students who are engaged in developing their Major Research Papers or
Master’s theses. Students will examine a variety of research paradigms and methodologies, considering the
questions that each is able to address. The claims of and distinctions between qualitative and quantitative
methods will be discussed, and the benefits of both explored. Each participant will be expected to develop one or
more research questions, to locate the literature in which the questions are situated, and to design a method to
address each question.
CTL1799 H
Special Topics in Curriculum: Master's Level: Anti-Racist and Feminist Studies
This course forms part of a summer institute on Anti-Racist and Feminist Studies to be held at OISE/UT. The
two key visiting lecturers for this course are Chandra Talpade Mohanty and Philomena Essed, both eminent
international feminist scholars in the field. The purpose of the course is to examine the many issues which arise
in response to analyses of anti-racist feminist studies/practices. Key themes addressed include: transnational
feminist theories, globalizing processes and women's work; female citizenship and social exclusion; postcolonial
feminism and women studies; the future configuration of anti-racism as it relates to women's transnational
identifications and diverse affiliations; and issues of difference and identity politics. This course touches on the
aforementioned issues, and provides historical, critical, and epistemological perspectives on the development of
antiracist feminist practices and their connections to a) educational praxis, and b) multiple social movements. In
short, the course is designed to engage in dialogue about diverse anti-racist feminist theoretical frameworks and
their application to education in the broadest sense.
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CTL1799 H
Special Topics in Curriculum: Master's Level: Contemporary Issues in Special Education and Adaptive Instruction
There has been a volley of new policy initiatives in the funding and resource provisions to students with
disabilities in Ontario. We will examine these changes in light of similar initiatives in international contexts,
analysing and comparing implications for legal, political, social and educational directions.
CTL1799 H
Special Topics in Curriculum: Master's Level: Ways of Knowing in Science and Technology, Cross-Cultural Issues in Science and
Technology Education
This course explores theoretical and practical implications of different ways of knowing in science and
technology to science and technology education. The overall purpose of the course is to stimulate discussion, to
broaden thinking and to encourage informed decision making on issues of culture and science and technology,
among science educators in a broad range of educational settings. Readings are organized to draw on ideas from:
(i) internally based interpretations of science and technology; (ii) externally based interpretations of science and
technology; (iii) global interpretations of science and technology. The latter will focus on how various cultures
around the world understand and explain natural phenomena. A fourth category of readings will provide
necessary background for course presentations. For presentation purposes course participants will select a way
of knowing that is not part of regular science and technology instruction, design an instructional strategy, select
a suitable topic and deliver the topic to colleagues in class.
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CTL1799 H
Special Topics in Curriculum: Master's Level: Teaching Writing in the Classroom
This course addresses theories of writing instruction and assessment that influence current classroom practice.
Connections between theory and practice will be explored in terms of what it means to be a writer and a teacher
of writing. Issues such as teaching of writing conventions, formal and informal assessment of writing,
sociocultural influences on students’ writing, and the teacher’s role in guiding student writing will be examined.
CTL1799 H
Special Topics in Curriculum: Masters Level: Environmental Studies in Science, Mathematics and Technology
This course explores teaching and learning about environmental education (EE) through science, mtathematics
and technology education. 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.
Environmental education is a timely topic as we re-examine the purpose of schooling, the notion of literacy and
citizenship, and consider current changes in curriculum and policy. We will attempt to link our discussions to
the theory and practice of EE education. Specifically, we will examine issues in the history, philosophy and
sociology of EE that have significance for science, mathematics and technology education; for example, the role
and status of knowledge (theory), the nature of inquiry, the role of action, and the ways in which teachers'
implicit philosophies of science influence their design of teaching /learning acitivities, and so influence learning
outcomes. The course also examines the philosophy underpinning the EE movement in Canada and elsewhere,
competing EE frameworks, and identifies some of the theoretical and practical problems surrounding its
implementation.
CTL1799 H
Special Topics in Curriculum: Master's Level: Metacognition and Science Education
This course will be organized in an action research format. The principal focus is to explore, develop and
evaluate curriculum materials and strategies for secondary school science that help students become more
dependent and self-directed as learners.
CTL1799 H
Special Topics in Curriculum: Master's Level: An Introduction to Knowledge Building
This course examines the role that knowledge building can play in online learning environments. We will review
the distinction between knowledge building and learning, analyze recent knowledge building literature, and
discuss socio-cultural, logistical and design considerations when constructing an online Knowledge Building
community. Students will visit and study existing Knowledge Building communities as one of the course
assignments.
CTL1799 H
Special Topics in Curriculum: Master's Level: Constructive Learning and Instructional Design
This course will begin with an examination of the theory and research that underlies constructivist learning and
its historical and philosophical roots. Concepts like situated cognition, distributed cognition and constructivist
learning theory will be examined. The educational applications that have developed out of these ideas, like
problem based learning, collaborative learning and knowledge building will be explored in regards to how such
concepts can inform and enhance the design of online environments and methods of teaching. We will look at
different learning environments, both research projects and applications current in the field that instantiate various
elements of these ideas.
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CTL1799 H
Special Topics: Master's level: Race and Curriculum: Theories, Policies, Practices
This course puts into a broader theoretical and political perspective the issues of systemic racism, racial
inequality and minority underachievement that face educators in schools and universities in Canada.
CTL1799 H
Special Topics in Curriculum: Master's Level: Gaining Confidence in Math: A Holistic Approach to Overcoming Math Anxiety(P-J-I)
It has been well documented that many adults, and particularly teachers, experience math anxiety, possibly due to
the traditional way they have been taught math in their own childhood. This course offers a multifaceted
approach for dealing with teachers' math anxiety, based on holistic education principles. It will include math
work for improving competence, utilizing reform-based approaches, as well as strategies for dealing with the
anxious feelings and gaining confidence as math learner and teacher. Guided by the instructor, participants will
work in small groups or individually on selected math problems and activities at an appropriate level of difficulty.
Various journal writing, group reflection, relaxation and guided visualization activities will be used in helping
participants become aware of, and start dealing with their emotional and cognitive blocks in relation to math.
Such work should allow participants to improve their attitudes toward math and open the door to accessing their
mathematical intuition and creativity. A discussion of how the strategies used in the course, or reported in the
literature, can be adapted for math-anxious school children will also be included.
CTL1799 H
Special Topics in Curriculum: Master's Level: Canadian Children's Literature and Child Development
Examination, analysis and research on Canadian children's literature from the perspectives of child and
curriculum development with a view to selecting and using literature to enhance and extend children's literary
experience.
CTL1799 H
Special Topics in Curriculum: Masters Level: Arts-Based Approaches to Educational Research
This course examines how creative practices (visual, performative, textual, and new media) can be employed to
generate innovative research in the humanities and social sciences. Course participants will analyze current
debates on representation, rationale, and ethics, and in particular they will examine how arts-based
practices/processes can move educational research towards more critical democratic, and participatory forms of
research.
CTL1799 H
Special Topics in Curriculum: Master's Level: Advanced Expressive Writing: Practice and Pedagogy
This course is a sequel to CTL1799H: Special Topics in Curriculum: Expressive Writing: Practice and Pedagogy.
It examines and offers advance practice in nonfiction, expressivist prose with a range of specialized purposes.
Students will explore conceptions of genre and the way genre shapes and is shaped by the social context of
communications. The course considers rhetorical devices and figures of speech, such as metaphor and irony,
and the way these formal elements influence meaning and the way their application depends on a community of
understanding. The course draws from a range of theorists from Aristotle to Rorty, Bazerman, and Fish.
Prerequisite: CTL1799H: Special Topics in Curriculum: Expressive Writing: Practice and Pedagogy.
CTL1799 H
Special Topics in Curriculum: Master's Level
A course designed to permit the study of a specific area of curriculum or instruction not already covered in the
courses listed for the current year. (This course does not fulfil the purpose of CTL1798, which in the
Department of Curriculum, Teaching and Learning is normally conducted on a tutorial basis.)
CTL1799 H
Special Topics in Curriculum: Master's Level: Media and Movements: Film and Video Against the Grain
This course examines movements in contemporary film and video as attempts to construct new identities and
audiences, cinematic languages and practices of interpretation. Particular emphasis will be given to critical
viewing of visual texts as a means to understand aesthetic and political strategies, but the course will also
consider the theoretical underpinnings and the infrastructural and political environments that enable the
production of these experiments. Among works to be studied are AIDS activist video; Third Cinema; feminist
film; black British cinema; queer film and video; indigenous media; and diaspora media.
CTL1799 H
Special Topics in Curriculum: Master's Level: The Holistic Educator and Professional Practice
The philosophical, psychological, and social context of the holistic educator will be examined. This course will
focus on approaches that facilitate the development of the whole person in the context of professional
development. Various approaches and techniques that facilitate this objective will be explored including
meditation, imaging and metaphor.
CTL1799 H
Special Topics in Curriculum: Master's Level: Analysing Secondary School Change
This course will analyse the conditions of secondary schools as they relate to the processes of change. Of
particular importance will be the culture of secondary schools, the role of teachers and administrators, and the
role of the school board culture in facilitating secondary school change. The primary goal will be to assist the
candidates in developing analysis skills to assess the capacity of their schools in addressing significant change
initiatives.
CTL1799 H
Special Topics in Curriculum: Master's Level: Anne Frank and the Writing of the Adolescent Self
This course considers how adolescents construct and express their selves through writing. We will explore a
range of adolescent diaries and memoirs, from our core text, The Diary of Anne Frank, to Marjane Satrapi’s
Perspolis (2003), the story of the author’s coming-of-age during the Iranian Revolution. If, as Madeleine Grumet
maintains, the goal of education is to return the child to him/herself, then considering writing the “self” is a
critical project of the English classroom. These diaries provide a remarkable entry-point into the psychological,
sexual and moral concerns of adolescence as they are excellent vehicles for studying critical literacy. How do
we bridge the public/private realms by bringing what has been traditionally practiced as private writing into the
public and social space of the classroom?
CTL1799 H
Special Topics in Curriculum: Master's Level: Learning About Teaching Through Case Studies
The course focuses on the use and development of case studies of teaching as vehicles for teacher development.
The approach, sometimes called case methods, will be situated within the broader subject of teacher learning.
Both theoretical and practical aspects of various kinds of case use wil be covered. Participants will work with
pre-existing narrative and video cases and will collaboratively develop and critique cases of their own teaching
from a variety of theoretical standpoints. The potential of cases as research tools will also be examined.
CTL1799 H
Special Topics in Curriculum: Master's Level: Leadership in Education
This course will investigate many dimensions of leadership in education. A historical perspective of education
will be used to demonstrate how many of the present day leadership philosophies have evolved. The necessary
personal qualities and professional skills of educational leaders will be illustrated through theory, case studies and
role play.
The course is intended to stay in the realm of real life situations. The influence of society on leadership will be
discussed as well as the major influential social segments such as government, special interest groups,
technology and social mores and norms. Case studies and specific present day issues will be studied.
CTL1799 H
Special Topics in Curriculum: Masters Level: Urban Education: Intersectional Perspectives
This course focuses on issues of race, ethnicity, language, poverty and wealth, power and difference, housing,
health, services, district and provincial politics and policies, and their consequences for teaching and learning in
urban schools. We interrogate these issues of space, curriculum, and pedagogy from intersectional perspectives
that emphasize the interlocking nature of identities and oppressions. Too often gender and sexuality, (in terms of
masculinities, femininities, the range of sexual identities and behaviours, and erotic desire) are cast aside or
considered an addendum to race and class in urban education praxis, in particular teaching, research, writing,
and policymaking. In this course gender and sexuality will always be theorized in relation to race, class, ability
and other social categories. The course will also take into account the questions and problems that participants
bring from their school and classroom practice.
CTL1799 H
Special Topics in Curriculum: Masters Level: Making Secondary Mathematics Learning Meaningful
Various approaches to making mathematics meanigful for, and accessible to intermediate and senior level
students will be examined in the light of recent developments in the field and the new Ontario mathematics
curriculum guidelines. Topics may include: Diverstiy and equity in secondary mathematics education,
connecting mathematics to real life, increasing students' understanding of mathematics, group explorations,
problem solving and mathematical modeling, communicating about mathematics, integrating the use of graphic
calculators and computer technology, authentic assessment.
CTL1799 H
Special Topics in Curriculum: Masters Level: Urban Education: Curriculum and Pedagogy
The course focuses on the social, economic and political environment of the greater urban Toronto area. We
will discuss issues of race, ethnicity, language, poverty and wealth, power and difference, housing, health,
services, urban district educational politics and policies and their consequences for teaching and learning. The
course will take into account the questions and problems that participants bring from their school and classroom
CTL1799 H
Special Topics in Curriculum: Master's Level: Writing Matters: Theoretical and Practical Models for the Study and Teaching of Writing
Writing is integral to education. This course examines writing as a holistic process operating within an eco-
system of literacy, learning, creativity, and health. Participants will work through an overview of the most
significant research perspectives on the nature and practice of the writing process as articulated in disciplines
including composition, discourse, psychoanalytic, neuro-scientific, activity, and systems theories. We will
furthermore seek new theoretical perspectives from which to consider writing. We will analyze these theoretical
frameworks in relation to our own experiences as practitioners and instructors in order to refine the models that
inform our practices. Our objective is to become theoretically-grounded and reflective educators.
CTL1799 H
Special Topics in Curriculum: Master's Level: Social Studies Education: Trends and Challenges
This course explores recent trends and challenges (and responses to both) in social studies, history, and social
sciences education. It focuses on philosophical and conceptual approaches, curriculum issues, and evolving
teaching practices in social studies education. Examples will be drawn from the social studies curriculum of
Ontario, other Canadian jurisdictions and also from international curricula. The course will appeal to students
with a general interest in these topics as well as those interested in these subject areas at the elementary and
secondary school levels.
CTL1799 H
Special Topics in Curriculum: Master's Level: Self-Assessment
This course is open to both Master's and Doctoral students. The course focuses on theory, research and
practices in self-assessment as a form of self-reporting used by teachers, educators and health professionals to
examine their own practices and effects, and by students or learners to examine both process and product of
learning. Some of the topics include types of self-assessment, self-assessment methods, cognitive processes,
psychometric issues and sources of bias in self-assessment, current policies regarding teachers' and health
professionals' self-assessment practices for self-directed learning and quality assurance, self-assessment and
classroom action research, self-assessment and the use of portfolios, and effects of self-assessment
CTL1799 H
Special Topics in Curriculum: Master's Level: Citizenship, Pedagogy and School Communities
Interest in citizenship, pedagogy and school communities has escalated worldwide in recent years as teachers,
policy-makers, and researchers attempt to understand the complex issues related to youth learning about
democratic citizenship and the processes involved. For some, this dimension of education is viewed as an
opportunity to begin preparing young people for their understanding of, and involvement in, the civic life of their
community/communities, from the local to the global. For others, it is viewed as a way of responding to a range
of existing social concerns (e.g. civic illiteracy among youth). This course explores contrasting characterizations
of citizenship education pedagogy in Canada and elsewhere. Perspectives and practices communicated and
exhibited in school communities are explored and analyzed. Particular attention is given to the ways in which
teachers translate varying theoretical perspectives into pedagogical practice as they address such themes as
informed citizenship, civic identity, civic literacy, controversial public issues, and community involvement.
CTL1799 H
Special Topics in Curriculum: Master's Level: Pedagogies of War and Cinema
This course is designed to encourage students to engage how issues of war and other forms of organized
violence are represented in narrative cinema. We will consider film as a complex visual and political medium
through which ideas and images of gender and race, culture and identity, history, nationalism and imperialism,
etc. are not only reproduced but often critically challenged. Although this is not a course in film theory, we will
be addressing issues of narration and representation, truth and fiction, the ethics of spectatorship, the politics of
spectacle, and the value and limits of film as critical pedagogy. The course is structured as a combination of film
screenings and assigned readings, including film reviews where possible. The first class of each week will be a
film screening and the second class will be a discussion of the film and reading assignments. Although I have
selected particular films in order to address specific topics and problems, films by nature contain overlapping
narratives (as does war itself). Thus each film we view will address more than the issue in the readings assigned
for that particular week. The object is to discuss the films and readings broadly, critically and creatively.
CTL1799 H
Special Topics in Curriculum: Master's Level: Holistic Approaches to Information Technology
The course explores ways in which holistic or aesthetic 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. WebKF and the OISENet First Class system are used in this course.
CTL1799 H
Special Topics in Curriculum: Master's Level: Exploring issues in Elementary Language Arts: Current Trends, Future Practices
This course will research and examine practices that promote literacy learning for students in the elementary
division. by examining Ministry initiatives and current research in the field, participants will investigate techniques
for organizing programs that build literacy growth for all learners. Choosing and using fiction, non-fiction and
poetry sources will be highlighted throughout the course.
CTL1799 H
Special Topics in Curriculum: Masters Level: New Literacies: Making Multiple Meanings
This course will examine new approaches to literacy that are both critical and culturally inclusive, and that draw
on digital technology and multi-media to make meaning across the K-12 curriculum. Literacies are viewed in the
plural as socially constructed and influenced by social, economic, cultural, and power relationships,
CTL1799 H
Special Topics in Curriculum: Master's Level: Innovative Approaches to Curriculum
This course explores curriculum problems that educators encounter. Philosophic perspectives in the literature
and current realities in the classroom will be examined. Challenges with respect to access, quality and funding in
education will be identified and analyzed. How these challenges impact curriculum development and
implementation and the problems they create will be discussed, and creative problem-solving strategies generated.
Philosophical, ethical, political, economic and practical issues will be explored.
CTL1799 H
Special Topics in Curriculum: Master's Level: Science and Technology Education and the Global Economy
This course focuses on issues pertaining to relationships amongst: the global economy, science and technology
and science technology education. Curricular and pedagogical perspectives and practices that may counter
problematic aspects of such relationships are presented. In addition to whole class course activities, students are
required to prepare a research -informed course paper with regard to a specific issue of their interest that was
addressed in the course.
CTL1799 Y
Special Topics in Curriculum: Master's Level: Educational Leadership
This is not a course about how to be, or, how to become a leader. This course has been designed to offer
participants an opportunity to study the nature of leadership, whether it is found in a person or an idea, the
concepts and activities associated with leadership in educational settings, and the principles associated with
effective leadership. One of the main focii in the course will be on the moral dimensions of leadership – what is
the right thing to do? Participants will be better prepared to both analyse and guide the development of leadership
within varied educational institutions.
CTL1799 H
Special Topics in Curriculum: Master's Level: Education and the Formation of Public Memory
This course will address the practices and consequences of public memory through the study of various ways a
culture shapes and reshapes its images of the past. Emphasis will be placed on how different forms of collective
remembrance may be understood as both pedagogical and memorial. A variety of practices are considered
incuding: history texts, film and video, computer based multi-media monuments and museums, visual art, and
poetry.
CTL1799 H
Special Topics in Curriculum: Master's Level: Arts in Education: Topics, Concepts, and Frameworks
In this class students will survey a range of issues related to the arts in education. The course will have a broad
and interdisciplinary focus and introduce students to relevant frameworks for conceptualizing a wide range of
artistic practices in various educational contexts. From a consideration of various rationales for the inclusion of
the arts in general education to the educational experiences of artists themselves, the course will seek to bridge
the distance between contemporary arts and cultural theory and the integration of the arts in education through
curriculum implementation and research.
CTL1799 H
Special Topics in Curriculum: Master's Level: Principles of Curriculum Development
CTL1799 H
Special Topics in Curriculum: Master's Level: School Leadership and Instructional Innovation
This course examines the role of school leaders in supporting instructional reform. The first half of the course
focuses on specific strategies that formal leaders (e.g., the principal) and peer leaders (e.g. exemplary teachers)
can use to bring about school improvement. The framework for this portion of the course is change agent
theory. The second half of the course examines theories of leadership through case studies. Vignettes depicting
situations that provide opportunities for school improvement or which threaten continued progress will be
analyzed through a series of theoretical lenses.
CTL1799 H
Special Topics in Curriculum: Master's Level: Designing a Simulated Learning Environment
This seminar will focus on the use of online computer simulations to present business, medical and legal
education approaches to case based training. While we may examine simulations of physical systems if student
interest warrants it, the major focus will be on social simulations, such as simulated patients, simulated business
problems, or simulated classroom teaching problems. Students should have completed EDT1503/CTL1602 or
equivalent.
CTL1799 H
Special Topics in Curriculum: Master's Level: Healthy Schools
To reach a state of complete physical, social, and mental well-being, an individual or group must be able to
identify and to realize aspirations, satisfy needs and to change or cope with the environment. Health is seen
therefore as a resource for living not the object of living. Interest in health should be critical because it
represents capacity for growth. This course examines the links between health and learning, the determinants of
health, models of health promotion, and the methods and manners associated with creating and maintaining
healthy learning environments, i.e., places where learners and opportunities for learning flourish.
CTL1799 H
Special Topics in Curriculum: Master's Level: Making Secondary Mathematics Learning Meaningful
Various approaches to making mathematics meaningful for, and accessible to intermediate and senior level
students will be examined in the light of recent developments in the field and the new Ontario mathematics
curriculum guidelines. Topics may include: Diversity and equity in secondary mathematics education,
connecting mathematics to real life, increasing students' understanding of mathematics, group explorations,
problem solving and mathematical modeling, communicating about mathematics, integrating the use of grpahic
calculators and computer technology, authentic assessment.
CTL1799 H
Special Topics in Curriculum: Master's Level: Critical Literacy in Action
The purpose of this course is to explore critical literacy in theory and practice. The course focuses on the
origins of critical literacy and the theories which underpin it. Throughout the course participants will be asked to
think about issues raised by critical literacy in relation to their own contexts, particularly as these pertain to
educational issues within society. This course will challenge participants to develop a research plan for their own
CTL1799 H
Special Topics in Curriculum: Masters Level: Curriculum Making in Science: A Critical and Creative Inquiry into Science Inquiry
This course deals with a theme that is prominent in science curricula in many parts of the world; that is,
empirical activities associated with knowledge building, dissemination and use in the sciences (and in fields of
technology/engineering). This ‘process’ is explored in light of important theoretical perspectives, including:
constructivism, knowledge duality, semiotics, actor network theory, capital theory, metacognition, and critical
theory. Purposes of such activities in fields of science and technology and in science and technology education
also are examined.
CTL1799 H
Special Topics in Curriculum: Masters Level: Contemporary Issues and Practice in Educational Assessment
Educational assessments are an essential part of the instructional and learning process. Educational testing has
become a major concern of educators as it is increasingly used as a tool to evaluate the quality of education.
These tests-driven educational reform efforts have generated much controversy today. There is an increasing
recognition of the need to rethink assessment practice and redirect its role to teaching and learning. This course
critically examines the status quo of contemporary educational assessment and helps students to reconceptualize
the use of assessment for improving instruction and learning in the classroom. The emphasis throughout the
course is on the practical, yet critical issues of assessment in education, related to the following areas: (1) Public
debate over testing and assessments; (2) Relation of assessment to instruction; (3) Purposes of classroom
assessment; (4) Issues related to accommodating the needs of exceptional students; (5) Use and misuse of
assessment; (6) Equity and fairness issues in assessment; and (7) Use of assessment for educational research.
The course encourages students to integrate their knowledge of and experiences with specific subject domains
(eg., math, science, language arts, or second language education) into classroom discussions and course projects.
CTL1799 H
Special Topics in Curriculum: Master's Level: Curriculum and School Change
This course will examine the pedagogical, strategic and socio-political dimensions of curriculum innovation in the
classroom and in the school. In particular, we will focus on the experiences of elementary and secondary
school students and teachers as they simultaneously engage in curriculum change and school reform.
CTL1799 H
Special Topics in Curriculum: Master's Level: Teaching Writing in the Classroom
This course addresses theories of writing instruction and assessment that influence current classroom practice.
Connections between theory and practice will be explored in terms of what it means to be a writer and a teacher
of writing. Issues such as teaching of writing conventions, formal and informal assessment of writing,
sociocultural influences on students' writing, and the teacher's role in guiding student writing will be examined.
CTL1799 H
Special Topics in Curriculum: Master's Level: Current Issues in Teacher Education
This course examines various issues of teacher education, some are longstanding criticisms (e.g. program is
disjointed) while others are more recent concerns (e.g. defining a knowledge base for teachers). Specific topics
will be examined in light of the current context of education with an effort to understand the complexity of
becoming a teacher. Some topics to be considered are: history of teacher education, admissions, credentialing
and certification, knowledge base for teachers, research on teacher education, developing a pedagogy of teacher
education, preparation of teacher educators, and professional standards. Through analysis of the literature and
discussion, we will consider the possibilities for a renewal of teacher education.
CTL1799 H
Special Topics in Curriculum: Master's Level: Altruistic Science Education: Addressing Problematic Effects of Global Economization
This course focuses on issues pertaining to relationships amongst: the global economy, professional science and
technology and science and technology education. Particular attention is paid to problematic aspects of neo-
liberalism and neo-conservativism. Curricular and pedagogical perspectives and practices in science and
technology education that may counter problematic aspects of such relationships are presented. In addition to
whole class course activities, students are required to prepare a research-informed course paper with regards to
a specific issue of their interest that was addressed in the course.
CTL1799 H
Special Topics in Curriculum: Master's Level: Culture and Cognition in Mathematics Education
This course explores the fundamentally cultural nature of all learning and cognition. The course is roughly split
into three major sections. First, we explore sociocultural, situated, and cultural-historical approaches to
understanding learning and cognition. These theoretical frameworks begin with the assumption that cognition is
fundamentally social and cultural, always grounded in activity, practices and communities. Secondly, we will
focus on empirical research on mathematical thinking in diverse contexts, ranging from elementary school
mathematics classes to grocery shopping to carpet laying. Finally, using the theoretical and empirical work as a
foundation, we will study approaches to designing instruction for culturally diverse groups of students.
CTL1799 H
Special Topics in Curriculum: Master's Level: Qualitative Methods: Challenges and Innovations
Working within a broad discussion of methodology and the problems of theory and praxis particular to a 'global',
postmodern, and neo-liberal era, this course will invite students to work through methodological dilemmas,
choices and experiments within the context of their own research projects and in conversation with a variety of
qualitative methodologists. Readings will propose critical, creative, and collaborative solutions to a range of
contemporary qualitative methodology concerns in a field of education today.
In particular, the problematics of gender and race, the impact of neoliberal politics on workers and learners, the
tensions of local and global, the competing epistemologies of art and science, the ethical relations between
researchers and research participants, the challenges of 'representation', the struggles over claims to truth are the
subjects to be addressed in the discussion of research design and methodology.
CTL1799 Y
Special Topics in Curriculum: Master's Level: Approaches to Urban Education: Curriculum Sociology, and Policy
The course focuses on the social, economic and political environment of the greater urban Toronto area. We
will discuss issues of poverty and wealth, power and difference, housing, health and services, urban district
educational politics and policies and their consequences for teaching and learning. The course will take into
account the questions and problems that participants bring from their school and classroom practice.
CTL1799 H
Special Topics in Curriculum: Master's Level: Practical Assessment: Concepts, Methods and Issues
This course will serve as an introduction to assessment theory. The development of assessment theory from its
roots in psychometric theory to the broader range of assessment practices in use today is examined. Topics will
include traditional classroom assessment, alternative assessment, large-scale assessment, assessment as inquiry,
and accountability. Issues of reliability and validity for both traditional and alternative methods of assessment are
considered. Under alternative assessment, attention will be given to innovative strategies such as self-evaluation
or portfolio assessment. Emphasis will also be given to current provincial testing initiatives.
CTL1799 H
Special Topics in Curriculum: Master's Level: Teachers' Stories, Teachers' Lives: An Exploration of Teachers' Practical Repertoires
In this course we aim to come to a better understanding of the functioning of teachers’ practical repertoires by
telling and listening to stories of teaching and learning in a wide range of contexts, spanning different nationalities
and cultures, different institutional settings of varying formalities (from primary school to university teaching;
from regular classrooms to accounts of Holocaust survivors). Students will engage in narrative inquiry to explore
their own teaching repertoires in order to gain awareness and increased personal choice over what is usually
only tacitly understood.
CTL1799 H
Special Topics in Curriculum: Master's Level: Instructional Intelligence
The focus of this course is on integrating multiple instructional methods in the design of learning environments.
This implies connecting instruction to assessment, curriculum, how students learn, change, and systemic
change. Course participants will also inquire into the foundations of key instructional approaches and how those
approaches play out through positivist and constructivist philosophies.
CTL1799 H
Special Topics: Masters Level: Performed Ethnography and Research Informed Theatre
This course will provide students with an opportunity to learn about the arts-based research methods of
performed ethnography and research-informed theatre. Performed ethnography, also known as performance
ethnography and ethnodrama, involves turning the findings of ethnographic research into a play script that can be
read aloud by a group of participants or performed before audiences. Performed ethnography can be seen as
one kind of research-informed theatre. Other examples of research-informed theatre we will look at in this
course include autobiographical theatre, community theatre, verbatim theatre, documentary theatre, tribunal
theatre and history theatre.
CTL1799 H
Special Topics in Curriculum: Master's Level: Curriculum Development - From Policy to Classroom Practice
This course will deal with two aspects of curriculum policy. First the meaning of "curriculum policy" - how it is
developed, and who influences that development - will be analyzed. Secondly, the impact of that policy on
classroom practice as it is translated by school boards, school staff, and parents will be examined. The roles and
responsibilities of teachers, parents, and other stakeholders will be emphasized.
CTL1799 H
Special Topics: Masters Level: Introduction to Knowledge Building Environments
‘Knowledge building environment’ has an attractive 21st Century, knowledge society ring to it, but how is a
knowledge building environment different from a learning environment and what makes it an environment rather
than a tool? This course addresses these questions, providing answers that suggest that a fully-realized
knowledge building environment is substantially different from a learning environment, incorporating different
forms of support to accomplish a different level of process, and playing a role in a different kind of education or
workplace culture. In this course we will explore the strengths and limits of educational environments for
knowledge building and engage in design work aimed at advancing education for a knowledge society.
CTL1799 H
Special Topics in Curriculum: Master's Level: Curriculum in a Social Context
The purpose of this course is to provide students with an overview of recent sociological research an thinking
about schooling and schools as organizations and institutions, and to develop applications to educational policy
and practice in Ontario. Particular attention will be given to the inclusion of international perspectives.
CTL1799 H
Special Topics in Curriculum: Master's Level:School Science and the Search for Optimum Living Conditions
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: Emergent constructs for school science;
Science learning and needs in everyday life; Attempts to change school science and living conditions; Research
findings and theoretical speculations regarding the transfer of school knowledge to everyday life; and, Synthesis
of ideas for school science and the search for optimal living conditions.
CTL1799 H
Special Topics in Curriculum: Master's Level: Feminism(s), Art, and Education
This graduate seminar will explore recent developments in the theory and practice of feminist art, focusing
specifically on its liberatory and pedagogical potential. Topics to be explored will include: the 'male gaze' and the
feminist oppositional gaze; the role of the spectator in creating meaning and 'getting the message'; feminist art as
activist art; gynocentric aesthetics versus feminist rejections of aethetics; and the role of the museum or gallery
and documentary film in education. The work of feminist artists and theorists such as Anna Deavere Smith,
Coco Fusco, the Guerrilla Girls, Adrian Piper, Barbara Kruger, Monika Treut, bell hooks, and Lucy Lippard will
be considered. The course will also include visits to Toronto museums and galleries such as Power Plant and A-
Space and the viewing of films such as Julie Dash's Daughters of the Dust.
CTL1799 H
Special Topics in Curriculum: Master's Level: Literacy Growth in the Middle Years
This course will research and examine practices that promote literacy learning for students, ages 8-13. By
examining new Ministry initiatives and current research in the field, participants will investigate techniques for
organizing programs that builds literacy growth for all learners in junior and intermediate classrooms. A central
theme of this course will address the issue of reading and boys. Other topics include: Considering Our Goals for
Reading, Wrting and Talk: Encouraging and Assessing Student Writing: Towards an Understanding of the New
Literacies and Encouraging Struggling Readers. Choosing and using fiction, non-fiction and poetry sources will
be highlighted throughout the course.
CTL1801 H
Action Research and Professional Practice [RM]
An examination of the different forms of research that makes central the practitioner's agenda about his/her
practices. Alternatives include action science, action research, and participatory research. Emphasis will be
placed upon history, ideology, and methods associated with each alternative. Conceptual analysis will be
integrated with collaborative research in a field setting.
CTL1805 H
Advanced Seminar in Language and Learning: Theory and Practice
An exploration of the relationships between theory, research findings, and course members' teaching
experiences. Course members contribute their teaching experience as a context in which the group discusses
ideas drawn as far as possible from original sources read and reported on. The topic, language and learning, cuts
across various areas commonly taught in the school curriculum and embraces original work in a number of
disciplines (e.g., philosophy, linguistics, psychology, sociology, literary criticism).
Prerequisite: Permission of instructor.
CTL1808 H
Curriculum Innovation in Teacher Education
This course addresses the content, structure and strategies of recent innovations in preservice teacher education
programs. Specific innovations in instruction, field-based activities and school-university relationships are
critically examined in relation to changing and sometimes competing conceptions of teaching, learning to teach,
and teacher education programs.
CTL1809 H
Narrative and Story in Research and Professional Practice [RM]
A seminar on narrative and story telling in the study of educational experience. Narrative is explored both as a
fundamental form of experience and as a collection of methods for the study of experience. Narrative traditions
in literary, philosophical, psychological and professional literatures are studied. Review of published theses and
dissertations. Students should bring practical research agendas.
Note: Students who have previously taken CTL4801 are prohibited from taking this course.
Prerequisite: Permission of instructor.
CTL1810 H
Qualitative Research in Curriculum and Teaching [RM]
Critical examination of current qualitative paradigms of research on teaching. The course requires fieldwork
research, which serves as the basis for seminar discussions. Students will have the opportunity to develop and
present research ideas.
Note: Students who have previously taken CTL4802 are prohibited from taking this course.
CTL1811 H
Writing Research - Research Writing: Moving from Idea to Reality
This course focuses on supporting graduate students at both the Master’s and Doctoral levels who are preparing
research proposals, theses, dissertations, and for the comprehensive exam. The course aims to advance the
research, writing, and exam preparations for its members and at the same time create an academic community. It
examines students’ “works-in-progress” with the goal of improving and advancing their research. Course topics
will include: defining the research question; framing the study; choosing an appropriate research methodology;
gathering the data; analyzing the data; and writing the thesis. Through examination of various studies, students
will deepen their understanding of the process of conducting research. One emphasis of the course will be
research on teaching and teacher education. Each week, students will spend part of the class working in small
groups with others who are at the same stage of the doctoral/master’s journey. The course will include:
feedback on their work, time to discuss aspects of the research process, and an opportunity to present their
work in a friendly, supportive environment.
CTL1812 H
Professional Ethics of Teaching and Schooling
Current educational literature reflects increasing attention to the practical and philosophical significance of ethical
decision-making as a central aspect of the professionalism and accountability of teachers in their role as moral
agents. This course will examine, through in part the use of case studies, some of the ethical complexities,
dilemmas, and controversial issues that arise within the overall context of the school. It will raise questions about
ethical concerns that occur as a result of teachers’ daily work with students, colleagues, administrators, and
parents. The course will consider the nature of professional ethics in education and associated concepts of the
moral climate of schools. It will explore theoretical and empirical knowledge in the field of applied educational
ethics and the moral/ethical dimensions of teaching and schooling.
CTL1816 H
Official Discourses and Minority Education
Intended for doctoral graduate students, the objective of the seminar is to do a critical examination of existing
offical discourses on minority education. The notion of minority students’ inclusion is firmly inscribed in the
official discourse in North America and in many countries around the world. From a critical theory standpoint,
the course will emphasize the analysis of inclusion and other key concepts in the discourse on minority education
with reference to society’s power structure, as well as social justice and equity issues. This critical examination
will bring students to consider how the inclusion of students from diverse racial, ethnic, and linguistic
backgrounds is claimed to be accomplished in schools. To attain the objective of the course, official discourses
will be examined through existing educational policies and reforms, teachers’ training and teachers’ daily work.
CTL1817 H
Current Issues in Teacher Education
This course examines various issues of teacher education, including the longstanding criticisms (e.g. program is
disjointed) while others are more recent concerns (e.g. defining a knowledge base for teachers). Specific topics
will be examined in light of the current context of education with an effort to understand the complexity of
becoming a teacher. This course will systematically examine the current research on teacher education. We will
consider teacher education both within Canada and internationally. We will systematically work through various
topics by reading widely, discussing issues, and trying to determine ways to reform and renew teacher
CTL1818 H
Arts in Education: Concepts, Contexts, and Frameworks
In this class students will survey a range of issues related to the arts in education, including philosphical and
theoretical issues, justifications and approaches to the arts in schools, the role of the arts in communities, as well
as contemporary media and popular culture. The course will have a broad and interdisciplinary focus and will
introduce students to relevant frameworks for conceptualizing a wide range of artistic practices in various
educational contexts both within and beyond schools. From a consideration of various rationales for the
inclusion of the arts in general education to the educational experiences of artists themselves, the course will seek
to bridge the distance between contemporary arts and cultural theory and the integration of the arts in education
through curriculum implementation and research.
CTL1819 H
Multicultural Literature in the Schools: Critical Perspectives and Practices
In this course, we examine multiple and multicultural books. We examine the multicultural literature (what we
read) as well as critically analyzing (how we read) these texts. Critical (indications of class, race and gender
relations); multicultural (acknowledges the diversity in cultural experiences) analysis and social action/justice
(what and how we act on these analyses) will guide our work together. The new knowledge constructed will
inform how we create and develop critical perspectives and practices with students in the schools.
CTL1822 H
Urban School Research: Youth, Pedagogy, and the Arts
This course will examine conceptual, theoretical, and methodological considerations of urban school research.
The arts generally- and theatre/drama in particular- will be used as a conceptual and methodological lens that
informs questions of curriculum, subjectivity, space, diversity, policy, and youth culture in the study of urban
schools. Studies of children/youth and youth culture and conceptions of arts/theatre practices and pedagogies in
schools will be examined. Discussions of research problems in school-based research, and methodological and
design choices in the development of school-based research projects will be a particular focus. Two of the
primary goals of the course are: to expand students' qualitative research interpretation skills by examining the
work of other school-based researchers and to help students formulate and articulate their research designs and
methods for their own projects.
CTL1825 H
The Teacher as a Contemplative Practitioner
This course examines the role contemplation can play in teaching. Specifically, the concept of contemplation is
explored in relation to reflection, personal narrative, and personal mythology. Students will also examine the
thought and biographies of various contemplatives (e.g., Emerson, Huxley, Merton, and Steiner). The course
provides opportunities to explore various modes of contemplation. Finally, contemplation will be linked with
teaching and how it can allow teaching to become a more fully conscious act.
CTL1840 H
Gender Issues in Mathematics, Science, and Technology
The course will consider topics relevant to the teaching of mathematics, science, and technology with a view to
increasing the participation of women in these areas. We will review critically research on gender issues, on
approaches to teaching mathematics and sciences, and on psychological and social factors related to the
participation of women in mathematics and science.
CTL1841 H
Research Seminar in Science, Mathematics and Technology Education [RM]
A critical examination of current theoretical perspectives and research methods in science, mathematics and
technology education. The course is designed for those contemplating a thesis in this area. Participants will have
the opportunity to present seminars on their research interests.
CTL1842 H
Mixed Methods Research in Education: Combining Qualitative and Quantitative Inquiries [RM]
Mixed methods research is drawing increasing attention from educational researchers who seek richer data and
stronger evidence for knowledge claims than does any single method used alone. This course is aimed to provide
both theoretical and practical foundations for mixing different research methods. In this course, students will
discuss various conceptualizations and frameworks of the mixed method research including various designs
employing both quantitative and qualitative inquiries, sampling strategies, analysis, synthesis, and representation
of findings. The students will participate in both collective and independent mixed-method research projects to
develop competencies in mixed research methods.
CTL1843 H
Models and Issues in Program Evaluation [RM]
A comparison of evaluation models and a study of related technical issues and topics such as outcome-based
evaluation, mixed methods, measurement of change, validity typology, impact assessment, logic modeling,
training evaluation, multilevel analysis, cluster evaluation, and meta-analysis and meta-evaluation.
Note: Students who have previously taken CTL2803 are prohibited from taking this course.
Prerequisite: CTL1040 (previously CTL2006) or equivalent, or permission of instructor.
CTL1844 H
Seminar in Evaluation Problems [RM]
A seminar dealing with theories and practical constraints in the implementation of evaluation strategies in field
settings.
Note: Students who have previously taken CTL2810 are prohibited from taking this course.
Prerequisite: CTL1843 (previously CTL2803) or equivalent.
Note: Practicum CTL2997 and Seminar CTL1844 may not both be taken for credit in fulfilling the requirements
of the eight half-courses in the Ed.D. program in Evaluation.
CTL1845 H
Performance Assessment
An examination of the technical issues that arise in using performance assessment in the classroom, in large-scale
assessment programs, and in program evaluation. Topics addressed include definition and conceptualization,
scoring rubric construction, evidential and consequential validity, generalizability, bias and fairness,
comparability, and standard setting.
Prerequisites: CTL1042 (previously CTL2009) or equivalent, or permission of instructor.
CTL1846 H
Assessment for Teaching and Learning
Assessment is an integral part of the instructional and learning process. We are also aware that assessment is
increasingly used as a means to drive educational reforms and evaluate the quality of education by holding
educators accountable for students’ learning outcomes. This test-driven educational reform effort has caused a
great deal of controversy in modern society across continents. This course is intended for those interested in
developing critical assessment literacy. The course readings and activities will focus on both theoretical
underpinnings and issues associated with educational assessment practices in a large context and on the practical
demands and challenges of various assessment activities in and outside of classroom. Throughout the course, we
will learn about alternative assessment approaches that can serve teaching and learning. Students are encouraged
to bring their own subject domains (e.g., math, science, language arts, or second language education) to
classroom discussions and course projects. Through this course, students will be able to:
- critically evaluate various assessment initiatives that impacted educational practice in instructional planning,
theories of cognition and learning, program evaluation, and policy.
- have a better understanding of uses of assessment for different purposes and contexts;
- select and discuss alternative assessment approaches for teachers in light of current curricular expectations;
- have systematic knowledge about core concepts (e.g., validity, reliability, washback, norm- vs. criterion-
referenced testing) underlying educational assessment;
- develop knowledge and skills for improving classroom assessment;
- discuss equity and fairness issues, especially, for underrepresented groups of students.
CTL1847 H
Data Analysis and Integration in Mixed Methods Research
The course is designed to develop and extend the data analytic skills that students began to acquire in other
research methods courses and to learn how to synthesize and communicate research findings to a wide range of
audiences. The course is applied rather than statistical in the sense that students will learn basic principles and
techniques through the instructor’s modeling in class and then apply these new techniques to real-life problems
using publicly available educational data or their own data. Students will participate in lab sessions in which they
will learn computer skills (e.g., NVivo, SPSS, EXCEL, R) necessary for data analysis. The course is designed to
serve doctoral students who have taken introductory research methods courses. Students who completed data
collection or currently collect data for their theses are welcome to the course. Students pursuing the MA degree
need to contact the instructor to receive permission to take the course. My instructional goal is to ensure that
students completing the course successfully should be able to:
• Identify and carry out the appropriate analytic technique for organizing the given data to answer the research
question;
• develop a critical understanding of the assumptions and limitations associated with specific data analytic
techniques;
• feel competent in analyzing most types of educational data;
• understand the standards of educational research and apply such an understanding to real data analysis and
synthesis;
• Develop the abilities to evaluate the quality of inferences and interpretations from data analyses as a way of
building validity claims;
• Interpret research findings substantively and communicate them to not only academics but also practitioners.
CTL1861 H
Critical Ethnography [RM]
An ethnography - of a community, classroom, event, program - seeks to describe the set of understandings and
specific knowledge shared among participants that guide their behaviour in that specific context. The value of
ethnography as a research method lies in its holistic view of the particular culture, cultural situation or cultural
event under study. Critical ethnography is fundamentally concerned with questions of education and inequality.
It seeks not only to describe conditions of inequality, but also aims towards creating change in the conditions it
describes. In this course we will inquire into the concerns of critical ethnography and learn about conducting
and writing critical ethnography by reading and discussing studies that explore the relationship between education
and ethnicity, gender, class, race and minority languages.
CTL1863 H
Controversial Issues in Development Education
This is an advanced-level doctoral seminar designed to permit students to explore in considerable depth a few
currently controversial issues with respect to the role of educational activities and programs in national
development, with particular focus on developing nations and developing areas within richer nations. The
particular issues chosen for analysis in any given year are selected by the students. Students are expected,
through seminar presentations, to identify the key arguments or "positions" with reference to a controversy of
interest to them, and to analyse and evaluate those positions using both relevant theory and available empirical
data.
Note: Students who have previously taken CTL6800 are prohibited from taking this course.
CTL1864 H
Methodologies for Comparing Educational Systems [RM]
This course is designed for prospective or practising researchers who wish to use comparative data in their
work. Problems in both the acquisition and the use of such data will be considered. Topics will range from the
practical problems of gathering data in a foreign country to the analytic tools available for analysing large
volumes of data from many countries. Particular attention will be paid to (a) the special analytical problems faced
when using comparative data, and (b) the use of comparative data to test propositions and to develop theory in
education.
CTL1921 H
Knowledge Building Environments
Knowledge Building Environments (KBEs) have two principal objectives: (a) to upgrade the conceptual quality of
what is learned; and (b) to increase participants’ abilities to monitor, control, and improve their own knowledge.
In this course students will examine different approaches to KBE development and will participate in an online
network devoted to advancing designing and use of KBE.
CTL1923 H
Technology Supported In Situ Learning
Learning edge computer technologies that support in situ knowledge construction will be studied. Implications
for mind, education and technology will be examined in addition to the practical applications in schools and other
educational settings. Students will have to carry out individual or group projects focused on practical educational
applications either using gaming, simulations, augmented reality or dynamic modeling.
CTL1926 H
Knowledge Media and Learning
This doctoral level seminar adopts an innovative format where students become a knowledge community and
explore a set of themes related to the course topic. We try to uncover the implications for learning and
instruction in the classroom, on the street, in the museum, online, or anywhere else that learning may happen.
We make connections to the theoretical foundations from the learning sciences, media theory, human-computer
interaction, architecture, information science, and other disciplines.
Each week, we explore a new theme, building on course content left from previous years. In exploring these
themes, the class adopts media practices that characterize various knowledge media - from wikis to social
tagging, to immersive environments. We explore these practices during class, and discuss the relevant issues and
opportunities. Students work in teams to define a "Design idea" that applies ideas from the course to define a
potential application that would serve a particular knowledge community.
Note: CTL1926 is cross-listed as KMD2003. As a result, enrolment in both courses is limited to 10 students per
course. Students who are enrolled in CTL1926 may not be enrolled in KMD2003
CTL1997 H
Practicum in Curriculum: Doctoral Level
Supervised experience in an area of fieldwork, under the direction of faculty and field personnel.
CTL1998 H
Individual Reading and Research in Curriculum: Doctoral Level
Description as for CTL1798.
CTL1999 H
Special Topics in Curriculum: Doctoral Level
A course designed to permit the study (in a formal class setting) of a specific area of curriculum or instruction
not already covered in the courses listed for the current year. (This course does not fulfil the purpose of
CTL1998, which in the Department of Curriculum, Teaching and Learning is normally conducted on a tutorial
CTL1999 H
Special Topics in Curriculum: Doctoral Level: Staff Development
With significant reduction in resources in the academic institution, the goal of the course is to examine the
ongoing need for staff development in the changing academic environment and to explore possible innovative
ways that respond to future needs.
CTL1999 H
Special Topics in Curriculum: Doctoral Level: Historical Perspectives of Technological Progress
Course participants will meet in a computer conference setting to identify, express, discuss and clarify their
perspectives on an important research topic in educational technology, such as the side effects of educational
technology, or philosophical perspectives on educational technology. Emphasis will be placed on drawing
connections between the theoretical knowledge base and the world of practice, in articulating and examining
perspectives and goals, and in critically analyzing other participants' reports.
CTL1999 H
Special Topics in Curriculum: Doctoral Level: Analysis of Telelearning Content and Process
The topics for this course are the research issues and the analysis methodologies appropriate to the kinds and
volumes of data collected in telelearning research and practice, including full-text transcripts, usage and access
logs, questionnaires, and tests. The design and assessment problems will be considered within and across a
variety of learning scenarios and telelearning technologies. The analytic goals may be assessment of student
learning over the network, evaluation of course design and effectiveness, review and improvement of telelearning
technology systems and monitoring and improving information flow. The summarization data visualization and
the applications of latent semantic analysis.
CTL1999 H
Special Topics in Curriculum: Doctoral Level: The Responsibility of Memory: Cultural Responses to Mass Violence and Social Suffering
This course explores literature, art, film, and video as a media of cultural memory in regard to historical events of
mass violence and social suffering. Consideration will be given to pedagogical frameworks for initiating cultural
pedagogy. Such frameworks include: the relation of cultural memory to practices of historiography (what is the
evidentiary ground of cultural memory), the politics, ethics and pragmatics of representation (what is to be
remembered, why, and how), the importance of materiality and form (how do aesthetics and media shape
practices of cultural inheritance), and the dynamics of cultural inheritance (how do identification, transference,
and trauma enable and limit historical understanding and social possibilities). These elements of cultural
pedagogy will examine in the context of responses to events associated with state sponsored violence including
genocide, partition, colonization, slavery and internment. This course will be of interest to those studying how
cultural practices are implicated in the function of the past in the present, and in particular, in regard to how one
might take into account the enduring legacies of various forms of social violence.
.
CTL1999 H
Special Topics in Curriculum: Doctoral Level: Beyond Empathy: Education and the Knowledge of Others
An exploration of how one can recognize and act in regard to the words, feelings, and actions of others in ways
that take account of the historical specificity of other people's experience. The purpose of the seminar is to
deepen and conceptually sharpen how this problem can most usefully be stated, understand the issues and
contradictions embedded in this problem, grasp how these are manifested in practices of pedagogy across a
variety of sites of education, and to consider how attempts have been made to "work within" and "work through"
the dynamics which set the terms of this problem. Participants will be asked to address how the problem of
"understanding others" bears on their own research, writing and teaching.
CTL1999 H
Special Topics in Curriculum: Doctoral Level: The Pedagogy of Testimony and the Problem of Listening to Others
Testimony has become pervasive in North American culture. It is offered for various purposes in courtrooms,
books, documentary film and video, museums, schools, on television, radio and over the internet. Testimony
has become central to learning about/from history. This course explores not only what and how testimony
attempts to teach but, as well, the challenges and difficulties of responsibly listening to others.
CTL1999 H
Special Topics in Curriculum: Doctoral Level: Queer Theories, Bodies and Curriculum
This course will consider how queer theory might alter our ways of thinking about and experiencing bodies in
education, in curriculum and in schools. Has queer simply become a code word for "lesbian" and "gay" identity
in education? What does queer mean if not identity? What and who are queer bodies in schools? Who gets to
decide? We will start the course by tracing the emergence of queer theory during the 1990s. Some queer
theories were critiqued for placing too much emphasis on texts and Eurocentric theory while not paying enough
attention to issues of race, to feminist knowledge, to everyday experiences of the body. In response, we shall
place queer theory in conversation with critical race theories, feminist-poststructuralism and materialist theories.
Recent examples from North American curriculum, schooling and education will illustrate these mutations in
queer theory. Theses examples will include narratives about teachers and students' bodies, as well as ideas about
reading practices and queer pedagogy.
CTL1999 H
Special Topics in Curriculum: Doctoral Level: Leadership in Curriculum
This course will critically examine the theoretical concepts of leadership in relaitonship to the social and
organizational context in which curriculum is developed, implemented, and evaluated. The curriculum cycle
involves a wide range of roles within the school system, from classroom teacher to Director of Education.
Instructional (Sheppard), transformational (Leithwood), moral (Hodgkinson), and participative (Yukl) approaches
to leadership must all be utilized within the cycle and by different roles. The variations in conceptual leadership
frameworks will be explored in relation to various models of curriculum development (Schwab, Walker),
implementation (Hal & Loucks, Leithwood), and evaluation (Provus, Stake, Eisner). Recent educational reforms
in organization and curriculum and the leadership required to implement and sustain these reforms will provide a
futher focus for the integration of leadership and curriculum theory.
CTL1999 H
Special Topics in Curriculum: Doctoral Level: Knowledge as Interpretation: Implications for Curriculum
If interpretation pervades all knowledge, understanding becomes the key curricular issue, rather than the
transmission of facts and truths. We examine some of the profound consequences of such a view for
curriculum studies and inquire into our own experience in that area. We ask, what are the curricular "conditions
for understanding" and how do we develop interpretive competence, especially in a multicultural society.
.
CTL1999 H
Special Topics in Curriculum: Doctoral Level: Recursive and Aesthetic Identity in Learning and Teaching
This course will explore the fragmented and individuated nature of self within the broader framework of western
culture, specifically addressing the social construction of the dichotomy between child and adult. This
dichotomy will be investigated by drawing on personal experience, conducting research, and reviewing the
research literature in relation to identity, learning and teaching. Through narrative inquiry with the focus on text
analysis through hermeneutics, participants will conduct research into the recursive and aesthetic nature of
learner/teacher identities.
.
CTL1999 H
Special Topics in Curriculum: Teaching As Art
This course conceptualizes teaching as an art and craft and seeks to understand the anatomy, dynamics, critique,
and improvement of teaching from the standpoint of different guiding metaphors of aesthetic criticism. It offers
a view of teaching that is highly systematic and detailed, but goes beyond standard mechanistically grounded
views of teaching and its critique.
CTL1999 H
Special Topics in Curriculum: Doctoral Level: Environmental and Humane Ethics and Education
This seminar-style course will consider the moral and conceptual dimensions of environmental issues by
examining a range of environmental and humane philosophies that extend the domain of moral concern beyond
the human. Some of the topics to be examined include: what constitutes moral standing, foundations of
environmental ethics, obligations to non-human living beings, anthropocentrism, ecocentrism, biocentrism, deep
ecology, animal liberation philosophies, ecofeminism, social ecology, environmental justice, the ethics of
sustainability, indigenous and non-western perspectives on environmental ethics, eco-spirituality and ethics.
Each topic will also be thoroughly explored in terms of the implications for curriculum, learning and teaching,
and for the goals, ethos, relational dynamics, and other aspects of formal and non-formal learning communities.
CTL1999 H
Special Topics in Curriculum: Doctoral Level: Proseminar for Curriculum Studies and Teacher Development
This half-course colloquium will be open to all new and returning doctoral students. While not required, new
doctoral students will be strongly encouraged to participate, and current doctoral students will be invited as well.
The objectives of the Colloquium are to begin socializing doctoral students into academic work in the areas of
Curriculum Studies and Teacher Development, and to introduce them to the work of CSTD faculty on the ways
in which faculty situate their work within curriculum studies.
CTL1999 H
Special Topics in Curriculum: Doctoral Level: Feminist Pedagogy and Ethics: Hannah Arendt and the Reformation of Social Life
This course will introduce students to some of the key philosophical works of Hannah Arrendt and explore their
implications/significance for the study of pedagogy, politics, culture and democracy. A central aim is to highlight
the role that an Arrendtian vision of political philosophy and social life might bring to larger questions about the
constitution of feminist ethics, pedagogy, and learning. A secondary aim of the course is to work at the level of
feminist theory much more substantially as it relates to education and the work of Hannah Arrendt. This will
require developing some theoretical links between identity work, social narration, political life and philosophical
accounts of 'becoming' politically responsible that are fundamental to more ethically oriented feminist theories.
.
CTL1999 H
Special Topics in Curriculum: Doctoral Level: Technology, Cognition and Instruction
How can technology enhance learning and instruction? How do students learn from technology? What new
opportunities does it provide teachers? This course examines the challenges and opportunities of technology,
with an emphasis on math and science education. We will define a set of criteria that can be used to critique
technology products or programs. We will examine current issues from research concerned with pedagogical
frameworks, assessment, gender and cultural equity, teaching practices, and systemic reform.Throughout the
semester, students will participate in the design, peer review, and revision of a lesson that integrates technology
effectively. Students will work collaboratively on this design project, reflecting on issues of pedagogy,
assessment, and lesson planning. Each week in class, students will present a technology product or program and
critique it according to our criteria. Students will read research papers concerned with technology-based
innovations, and take turns leading the class in activities and discussion relevant to the readings. Course
materials, announcements, and interactions will be coordinated through an online community, including weekly
electronic discussions of engaging topics.
CTL1999 H
Special Topics: Doctoral Level: Critical Approaches to Narrative
This course will engage in the study of various critical and theoretical approaches to the interpretation, analysis,
and teaching of literary narrative as fiction and non-fiction prose. Underlying concerns are: the relation of the
reader’s experience of the text to the text itself, the relevance of critical theory to analyzing and reflecting on the
sources of that relationship, and an exploration of addressing and mobilizing these consideration in the
interpretation, writing, and teaching of narrative texts as forms of literature.
CTL1999 H
Special Topics in Curriculum: Doctoral Level: Questions, Puzzles, and Debates in Contemporary Curriculum Thought
The purpose of this advanced seminar is to give doctoral students an opportunity to continue their engagement
with theoretical questions related to curriculum studies beyond the introduction offered in the Foundations
course. As the title suggests, the course seeks to engage questions, explore puzzles, and elucidate the range of
debates that enliven contemporary curriculum studies. To do this, the class will explore some of the most recent
published works, considering multiple perspectives on a given topic, as well as exploring the various genealogies
that animate these contemporary issues. Students will engage both contemporary accounts of ongoing debates
as well as historical texts that inform these debates. In order to take the course, students must have already
taken CTL1000, and preference will be given to students who are close to completing their course requirements.
The course will be geared toward doctoral students. Students in other programs may request permission from
the instructor and must demonstrate evidence of a solid background in curriculum studies.
CTL1999 H
Special Topics in Curriculum: Doctoral Level: Theories of Mathematics Education
This class will explore both foundational and current literature on theories of mathematics education. It will
highlight theories from philosophy and social sciences that continue to influence the teaching of mathematics.
This includes recent developments in areas within mathematics education such as types of research frameworks,
computer as a mediating tool, the role of algorithms in enhancing mathematical thinking, proof and proving. The
course will also discuss the integration of theoretical ideas and perspectives from the educational research
literature with teaching and learning practices in schools.
CTL1999 H
Special Topics in Curriculum: Doctoral Level: Contemporary Issues and Practice in Educational Assessment
Educational assessments are an essential part of the instructional and learning process. Educational testing has
become a major concern of educators as it is increasingly used as a tool to evaluate the quality of education.
These tests-driven educational reform efforts have generated much controversy today. There is an increasing
recognition of the need to rethink assessment practice and redirect its role to teaching and learning. This course
critically examines the status quo of contemporary educational assessment and helps students to reconceptualize
the use of assessment for improving instruction and learning in the classroom. The emphasis throughout the
course is on the practical, yet critical issues of assessment in education, related to the following areas: (1) Public
debate over testing and assessments; (2) Relation of assessment to instruction; (3) Purposes of classroom
assesssment; (4) Issues related to accommodating the needs of exceptional students; (5) Use and misuse of
assessment; (6) Equity and fairness issues in assessment; and (7) Use of assessment for educational research.
The course encourages students to integrate their knowledge of and experiences with specific subject domains
(eg., math, science, language arts, or second language education) into classroom discussions.
CTL1999 H
Special Topics: Doctoral Level: Research Methods in Video Analysis
This advanced research methods course addresses all stages of research - from planning, to data collection, to
analysis, to writeup - for projects that draw on videorecordings of naturalistic human interaction as a major data
source. The course will give students experience with actually collecting and analysing video data, and students
will have opportunities to develop and present research ideas.
CTL1999 H
Special Topics in Curriculum: Doctoral Level: Discourse in Math and Science Classrooms
This class will explore both foundational and current literature on discourse in K-12 math/science classrooms.
Readings will focus on both discourse as a classroom phenomenon and discourse as an analytic tool for doing
research in classrooms.
CTL1999 H
Special Topics in Curriculum: Doctoral Level: Towards Quantum Learning Communities
This seminar-style course draws upon the views of space, time, matter, relationship, change, consciousness and
nature of leading-edge scientists such as D. Bohm, Dana Zohar, Ilya Prigogine, Rupert Sheldrake, James
Lovelock, Lyn Margulis and Fritjof Capra to explore the emerging quantum worldview and the implications for
curriculum, learning processes, and the dynamics of change in formal and non-formal learning communities.
The parallels between the quantum worldview and Eastern mysticism/philosophies will also be examined as will
the potential of overlooked learning modalities suggested by those parallels. The course will be of particular
interest to students whose principal interests lie in the overlapping fields of environmental, global and holistic
education and transformative learning.
CTL1999 H
Special Topics in Curriculum: Doctoral Level: Narrative Curricula in Teaching and Learning
The proliferation of narrative activities in schools and universities is evident. Yet their specific curricular qualities
and their different functions with regard to teaching and learning are rarely considered. This course will address
these issues. An analytical framework will be presented to explore various types of narrative curricula
conceptually, with a view to different kinds of engagement required by teachers and students. We will examine
change processes involved and outcomes that can be expected. A range of practices will concern us, involving
the use of cases, experiential narratives, accounts by Holocaust survivors, as well as the narrative curricula
resulting from media consumption. Throughout the course, we will emphasis conceptual analysis along with the
life experiences of course participants. Experiential responses to readings, speakers and class presentations are
expected.
CTL1999 H
Special Topics in Curriculum: Doctoral Level: Mixed Research Methods in Education [RM]
This course explores the theory and practice of mixed research methods in education and social science and
discusses various conceptualizations and frameworks of the mixed method research inquiry including design,
analysis, synthesis, and representation. Students will participate in both collective and independent mixed-method
research projects to develop competencies in mixed research methods.
CTL1999 H
Special Topics: Doctoral Level: Applied Data Analysis
The course is designed to develop and extend the data analytic skills that students began to acquire in other
research methods courses and to learn how to synthesize and communicate research findings to a wide range of
audiences. The course covers qualitative, quantitative, and mixed methods data analysis approaches to complex
educational, psychological and social phenomena. The course is applied rather than statistical in the sense that
students will learn basic principles and techniques through the instructor’s modeling in class and then apply these
new techniques to real-life problems using publicly available educational data or their own data. Students will
participate in lab sessions in which they will learn computer skills (e.g., NVivo, SPSS, EXCEL, R) necessary for
data analysis. The course is designed to serve doctoral students who have taken introductory research methods
courses. Students who completed data collection or currently collect data for their theses are welcome to the
course. Students pursuing the MA degree need to contact the instructor to receive permission to take the course.
CTL1999 H
Special Topics in Curriculum: Doctoral Level: Education for a Knowledge Creating Society
This course provides an introduction to models of innovation in education, with emphasis on the education for
knowledge creation. Most constructivist models of education favor social-constructivist learning, which has its
roots in the work of Dewey, Vygostky, and Piaget. There is a tendency to compare these innovations with a
stereotypic traditional “transmission” approach (lecture, recitation, fact learning, seatwork, etc.) rather than
comparing nearer neighbors. Yet there are fundamental differences within the broad family of social-
constructivist approaches – from models based on guided discovery to knowledge creation. If education is to
progress we need to examine these differences. Toward that end students will be positioned to identify
environments and technologies that foster knowledge creation and advance theories, pedagogies, and
technologies to better support that goal.
The Institute for Knowledge Innovation and Technology (IKIT) holds weekly research meetings and students
can join meetings in person, by video conference, and/or work online.
CTL2799 H
Special Topics in Measurement and Evaluation: Accountability and Large-ScaleTesting
CTL2799 H
Special Topics in Measurement and Evaluation: Introductory Statistics
CTL2999 H
Special Topics in Measurement and Evaluation: Doctoral Level
A course designed to permit the study, (in a formal class setting) of specific areas of measurement and
evaluation not already covered in the courses listed for the current year. (This course does not fulfil the purpose
of CTL2998, which is normally conducted on a tutorial basis.)
CTL3000 H
Foundations of Bilingual and Multicultural Education
Foundation course for the Second Language Education Program, also open to students from other programs.
The course is offered for students particularly concerned with issues of second language instruction, education
for minority populations, and pluralism in education, defined in terms of language, culture (including religion), or
ethno-racial origin. The emphasis is on study of major foundational writings that have shaped current thinking
about these topics and on deriving implications for reflective teaching practice. Registration preference given to
SLE students.
CTL3001 H
Research Colloquium in Second Language Education [RM]
This colloquium provides opportunities to become familiar with ongoing research, research methodologies, and
curriculum activities in second-language learning and teaching.
CTL3002 H
Second Language Teaching Methodologies
This course deals with current theory and practice in second and foreign language methodologies - their role and
implications on language learning and teaching. A comprehensive survey and analysis of language methodologies
will be conducted both from a historical perspective and in epistemological terms. The course will introduce the
student to several of the fundamental concepts of second language teaching.
The latest developments in the field and the new perspectives opened by the research will play a major role in the
course.
CTL3003 H
Planning and Organizing the Second Language Curriculum
This course deals with current theory and practice in the development of the second language curriculum -- the
planning, needs analysis, objectives, content, structure, and evaluation of second language programs for
preschoolers to adults. The course is not an introduction to language teaching methods, but rather assumes that
participants have taken such a course previously and/or have significant language teaching experience, which
they now wish to consolidate -- by studying fundamental issues, current theory and research, recent publications
and curriculum initiatives -- to develop their professional knowledge and capacities in this area.
CTL3004 H
Language Awareness and its Role in Teacher Development
The language awareness movement is based on the belief that a place should be found in the curriculum for
exploring the nature of language: its rule-governed structure, its variety and its universal characteristics, the way
it is acquired by native speakers and second language learners, its role in society, and its role in creating,
sustaining, and enhancing power. The aim of the course is to consider (i) language awareness in first, second,
and foreign language education; (ii) the special need for language awareness in L2 contexts; and (iii) the role of
language awareness in teacher development.
CTL3005 H
Current Issues in Second Language Education
This course will consider current topics relevant to the teaching of second and foreign languages. Specific
topics will vary depending on the students' interests, but will normally include curriculum planning and syllabus
design, classroom-oriented research, the teaching of reading, writing, and oral communication skills, error
analysis, pedagogic grammar, and testing.
CTL3007 H
Discourse Analysis
This seminar focuses on discourse and discourse analysis, and their application to the field of second language
education. We will review various trends in discourse analysis, such as pragmatics, ethnomethodology,
conversational analysis, interactional analysis, critical discourse analysis. We will consider language and
discourse from the perspective of political economy and the construction of identities. Attention will also be paid
to gender, gender performance and sexuality as identity constructs, as these are interrelated with language use
and language acquisition.
CTL3007 H
Séminaire sur le language et la communication
Ce cours a pour but d’explorer une conception élargie du langage et de la communication basée sur le discours et
l’analyse du discours. Les interactions humaines et sociales se construisent en grande partie au moyen du
discours, à travers sa production, sa circulation, sa diffusion, sa légitimation, sa valorisation, sa consignation, sa
mise en archives. Deux modes principaux permettent sa production : la parole et l’écrit. La parole inclut divers
types d’activités, telles l’expression verbale, la conversation, l’interaction verbale, tandis que l’écrit suppose la
production de textes de divers genres. Dans les sciences humaines et sociales, le discours constitue à la fois un
mode d’accès à la connaissance et un contenu à étudier. En guise d’illustration, nous examinerons diverses
applications de l’analyse de discours, en particulier lorsqu’il s’agit de comprendre la production discursive dans
l’exercice d’activités de travail ou dans la construction de l’identité collective en contexte pluraliste.
CTL3008 H
Critical Pedagogy, Language and Cultural Diversity
Linguistic and cultural diversity have always characterized human societies and have usually played a central role
in mediating power relations between dominant and subordinate groups. In recent years, theorists working within
the framework of Critical Pedagogy have begun to describe how societal power relations are manifested in
schools both through interpersonal interactions and the hidden curriculum. In particular, theory has focused on
how language use and language learning interact with dimensions such as class, race, ethnicity, and gender in
mediating power relations within the educational system. The course will focus on this body of theory and
research and explore its applications to current educational issues related to minority students in both Canadian
and international contexts.
CTL3010 H
Second-Language Learning
This course examines theory and research in second language (L2) acquisition, including cognitive, linguistic,
social, biological and affective variables that account for relative success in L2 learning. The role of instruction
in L2 learning is also discussed.
CTL3011 H
Bilinguisme et éducation
Ce cours a pour but de familiariser les étudiants avec les théories sur le bilinguisme et avec les méthodes de
recherche qui ont été développées pour en traiter, de façon à pouvoir prendre en compte ces connaissances dans
la recherche, l'enseignement ou le développement de matériel pédagogique, que ce soit en milieu bilingue ou
plurilingue, ou en rapport avec l'enseignement des langues. Il porte plus particulièrement sur l'individu faisant
l’acquisition ou ayant recours à deux ou plusieurs langues. Il aborde également la question du bilinguisme sur le
plan des interactions langagières au sein de communautés linguistiques, comme la famille, la ville, ou le monde du
travail.
CTL3011 H
Bilingual Education and Bilingualism
This course examines bilingual education in its many forms. Particular emphasis will be placed on research
questions and findings related to bilingual education in Canada - for English Canadians, French Canadians,
immigrant populations, and Native peoples. Issues such as the effects of bilingualism on cognitive functioning,
psycholinguistic abilities, and personality will also be explored.
CTL3013 H
Second Language Assessment
This course provides an overview of current practices and problematic issues in language assessment. Topics
include approaches commonly taken to developing and using language assessment instruments and procedures,
their evaluation, and their applications in specific educational contexts.
CTL3013 H
Evaluation de la compétence langagière
"Ce cours fournit une introduction à cinq domaines de l'évaluation langagière des langues premières et secondes :
la compréhension auditive, la compréhension de la lecture, l'interaction orale, l'expression écrite et la compétence
langagière en général. À l'intérieur de chacun de ces domaines, les principaux instruments de mesure, l'usage
approprié de ces instruments, et les questions clés sont étudiées. L'évaluation langagière en milieu minoritaire est
un thème qui sera examiné plus particulièrement."
CTL3015 H
Seminar in Second-Language Literacy Education
A seminar to examine research on literacy education in second, foreign, or minority languages in subject or
medium of instruction programs. Psychological and social perspectives are explored in relation to commonalities
among and differences between second-language teaching in various kinds of world contexts.
CTL3018 H
Language Planning and Policy
The study of language politics, language planning and policy-making focuses on how social groups,
governments, and other bodies, are involved in language issues, such as language teaching. There are few
countries in the world today where language does not give rise to political debates. The state is frequently
involved in the way decisions are taken about the languages to be used and promoted in various domains of
public life (e.g. education, justice, the media) and even about what "counts" as a language. This course aims at
providing some understanding of works conducted in this field, the way in which they are developing and the
problems they face. There will be an emphasis on practical examples of language planning and policy issues
drawn from Canada and other countries, and there will be scope for students to nominate examples, topics or
case studies for class consideration. The course is suitable for students interested in the wider policy contexts in
Canada and overseas of language education and language issues.
CTL3018 H
Politique et aménagement linguistique
Ce cours a pour objectif de mieux comprendre de quelle façon les interventions humaines sont réalisées sur les
dynamiques linguistiques. Nous examinerons en particulier sur quelles bases idéologiques et politiques on en vient
à élaborer des politiques linguistiques, quelles en sont les composantes et les principales étapes, et de quelle façon
les politiques linguistiques se répercutent dans les pratiques langagières des acteurs sociaux. Idéalement, la
politique linguistique devrait permettre à l'école une meilleure prise en compte du contexte qui lui est propre, de
façon à harmoniser les rapports entre, d'une part, les langues de l'école, à savoir la langue d'enseignement et les
langues secondes ou étrangères à enseigner (ou en d'autres termes la langue en tant que médium d'instruction et
en tant que matière enseignée), et d'autre part, la réalité linguistique des élèves, incluant en premier lieu leur langue
première pouvant correspondre aussi bien à la langue dominante, à une langue minoritaire, à une langue d'origine
ou à une langue autochtone, et, en second lieu, leurs pratiques langagières axées autour du bilinguisme, de la
dominance linguistique, de l'alternance et du mixage de codes.
CTL3019 H
Research Themes in Canadian French as a Second Language Education [RM]
The last forty years have seen extensive research in FSL education in Canada, largely as a result of the advent of
immersion programs. The course will attempt a state-of-the-art assessment of research issues spanning aspects
of program design, evaluation, and implementation of all forms of FSL education with particular attention being
given to research methods (core, extended, immersion, and adult FSL).
CTL3020 H
Writing in a Second Language
This course focuses on second-language writing, with special attention to relations between research, theory,
and practice. Topics include text, psychological and social models of second-language writing instruction and
learning, ways of responding to student writing, and techniques for evaluating writing.
CTL3021 H
Pedagogical Grammar of French
This course offers FSL teachers the opportunity to deepen their understanding of the French language system,
and to consider what teaching strategies and techniques can facilitate their students' learning of the language
system without compromising the important emphasis on the experiential use of the language. French
"grammar" is broadly defined to include aspects of the sound system, vocabulary, syntax and discourse (oral and
CTL3024 H
Second Language Teacher Education
In this course the many dimensions of second and foreign language teacher education will be explored. The
course will focus on four main areas including 1) the foundations of second language teacher education, 2) initial
teacher preparation, 3) in-service education and on-going professional development as well as 4) activities and
procedures for second language teacher education. Consideration will be given to the specific needs of different
types of second language teachers working in either traditional or non-traditional learning environments with
learners of different ages. The implications of responding to these diverse needs for second language teacher
education will also be explored.
CTL3025 H
Applied Sociolinguistics in Second Language Education
This course addresses the influences of community, home, school, and cultural heritage on (second) language
acquisition and language use. Social and educational implications of language variation are addressed, particularly
as they relate to language policy and social and linguistic change. Factors such as gender, ethnicity, race, and
socioeconomic background are studied as they relate to language use and perception. The current status of
different language minority groups is considered, and related cultural and pedagogical issues are raised. Students
will acquire an understanding of basic concepts, findings, issues, and research methods in sociolinguistics as
they relate to second and foreign language learning, teaching, and use. They will develop a sociolinguistic
perspective for the teaching and learning of second and foreign languages and obtain experience in the use of
sociolinguistic techniques for the description of language in society as it pertains to second language learning,
teaching, and use.
CTL3026 H
Pragmatics in Second Language Education
This course examines theories, research methods, and substantive findings about second language speakers’ and
learners’ pragmatic style and development. Themes to be explored include the relationship between pragmatic
and grammatical development, the role of different learning environments (such as study abroad, EFL vs. ESL),
options and effects of instruction, individual differences, institutional discourse, cross-cultural politeness studies,
electronic communication, and the interrelation of social context, identity, and L2 pragmatic learning. Through
the class, students will understand basic concepts, findings, issues, and research methods in interlanguage and
cross-cultural pragmatics; develop perspectives on the teaching and learning of second and foreign languages as
pertains to the acquisition of pragmatic competence; and investigate in detail a topic related to the field of
interlanguage pragmatics.
CTL3797 H
Practicum in Second Language Education: Master's Level
An individualized course linking research and theory in SLE with practical fieldwork supervised by a professor.
Credit is not given for the fieldwork per se, but rather for the academic work related to it. Academic
assignments related to the field work are established collaboratively between the student and professor
supervising the course, and evaluated accordingly, in a manner similar to an individual reading and research
course (e.g., CTL 3998H). A student wishing to propose a Practicum course must prepare a rationale, syllabus,
and bibliography for the course, and obtain the written approval of a supervising professor and of the graduate
coordinator in SLE one month prior to the start of the academic term in which the course is to begin.
CTL3798 H
Individual Reading and Research in Second Language Education: Master's Level
Specialized study, under the direction of a staff member, focusing on topics of particular interest to the student.
While course credit is not given for a thesis investigation proper, the study may be closely related to a thesis
topic. A student wishing to propose an Individual Reading and Research course must prepare a rationale,
syllabus, and bibliography for the course, and obtain the written approval of a supervising professor and of the
graduate coordinator in SLE one month prior to the start of the academic term in which the course is to begin.
CTL3799 H
Special Topics in Second Language Program: Masters Level: Second Language Vocabulary Acquisition
This course examines the nature and acquisition of the L2 lexicon, its interaction with the L1 lexicon, the roles of
incidental and intentional learning, lexical learning strategies and the relative merits of various techniques for
teaching vocabulary. In addition, there will be discussion of the concept of word, the multi-faceted nature of
word knowledge; complementary and interacting aspects of receptive and productive vocabulary; corpus studies
of vocabulary use in written and spoken discourse; and the assessment of general or specific lexical knowledge.
CTL3799 H
Special Topics in Second Language Program: Masters Level: Computer Technologies in Second Language Education
This course will focus on theory, research and practice in the use of computer technologies in second language
education.
CTL3799 H
Special Topics in Second Language Program: Masters Level: Séminaire d'études " minorités et francophonies"
-
Le but de ce séminaire est d’examiner, à la lumière de différents courants d’études sur les minorités, le cas
spécifique des minorités francophones au sein des espaces nationaux et internationaux. Ce séminaire porte sur
les thèmes du pluralisme, de la diversité et des processus de minoration au sein des instituions sociales (États,
fonctionnariat, professions médicales et juridiques, associations, etc.) et éducatives (écoles, conseils scolaires,
etc.) dans la francophonie. Il porte aussi sur les méthodes de recherche empiriques servant à étudier ces
phénomènes en sciences humaines et en sciences sociales. Enfin, il inclut un volet pratique sur le travail
scientifique.
CTL3799 H
Special Topics in Second Language Program: Master's Level: Educational Technology in Second Language Settings
This course explores the roles that educational technology can play in teaching, learning, and conducting
research in second-language contexts. Through exploration, experimentation, collaboration, and reflection, the
course investigates the links between information technology - including multimedia applications and Internet-
based communication - and second-language education.
.
CTL3799 H
Special Topics in Second Language Program: Masters Level: Task-based Second Language Learning and Teaching
This course first surveys the recent history of TBLT, from its beginnings as an offshoot of communicative
language teaching and ESP, through operational proposals for task design to motivate learning and interaction,
and up to current cognitive processing proposals for researching (and implementing) decisions about task
design, task sequencing, and learner profile analysis. The emphasis then moves to a description of research
paradigms, and theoretical motivations for them, for researching the effects of TBLT on learning and
performance using a variety of units of analysis. Finally, larger implementational curricular design decisions are
considered, such as syllabus design and the design of criterion reference achievement tests.
CTL3799 H
Special Topics in Second Language Program: Master's Level: Sociolinguistics and Second Language Teaching and Learning
This course examines the intersection of sociolinguistics, second language acquisition (SLA), and second
language education (SLE). Students will become familiar with the distinctions between macro- and micro-
sociolinguistics, interlanguage- and second-language-variation, and Type 1 and Type 2 variation and will gain an
understanding of the ways in which sociolinguistics overlaps with and distinguishes itself from discourse analysis
and pragmatics. Sociolinguistic examples used throughout the course will focus primarily on English and French
as second languages and clear implications for SLA and SLE will be explored within each weekly topic.
CTL3799 H
Special Topics in Second Language Program: Masters Level: Applied Sociolinguistics
This course addresses the influences of community, home, school, other institutions, and cultural heritage on
language acquisition and language use. Social and educational implications of language variation are adressed,
particularly as they relate to langauge policy and social and linguistic change. Factors such as gender, ethnicity,
race, and socioeconomic backgorund are studied as they relate to language use and perception. The current
status of different language minority groups is considered, and related cultural and pedagogical issues are raised.
Students will gain an understanding of basic concepts, findings, issues, and research methods in sociolinguistics
as they relate to second and foreign language learning and teaching. They will investigate in depth a
sociolinguistic topic, and will obtain hands-on experience in the use of sociolinguistic techniques for the
description of language in society as it pertains to second language use, learning, and teaching.
CTL3799 H
Special Topics in Second Language Program: Master's Level
A course designed to permit the study (in a formal class setting) of specific areas of second language education
not already covered in the courses listed for the current year. (This course does not fulfil the purpose of
CTL3798, which is normally conducted on a tutorial basis.)
CTL3800 H
Second Language Classroom Research
The research on second-language teaching and learning in classrooms will be examined critically. Theoretical
issues, research methodology, and substantive findings will be discussed with a view to implications for the
conduct of future research, research directions, and teaching practices in second-language classrooms.
CTL3803 H
Ethnographic Research in the Language Disciplines
Ethnographic research covers all those methods of inquiry typically used in qualitative research, such as
interviews, content analysis, focus groups, discourse analysis, triangulation, questionnaires, observation studies,
and case studies. It also covers the broad approaches to research that use these methods: classical ethnography,
ethnography of communication, and critical ethnography. Participants will be free to concentrate on methods
that interest them and to mix methods according to need.
CTL3806 H
Sociocultural Theory and Second Language Learning
This course will examine aspects of second language learning (SLL) from the perspective of a sociocultural
theory of mind. Key concepts from sociocultural theory, for example zone of proximal development (ZPD),
scaffolding, private speech, and mediation will be considered as they relate to SLL. Relevant writings of
Vygotsky, Leont’ev, Cole, Donato, Lantolf, van Lier, Wertsch and others will be read in depth.
CTL3807 H
Second Language Education Research Methods [RM]
For thesis students (M.A., Ph.D., or Ed.D) preparing to do empirical research on second language learning,
instruction, and/or curriculum, this course reviews and provides experience with relevant techniques for data
collection (e.g. focus groups, interviewing, verbal reports, observation, discourse analysis, questionnaires, tests);
data analyses (e.g., coding, profiling, summarizing, reliability and verification checks, validation), and addressing
ethical issues in research with humans.
CTL3808 H
The Role of Instruction in Second Language Learning
This course examines theory and research on the role of instruction in second language acquisition. The central
issues to be addressed are the extent to which different types of instructional input and corrective feedback
contribute to second language acquisition (SLA). The extent to which different language features and proficiency
levels interact with instructional input is also examined alongside other learner and teacher variables.
CTL3809 H
Research Seminar in Sociocultural Theory and Second Language Learning
This course is an advanced seminar intended for students who are conducting second language learning research
within a sociocultural theory (SCT) of mind framework. It will support students a) in developing their research
ideas into a thesis proposal; b) in analyzing, coding and interpreting their data; c) in working through the
conclusions and implications of the results of their research.
The topics covered will include: SCT and its (in)commensurability with other theories, dynamic assessment,
identity, agency, inner speech, private speech, play, classroom-based research, collaborative dialogue, genetic
analysis, mediation, internalization, ZPD, etc.
CTL3997 H
Practicum in Second Language Education: Doctoral Level
An individualized course linking research and theory in SLE with practical fieldwork supervised by a professor.
Credit is not given for the fieldwork per se, but rather for the academic work related to it. Academic
assignments related to the field work are established collaboratively between the student and professor
supervising the course, and evaluated accordingly, in a manner similar to an individual reading and research
course (e.g., CTL 3998H). A student wishing to propose a Practicum course must prepare a rationale, syllabus,
and bibliography for the course, and obtain the written approval of a supervising professor and of the graduate
coordinator in SLE one month prior to the start of the academic term in which the course is to begin.
CTL3998 H
Individual Reading and Research in Second Language Education: Doctoral Level
Specialized study, under the direction of a staff member, focusing on topics of particular interest to the student.
While course credit is not given for a thesis investigation proper, the study may be closely related to a thesis
topic. A student wishing to propose an Individual Reading and Research course must prepare a rationale,
syllabus, and bibliography for the course, and obtain the written approval of a supervising professor and of the
graduate coordinator in SLE one month prior to the start of the academic term in which the course is to begin.
CTL3999 H
Special Topics in Second Language Education: Doctoral Level: The New Research Landscape
This Special Topics Course will offer graduate students a thorough understanding of the conditions in which
research is currently being conducted in universities, governmental agencies, school boards, or other
organizations. It will help them better situate their own thesis work as graduate students and their work as
research assistants in funded research, and it wll igve them some background preparation for a future academic
career. The course will be designed primarily for students in the Second Language Education program, but will
hopefully also attract students from other programs. Weekly topics will draw from research policies in place at
the University of Toronto and at other organizations, as well as from scholarly writings addressing these topics.
Week 1: Research Types and Research Design. Week 2: Research Methodology. Week 3: Research
Infrastructure. Week 4: Research Ethics. Week 5: Research Integrity. Week 6: Research Misconduct. Week 7:
Intellectural Property. Week 8: Research Management. Week 9: Corporatization, Commercialization and
Internationalization. Week 12: Research Impact, Knowledge Mobilization, and Social Responsibility.
CTL3999 H
Special Topics in Second Language Education: Doctoral Level: Research Seminar in Multiliteracies Pedagogy
The course focuses on the instructional implications of changes in both the nature of literacy practices brought
about by new technologies and the increasing diversity of school populations with respect to language, ethnicity,
culture, and religion brought about by global migration trends. These changes are captured by the term
multiliteracies, which refers to the fact that literacy involves much more than the linear, text-based, reading and
writing skills traditionally taught in schools and also to the fact that literacy practices are enacted outside the
school context by students and communities in languages other than the language(s) of instruction. The course
will focus on the theoretical underpinnings of multiliteracies pedagogy and on the classroom practices that are
implied by research and theory in this area.
CTL3999 H
Special Topics in Second Language Education: Doctoral Level: Advanced Research Seminar in Sociocultural Theory and Second Language
Learning
In this course, students will either develop their thesis proposal or discuss the analysis and interpretation of data
they have collected for their thesis. The student’s research must be embedded in Sociocultural Theory and/or
Activity Theory and consider some aspect of second language learning. Readings will be assigned according to
the interests of the students enrolled in the course.
CTL3999 H
Special Topics in Second Language Education: Doctoral Level: Computer-Supported Approaches to Academic Language Learning
This course focuses on the nature of academic language proficiency in both first and second languages and how
it can be promoted in computer-supported learning environments. These environments include computer
programs designed to support aspects of academic language learning (e.g. vocabulary knowledge) as well as
networks of sister classes involved in collaborative projects. The course is offered through computer
CTL3999 H
Special Topics in Second Language Education: Doctoral level: Practicum in College or University Teaching
The Practicum in College or University Teaching is intended to serve as a capstone experience for doctoral
candidates. The practicum experience provides doctoral students the opportunity to apply and integrate
knowledge acquired through coursework. In clarifying and broadening career goals, the practicum experience
assists doctoral candidates in discovering, developing and refining necessary competencies and skills for their
proposed career objectives. Doctoral students enrolled in the Practicum will participate in a mentored teaching
experience and document this experience by preparing a teaching e-portfolio.
Ideally each doctoral student would have a pedagogical mentor (the Practicum instructor) and, as appropriate and
possible, a content mentor (a faculty member in the discipline). Details of the Practicum will be negotiable
depending on the level of experience and particular circumstances of the doctoral candidate. The goal of the
Practicum is to provide doctoral students with peer and pedagogical mentorship through a teaching and/or course
development experience.
Note: Masters students can enroll with the permission of the instructor.
CTL3999 H
Special Topics in Second LanguageEducation: Doctoral Level
A course designed to permit the study (in a formal class setting) of specific areas of second language education
not already covered in the courses listed for the current year. (This course does not fulfil the purpose of
CTL3998, which is normally conducted on a tutorial basis.)
CTL7000 H
Curriculum and Teaching in Literacy
An introduction to education techniques and the role of the teacher in implementing, evaluating and designing
literacy curricula for students in grades K to 10. Additionally, the course explores methods for curriculum
planning and development including practical assessment strategies. This course is normally open only to
students in the M.T. in Elementary and Secondary Education.
CTL7001 H
Educational Professionalism, Ethics and the Law
This course will enable teacher candidates to analyze the interrelated legal and ethical conditions that shape the
classroom context specifically and educational change generally. The Ontario College of Teachers regulations and
professional misconduct policies and procedures will be studied. Topics include leadership theories, the legal
context of education, parental participation, and the influence of collegial relationships with students, parents,
community, government and social business agencies upon the classroom and the school. This course is
normally open only to students in the M.T. in Elementary and Secondary Education program.
CTL7002 H
Curriculum and Teaching in Mathematics
An introduction to education techniques and the role of the teacher in implementing, evaluating and designing
mathematics curricula for students in grades K to 10. Additionally, the course explores methods for curriculum
planning and development including practical assessment strategies. This course is normally open only to
students in the M.T. in Elementary and Secondary Education program.
CTL7003 H
Curriculum and Teaching in Social Studies and Science
This course examines the conceptual basis underlying teaching methods, problems, and issues related to
curricula on social studies and science. This course is normally open only to students in the M.T.in Elementary
and Secondary Education program.
CTL7004 H
Practicum in Schools (Year 1) - P/F
This first year course provides supervised experience in an area of fieldwork, under the direction of faculty and
field personnel. Teacher candidates are placed in partnership schools in public and separate school systems and
in other settings that use the Ontario curriculum. Teacher Candidates are under the joint supervision of a field
teacher on site and an academic staff member at OISE. The teacher candidates will have one placement in each
of their divisions. This course is normally open only to students in the M.T. in Elementary and Secondary
Education program.
CTL7005 H
Practice Teaching (Year 2) - P/F
In this second year course, teacher candidates are placed in partnership schools in public and separate school
systems and in other settings that use the Ontario curriculum. Teacher candidates are under the joint supervision
of field teachers on site and an academic staff member at OISE. Teacher candidates may have experience in one
or both of their divisions. They may be placed in special education, library or specialist classrooms in their last
placement. This course is normally open only to students in the M.T. in Elementary and Secondary Education
program.
CTL7006 H
Reflective Teaching and Research
This course is designed to develop teacher candidates awareness of and reflection about their own professional
knowledge, beliefs, values, and skills as emerging teachers in relation to classroom-based and school-based
research. The following four broad themes will guide the course in interwoven and complementary ways: (1) the
teacher as a reflective professional oriented towards inquiry into educational theory and practice; (2) the teacher
as a moral agent who appreciates the ethical demands, complexities, and responsibilities of the role; (3) the
teacher as a critical analyst of educational research; (4) the teacher as a practitioner researcher knowledgeable of
conceptual and methodological approaches to the study of teaching and schooling. This course is normally open
only to students in the M.T. in Elementary and Secondary Education program.
CTL7007 H
Authentic Assessment
In this course, candidates will formulate a personal policy on student assessment, develop authentic assessment
tools appropriate to their teaching assignments, and assess the quality of authentic assessment strategies.
Particular attention will be given to performance assessments, portfolios/e-Portfolios, self-assessment and self-
evaluation, cooperative assessment, student beliefs and attitudes toward assessment, measurement of affective
outcomes and professional standards for evaluating student assessment practices. This course is normally open
only to students in the M.T. in Elementary and Secondary Education program. Students may not take CTL1019.
CTL7008 H
Introduction to Special Education and Adaptive Instruction
In Ontario, the regular education classrooms are currently the placement of choice for students with disabilities.
This movement toward inclusive education has occurred for a variety of reasons: legal, educational, moral and
philosophical. In this course, teacher candidates will consider special education from the perspective of the
regular classroom teacher. From this perspective, special education is not “special” but is effective teaching that
benefits all the students in the class. It focuses on adapting instruction to meet the diverse needs of the students
in the class. The course will concentrate on how instructional assessment can be used to calibrate instruction to
meet the needs of individual students, how to accommodate learner differences and how to collaborate with
other professionals to meet the provincial requirements for inclusion of students in teaching, programming and
assessment. This course is normally open only to students in the M.T. in Elementary and Secondary Education
program. Students may not take HDP2280
CTL7009 H
Anti-Discriminatory Education
Through this course, teacher candidates will identify spaces in which discrimination in education is found - for
example, within interactions between teachers and students; administrators and students; students and students;
students and the curriculum; teachers and the curriculum; administrators and teachers; teachers and parents;
parents and administrators. Discussions will focus on anti-discriminatory education in school settings. Emphasis
in the course will be placed on integrating theory and practice. Discussions of practice to theory will be linked.
This course is normally open only to students in the M.T. in Elementary and Secondary Education program.
Students may not take CTL1011
CTL7010 H
Issues in Numeracy and Literacy
In this course, teacher candidates will explore theoretical and current issues in numeracy and literacy spanning
kindergarten through grade eight. Integration with other subject areas and course work will be addressed. The
experiences in this course are intended to help teacher candidates bridge theory and practice, and articulate
personal beliefs and experiences related to literacy and numeracy. This course is normally open only to students
in the M.T. in Elementary and Secondary Education program.
CTL7011 H
Child and Adolescent Development
This course addresses issues and developmental changes in children and the factors involved in child
development. Infancy, the preschool period, early school years, intermediate years, and adolescence are
covered. This course is normally open only to students in the M.T. in Elementary and Secondary Education
program.
CTL7012 H
Issues in Secondary Education
In this course, teacher candidates will explore theoretical and current issues in secondary education spanning
Grade 9 to 12. The course will also explore the issues surrounding Grades 7 and 8 and the transition into
secondary schools. The experiences in this course are intended to help teacher candidates to bridge theory and
practice, and articulate personal beliefs and experiences related to issues in secondary education. This course is
normally open only to students in the M.T. in Elementary and Secondary Education program.
CTL7013 H
Arts in Education
An introduction to education techniques and the role of the teacher in implementing, evaluating and designing arts
curricula for students in grades K to 10. Additionally, the course explores methods for curriculum planning and
development for visual arts, music and physical education. This course is normally open only to students in the
M.T. in Elementary and Secondary Education program.
CTL7014 H
Fundamentals of Teaching
This course will explore the complexity of schools and place of the school in the community. Practical issues
around lesson planning, unit planning, classroom management, and the class as a community are addressed. This
course provides a practical and conceptual introduction to the teaching of students and will introduce student
teachers to many of the philosophies, methods, and materials relevant to teaching. It provides opportunities to
develop an understanding of the process of becoming a teacher, insight into the role of ethics in research, and to
acquire the skills and attitudes to be a thoughtful and reflective practitioner. In these respects, this course
enables the student teacher to build a foundation for continuing professional growth as an individual and as a
member of the teaching community.
CTL7015 H
From Student to Professional
This course is paired with the 2nd year Practicum course (CTL7005H), and serves as a bridge between
academic course work and practical experience. This course therefore attends to both theory and practice.
Course goals include strengthening instructional skills, building a repertoire of teaching strategies, deepening
understanding of the complexities of teaching/learning, and refining a vision of teaching. This course is designed
to prepare the teacher candidate for a professional teaching/education career, whether that be employment in the
public or non-traditional setting and/or post-graduate studies.
CTL7016 H
Integrating Technology into the Classroom: Issues and Activities
This course deals with the use of computers in schools as tools for students in curricula other than computer
studies. The role that technology can play in school restructuring is examined. Also included is a discussion of
issues related to teacher training and classroom implementation, and the ways in which technology applications
can influence the curriculum content and process. The major emphasis is on determining the specific education
need (of students, teacher, curriculum objectives or subject area) that computer technology can meet.
CTL7020 Y
Curriculum and Teaching in English - Intermediate/Senior
This course will introduce candidates to the methodologies and issues relevant to teaching English in Ontario in
the Intermediate and Senior divisions (Grades 7-12). Written, visual and virtual texts such as literature, media and
technology define the content. Topics include teaching textual forms, writing processes, classroom language
and media/technology. Teacher candidates will read, write, view, talk and represent their understanding of text to
reflect on English/Language Arts practices and theories, as preparation for informed curriculum planning and
implementation. The content, methodologies, evaluation and skill requirements in English/Language Arts will be
linked to Ontario Ministry of Education guidelines. This course is normally open only to students in the M.T. in
Elementary and Secondary Education program.
CTL7021 Y
Curriculum and Teaching in History - Intermediate/Senior
This course will introduce candidates to the methodologies and issues relevant to teaching History in Ontario in
the Intermediate and Senior divisions (Grades 7-12). A variety of teaching/learning strategies, assessment
techniques and approaches to curriculum design will be explored. Adapting the history program to meet the
needs of a diverse student body will be highlighted. Course methods include demonstrations, interactive sessions,
small group activities and field studies. Assignments will require candidates to develop practical applications and
to link theory and practice. This course is normally open only to students in the M.T. in Elementary and
Secondary Education program.
CTL7022 Y
Curriculum and Teaching in Mathematics - Secondary
This course will introduce candidates to the methodologies and issues relevant to teaching Mathematics in
Ontario in the Intermediate and Senior divisions (Grades 7-12). A variety of teaching/learning strategies,
assessment techniques and approaches to curriculum design will be explored. Course methods include discussion
of objectives, teaching methods, instructional materials, testing and evaluation, and selected topics from the
Ontario Ministry of Education Guidelines. This course is normally open only to students in the M.T. in
Elementary and Secondary Education program.
CTL7023 Y
Curriculum and Teaching in Science: Biology - Intermediate/Senior
This course will introduce candidates to the methodologies and issues relevant to teaching Biology in Ontario in
the Intermediate and Senior divisions (Grades 7-12). The course provides opportunities to develop a practical
understanding of instructional methods and skills through unit and lesson planning in a variety of classroom
contexts. Furthermore, candidates will be introduced to safe laboratory work, the effective selection and use of
resources, the integration of technology into teaching, a variety of assessment/evaluation strategies, and to
creating an inclusive and motivating learning environment. Throughout the program, efforts are made to integrate
theoretical ideas and perspectives from the educational research literature with teaching and learning practices in
schools. This course is normally open only to students in the M.T. in Elementary and Secondary Education
program.
HDP1200 H
Foundations of Human Development and Education
All students of human development are interested in two questions: What develops? What influences
development? In this course we are also interested in a third question: What is the role of formal education in
human development? This course will provide an opportunity for students to construct an overall perspective on
development and education, and to be introduced to the main areas of expertise among the faculty.
HDP1201 H
Child and Adolescent Development
This course addresses issues and developmental changes in children and the factors involved in child
development. Infancy, the preschool period, early school years, intermediate years, and adolescence are
covered. Clinical and/or educational issues may be covered in some sections of this course.
HDP1209 H
Research Methods and Thesis Preparation in Human Development and Applied Psychology [RM]
This course reviews foundational skills necessary for the successful completion of the MA thesis. The primary
goals will be to develop: the ability to draw valid conclusions from quantitative evidence; the ability to critique
published research articles; the ability to conduct a well designed piece of research; the ability to write up that
research in a format appropriate for a journal article or thesis. The course deals with research methods, the
conceptual foundations of statistics, and the preparation of a thesis/research report. The aim is to try to integrate
these three things (research methods, the interpretation of statistics, and thesis/journal article preparation).
HDP1211 H
Psychological Foundations of Early Development and Education
This course examines research on the psychological foundations of early childhood and relates those foundations
to practice in the preschool and primary years. Early education is considered in relation to program factors
such as teachers' beliefs and curriculum areas, to child and family factors such as temperament and attachment,
and to social factors such as childcare experience and community. Young children's physical, cognitive,
communicative, social and emotional development are explored as contributors to and as consequences of early
learning experiences.
HDP1215 H
Psychological Assessment of School-Aged Children
The purpose of this course is to gain an understanding of basic principles of psychological assessment and to
acquire administration skills with respect to several widely used standardized tests of intelligence, academic
achievement, and special abilities. Topics will include the history of intelligence testing, contextual issues
surrounding the assessment process, basic statistical concepts related to psychometrics, test administration, and
report writing. Students gain practical experience with respect to a test administration and scoring of a number
of tests (e.g., WISC-IV, WPPSI-III, WAIS-III, WIAT-II, K-TEA, WJ-III, WRAT-3) which are evaluated
through review of completed test protocols and videotaped test administrations.
Pre-requisite: This course is limited to students in the School and Clinical Child Psychology program and is a pre-
requisite for course HDP 1216.
HDP1216 H
Psychoeducational Assessment
Theory and practicum in psychological assessment techniques applied in school settings. Administration and
interpretation of individual intelligence tests, academic tests, tests of special abilities and behaviour rating scales
within the context of a practicum assignment in the Counselling and Psychoeducational Clinic. Topics focus on
the development of assessment plans, clinical interviewing, test interpretation, report writing, feedback, and
consultation.
Prerequisite: This course is limited to students in the School and Clinical Child Psychology program who have
completed course HDP1215.
HDP1217 H
Foundations of Proactive Behavioural and Cognitive-Behavioural Intervention in Children
This course provides a basic overview of current behavioural and cognitive-behavioural approaches to the
management and remediation of maladaptive behaviour, such as aggression, disruption, and noncompliance, in
clinical, educational and residential settings. A conceptual model of behaviour and cognitive-behaviour therapy
and learning principles relevant to this model will be considered. The model focuses on proactive, nonintrusive,
and success-based approaches to remediation of problem behaviour. Topics will include assessment of
maintaining variables, teaching of adaptive skill clusters, building tolerance to difficult environmental
circumstances, moderating severe behaviour to enable skill-teaching, and evaluating clinical progress.
HDP1218 H
Seminar and Practicum in Assessment (Pass/Fail)
This course supports and monitors the development of the M.A. student's clinical skills, (assessment and
intervention) in the field placement. Placements are typically in school settings. Seminars are scheduled on
alternate weeks for the academic year. They focus on issues related to differential diagnosis and clinical
practice.
Note: Open to School and Clinical Child Psychology students only, and ordinarily taken in the second M.A. year.
Students are expected to consult with Dr. Link to arrange a practicum placement.
Pre-requisite: HDP1215, HDP1216, HDP1219, HDP1220 or equivalent; and permission of instructor.
HDP1219 H
Ethical Issues in Applied Psychology
This course provides students with an overview of legal, ethical, and professional issues as they relate to the
practice of psychology. The current regulatory model of psychology in Ontario and its implications for practice
are reviewed. The Canadian Code of Ethics, College of Psychologists' Standards of Professional Conduct, federal
and provincial legislation, and case law that apply to practice in Ontario are reviewed as they relate to issues of
confidentiality, record keeping, consent, competence, professional boundaries, and diversity issues in
assessment, psychotherapy, and research. Throughout the course, a model of ethical decision-making designed
to assist practitioners with ethical dilemmas is reviewed and practised with a variety of case examples in the
context of small- and large-group discussion.
HDP1220 H
Introduction to School and Clinical Child Psychology
This course is intended to provide students in School and Clinical Child Psychology with a grounding in the
conceptual foundations of the program. The implications of the scientist practitioner model for practice as a
school or clinical child psychologist is the cornerstone of the course. Specific issues to be addressed include
developmental and systemic approaches to psychological practice, systems and group behavior within, and
related to the school organization, multidisciplinary teams, approaches to consultation, principles of prevention
and intervention, and program evaluation. Students will apply the principles discussed in the course in a
practicum placement arranged by the course instructor.
Note: Open to School and Clinical Child Psychology students only, and ordinarily taken in the first MA year.
HDP1234 H
Foundations of Cognitive Science
This course examines the psychological and philosophical basis of cognitive science including such topics as the
nature of mental representations, functionalist and computational theories of mind, intentionality, subjectivity,
consciousness, and meta-cognition.
HDP1236 H
Developmental Psychopathology
The aim of this course is to provide students with a basic understanding of child and adult psychopathology. In
order to do this we will look at normative patterns in personality, behavior and emotions. We will treat the work
in the epidemiology of childhood and adult disorders as central to our understanding of these disorders, and
discuss the methodological issues involved in this type of approach that make it so useful to understanding
etiology, course, treatment and prognosis. The diversity of functioning in the emotional and behavioral realm will
be reviewed in order to understand issues of abnormal or pathological development. The way in which the social
and cultural context interacts with genetic and constitutional aspects of the individual will also be considered.
This will give us the basis for examining some of the most common disorders and understanding the dynamics
of these disorders during childhood and into adulthood.
Note: Open to MA and PhD students in SCCP and DPE. Others by permission of the instructor.
HDP1237 H
Development and Learning
This course will cover theories and models of development that are relevant to how people learn. Research in
cognitive science that has contributed to our understanding of learning will be reviewed and discussed, and
student projects will help consolidate and extend these ideas. The course also examines motivation to learn, the
development of higher order thinking, and communities of learning, both in terms of social and cultural contexts.
HDP1238 H
Special Topics in Human Development and Applied Psychology: The Development of Algebraic Reasoning in Young Children
In recent years there has been a new focus on algebra in elementary school. Rather than delay the teaching of
algebra until high school, school boards across Canada are including activities that promote algebraic reasoning in
their mathematics curricula starting in Kindergarten. This course is designed to acquaint students with current
theories and research on the development and learning of algebraic reasoning in elementary school. Algebraic
reasoning goes beyond what is typically thought of as "algebra". Kieran (1996) defines algebraic reasoning as
"the use of any of a variety of representations that handle quantitative situations in a relational way". Driscoll
(1999) says that algebraic thinking can be considered to be the "capacity to represent quantitative situations so
that relations among variables become apparent". The National Council of Teachers of Mathematics considers
early algebra to comprise four separate strands: 1) the representation and analysis of mathematical situations
using algebraic symbols; 2) modeling of mathematics; 3) analyses of change and 4) patterns, relations and
functions. In this course we will look closely at these strands and conduct brief research projects on the
development and learning trajectories of one of these strands.
HDP1238 H
Special Topics in Human Development and Applied Psychology: The Psychology and Education of Inattentive Students
This course focuses on the phenomenon of inattention in the classroom, its detrimental impact on learning and
academic outcomes, and on evidence-based intervention to improve students' attention. It will examine the
psychological constructs of attention and inattention from both behavioural and cognitive perspectives, the
typical and atypical development trajectory of attention skills, and the manifestation of inattention in children with
various special needs recognized by the Ontario Ministry of Education. Evidence is presented for the detrimental
effects of inattention on the development of numeracy and literacy skillls, as well its associated risk for poor
adult outcomes. Students will learn assessment methodologies as well as evidenced-based intervention
approaches for individual students, small groups, inclusive classrooms, and special education settings.
HDP1238 H
Special Topics in Human Development and Applied Psychology: Manuscript Preparation Focussed on Research and Issues in Math
Education.
In this course students will explore basic requirements and issues related to preparing and writing articles for
publication in education journals. The course includes reading a number of articles in the field and discussing
such matters as content, structure and argument, and theoretical and practical research issues. Each student will
produce on their own a paper which will be reviewed and discussed by the group as a whole. The overall goal
is to provide each student with the opportunity to develop an article suitable for publication.
HDP1238 H
Special Topics in Human Development and Applied Psychology: Master's Level
A course designed to permit the study (in a formal class setting) of a specific area of human development and
applied psychology not already covered in the courses listed for the current year. The topics will be announced
each spring in the Winter Session and Summer Session timetables.
HDP1238 H
Special Topics in Human Development and Applied Psychology: Teaching Students with Attention-Deficit/Hyperactivity Disorder in
Inclusive Settings
This course aims to bridge the gap between current neuroscientific understanding of ADHD and classroom
practice. A critical review of the neuroscience of ADHD will focus on cognitive characteristics and the
implications for learning and functioning in the classroom. Based on models of the Reflective Practitioner,
Inclusive Education, Universal Design for Learning and Differentiated Instruction, students will be introduced to
and guided in using a framework for selecting and adapting instructional practices to address the learning needs
of students manifesting the classic characteristics of ADHD and related problems.
Prerequisites: HDP2280 and HDP1285
HDP1238 H
Special Topics in Human Development and Applied Psychology: Fostering Excellence Through Education
This course will examine how individuals and institutions define and pursue excellence in both formal and
informal educational settings. The course will examine what academic excellence means to students and
researchers in education, and how these definitions are reflected in how institutions are organized and how
students are taught and assessed. We will look at the issue of academic excellence both historically and in terms
of what a utopian educational setting might look like.
HDP1238 H
Special Topics in Human Development and Applied Psychology: Analyzing, Understanding, Evaluating, interpreting, and Using Ontario
Large-scale Educational Assessment Results
Examination of the principles of measurement and achievement: validity (are we really testing the right content?),
reliability (how accurate are those results?), comparability (can the results be compared, especially across time?),
and fairness (is the test or the testing method biased against certain students or groups?). Consideration of the
purposes, advantages, limitations, and dangers of standardized student testing. Examination of the recent history
of provincial testing policies and implementations. Review of the methodologies of test preparation, vakidation,
administration, scoring, analysis, and reporting. Survey of the interpretation and use of assessment results by
students, teachers, educational administrators, and the public. Study of the consequences of the interpretation
and use of test scores. The course will focus on the provincial testing programs of the Educational Quality and
Accountability Office of Ontario, EQAO, with some extension to local testing and to national and international
projects. The goal is to build knowledge and expertise so that educators, including front-line teachers and
administrators, can be judicious consumers of provincial assessment results and leaders in affecting assessment
policies and practices.
HDP1238 H
Special Topics in Human Development and Applied Psychology:Public Policy for Children
Governments across Canada have recently implemented or are contemplating new polices that will have
substantial impacts on the way children grow up. Examples include extended and better compensated maternity
leaves, universal childcare, full day junior and senior kindergarten, class sizes limits, new vaccinations. This
multidisciplinary course introduces students to some of the research that underlies these initiatives. Each week a
faculty member drawn from various disciplines within the social sciences, public health and education at the
University will present their current research in this area. In selected weeks guest researchers from other
institutions will make presentations. The topics covered will follow the current research of these participants.
For students the objective is to gain an appreciation of the connection between research and policy. Most public
policies for children draw on a research base. However, research in a given area is sometimes inconclusive and
seldom unanimous in recommendation. Furthermore, policies typically integrate any results of research with the
claims of various stakeholders in the policy and political processes. A policy maker, therefore, must be able to
understand the sometime conflicting claims of researchers and be able to translate them into coherent policy
recommendations. A final goal of this course is to provide students with a basis for considering children’s
policies from a multidisciplinary perspective.
HDP1238 H
Special Topics in Human Development and Applied Psychology: Developing Understandings of Social Justice
This course focuses on central aspects of social cognition in childhood and adolescence as they pertain to
understandings of social justice. Topics will include: social cognition (e.g., perspective-taking, sociomoral
reasoning); social attitude and belief formation and their behavioural manifestations (e.g., inclusion/exclusion,
stereotyping, bullying, civic engagement); awareness of inter-group bias (e.g., racism, sexism, classism);
developmental models of discrimination and prejudice; and psychological perspectives on intervention programs
designed to promote understandings of social difference in educational contexts (e.g., antiracist and inclusive
education, educating for social justice).
HDP1238 H
Special Topics in Human Development and Applied Psychology: Social Understanding and Personal Identity in the First Five Years
How does a newborn baby that is almost entirely focussed on basic bodily functions such as sleeping and feeding
become transformed in the space of a few years into the sophisticated social consumer of information that is
ready for school? This course will follow the milestones of early social and cognitive development. The
overarching goal is an understanding of how cognition, language and social behaviour are intertwined in the
developmental process. Key topics will include: adaptations for social life; social engagement in the first year;
joint attention and learning through others; the nature of mental representation; varieties of self knowledge;
reasoning about the future.
HDP1238 H
Special Topics in Human Development and Applied Psychology: Critical Issues in Literacy Development of the At-Risk Learner
This course uses different theoretical perspectives to examine the literacy development of urban students who
are at risk of dropping out psychologically or physically from the school context. Attention is given to
institutional, community, family, and individual challenges that may influence access to literacy development and
may prevent learning from texts in schools. The course considers programs and instruction that respond to
these different perspectives and that foster reading and writing development across the grades.
HDP1238 H
Special Topics in Human Development and Applied Psychology: Tables, Charts and Statistical Writing
In this course, we study how to present results and interpretations of quantitative information obtained from
surveys, experiments, and statistical records. Topics include: design and preparation of tables, analysis and
production of graphs and charts, and writing about numbers and quantitative findings.
HDP1238 H
Special Topics in Human Development and Applied Psychology: Mathematics Difficulties and Disabilities: Theory, Research and Practice
An examination of current discussions of mathematics difficulties and disabilities. Topics will include: (i)
identification, screening, diagnosis, and common characteristics of mathematics difficulties and disabilities; (ii)
the relationship between mathematics disabilities and reading disabilities; (iii) evidence based instruction for
mathematics disabilities and difficulties.
Pre-requisite: HDP2292 and/or HDP1285
HDP1238 H
Special Topics in Human Development and Applied Psychology: Advanced Topics in Special Education and Adaptive Instruction: A
Proactive Model of Classroom Management for Severe Problem Behaviour in Special Education and Inclusive Settings
This course is designed to instruct students in an empirically supported and success-focused model for proactive
classroom management in either special education or inclusive settings. Students will learn the skills necessary to
proactively prevent problem behaviour in the classroom that can impede classroom objectives. Students will be
taught to conduct informal assessments of serious conduct problems in the classroom to determine the
contextual factors that are maintaining problem responses. They will also learn strategies for intervening with
students with success-focused strategies that greatly reduce problem responses without punishment or intrusion
on the child. The course is ideal for teachers in specialized settings in which problem behaviour is common or
for those responsible for providing training or supports to teachers of children with challenging behaviour.
HDP1238 H
Special Topics in Human Development and Applied Psychology: Recent Advances in Child Development
HDP1238 H
Special Topics in Human Development and Applied Psychology: The Discourse and Epistemology of Collaborative Knowledge Construction
An examination of students' classroom discourse with an emphasis on how ideas are jointly constructed and new
learning or knowledge established. Epistemological theories and empirical classroom discourse studies are
addressed. Major topics include: joint construction of meaning, peer interaction and learning, knowledge as
object, creating a collaborative learning community, and the development of children's explanatory theories.
HDP1238 H
Special Topics in Human Development and Applied Psychology: Cross-Cultural Perspectives on Children's Problems
The purpose of this course is to examine from a cross-cultural perspective topics such as problems in child
development, parenting, beliefs and attributions of physical and mental illness, notions of learning problems, and
the function of various helping professions. Through readings and classroom discussion the course is intended to
help students become aware of alternative frameworks and the ways in which such differences may affect the
interpretation and efficacy associated with typical Western intervention modes.
HDP1238 H
Special Topics in Human Development and Applied Psychology: Autism Spectrum Disorders: A Multi-Disciplinary Perspective
This course examines current literature on evidence-based practice in the screening, assessment, diagnosis,
treatment, and education of children and adolescents with autism spectrum disorders. Emphasis is placed on the
medical and social model of disability and the impact of autism spectrum disorders on child and adolescent
development, family functioning, and service delivery in clinical and educational settings.
HDP1238 H
Special Topics in Human Development and Applied Psychology: Psychological Theory and Educational Reform
Proposals for educational reform both ancient and modern are premised on assumptions about society, about
knowledge and about learners. This course will review some of the proposals for reform including the
liberalization of the curriculum, the raising of standards, the accommodation to diversity, the drive to
accountability and ask 1) why they routinely fail, 2) what they tell us about society, schools and persons, 3) how
to make a theory that would be relevant to educational policy decisions.
HDP1238 H
Special Topics in Human Development and Applied Psychology: Topics in Cognitive Science
This course will cover growing points in cognitive science, including perception of objects, planning and
intention, problem solving and creativity, distributed cognition, emotions, cognitive poetics.
HDP1238 H
Special Topics in Human Development and Applied Psychology: Child Language Development in Monolingual, Bilingual, and Clinical
Contexts
This is a course in early language acquisition during the preschool years and subsequent development in
elementary school. The course will present linguistic, psycholinguistic, cognitive, and social interactionist
perspectives on the stages and sequences in children’s language growth and will incorporate discussions of
bilingual development and atypical development wherever relevant.
HDP1238 H
Special Topics in Human Development and Applied Psychology: Models of Human Development
This course considers how various models address the problem of human development: nativist, maturationist,
constructivist, and enculturation accounts. Several themes emerge. The first is the epistemological foundation
of developmental theory, that is, how it deals with the problem of knowledge. Second, how do theories address
the problematic role of sociality and language in human development? A third theme is the internal coherence of
development: is development global or modularized?
HDP1238 H
Special Topics in Human Development and Applied Psychology: Symbolic Development and Learning from Media
This will be a graduate level seminar that will address fundamental questions regarding symbolic development and
media-based learning in young children. We will explore recent findings in relation to questions such as the
following: (2)What does symbolic understanding entail? (3) What is the developmental trajectory with respect to
symbolic understanding? (4) What social-cognitive processes underlie symbolic development? (2) What can
young children learn from media? (3) How well can young children learn from media? (4) What features of the
media affect learning? (5) How can we facilitate children’s symbolic learning? We will explore these questions by
examining children’s learning from a variety of symbolic media: pictures, scale-models, maps, TV, and
electronic games.
HDP1238 H
Special Topics in Human Development and Applied Psychology: Junior Science Education and Knowledge Building: Theory and Practice
In this course, students will learn how to design and implement a knowledge-building approach to science
learning and instruction for junior school students using content from the new Ontario Science and Technology
Curriculum and research on how children construct their understanding of big ideas in science. Although this is
not a course on technology, students will have an opportunity to construct a class database in Knowledge
Forum(TM) where they can contribute ideas, read and build on fellow students' ideas. Additionally, students will
have access to databases constructed by elementary students and to a database constructed by teachers from
around North America. These resources will help students as they design and implement a science lesson.
Readings will be drawn from a variety of sources rather than any one book. This course will be highly
interactive, reflective and centered on personal knowledge-building of science.
HDP1238 H
Special Topics in Human Development and Applied Psychology: Autism: Understanding of Self and Others
This course explores how individuals with autism develop a n understanding of themselves and of others across
the life span. Topics include the development of emotional understanding, theory of mind, self-concept,
autobiographical memory, self-awareness, and understanding relationships. The course will also explore
theoretical, empirical, and auto/biographical accounts of how self-understanding affects life adaptation and life
satisfaction.?
HDP1238 H
Special Topics in Human Development and Applied Psychology: Causal Inference Theories and Methods
This course introduces Rubin’s Causal Model that provides a fundamental framework for conceptualizing causal
problems. In addition to studying a variety of experimental, quasi-experimental, and non-experimental designs in
social scientific and educational research, students will be introduced to cutting-edge techniques of causal
inference. These include propensity score matching and stratification, inverse-probability-of-treatment
weighting, selection models, and the instrumental variable method. Emphasis will be placed on comparing
alternative research designs and on clarifying assumptions for each design in the contexts of various application
examples. The course is aimed at equipping students with preliminary knowledge and skills necessary for
appraising and conducting empirical research about causality. Students can either take it as a stand-alone course
or as a prerequisite for a Structural Equation Modeling course (soon to be developed). Prerequisite: HDP1288
(Intermediate Statistics) or equivalent.
HDP1238 H
Special Topics in Human Development and Applied Psychology: Introduction to Language and Literacy Development
This course provides an overview of language acquisition from birth to adolescence and an overview of literacy
development from preschool/kindergarten years to adolescence. Topics covered include speech perception,
phonology, morphology, syntax, vocabulary, aspects of metalinguistic awareness, word reading, and reading
comprehension. Issues related to bilingualism and biliteracy are also discussed when relevant.
HDP1238 H
Special Topics in Human Development and Applied Psychology : Language Acquisition and Development
This will be a graduate level seminar that will address fundamental questions regarding language acquisition (with
a particular focus on word learning) and communication. We will explore recent theoretical debates and
findings in relation to questions such as the following: (1) Is the acquisition of words driven by perceptual versus
conceptual processes? (2) What social-cognitive processes underlie word acquisition? (3) How are visual and
linguistic information integrated in spoken-language comprehension? (4) When and how do babies appreciate the
mental impact of language? (5) How do babies and young children learn to use language for communication?
Note: Background knowledge in Developmental psychology or Cognitive development is required for this course.
HDP1238 H
Special Topics in Human Development and Applied Psychology: Cognitive Development in Infancy and Early Childhood
The course is designed to provide students with an in-depth understanding of current developmental research on
infants' and children's cognition. We will explore children’s understanding of physical (inanimate) objects,
psychological kinds (people), and symbols. You should expect to gain an understanding of some of the main
theoretical questions underlying current developmental research and the methods used to address these questions.
We will begin with a review of the major theoretical perspectives on cognitive development, spanning from
Piaget's theory, to sociocultural theory, to current neuroscience approaches. We will then survey children’s
development in several core domains.
HDP1238 H
Special Topics in Human Development and Applied Psychology: Telelearning and the Special Needs Student
Computer based 'telelearning' has the potential to be a revolutionary new medium for educating children for the
information society of the 21st century. A number of large scale research projects have recently been undertaken
in an attempt to keep Canada in the forefront of the development of this technology. These projects are
identifying and developing the tools needed to realize the potential of the new information technology in the
classroom. This new technology is especially important for teachers who are working with special needs learners
either in integrated classroom settings or in a resource capacity. One of the large scale projects - The Special
Needs Opportunity Window or 'SNOW' project - is focusing precisely on this area. This course is offered in
conjunction with that project. The students will work with classroom teachers and their resource support from
collaborating boards to identify, develop and field test appropriate telelearning strategies that meet the needs of
students and their teachers in integrated classrooms. The course is open to any OISE/UT students who are
interested in applying the new telelearning technology in the classroom. It is anticipated that several of the Board
partners of the SNOW project will also participate in the course. Therefore, the students will be able to work
with the technology in actual classroom situations. The course will involve both face-to-face interaction as well
as electronic interaction using various state-of-the-art telelearning tools. The learning environment will emphasize
collaborative knowledge construction.
HDP1238 H
Special Topics in the Department of Human Development and Applied Psychology: Traumatized Children: Diagnosis and Treatment
The course will focus on the assessment and intervention of children who have experienced severe abuse and
neglect. Short and long term effects including physiological, physical and psychological, as well as various
intervention modalities will be discussed.
HDP1238 H
Special Topics in the Department of Human Development and Applied Psychology: Early Development: The Roots of Literacy
This course will introduce students to young children's epistemological understandings of the written language,
prior to schooling. Children's early experiences in reading and writing will be explored in relation to
developmental, social and cultural factors. Associations among literacy, language development and cognition will
be explored. Students will have the opportunity to conduct small empirical investigations in an area of early
literacy development.
HDP1238 H
Special Topics in Human Development and Applied Psychology: Psychology and Education of Children and Adolescents with Autism
Spectrum Disorders
This course examines current literature on evidence-based practice in the screening, assessment, diagnosis,
treatment, and education of children and adolescents with autism spectrum disorders. Emphasis is placed on the
medical and social model of disability and the impact of autism spectrum disorders on child and adolescent
development, family functioning, and service delivery in clinical and educational settings.
HDP1238 H
Special Topics in Human Development and Applied Psychology: Reading, Reading Disabilities, and Reading Interventions
This course focuses on reading disabilities and evidence-based approaches to assessment, intervention, and
educational accommodations. The first half of the course focuses on the core concepts of reading and reading
disabilities, including definitions, typical acquisition and development of reading and reading-related skills, genetic
and environmental factors influencing reading acquisition and reading disabilities, as well as the definition,
prevalence, types, and developmental course of reading disabilities. Also, cognitive models of reading and reading
disabilities are highlighted, especially phonological theory and models of reading comprehension. The second half
of the course aims to bridge theory and practice. Accordingly, it will review evidence-based reading
interventions for students in the early grades which focus primarily on word-level reading, as well as
interventions for older students which focus on fluency and comprehension. The course will conclude with
discussion on the critical role of accommodations and the supporting evidence to justify the need for
accommodations for students throughout their elementary, high-school, and college education.
HDP1238 H
Special Topics in Human Development and Applied Psychology: Early Learning in Mathematics
This course will focus on general developmental issues concerning young children and mathematics learning. As
part of this course, we will examine international early years mathematics curricula as well as Ontario’s early
years focus on inquiry and play-based learning in mathematics. Investigations of mathematics content area
include: the development of number sense and early arithmetic, spatial and geometric understandings,
classification and data management and patterning.
HDP1238 H
Special Topics in the Department of Human Development and Applied Psychology: Adolescent Sexual Offenders - Etiology, Assessment
and Treatment
Through discussion of research findings, clinical observations, and case studies, this course will focus on issues
such as "normal" child and adolescent sexual development, the causes and consequences of adolescent sexual
aggression, offender-specific assessment, risk prediction, therapist self-care, and legal/ethical issues and
dilemmas. We will also examine current practices and outcome research regarding the treatment of adolescent
and adult sexual offenders with a focus on cognitive-behavioural and multi-systemic treatment interventions.
HDP1238 H
Special Topics in Human Development and Applied Psychology: Neuroscience and Education: Bridging the Gap
This course will bridge the gap between neuroscience, genetics, cognitive psychology and education. Students
will become familiar with new research in these diverse areas and discuss how this research will impact
educational instruction and policy.
HDP1238 H
Special Topics in Human Development and Applied Psychology: Society and Early Child Development
An exploration of contemporary scientific evidence, social policy, and educational/clinical practice pertaining to
early child development. This course will incorporate the Millennium Dialogue on Early Child Development, to be
held November 7 - 9 at the University of Toronto, a forum for international experts participating in a webcast
dialogue that aims to have global influence. (Participating scientists include Ron Barr, Tom Boyce, Megan
Gunnar, Dan Keating, Alicia Lieberman, Charles Nelson, Michael Rutter, and Richard Tremblay. For more
details, visit www.webforum2001.net). Topics include brain development, emotional development, family and
community impacts on children, competence and coping, and societal and cultural issues. Participants in this
course will consider how contemporary developmental research findings can inform and promote optimal child
development, and will participate in the dialogue itself by generating critiques and topics for discussion by
participating scientists.
HDP1238 H
Special Topics in Human Development and Applied Psychology: Executive Functions and Education: Research and Practice
The intent of this course is to facilitate students' understanding of executive functions and the relations between
executive functions and children's achievement and behaviour. This course also examines interventions designed
to address weaknesses in executive processes (e.g., planning, self-monitoring, and goal-setting) in children and
youth.
HDP1238 H
Special Topics in Human Development and Applied Psychology: Language, Literacy and Culture
This course is intended to present and discuss new theoretical, empirical, and methodological approaches to the
psychology of language, literacy, and culture. Various explanations of the cognitive, social, and cultural
consequences of spoken and written language will be outlined and confronted. A second focus will be the
relationships between diverse forms and modes of language (such as oral, written, signed, electronically
mediated) and their cognitive and cultural implications.
HDP1238 H
Special Topics in Human Development and Applied Psychology: Cross-Cultural and Cross-Linguistic Studies of Literacy
This course combines psychological and sociolinguistic approaches to literacy in theory and practice. It takes a
cross-cultural and cross-linguistic comparative perspective. Topics include origin and definitions of writing
systems, basic processes in learning to read different writing systems, such as English, Chinese, Japanese, etc.,
literacy as a tool for thinking, literacy as a social practice, and literacy practice across culture, gender, and
ethnicity.
HDP1238 H
Special Topics in the Department of Human Development and Applied Psychology: Explorations in Creative Learning and Teaching
This course is designed for practicing educators to examine theory, practice and research on the nature and
nurture of creativity. It will look at four aspects of creativity: process, product, person and press (environment),
with emphasis placed on the study of the socio-cultural and psychological inhibitors and facilitators of creative
development. Classroom application of various techniques, strategies, instructional programs and resource
materials that foster the development of creative thinking and creative problem solving skills will be explored.
HDP1238 H
Special Topics in Human Development and Applied Psychology: Self Direction in Educational Contexts
In this course, students will examine the nature and development of verbal self direction and expertise, conditions
fostering and inhibiting this development, and features of educational programs which create these conditions.
Students will participate in the assessment of self-directive processes and expertise, and the design of educational
programs which foster self directive development.
HDP1238 H
Special Topics in Human Development and Applied Psychology: Narrative, Development, and Identity
Narrative has become an extensively discussed subject in a number of psychological research fields ranging from
consciousness, cognition, and emotion to applied areas such as clinical, educational, and cross-cultural
psychology. This course will examine the importance of narrative for a dimension that affects most of these
areas: human development and identity. The purpose of the course is to make participants familiar with
theoretical, empirical, and methodological concepts and models that aim to understand the nature of narrative in
processes of (linguistic, cognitive, social, and moral) development, using the development of self and identity as
an integrative focus.
.
HDP1238 H
Special Topics in Human Development and Applied Psychology: Technology, Psychology and Play
This course examines psychological theories of play (e.g. Vygotsky, Parten, Huiainga, Brown) and the role of
technology in play (e.g. Resnick, Gee, Squires) from both human development and educational perspectives.
Topics addressing play include: neurological development, healthy mental development, trust, collaboration and
passion to learn. In addition, we will address the growing role of technology in 'eduplay' and emerging social
implications within special education and early learning (e.g. concerns of addiction to gaming, social media, and
networked connectedness).
1. What is flex-mode?
http://www.youtube.com/watch?v=5tVBn4vGkSI
2. The discourse environment
http://www.youtube.com/watch?v=ys2Hm0F7xHE
(10 minutes)
3. The Webinar Explained
http://www.youtube.com/watch?v=tsDaPyGQNW4
(4 minutes)
HDP1238 H
Special Topics in Human Development and Applied Psychology: Illiteracy and Youth Marginalization: Causes and Solutions
This course will involve an exploration of illiteracy and its role in the marginalization of youth and young adults.
The course will consider what is known about: youth marginalization, the causes of reading/writing difficulties,
the pervasive impact of illiteracy, and the evidence concerning effective interventions for breaking the cycle of
failure related to illiteracy. A comprehensive examination will be undertaken of the factors that place children and
youth at risk for literacy failure, including cognitive/linguistic, social/emotional, and contextual factors (school,
home and community).
HDP1241 H
Outcomes of Early Education and Child Care
Does early childhood education make a difference? Are "day care kids" different from those cared for at home?
If there are differences, what are they? For whom are those differences, if any, meaningful? Are those
differences, if any, lasting? How do we know? And, who cares? This course will explore these issues; we will
examine a variety of early childhood programs, historical and contemporary, and the research and evaluation
studies related to them. Students will select and critique a published evaluation study on aspects of early
education/care, and design their own evaluative study of an element of an early education/care program of
personal interest. ("Early childhood" = up to 9 or 10 years of age.)
HDP1249 H
Social-Emotional Development and Applications
This course will review theories of social and emotional development, and then follow the child's social-
emotional growth from birth through adolescence. Within the context of children's family and peer relationships
we will consider the ways in which emotional and social experience becomes patterned, organized, and
represented by the child and by others. We will examine the implications of these issues for problematic
outcomes in families, daycares, and schools, and for prevention and intervention practices.
HDP1256 H
Child Abuse: Intervention and Prevention
An examination of the nature and consequences of child maltreatment. Theory and research in physical, sexual,
and emotional abuse will be reviewed. Coverage includes recent therapeutic interventions and promising
prevention initiatives. The objective of this course is to provide a knowledge base for more effective practice
and inquiry.
HDP1259 H
Child and Family Relationships - Implications for Education
This course examines the connections between family systems and the educational system. Family-service
connections with childcare and other services are also considered, with emphasis on early childhood. Particular
attention is paid to the literature on parent-community involvement in education and related program and policy
matters.
HDP1260 H
Children, Psychology and the Law
A critical analysis of the Canadian legal system's interface with children and youth. Individuals who intend to
work with children in educational, clinical, or community settings will develop a working knowledge of
legislation affecting children, the interface between legal and developmental/psychological issues, children's
rights, and risks and opportunities for children in the context of today's legal system. Domains include
education, health, family law (custody and access; protection), and criminal law. Specific topics include
Ontario's child protection system, the Young Offenders Act, special education, issues in custody and access
assessment, children's and youths' understanding of the legal system, etc.
Note: This is not intended as a law course, but to acquaint psychology and education practitioners with relevant
legal issues.
HDP1265 H
Social and Personality Development
This course deals with current issues and research in particular areas of social and personality development. The
focus of the course will vary from year to year and will include identity and personality formation, emotional
influences on development, and moral development. As well as examining current research, we will consider the
implications of this research for the contexts in which children are socialized and the developmental outcomes
that result from different kinds of experience.
HDP1272 H
Play and Education
A series of seminars dealing with the definition of the term "play" and its relation to both psychological and
educational processes in the young child. The history of play will be examined in relationship to various theories
that have been advanced concerning the need children have to play, the functions of play, and their relationship to
psychological, social, cognitive, emotional, and physical development.
Note: This course is intended primarily for Child Study and Education students and M.Ed. students with an
interest in adaptive instruction and special education. Others must seek the permission of the instructor to
register.
HDP1279 H
Preventative Interventions for Children at Risk
This course examines evidenced based efforts to prevent problems that place children and youth at risk. Focus
will be on ways of reducing risk and increasing protective factors. Coverage includes interventions that
effectively deal with health, social, and educational issues impacting well being and life chances. Poverty,
chronic illness, and intentional and unintentional injury are some of the areas surveyed.
HDP1284 H
Psychology and Education of Children and Adolescents with Behaviour Disorders
Psychological and educational characteristics of children and adolescents with behaviour disorders with an
emphasis on the interplay between constitutional and environmental factors that contribute to these disorders.
Research on current assessment and intervention procedures will be analysed.
NOTE: This course is intended primarily for Child Study and Education students and M.Ed. students with an
interest in adaptive instruction and special education. Others must seek the permission of the instructor to
register.
HDP1285 H
Psychology and Education of Children and Adolescents with Learning Disabilities
Psychological and educational characteristics of children and adolescents with learning disabilities and ADHD
with an emphasis on the constitutional and environmental factors that contribute to these disabilities and enable
optimal functioning. Emphasis is placed on the concept of learning disability and on the educational implications
of the research literature in the field.
NOTE: This course is intended primarily for Child Study and Education students, School and Clinical Child
Psychology students and M.Ed. students with an interest in adaptive instruction and special education.
HDP1287 H
Introduction to Applied Statistics [RM]
This course provides an introduction to quantitative methods of inquiry and a foundation for more advanced
courses in applied statistics for students in education and social sciences. The course covers univariate and
bivariate descriptive statistics; an introduction to sampling, experimental design and statistical inference;
contingency tables and Chi-square; t-test, analysis of variance, and regression. Students will learn to use SPSS
software. At the end of the course, students should be able to define and use the descriptive and inferential
statistics taught in this course to analyze real data and to interpret the analytical results. Note: Students who have
previously taken CTL2004 are prohibited from taking this course.
HDP1288 H
Intermediate Statistics and Research Design [RM]
Survey sampling, experimental design, and power analysis; analysis of variance for one-way and multi-way data
with fixed, mixed, and random effects models; linear and multiple regression; multiple correlation; analysis of
covariance. Note: This course is intended primarily for OISE/UT students. Others must seek the permission of
the instructor to register. Students who have previously taken CTL2808 are prohibited from taking this course.
Prerequisite: HDP1287 or equivalent.
HDP1289 H
Multivariate Analysis with Applications [RM]
Multistage, stratified sampling, multi-factor experimental designs, and multivariate statistical procedures,
including multiple regression analysis, multivariate significance tests, factor analysis, discriminant analysis,
canonical analysis, multivariate analysis of variance, logistic regression and log-linear analysis are discussed with
application to research design and data analysis.
Note: Students who have previously taken CTL2809 are prohibited from taking this course.
Prerequisite: HDP1288 or equivalent.
HDP1290 H
Causal inference methods for quasi-experimental data
This course is designed for graduate students from social sciences and education departments. The course is
aimed at equipping students with preliminary knowledge and skills necessary for appraising and conducting
causal comparative studies. A major emphasis will be placed on conceptualizing causal questions, comparing
alternative quasi-experimental research designs, and identifying the assumptions under which a causal effect can
be estimated from quasi-experimental data. Students will become familiar with statistical techniques suitable for
evaluating binary treatments, concurrent multi-valued treatments, or time-varying treatments. These include
propensity score matching and stratification, inverse-probability-of-treatment weighting (IPTW) and marginal
mean weighting, regression discontinuity design, the instrumental variable (IV) method, and directed acyclic
graphs (DAG), many of which are comparatively new to most social scientists. This course is a prerequisite for
HDP1291 “Structural Equation Modeling”. HDP 1288 “Intermediate Statistics” or equivalent is a prerequisite.
HDP1291 H
Structural Equation Modeling [RM]
This course is designed for graduate students from social sciences and education departments. Path Analysis
uses simultaneous equations to represent causal relationships. Structural Equation Modeling (SEM), also called
Causal Modeling or LISREL, adds to this approach a strategy for modeling measurement errors. Although the
primary goals were to detect or evaluate causality and, in the meantime, to account for measurement error in
observations, more often than not, the estimated relationships are correlational rather than causal. This course
introduces Rubin's causal model that sheds new light on SEM-type questions. A major emphasis will be placed
on conceptualizing causal problems, comparing alternative research designs, and identifying the assumptions
under which path coefficients are causal effects. In addition to learning the standard SEM techniques including
path analysis, confirmatory factor analysis, and general structural equation modeling, students will be introduced
to causal inference theories and techniques including propensity score matching and stratification, inverse-
probability-of treatment weighting (IPTW), selection models, and the instrumental variable (IV) method. The
course is aimed at equipping students with preliminary knowledge and skills necessary for appraising and/or
conducting empirical research about causality.
Note: Students who have previously taken CTL2011 are prohibited from taking this course.
Prerequisite: HDP1288 or equivalent.
HDP1292 H
Instrument Design and Analysis [RM]
Introduction to the theory and practice of educational and psychological measurement. Topics include test
development, classical test theory and item response theory, with applications to norm-referenced and criterion-
referenced standardized achievement tests, group intelligence and aptitude tests, attitude and self-report scales,
personality tests, performance assessments, questionnaires, and interview protocols.
Note: Students who have previously taken CTL2801or HDP1292H are prohibited from taking this course.
Prerequisite: HDP1287 or equivalent.
HDP1293 H
Applied Research Design and Data Analysis [RM]
This seminar is intended primarily for doctoral students. There are two main activities. One is the cooperative
critiquing and development of research designs and data analysis plans based on ongoing work of the students in
the course. The second is discussion of selected topics in research design and data analysis, e.g. balanced
incomplete block experimental designs, replicated survey designs, exploratory analysis, general linear models,
optimal and multidimensional scaling, data visualization, and computerized research design, data analysis, and
graphical methods and tools.
Note: Students who have previously taken CTL2807 are prohibited from taking this course.
Prerequisite: HDP1288 or permission of the instructor.
HDP1299 H
Language Acquisition and Development
This course provides a comprehensive overview of language acquisition and development from before birth to
adolescence. Topics covered include speech perception, word learning, syntax development, discourse,
communicative competence, atypical language development, and theoretical explanations in developmental
psycholinguistics.
HDP2200 Y
Child Study: Observation, Evaluation, Reporting and Research
A course designed to develop the skills and knowledge fundamental to a developmentally oriented systematic
study of children through observing, recording, interpreting, and reporting in a professional manner the behaviour
and development of children in diverse practice and research settings. A range of methods from direct
observation to standardized testing will be surveyed. The role of the teacher-researcher and issues in connecting
research and practice will be emphasized.
Note: This course is normally open to students in the M.A. in Child Study and Education program only.
HDP2201 H
Childhood Education Seminar
A seminar examining the teaching-learning interaction between adults and children in preschool, primary, and
junior educational settings. Emphasis is on the integration of teaching practice with principles of child
development and learning theory. This seminar draws on the students' experiences from practicum placements.
Students are placed in classrooms in the Institute's Laboratory School, in public and separate schools, and in
other settings. Students are under the joint supervision of an associate teacher on site and an acdemic staff
member at the Institute of Child Study. There are four practicum sessions, each providing 72 hours of
practicum experience in 4, six-week, half-day blocks.
Note: This course is normally open to students in the M.A. in Child Study and Education program only.
HDP2202 H
Childhood Education Seminar II: Advanced Teaching
This seminar will provide for discussion of topics and issues that emerge during the students' internship
(HDP2221Y Advanced Teaching Practicum) and that relate to employment preparation.
Note: This course is normally open to students in the M.A. in Child Study and Education program only.
HDP2210 Y
Introduction to Curriculum 1: Core Areas
A study of education techniques and the role of the teacher in designing, implementing and evaluating curricula
for children aged three to twelve. Basic areas of the elementary curriculum are introduced, including designing
educational programs, early childhood, language and literacy, mathematics and science.
Note: This course is normally open to students in the M.A. in Child Study and Education program only.
HDP2211 H
Theory and Curriculum I: Language and Literacy
This course provides a foundation of understanding for language and literacy instruction, translating current
theory and research into evidence-based practice. The course considers reading and writing acquisition in terms
of the component processes involved at various stages of literacy development. The goal of the course is to
engender thoughtful, critical, informed decisions about the teaching of language and literacy in the schools.
Teachers successfully completing the course will be prepared to develop and implement theoretically-sound,
practical and motivating classroom literacy programs for the primary and junior grades.
Note: This course is normally open to students in the M.A. in Child Study and Education program only.
HDP2212 H
Theory and Curriculum II: Mathematics
A detailed study of the design, implementation, and evaluation of the elementary curriculum in the area of
mathematics. The practical issues are informed by theoretical considerations of children's cognitive development
from infancy onwards, particularly the ways in which implicit knowledge becomes explicit, and naive theories
become formalized.
Note: This course is normally open to students in the M.A. in Child Study and Education program only.
HDP2214 H
Introduction to Curriculum 11: Special Areas
This course will provide students with an introduction to a broad range of curriculum areas important to
elementary education. These areas include health education, social studies, environmental education, the arts
(music, drama, art), and physical education. Students will also have the opportunity to examine issues related to
diversity and equity, school law, and the application of technology across the curriculum. This course will also
enhance students' understanding of curriculum integration. The course will discuss how to design and implement
instruction in these areas that is consistent with the learning expectations in the Ontario Curriculum (early
childhood, primary, and junior years).
Pre-requiste: HDP2210Y
HDP2220 H
Teaching Practicum
First year Child Study and Education students are placed in classrooms in the Institute's Laboratory School, in
public and separate schools, and in other settings. Students are under the joint supervision of an associate teacher
on site and an academic staff member at the Institute of Child Study. There are four practicum sessions, each
providing 72 hours of practicum experience in four, six-week, half-day blocks.
This course is normally open to students in the MA in Child Study and Education program only.
HDP2221 Y
Advanced Teaching Practicum (Pass/Fail)
Second year Child Study and Education students carry out a single practicum placement called an internship
during either the fall or winter term for a total of 320 practicum hours. Supervised by a mentor teacher on site
and a staff member from the Institute of Child Study in an assigned setting from preschool through grade six,
students have an opportunity to consolidate developing skills and attitudes as they apply their teaching skills.
Note: This course is open only to students in the MA in Child Study and Education program.
HDP2230 H
Designing Educational Programs
An educational program consists of a sequence of learning activities carried out over an extended period of time
to accomplish a number of long-term learning goals. The main goal of this course is to help students learn how
to plan educational programs that can accommodate a variety of children and achieve a variety of learning goals.
HDP2252 H
Individual Reading and Research in Human Development and Applied Psychology: Master's Level
Specialized study, under the direction of a staff member, focusing upon topics that are of particular interest to
the student but are not included in available courses. While credit is not given for a thesis investigation proper,
the study may be closely related to such a topic.
HDP2275 H
Technology for Adaptive Instruction and Special Education
This course will examine the potential of microcomputer-based technology in various types of learning
environments. The focus is on the use of adaptive and assistive technology as a tool to increase the teacher's
ability to handle a wide range of student learning needs in main streamed classrooms. The course is suitable for
students in the departments of Curriculum, Teaching and Learning and Human Development and Applied
Psychology.
HDP2280 H
Introduction to Special Education and Adaptive Instruction
A critical analysis of current issues related to identification and programming for children with special needs.
The emphasis is on using well-founded research to inform instructional practices and decision-making. This
course is designed to promote reflective thinking about key topics in Special Education that educators must
conceptualize from both theoretical and practical perspectives. It is intended to provide students with
knowledge, skills, and attitudes that will enable evidence-based understanding of what is involved in working
with exceptional learners across a variety of settings, but primarily in an inclusive classroom situation. Focus is
placed on curriculum being flexible in responding to diversity, so that teachers are guided to make appropriate
accommodations and modified expectations for the various categories of exceptionality. Since characteristics of
special needs and second language learners are often inter-related, ESL support will also be addressed.
HDP2283 H
Psychology and Education of Gifted Children and Adolescents
The identification and the intellectual, social, and emotional development of gifted children and adolescents;
educational programs in regular and special classes.
HDP2288 H
Reflective Teaching and Analysis of Instruction
This course is designed to develop students' awareness of, reflection about, and evaluation of their own
professional knowledge and skills in relation to classroom-based assessment and remediation of generic learning
skill deficits in diverse student populations. Discussion of instructional and assessment methodologies will be
followed by experience applying these methodologies to various content areas in the curriculum.
HDP2292 H
Assessment for Instruction
Critical analysis of assessment procedures including psychometric tests, curriculum-based assessment, and
dynamic assessment and of the function of assessment in relation to adaptive instruction. A practical component
is included.
Prerequisite: HDP2280H or equivalent
HDP2293 H
Interpretation of Educational Research [RM]
Introductory course in the critical evaluation of research reports. Emphasis on understanding and interpretation
of the outcome of basic statistical and research methods. Hands-on experience in research design and report
HDP2296 H
Reading and Writing Difficulties
This course focuses on prevention and intervention in the area of reading and writing difficulties and disabilities.
It is designed to prepare special educators and classroom teachers to implement evidence-based practice in the
assessment and instruction of children with reading and writing problems. Half of the course is concerned with
assessment, including informal and standardized approaches, and the remainder is concerned with research-
based interventions to meet specific programming needs. Both parts involve hands-on strategies with children
and adolescents who have serious reading and writing difficulties.
Note: Permission of the instructor is required. Priority will be given to students with background knowledge and
experience in child study and education, adaptive instruction and special education.
HDP3200 H
Research Proseminar on Human Development and Applied Psychology
This course provides a doctoral-level survey of developmental psychology and the role of formal education in
human development. At the end of the course, students are expected to have sufficient knowledge of the history
and theories of developmental psychology and the role of education in development to be able to teach an
introductory course in developmental psychology and education.
HDP3201 H
Qualitative Research Methods in Human Development and Applied Psychology [RM]
This course provides an overview of qualitative research methodology and techniques. Coverage includes major
philosophy of science, historical, and contemporary (critical, post modern, hermeneutic, constructivist and
feminist) perspectives. Ethnographic, life history, individual and multiple case study, and focus group methods
will be reviewed in relation to a narrative framework. Observational, interview, personal record, and archival data
management will be discussed. Students will have an opportunity to design, implement, analyze, and report a
micro qualitative study. Special emphasis will be placed on the use of computers and visual imaging techniques.
HDP3202 H
A Foundation of Program Evaluation in Social Sciences
This doctoral-level course serves as an introduction to program evaluation used in education, psychology, and
social sciences. Program evaluation aims to systematically investigate the process, effectiveness, and outcomes
of programs. Its primary goal is to inform decision-making processes based on answers to why it works or
doesn’t work and improve the quality of the program. In this course, students will learn the craft of program
evaluation at various stages, including: critically appraising evaluation research; assessing program needs,
developing a logic model, evaluating the process and outcomes of the program, evaluating efficiency, dealing
with ethical issues, warranting evaluation claims, and communicating with stakeholders. This course will focus
on both theoretical and practical issues in designing, implementing, and appraising formative and summative
evaluations of various educational and invention programs. In this course, we will consider the effects of various
social, cultural, and political contextual factors underlying the program.
HDP3203 H
Children's Theory of Mind
This course examines children's developing understanding of themselves and other people as psychological
beings, that is, as people who have beliefs, desires, intentions, and emotions. It explores the implications of this
development for children's social understanding in the preschool years and beyond, and for their understanding
of thinking and learning in school. It also considers children with autism, who apparently fail to develop a
theory of mind in the ordinary way, and evaluates different theoretical explanations of children's understanding of
the mind.
HDP3204 H
Contemporary History and Systems in Human Development and Applied Psychology
An examination of the historical and philosophical bases of modern theories of applied psychology. Emphasis is
on counselling, developmental, and educational psychology. The goals of the course are a) to make explicit the
origins of current ideas in applied psychology, and b) to demonstrate the importance of historical context in
understanding research and practice issues.
HDP3205 H
Social and Moral Development
This course examines theoretical perspectives and contemporary research on socialization processes in childhood
and adolescence, with particular emphasis on interpersonal relations and values acquisition. Specific topics
include: distinguishing characteristics of social cognition (e.g., self-understanding, perspective-taking, and
sociomoral reasoning); aspects of social and moral experience (e.g., peer relations, prosocial behaviour); and
political dimensions of interpersonal relations (e.g., social responsibility, prejudice) and their manifestation in
behaviours such as civic commitment and bullying. The role of gender and culture in development are pervasive
themes throughout the course.
Note: Open to MA and PhD students SCCP and DPE. Others by permission of the instructor.
HDP3208 H
Adolescence
This course focuses on the distinguishing characteristics of development during the adolescent years as depicted
in evolving psychological theory and contemporary research. Broad themes will include: adolescent thinking and
decision-making; self-concept and identity formation; interpersonal relations, socio-moral development, and
values acquisition; sexuality and health; and the role of gender and culture in shaping adolescent experience. The
course is intended for students whose research focuses on adolescents and those who are working with
adolescents in educational, clinical, and social contexts.
Note: Preference will be given to HDAP students. Students who have already taken HDP3208: A Research
Seminar in Adolescent Development are not allowed to take this course.
HDP3209 H
Psychology of Language and Literacy
This course examines current research on psycholinguistics including syntax, semantics, and pragmatics with an
emphasis on their relations to literate competence. Topics considered are language development, literacy
development, writing systems and the role of linguistic processes in thinking and instruction.
HDP3221 H
Cross-cultural Perspectives on Children's Problems
This course is designed to help students develop an appreciation that diversity issues may influence the way
individuals act, the way their problems are expressed and conceived in their milieu and by outsiders, and the way
assessment and interventions are treated. Through this course students will develop a solid understanding of the
social bases of behavior. The course will examine from a cross-cultural perspective selected topics in
psychology and human development pertaining to normative and pathological patterns of behavior in children and
youth.
HDP3222 Y
Approaches to Psychotherapy Across the Lifespan
The educational goals of this course are to: 1) develop a basic understanding of the major theoretical approaches
in psychotherapy and to 2) develop basic psychotherapy skills. Focus of classes will vary, with some classes
covering mostly theoretical information and others covering mostly practical skills. In addition, students will
observe and, to the extent possible, take part in the provision of group and individual intervention services.
Note: Students who have previously taken HDP1222H are not allowed to take this course. Restricted to SCCP
students only, others by permission of the instructor.
HDP3224 H
Advanced Proactive Behavioral and Cognitive-Behavioral Interventions
This course will provide an advanced examination of proactive behavioral and cognitive-behavioral approaches
used with children for the remediation of skill deficits associated with defiance, aggression, impulsivity,
depression, and anxiety. Students will be required to develop treatment approaches to case presentations and/or
develop clinical workshops for use with parents, teachers or other intervention agents.
Note: Open to PhD students and SCCP. Others by permission of the instructor.
HDP3225 H
Developmental Trajectories and High Risk Environments
In this course we consider emotional, cognitive and behavioural development in children in the context of high
risk environments. We examine recent theory and research on developmental trajectories or pathways. We
consider within-family variations in development. High-risk environments include problematic family contexts,
negative peer and community influences.
Note: Open to students in the PhD program in DPE and SCCP. Others by permission of the instructor.
HDP3226 H
Research Methods and Doctoral Thesis Preparation in Human Development and Applied Psychology [RM]
This course focuses on current research and methods in human development and applied psychology. The
course emphasizes the integration of research methods, statistics, and research content. The focus is on the
thesis preparation process. Students will develop research expertise through work on their own projects and will
broaden their understanding of the field through seminar discussion.
Prerequisite: One graduate course in quantitative analysis, and permission of the instructor.
HDP3227 H
Multi-Level Modeling in Social Scientific and Educational Research [RM]
This is a graduate-level advanced statistics course designed for students in education and the social sciences
whose research involves analyses of multi-level and/or longitudinal data. Examples of multi-level data include
students nested within classrooms and schools, teachers nested within schools and school districts, children
nested within families and neighbourhoods, and employees nested within organizations. Examples of longitudinal
data include repeated measures of child development, students' academic growth, teacher improvement, and
organizational change. Multi-level modeling, also called "hierarchical linear modeling (HLM)", resolves the
dilemma of "units of analysis". More importantly, it enables researchers to partition variance-covariance
components with unbalanced data and to model cross-level effects with improved estimation of precision. This
course will cover basic two-level and three-level models, growth curve models, and multi-level experimental and
quasi-experimental designs. The objective is to equip students with knowledge and skills to apply multi-level
models to their own research contexts.
Prerequisite: HDP1287 or equivalent
HDP3228 H
Mixed Methods Research Design in Social Sciences
Mixed methods research is increasingly being used as an alternative to the traditional
mono-method ways of conceiving and implementing inquiries in education and social
sciences. In conceptualizing mixed methods studies, various paradigmatic assumptions
are still being debated. However, many researchers have stated that the paradigmatic differences have been
overdrawn and that paradigmatic incompatibility makes dialogue among researchers less productive. Researchers
further acknowledge that philosophical differences are reconcilable through new guiding paradigms that actively
embrace and promote mixing methods. Mixed methods researchers reject traditional dualism and prefer action to
philosophizing by privileging inquiry questions over assumptive worlds. In this course, students will be
introduced to various mixed methods design alternatives that allow researchers to link the purpose of the
research to methodologies and integrate findings from mixed methods. This course covers various phases of
mixed methods research, including theoretical frameworks of mixed methods research designs, strategic mixed
methods sampling, data collection methods, integrative data analysis strategies, and a mixed methods research
proposal. This is a doctoral level course designed to serve students who plan to conduct independent research. I
anticipate that students will have had prior research experience or course work in research methods.
Note: Students who have previously taken course CTL1842, are prohibited from this course.
HDP3229 H
Cognition and Emotion in Development
After a review of theoretical perspectives on emotion, we will discuss cognition-emotion interaction and the
development of this interaction over the lifespan. Contemporary approaches to modeling development will be
introduced, along with some grounding in the neural basis of emotion. Emotional constraints on cognition and
learning will be a key focus. Clinical implications will be discussed in relation to the development of personality
and psychopathology.
HDP3230 H
Understanding Narrative
In this course, we will explore how narrative is read and understood by people in schools and elsewhere, and
how narrative is written, in fiction and other genres such as biography and autobiography. We aim to understand
the psychological components of writing narrative literature and the psychological responses that occur during
reading. We will also discuss empirical work on responses to literature, and on the effects of reading and
writing.
HDP3231 H
Psychodynamic Bases of Therapy
This course will draw on contemporary psychoanalytic, cognitive and neuroscientific theories to provide an
overview of clinical work with children and adolescents. We will also look at the state of empirical research on
psychotherapy effectiveness. The focus will be on clinical observation and use of theory to arrive at an initial
case formulation as well as the generation of ongoing hypotheses which inform clinical interventions. Emphasis
will be placed on the current self-organization of the client, the transference and what is therapeutically usable or
not usable at the present moment in treatment. In keeping with current psychoanalytic practice, therapy is seen
from a relational perspective and interventions are rooted in dynamic systems theory. That is to say that, while
the major focus is on therapeutic dyad, foci will also include work with parents and /or macrosystems such as
the classroom. There will be an equal emphasis on clinical work and on theory and students will be encouraged
to bring ongoing case material to class.
HDP3238 H
Special Topics in Human Development and Applied Psychology: Representations of Emotions in Western Culture
HDP3238 H
Special Topics in Human Development and Applied Psychology: Mindfulness and Its Role in Psychological Well-Being
This course will involve consideration of ‘mindfulness’ and its role in psychological well-being. We will discuss
the relationship of the concept to Buddhist practice, its history in psychotherapy, its mechanisms of
effectiveness, its relationship to the notion of acceptance, and research demonstrating its efficacy as an
intervention for internalizing and externalizing disorders in children, adolescents and adults. We will also look in
detail at meditation strategies most likely to promote a mindful state of awareness.
HDP3238 H
Special Topics in Human Development and Applied Psychology: Categorical Data Analysis
The course introduces the main descriptive and inferential statistical techniques for binary, multiple-category and
count data: proportions and odds ratios, multi-way contingency tables, generalized linear models, logistic
regression for binary responses, multicategory logit models and loglinear models. The focus of the course is on
application of these techniques and interpretation of the results. NOTE: This course is intended primarily for
HDAP students. Others must seek the permission of the instructor to register. Prerequisite: HDP 1288 or
equivalent.
HDP3238 H
Special Topics in Human Development and Applied Psychology: Cognitive Psychology of Plans and Action
HDP3238 H
Special Topics in Human Development and Applied Psychology: Advanced Programming for Reading and Writing Difficulties
This course focuses on prevention and intervention in the area of reading and writing difficulties and disabilities
and has both a classroom-based and a practicum component. In class, students critically review research-based
interventions to meet specific programming needs for children and adolescents who have serious reading and
writing difficulties. The practicum component involves implementing a theory-based remediation (with students
of all ages) and consultation with teachers and parents. The course is intended to be useful in the training of
psychometrists/psychologists.
Note: This course is normally limited to students in School and Clinical Child Psychology. Permission of the
instructor is required.
Pre-requisites: HDP1218 and HDP1219 or equivalent.
HDP3238 H
Special Topics in Human Development and Applied Psychology: Childhood Psychopathology in School Psychology
HDP3238 H
Special Topics in Human Development and Applied Psychology: Item Response Theory for Test Construction
An advanced seminar focusing on the theory and practice of using item response theory (IRT) models to develop
educational and psychological assessments.
Permission of instructor.
HDP3238 H
Special Topics in Human Development and Applied Psychology: The Study of Adolescent Social Cognition
This course is designed for doctoral students who are engaged in mixed-methods approaches to the study of
adolescent social cognition. We will examine the conceptual and empirical rationales for a range of established
techniques for the assessment of constructs such as social perspective taking, moral reasoning, self-
understanding, and belief identification. Specific methodological strategies under discussion will include the use
of social vignettes or dilemmas, semi-structured interviewing, and narrative techniques, and varying approaches
to the interpretive analysis of the data elicited by each. In addition, the course will provide an opportunity for
students to work collaboratively to address the challenges of their own research projects.
Pre-requisites: HDP3205 Social and Moral Development (or the equivalent), HDP1288 Intermediate Statistics and
Research Design, and CTL1842 Mixed-Methods Research in Education: Combining Qualitative and Quantitative
Inquiries.
By permission of instructor
HDP3238 H
Special Topics in Human Development and Applied Psychology: Designing and Validating Educational and Cognitively Diagnostic
Assessment
Cognitive diagnostic assessment (CDA) is a relatively new measurement approach to assess specific knowledge
structures and processing skills that students have mastered in order to provide diagnostic feedback about their
strengths and weaknesses. The CDA approach combines theories of cognition of interest with statistical models
intended to make inferences about students’ mastery of tested skills. This is a doctoral-level seminar course. In
this course, we will focus on cognitive theories underlying diagnostic assessment design, the construction of
cognitively rich items, psychometric models used to estimate skill profiles, and the use of skill profiles in the
context of teaching and learning. Throughout the course, we will discuss philosophical, theoretical, practical
issues concerning diagnostic assessment and modeling focusing on what makes the CDA approach distinct from
other approaches.
HDP3238 H
Special Topics in Human Development and Applied Psychology: Early Learning and the Thesis
Students will develop full thesis proposal including first three chapters of their thesis in rough draft form, a draft
ethics review form, ensure internal consistency among research question(s) and research methodology(ies).?
HDP3238 H
Special Topics in Human Development and Applied Psychology: Language, Literacy and Literature
This course examines the development of literacy and literary understanding, from preschool to adulthood. We
will look at the relationship between young children’s language, theory of mind and early narrative understanding.
We will examine, for instance, when children begin to represent their reader when they write texts; and when
they represent the writer when they read texts. The new field of Cognitive Poetics, which integrates psychology
and literature, will be introduced. We will discuss "poetic literacy," in particular, the comprehension of literary
metaphor. Finally we will examine "internet literacy," for instance, the derivation of meaning from hypertext.
HDP3238 H
Special Topics in Human Development and Applied Psychology: International Policy Perspectives on Early Learning
This course will provide students with access to ten of the world's most important thinkers in the world.
Interviews of these experts will take place; annotated bibliographies for each expert will be developed and related
written and electronic material will be contributing to the creation of an "electronic book" produced by the
professors and students. Students will act as "interview producers" preparing all the necessary background
research and questions required for each interview and students will also lead on-line video conferencing
seminars.
To provide cohort students with policy leadership from some the world’s most respected experts
To provide students with opportunity to provide leadership through production and research support for
interviews of each expert and to lead a seminar
To produce an organic electronic book comprised of one hour interviews of all experts, an annotated
bibliography for each expert, edited discussions of students for each seminar informed by the video interview
and selected clips that illustrate practical examples of experts’ views
To provide a preliminary relationship-building exercise with key international leaders with a view towards
developing a multi-national flex PhD program for the Fall of 2013
HDP3238 H
Special Topics in Human Development and Applied Psychology: Attention-deficit Hyperactivity Disorder: A Focus on Cognition and
Learning
This course is designed to provide students with an in-depth understanding of research on cognition (e.g.,
executive functions) in children and youth with attention-deficit hyperactivity disorder (ADHD). In this course
we will discuss the role of cognition in recent theoretical models of ADHD and examine the relations among
cognition, attention, and learning in children and youth with ADHD. This course will address a range of issues
including the assessment of cognition and behaviour in ADHD and the need to consider comorbidity when
studying ADHD. In addition, we will discuss intervention research from a cognitive perspective.
Note: Permission of instructor required. Restricted to HDAP Doctoral Students.
HDP3238 H
Special Topics in Human Development and Applied Psychology: Mixed/Multi Methods, Qualitative and Quantitative Methods in Research
The goal of this course is to provide students with the essential knowledge and skills to conduct all stages of the
research process using qualitative, quantitative and mixed-methods approaches. The topics discussed in this
course include formulation of research questions, working with the literature, research design and design of the
data collection instruments, methods of data collection, quantitative and qualitative data analysis, interpretation of
the results and report writing.
At the end of this course students should be able to:
-Better understand their own research interests and orientations
-Conduct efficient literature search and review
-Critically evaluate published research reports using the indicators of good research
-Develop understanding of various methodological designs
-Identify different sampling strategies and understand their benefits and disadvantages
-Develop skills in selection and design of data collection instruments
-Understand approaches to qualitative and quantitative analyses of empirical data
-Gain practical knowledge and skills in interpretation and reporting of research results
-Learn how to prepare and execute a feasible research project
HDP3238 H
Special Topics in Human Development and Applied Psychology: Pedagogical and Educational Psychological Issues Within Technology
Enabled Teaching
This course is designed to provide students with an in-depth understanding of key issues in using technology-
mediated instruction.
HDP3238 H
Special Topics in Human Development and Applied Psychology: Narrative and Cognition
Over the last two decades a continuously increasing research literature in psychology and other human sciences
has addressed the importance of narrative for the cognitive (as well as social, emotional, and cultural)
organization of the mind. At the same time, narrative has been investigated as a particular mode of thought - as a
form and structure of experience, memory, consciousness, and other areas of the mind traditionally being
considered to realize important cognitive functions. The purpose of this course is to make participants familiar
with the theoretical, empirical, and methodological concepts and models fundamental to the understanding of this
new field of research. The focus will be on approaches that aim to examine both the cognitive potentials of
narrative and the narrative fabric of the mind.
HDP3238 H
Special Topics in Human Development and Applied Psychology: Practicum in Psychotherapy with Adolescents and Adults
This course will provide a supervised experience in conducting psychotherapy with adolescents and adults. A
particular focus will be clients with learning disabilities. While the approach to therapy will depend on the needs
of the client, approaches emphasizing personal exploration will be emphasized, including person-centered and
psychodynamically-oriented systems. Supervision will emphasize problem formulation, psychotherapy
technique, and transference and countertransference issues. Students should have prior relevant training and
experience.
HDP3238 H
Special Topics in Human Development and Applied Psychology: Deception and Its Development
Deception is a pervasive human behaviour. It serves both adaptive and maladaptive functions for interpersonal
interaction. In this course, we will explore the philosophical issues related to deception, the phenomenology of
human deception, its biological basis, and most importantly the ontogeny of deception in children as well as the
practical implications of empirical research on deception and its development in educational, legal, and clinical
contexts.
By permission of instructor only.
HDP3238 H
Special Topics in Human Development and Applied Psychology: Resiliency in Children and Adolescents
This graduate seminar will provide an opportunity to review the theory and research that has emerged in the area
of positive psychology that is related to child and adolescent resiliency development. Focus will be on the
educational and other human service interventions that promote and sustain resiliency. Students will be encourage
to apply this perspective to the conceptualization and design of their own research and the research of other
seminar participants.
By permission of instructor
HDP3238 H
Special Topics in Human Development and Applied Psychology: Conceptual and Statistical Approaches to Complex Structures in Families
This course reviews the latest approaches in multilevel modelling that are applicable to the analysis of complex
family data. Within family differences in children’s development are most appropriately analysed using multilevel
modelling. Students will test family theory using complex statistical techniques. Students are expected to have
access to a dataset that is suitable for analysis in a family framework. Prerequisites for this course include
Multilevel Modelling in Social Scientific and Educational Research (HDP 3227) and Developmental
Psychopathology (HDP 1236). Students are expected to be well versed in multilevel modelling, the literature on
families and developmental psychopathology and have published in the family research domain.
Permission of instructor is required for registration.
HDP3238 Y
Special Topics in Human Development and Applied Psychology: Psychological Foundations of Teacher Education: Effective Curriculum
and Pedagogical Design
This course considers the psychological foundations of teacher education in general and initial teacher education
in particular. It examines research-based evidence of what teachers should learn and be able to do, and looks at
the intentional contribution that psychology can make in cultivating these competencies through effective
pedagogical and curriculum design. Students will learn about the key ideas and concepts within the
apprenticeship setting of a professional learning community. Authentic application and extensive practice
opportunities will come by way of students’ membership on the core instructional team that is responsible for
delivering the psychology requirement in the OISE initial teacher education program.
HDP3238 H
Special Topics in Human Development and Applied Psychology: Emotions in Social Interaction
In this course we shall examine the role of emotions in social interaction. We shall use theoretical approaches
from cognitive science, and review findings in a range of areas that will include: emotional biases in
temperament, emotions and socialization in family interaction and at school, the functions of emotions in
childhood and adult relationships of cooperation, support, and conflict, and emotions in adult sexual relationships.
In addition to considering the influence of emotions on ordinary relationships, we will review emotionality in
child and adult psychopathology as they affect social interaction, and are affected by social contexts. We aim to
develop a theory of how emotions provide structure for relationships, guide interactions, and form some of the
sinews of society.
HDP3238 H
Special Topics in Human Development and Applied Psychology: Providing Prevention and Early Intervention Services: An Overview of
What We Really Do
In this course an overview will be presented of the most important aspects of early intervention including types
of clinical interventions, the development of the infant and young child, and ways to assess and observe the
child, parent-child interactions and other aspects of the environment which may impact on the developmental
outcome of the child. Theoretical approaches from a transactional or ecological model will form the bases for
the course and attachment, psychodynamic and other developmental theories will be considered as well. The
contribution of these theories will be considered both in terms of the understanding of assessment of the child
and family and in considering appropriate interventions strategies. Findings will be reviewed of evaluations of
intervention programs and the efficacy of various interventions or therapeutic approaches. Research findings on
the importance of various kinds of parent-child interventions for child development as well as the impact of
parent, family and environmental influences on positive child outcomes or the development of psychopathology,
will also be considered.
HDP3238 H
Special Topics in Human Development and Applied Psychology: Advanced Topics in Second Language (L2) Literacy Development
This course will involve an exploration of contemporary issues concerning literacy development in second
language learners, with a particular emphasis on immigrant students. The course will explore cognitive (within-
child), developmental, contextual, and instructional frameworks that are important to consider with regard to
literacy development in L2 contexts. Theoretical frameworks focusing on universal and language specific
considerations and on child development will be explored. Approaches to the study of “transfer” and their
applications will be examined, including the effect of spoken and written language typologies and inter-language
transfer. Factors that enhance L2 learning or that place L2 learners at risk will be examined, as will be
instructional, diagnostic, and intervention issues concerning the intersection of L2 learning and learning
disabilities. A discussion of advanced relevant methodological and statistical approaches will be integrated.
HDP3238 H
Special Topics in Human Development and Applied Psychology: Early Learning Practice, Research, and Policy
This is the introductory course for the Phd. (flex-time) program in Early Learning.
This experience is designed to ensure that the students in the cohort become a “learning community” that enables
individual progress throughout the program through group support and the expertise and experience that each
student brings to the group. Key to the study of early learning and related issues is the interplay of research,
practice and policy and the cross-cutting importance of equity and dealing effectively with diversity.
HDP3238 H
Special Topics in Human Development and Applied Psychology: Understanding and Measuring Childcare Centre Quality
The focus of this course is on what makes for good quality child care conceptually and how those constructs
can be measured. Developmental theories that apply to early childhood care and education settings will be
examined. Research on what makes for good quality care will be considered and gaps in our knowledge will be
identified and discussed. This is a PhD level course. Breadth of knowledge about early child development is
required. Permission of instructor required.
HDP3238 H
Special Topics in Human Development and Applied Psychology: Keystones of Treatment for Children with Severe Conduct Difficulties
We will be examining and discussing the concept of "keystone skill"; those skills that when taught to children
produce much broader positive effects than the specific behaviours being taught. By focusing on keystone skills,
clinicians, parents and teachers can often make much more expansive and efficient changes in child behaviour
than through the more traditional strategy of setting up contingencies around each individual target behaviour. We
will discuss the conceptual underpinnings of the "keystone approach", its pros and cons, and contrast it to the
standard approach utilizing functional analysis and intervention designed around specific target behaviours.
HDP3238 H
Special Topics in Human Development and Applied Psychology: Assessing School-Aged Language Learners
This course focuses on theoretical issues and practical approaches associated with assessing the language
development of school-aged students who learn English as a second or an additional language in K-12 curriculum
learning contexts. These school-aged students represent various groups of language learners, including
immigrant children, indigenous language-speaking students, and second- or third-generation children who enter
the school with fluent oral proficiency but with limited literacy skills in a language used as the medium of
instruction at school. Students in both Master’s and Doctoral programs whose research interest and professional
work are related to these populations may benefit from taking this course. In this course, students will engage in
discussions about the complexity of assessment and tension arising from the multiple roles educators are asked
to play in assessing language learners. Students are expected to develop assessment competencies required to
develop the ability to design, implement, and critically evaluate assessment.
HDP3238 H
Special Topics in Human Development and Applied Psychology: Advanced Seminar on Children's Conception of Language
Because of the presence on this campus of Dr. Jens Brockmeier as Diefenbaker Fellow, we will jointly host an
advanced seminar on conceptions of language using both historical and developmental sources.
HDP3238 H
Special Topics in Human Development and Applied Psychology: Models of Intervention for Language and Communication Disorders
This research seminar will address the effectiveness of current models of language intervention for children and
adults with severe communication disorders due to developmental exceptionalities (e.g. developmental delay,
autism, deafness, etc.). A range of intervention models will be considered, including directive- and student-
centred models, as well as the use of augmentative and alternative communication systems. Pragmatic and
social-emotional outcomes will be highlighted.
HDP3238 H
Special Topics in Human Development and Applied Psychology: Advanced Intervention for Family Violence-Related Trauma
This course will provide an overview of assessment and treatment issues relevant to domestic violence, child
emotional, physical and sexual abuse and child neglect. We will begin with a consideration of the incidence and
impact of family violence. We will then cover a variety of interventions including PCITT, ITTM, Caring Dads,
Partner programs. Also included will be a review of the systems in which children and families affected by
family violence are involved including the education, legal, police and child protection systems.
HDP3238 H
Special Topics in Human Development and Applied Psychology: Seminar on Social Relationships of Children and Adolescents with
Disabilities: Self, Peers and Families
This seminar course will explore the self-perceptions, peer relations, and parent-child interactions of children and
youth with disabilities with a focus on ADHD and learning disabilities. Students will read about normal child and
adolescent development in these areas, and theories and research that purport to explain why children and youth
with disabilities have altered self-perceptions, and often experience challenging relationships with their peers and
families.
HDP3238 H
Special Topics in Human Development and Applied Psychology: Knowledge and Social Evolution
An analysis of the changing role of knowledge in contemporary society, and the implications for education.
HDP3238 H
Special Topics in Human Development and Applied Psychology: History of the Science of Consciousness
Psychology began as a science of consciousness, but in 1912 the APA abandoned the science of consciousness
for the science of behavior. So how could Dennett (1991) publish his modern classic "Consciousness Explained"
and many others now say that science can no longer ignore the problem of consciousness. This course will
compare old and new research programmes to study consciousness to determine whether this new science can
avoid repeating history.
HDP3238 H
Special Topics in Human Development and Applied Psychology: Doctoral Level
Description as for HDP 1238.
HDP3238 H
Special Topics in Human Development and Applied Psychology: Introduction to Practical and Conceptual Approaches to Multivariate
Analysis
This course is a conceptual introduction to multivariate analyses with a heavy emphasis on using SPSS.
Students will be walked through technical aspects of multivariate analysis. This course will build upon the
student’s knowledge of multi-factor ANOVA, repeated measures/nested designs, and ANCOVA. This course will
focus on the multivariate analogues of these designs and will include topics such as MANOVA/MANCOVA
(between-groups, repeated measures), contrast analysis and post hoc tests, underlying assumptions and effects
of violating assumptions.
HDP3238 H
Special Topics in Human Development and Applied Psychology: Manuscript Preparation in Early Child Development
This course will address the need for graduate students to get their research published and will be coherent with
the department’s focus in early child development. The small class format will allow graduate students time for
supervised and collaborative writing. Topics will fall under the broad area of early child development including
specific research areas such as family literacy, literacy development, parent involvement, drawing, writing
numerical understanding, social-emotional development and early childhood policy. The class will meet every
two weeks throughout the academic year. Students will take turns providing readings and presenting their own
writing in progress for review and feedback by their class colleagues. Each student will submit at least one
paper to a journal for publication.
HDP3238 H
Special Topics in Human Development and Applied Psychology: Emotional Neurobiology and Personality Development
An examination of how emotional processes in the brain influence cognition and behaviour, and how that
influence lays down the structure of personality over the early years of life.
.
HDP3238 H
Special Topics in Human Development and Applied Psychology: Psychology and Education of Students with ADHD
This course focuses on ADHD and evidence-based approaches to its assessment, diagnosis, and intervention.
The course has three major sections. To understand ADHD, it is necessary to be familiar with the historical
changes in its conceptualization, the developmental changes in its clinical manifestation (particularly in the
educational setting), its current neuroscientific understanding, and its life-span impairments in academic, social
and occupational functioning. We will explore these topics on the first part of the course. In the second section,
we will explore issues and practices around assessment and diagnosis, from three perspectives (medical,
educational, and neuroscience), to understand ongoing controversies and delineate best practices. The third
section of the course will focus on evidence-based interventions (medical, educational), with emphasis on
school-based, class-wide approaches, and educational accommodations. During this course we will debate
current controversial issues, such as the validity of this clinical condition, evidence of permanent disability,
pharmacological intervention, evidence for and effectiveness of educational accommodations, feigning ADHD
symptoms etc. Students will learn assessment methodologies as well as evidenced-based intervention approaches
for individual students, small groups, inclusive classrooms, and special education settings.
HDP3240 H
Advanced Social and Emotional Assessment Techniques
This practicum course introduces the student to the work of clinical assessment. Questionnaire and projective
tests are used to assist in developing a picture of the emotional experience and the social environment of the
child/adolescent. These factors are integrated with measures of cognitive ability and academic skill development
to obtain an overview of psychological functioning. This half-credit course is scheduled on alternate weeks for
the academic year.
Open to School and Clinical Child Psychology students only.
Prerequisites: HDP1216 or equivalent and HDP1218 or equivalent and permission of the instructor.
HDP3241 H
Seminar and Practicum in Assessment and Intervention with Children (Pass/Fail)
This course supports and monitors the development of the Ph.D. students' clinical skills (assessment and
intervention) in the field placement. Placements are typically in clinical settings. Seminars are scheduled on
alternate weeks for the academic year. They focus on issues related to diagnosis, intervention and clinical
practice.
Note: Open only to School and Clinical Child Psychology students. Students are expected to consult with Dr.
Link to arrange their practicum placement in the year prior to taking this course or as soon as they are accepted
into the program.
Pre-requisite: 1218 or equivalent and permission of the instructor.
HDP3242 Y
Internship in School and Clinical Child Psychology (Pass/Fail)
This is a 1600 hour placement completed in the third or fourth year of doctoral study. Pre-requisites: HDP3241H
and permission of instructor.
HDP3243 H
Additional PhD Practicum
This optional practicum course is an additional practicum course that is available to School and Clinical Child
Psychology (SCCP) program students at the PhD level. Students take it as an optional course beyond their
program requirements. The course exists entirely to support students’ development of their clinical skills.
Students may register in this course any time that they commence a field placement experience under the
supervision of a registered psychologist, providing that the placement is unpaid. Students may register in this
course multiple times to permit a broad variety of assessment, intervention and supervisory experiences.
Students may register for this course only with the permission of the course instructor. There are three
restrictions on enrollment: 1) There is a signed agreement between the supervisor and the students with regard to
the new skills that the student will acquire. 2) For each registration, the student must remain in the placement
for a minimum of 100 hours to ensure that the supervisor has had ample time to observe and evaluate. 3) The
total of clinical hours accrued in this open practicum course must not exceed 500 hours
HDP3252 H
Individual Reading and Research in Human Development and Applied Psychology: Doctoral Level
Description as for HDP2252.
HDP3255 H
Systemic Family Therapy
The aim of this course is to introduce students to family therapy concepts and interventions for use in the
practice of school and clinical child psychology. Structural, strategic, narrative and transgenerational models are
considered through discussion of readings, videotape analysis and practical exercises.
HDP3282 H
The Psychology of Critical Thinking
This course examines current research and theory on the psychology of critical thinking and explores the
philosophical and empirical foundations of the concepts of critical and rational thinking. The framework for the
course will be provided by recent research in cognitive, developmental, and educational psychology. Individual
differences and the development of critical thinking will be discussed as a context for evaluating educational
efforts to foster critical thinking.
HDP3286 H
Developmental Neurobiology
In this course we will focus on brain systems involved in human emotion and self-regulation and track their
development from birth to adulthood. We will pay particular attention to the ways in which experience modifies
corticolimbic systems, leading to the consolidation of individual differences in temperament and personality. We
will then explore the implications of these processes for atypical development and developmental
psychopathology.
HDP3292 H
Advanced Psychoeducational Assessment and Psychodiagnosis
The purpose of this course is for students to refine their skills in psychoeducational assessment by assessing
children with a variety of complex learning and social and emotional problems. Traditional psychoeducational
assessment techniques are combined with a systemic approach to assessment of cognitive, educational and
social/emotional functioning of children. Assessment is seen as embedded in a counselling process in which the
children, parents and teachers are assisted to understand the nature of the children's difficulties, how they learn
best, and their adaptive strategies for coping in the social milieu. Students will undertake two assessments over
the course of the academic year using the facilities of the Counselling and Psychoeducational Clinic.
Note: This course is intended for students in School and Clinical Child Psychology. Others by permission of the
instructor.
Prerequisite: HDP1216 and one of HDP1218, HDP5271, or HDP5284.
HDP3297 H
Biological and Psychological Foundations of Low Incidence Disorders
This course will focus on current knowledge of various low incidence disorders (those typically represented in
one percent of the population or less), especially conditions that are first diagnosed in infancy or childhood. We
will discuss both biological and psychological factors playing a role in the etiology and discuss characteristic
profiles for specific disorders. We will also consider potential interventions for prevention and treatment of the
various disorders. Disorders to be considered include (but are not limited to) mental retardation, autistic
disorder, Rett's disorder, Asperger's disorder, tic disorders, selective mutism, pica, enuresis, stereotypy and
feeding disorders. For covering course material, the problem-based learning model will be used.
HDP5271 Y
Assessment and Programming for Reading and Writing Difficulties
This full-year course is designed to bring theory and practice together in the area of reading, spelling, and writing
difficulties. A practicum component involves implementing a theory-based assessment and remediation model
(with students of all ages), report writing, and consultation with teachers and parents. The course is intended to
be useful in the training of psychologists.
NOTE: This course is normally limited to students in the PhD program in SCCP and DPE. Others by permission
of the instructor.
HDP5281 H
Research and Theories of Reading Disability
A survey of current empirical evidence and theoretical models of reading disability, focusing on basic research on
reading disability deriving from cognitive and developmental psychology. Individual differences in reading
acquisition will be discussed as a context for understanding reading disability. Students will conduct an in-depth
analysis of a specific research problem relevant to reading disability and/or reading acquisition.
HDP5284 Y
Assessment and Intervention in Multicultural/Bilingual Contexts
The purpose of this course is to explore, from a multidimensional perspective, assessment and intervention issues
and techniques arising when learners in second language or multicultural contexts experience learning
difficulties. Through readings, classroom discussion, case studies, and client-work, the course is intended to
help students become better aware and better prepared for work with individuals in culturally and linguistically
diverse settings. Students are expected to integrate and apply such diverse areas as second language acquisition,
learning disabilities, cognitive and affective functioning, and to consider alternative assessment and intervention
practices.
Note: Open to doctoral students in School and Clinical Child Psychology only; others by permission of instructor.
HDP5298 H
Special Topics in Special Education and Adaptive Instruction: Doctoral Level
A course designed to permit study (in a formal class setting) of specific areas not already covered in the courses
listed in the current year. For further information, see the course schedules available in early March.
HDP5298 H
Special Topics in Adaptive Instruction and Special Education: Psychoeducational Assessment for Instructional Intervention
HDP5298 H
Special Topics in Adaptive Instruction and Special Education: Issues in Remediation
JDS1233 H
Cognitive Development and Applications
This course provides an introduction to a variety of topics in cognitive development that are of contemporary
interest. Basic knowledge of cognitive development theory and findings from infancy to adolescence is assumed.
We cover those topics that are currently consuming significant research interest among cognitive
developmentalists. These topics currently include concepts and conceptual change in infants, core domains in
conceptual development, the organization of action in infancy, the onset of symbolic functioning, memory
development, the use of the imagination, theory formation as a model for conceptual change, and scientific
reasoning.
JDS3000 H
Advanced Methods in Developmental Science [RM]
The aim of this course is to introduce students to advanced methods in Developmental Science. Prior to taking
this course all students will already have taken at least one graduate course in research design and statistics in
which basic design and analytic methods in psychology will have been covered. This course will further
students' methodological training by introducing them to the most current methods being utilized in
developmental research. The course will cover approximately twelve topics. Each topic will be covered by a
faculty member in the Developmental Science program with expertise in that particular area.
JHC1251 H
Reading in a Second Language
This course will provide the student with a better understanding of current issues in reading in a second language
(L2) by focusing on theoretical and practical questions. Theories and research on reading in a first language (L1)
will be examined for their relevance to reading comprehension in L2. A cognitive developmental approach will be
used to examine the applicability of research findings on topics such as: background knowledge; text structure;
comprehension strategies; study strategies; cultural differences; and reading in various content areas. Students
will be encouraged to develop their own research questions and to apply these to practical L2 reading contexts.
JHS1916 H
Studying the Graduate Student Experience
This course will give students an opportunity to address issues that have both theoretical resonance and practical
relevance for them. Beginning with a review of the Canadian postsecondary context and international
comparisons, we then consider appropriate methods and theories for studying the graduate student experience.
We proceed to a series of topics that relate to graduate programs and degrees, drawing on the research literature.
These topics focus on issues that arise as students navigate through programs and into ‘life after graduate
school’, including identity, writing, classroom experiences, disciplinary differences, the ‘hidden curriculum’, and
thesis supervision. Integrated into the course will be an opportunity to do some qualitative interviewing of other
students. Equity issues and comparative perspectives will be found throughout the course readings.
JHS3932 H
Women and Higher Education
This course enables students to take a close look, from a sociological perspective, at gender relations in higher
education. The focus will be on women students and faculty members in universities and colleges, although it is
understood that gender operates in tandem with race, class, age, sexual orientation and other sources of identity
and positioning. We will consider questions of access, representation, experience, and career; look at efforts to
alter curriculum and pedagogy in accordance with ideas about women's needs or feminist process; and review
feminist and other critiques of the purposes and cultures of the university. Specific topics such as student
cultures, thesis supervision, sexual harassment, the "chilly climate," and so forth will be taken up through
readings and student presentations.
JPX1001 H
Parenting: Multidisciplinary Perspectives
This course is designed to introduce students to a multidisciplinary range of approaches to the understanding of
parenting. Research, theory, and professional practice are surveyed in a number of disciplines. Levels of
analysis extend from the psychology of parenting to the societal context. Synthesis of the material is achieved
via an organizing framework based on the social ecology of human development and via critical comparisons of
different disciplinary perspectives.
(Offered jointly by OISE, the Faculty of Social Work and the Department of Psychology)
JSA5147 H
Language, Nationalism and Post-Nationalism
The purpose of this course is to examine the relationship between ideologies and practices of language and
nation, from the period of the rise of the nation-State in the 19th century to current social changes related to the
globalized new economy which challenge prevailing ideas about language and nation. We will discuss the role of
language in the construction of major European nation-States and in their colonial expansion; the role of language
in post-colonial nation-building; the construction, positioning and repositioning of so-called linguistic minorities
and indigenous rights movements (the concept of immigration is relevant, of course, but falls beyond the scope
of what we can cover here); the commodification of language and identity in the current economy; language and
globalization; and current debates on the ecology of language and language endangerment. Throughout we will
also examine the role of linguists, anthropologists and other producers of discoruse about language, nation and
State in the construction of theories of nation, ethnicity, race and citizenship.
JTE1952 H
Langue, culture et éducation
Le lien entre l'usage linguistique, les rapports sociaux, la culture et l'éducation, à l'intérieur comme à l'extérieur
des écoles, sera examiné selon l'approche anthropologique de l'ethnographie de la communication. La première
partie du cours sera consacrée à l'étude des caractéristiques et des origines des différences culturelles dans la
façon de s'exprimer à l'oral et à l'écrit, et de même que le comportement adopté dans l'interaction sociale. La
deuxième partie sera consacrée à l'étude des conséquences de ces différences culturelles en ce qui a trait au
rendement académique et au développement linguistique des élèves en situation multilingue/multiculturelle.
Finalement, nous examinerons l'utilité de l'approche ethnographique comme méthodologie de recherche et comme
outil ou méthode pédagogique. Le cadre théorique et méthodologique établi dans ce cours servira à l'examen des
problèmes de l'éducation franco-ontarienne.
JTE1952 H
Language, Culture, and Education
The anthropological perspective of the ethnography of communication will be adopted to study the relationship
between language use, social relations, culture and learning in and out of schools. The course will deal with the
nature and origin of cultural differences in language use and patterns and social interactional styles; with the
consequences of those differences for school performance; and with the usefulness of the ethnography of
communication as both a research and a pedagogical tool in the development of curricula and teaching practices
that account for such differences. The ethnography of communication will also be interpreted in the light of
political economic perspectives on the issue of sociolinguistic diversity and educational success.
JTE2912 H
Teachers' Work: Classrooms, Careers, Cultures and Change
Although there is a long tradition of efforts to describe the characteristics of teachers as an occupational group,
or examine the practice of teaching, it is only in the past few decades that scholars have explored the experiences
and cultures of teachers in depth, drawing upon a greater range of theories, methods and ideologies. Some
researchers have sought to probe the thinking processes of teachers, particularly the way in which knowledge is
expressed in action: others have explored the pivotal role of teachers in school effectiveness and innovation;
others have developed models of teachers as workers under threat; still others have anlaysed the extent to which
gender structures teachers' lives and careers. This course provides an introduction to such topics, at the same
time encouraging students who are or have been teachers to reflect upon their own experience and the context in
which it occurs. We look at teachers as individuals using skills and creating identities; as actors and negotiators
in classrooms; as colleagues in a workplace; as members of an occuption. Throughout, we shall remain alert to
the social policy contexts and constraints within which teachers must operate as strategists and decision-makers.
JTE3803 H
Ethnographic Research in the Language Disciplines
Ethnographic research covers all those methods of inquiry typically used in qualitative research, such as
interviews, content analysis, focus groups, discourse analysis, triangulation, questionnaires, observation studies,
and case studies. It also covers the broad approaches to research that use these methods: classical ethnography,
ethnography of communication, and critical ethnography. Participants will be free to concentrate on methods
that interest them and to mix methods according to need.
SES1900 H
Introduction à la sociologie de l'éducation
Ce cours a pour but d'examiner les possibilités, les promesses et les problèmes avec lesquels les perspectives
sociologiques peuvent animer et enrichir la compréhension du processus éducatif. Il fournit une introduction aux
aspects théoriques et pratiques de la sociologie de l'éducation, et leur intégration.
SES1900 H
Introduction to Sociology in Education
An examination of the possibilities, promises, and problems with which sociological perspectives can enliven and
enrich the understanding of the educational process. This course provides an introduction to and integration of
theoretical and practical aspects of sociology in education.
SES1902 H
Introductory Sociological Research Methods in Education [RM]
An introduction to basic research methods appropriate for teachers and other students of sociology in education.
General consideration will be given to technical problems with emphasis on the underlying research process and
its practical implications for schools.
SES1905 H
Qualitative Approaches to Sociological Research in Education [RM]
This course will provide practical training in qualitative sociological research in education. Stages of qualitative
research (such as identifying a topic, organizing projects and writing proposals, gaining access, collecting data
by in-depth interviews and participant observation, using documents, analysing data, and writing reports) will be
covered. Students will do a small project using techniques of interviewing and participant observation. Issues
such as ethics, working with school boards and other agencies, and feminist research will also be raised. The
course is most suitable for students who have some background in sociology but who have not previously
conducted ethnographic or other forms of qualitative research.
SES1909 H
Environmental Sustainability and Social Justice
The premise on which this course is based is that social equity and environmental sustainability are necessarily
and inextricably intertwined. After clarifying key concepts such as environmental justice, we will analyze the
current unsustainable way in which Canada as a society, as well as the world as a whole, are organized,
including climate change, water and food access and quality, energy generation and consumption, BMO,s,
population growth. We will also explore positive examples of how to deal with these issues.
SES1911 H
Sociologie de l'éducation inclusive
Ce séminaire a pour but d'explorer, d'un point de vue sociologique et historique, et grâce à un ensemble de
données théoriques provenant aussi bien de France, d'Angleterre que du Canada, la mise en place de l'éducation
inclusive. Cette forme d'éducation, constituée dans le but de répondre aux "besoins" d'élèves désignés comme
"spéciaux", eut son heure de gloire à une époque donnée, soit avant qu'émergent les courants d'intégration et
d'inclusion scolaire. La situation des écoles de langue française en Ontario sera également analysée au regard de
cette question.
SES1912 H
Foucault and Research in Education and Culture: Discourse, Power and the Subject
This course will introduce students to central approaches, themes and questions in the work of Michel Foucault.
We will discuss the relevance and utility of his work by examining how a number of researchers in education
have made use of it. Students will also be able to explore the implications and usefulness of Foucault's work for
their own research.
SES1915 H
Education and Popular Culture
Learning not only takes place within the institutions of formal education, but through a myriad of practices of
popular culture. Considering popular culture as inherently pedagogical, this course will address the learning that
takes place through various everyday cultural practices and consider its implications for the work of educators.
Practices to be considered include television, film, radio, digital media, musical performance, as well as aspects
of material culture such as forms of dress, games, and toys.
SES1919 H
Environmental Sustainability and Social Justice
This course builds on the assumption that social justice and environmental sustainability are intertwined. It
explores the interconnections among environmental problems and capitalism, patriarchy, racism, and other forms
of domination. Participants will be encouraged to analyze the social, economic, and environmental dimensions of
(in)justice in diverse contexts within frameworks that recognize the salience of social identities, including but not
limited to class, race, ethnicity, gender, sexuality and ability. Participants critically examine contrasting
theoretical perspectives, practices, and examples of environmental justice advocacy and action. These
investigations will assist course participants to deepen their understandings and hone their practical abilities to
respond to social, economic, and environmental issues in multiple institutional contexts -- schools, workplaces,
unions, social service agencies, NGOs, and so on.
SES1921 Y
The Principles of Anti-Racism Education
The first half of the course provides a theoretical analysis of anti-racism and anti-oppression education and issues
for students, educators, and staff interested in the pursuit of anti-racism and anti-oppression education in the
schools. The second half focuses on practical anti-racism strategies aimed at institutional change in schools,
classrooms, and other organizational settings. The intention is to ground theoretical principles of anti-racism
education in the actual school practices of promoting educational inclusion, social change and transformation.
SES1922 H
Sociology of Race and Ethnicity
This seminar reviews selected sociological theories and perspectives on race and ethnicity. The emphasis is on
emerging debates and investigations on the interrelation of race, gender, and class in the construction of social
and historical realities and identities. It explores the implications of these advances for curriculum and
pedagogical practices.
SES1923 H
Racism, Violence, and the Law: Issues for Researchers and Educators
This course explores the extent of racialized violence, provides a theoretical approach for understanding it, and
considers appropriate anti-violence strategies. How should educators respond to the world post 911? Are we in a
new age of empire? What is the connection between historical moments of extraordinary racial violence and our
everyday world? How do individuals come to participate in, remain indifferent to or approve of violence? This
course offers researchers and educators an opportunity to explore these broad questions through examining
historical and contemporary examples of racial violence and the law.
SES1924 H
Modernization, Development, and Education in African Contexts
This seminar explores the significance and implication of education (as broadly defined) to the discourse of
modernization and development in Africa. The course begins with the interrogation of 'African development'
from an African-centred perspective. There is an examination of various theoretical conceptions of 'development'
and the role of education and schooling in social change. A special emphasis is on the World Bank/IMF induced
educational reform initiatives and the implications ofr 'authentic'/alternative development. The seminar will
attempt to uncover the myriad interests and issues about Africa, including contemporary challenges and
possibilities. The course critically engages the multiple ways of presenting current challenges of 'development',
the interplay of tradition and modernity, contestations over knowledge production in 'post-colonial' Africa, and
the roles and significance of Indigenous/local cultural resource knowledges, science, culture, gender, ethnicity,
language, and religion for understanding African development. Other related questions for discussion include
social stratification and cultural pluralism, formulation of national identity, political ideology and the growth of
nationalism, and the search for peace, cooperation and social justice. Although the course basically uses African
case material, it is hoped our discussions will be placed in global/transnational contexts, particularly in looking at
themes common to many Southern peoples contending with, and resisting, the effects of [neo] colonial and
imperial knowledge.
SES1925 H
Savoir indigène et décolonisation
Ce séminaire examine diverses formes du savoir indigène et marginalisé dans des contextes locaux et globaux et
les implications pédagogiques de ce savoir sur le changement éducationnel. Au départ, nous offrirons un bref
aperçu sur le processus de production, d'interrogation, de validation et de dissémination du savoir dans divers
contextes sociaux. Il existe présentement une critique à l'égard des conceptions théoriques liées à ce que
constitue un savoir 'légitime' et comment un tel savoir est produit et disséminé sur les plans local et global. Ainsi,
l'accent sera particulièrement mis sur la validation des épistémologies autres que occidentale et la contribution de
ces épistémologies à travers des perspectives multiples et collectives de voir et interpréter le monde. Parmi les
sujets étudiés, on compte: les principes et les formes du savoir indigène, les rapports de pouvoir, les différences
sociales et, finalement, l'identité et la représentation dans le processus de production du savoir indigène. Nous
nous pencherons aussi sur l'appropriation culturelle et l'économie politique de production du savoir; le savoir
indigène et la science de l'éducation; le savoir indigène, la mondialisation et la modernité, le savoir indigène et le
changement social. Afin de bien saisir les implications pédagogiques du savoir indigène, nous utiliserons du
matériel pédagogique dérivé de plusieurs contextes sociaux de divers pays du monde.
SES1925 H
Indigenous Knowledge and Decolonization: Pedagogical Implications
This seminar will examine Indigenous and marginalized knowledge forms in transnational and global contexts and
the pedagogical implications for educational change. It begins with a brief overview of processes of knowledge
production, interrogation, validation and dissemination in diverse educational settings. There is a critique of
theoretical conceptions of what constitutes 'valid' knowledge and how such knowledge is produced and
disseminated locally and externally. A special emphasis is on the validation of non-western epistemologies and
their contributions in terms of offering multiple and collective readings of the world. Among the specific topics
to be covered are the principles of Indigenous knowledge forms; questions of power, social difference, identity,
and representation in Indigenous knowledge production; the political economy of knowledge production;
Indigenous knowledges and science education; Indigenous knowledge and global knowledge; change, modernity,
and Indigenous knowledges. The course uses case material from diverse social settings to understand different
epistemologies and their pedagogical implications. This course is not open to students who have previously taken
SES2999 "Special Topics: Indigenous Knowledge and Decolonization: Pedagogical Implications."
SES1926 H
Race, Space and Citizenship: Issues for Educators
How do we come to know who we are and how is this knowledge emplaced, raced and gendered? For
educators, these questions underpin pedagogy. In focusing on the formation of racial subjects and the symbolic
and material processes that sustain racial hierarchies, educators can consider how dominance is taught and how
it might be undermined. Drawing on recent scholarship in critical race theory, critical geography, history and
cultural studies, the course examines how we learn who we are and how these pedagogies of citizenship (who is
to count and who is not) operate in concrete spaces--bodies, nations, cities, institutions. This course is about the
production of identities--dominant ones and subordinate ones in specific spaces. It is taught from an educator's
and a researcher's viewpoint. As an educator, the compelling question is how we might interrupt the production
of dominant subjects. As a researcher, the question is how to document and understand racial formations, and
the production of identities in specific spaces.The course begins by exploring the racial violence of colonialism,
of periods of racial terror (lynching, the Holocaust), and of the New World Order (in particular, the post 911
environment, and the violence of peacekeeping and occupations) as well as state violence. In all these instances,
law often has a central role to play in producing and sustaining violence. It is through law, for example, that
nations are able to legally authorize acts of racial violence and legal narratives often operate to secure social
consent to acts of racial terror. Through a feminist and anti-racist framework, we explore how racial violence is
sexualized and gendered, and how it operates as a defining feature of relations between dominant and
subordinate groups. The course examines how racial violence is linked to empire and nation building, and how
individuals come to participate in these racial and gendered social arrangements.
SES1927 H
Migration and Globalization
This course will tackle three broad themes: (1) migration, nation, and subjectivity; (2) globalization and its
discontents; (3) empire and subalternity. It will engage with theoretical and empirical studies of discourses and
structures that constitute the formations and relations of subjects, cultures, spaces, institutions, and practices.
The analytical and methodological approach will be both disciplinary and inter-disciplinary, drawing from the
fields of sociology, history, geography, anthropology, and education, while mobilizing insights from ethnic,
feminist, queer, cultural, and postcolonial studies. The interpretive lens will be simultaneously panoramic,
comparative, and focused that will attend to the shared and unique conditions of local-global, north-south
transactions.
SES1929 H
Theorizing Asian Canada
The course offers interdisciplinary approaches to critical inquiries into the historical, socio-cultural, and political
forces that shape our knowledge about peoples of Asian heritage in Canada and in the diaspora. It foregrounds
the intersections of race and ethnicity with other indices of difference, such as gender, class, migration,
sexuality, ability, language, and spirituality in local, national, and global contexts. It engages with theoretical,
empirical, and methodological issues related to inquiries on Asian Canadians, and draws out implications for
intellectual, educational, and policy arenas.
SES1930 H
Race, Indigenous CitIzenship and Self-Determination: Decolonizing Perspectives
This course explores histories of racism, displacement and legal disenfranchisement that create citizenship
injustices for Indigenous peoples in Canada. It aims to highlight a set of decolonizing perspectives on belonging
and identity, to contest existing case law and policy, and to deconstruct the normative discourses of law,
liberalism and cultural representation that govern and shape current nation-to-nation relationships between
Ongwehoweh (real people) and colonial-settler governments. The course is centered on exploring the
possibilities, challenges and contradictions raised by resurgence strategies and reparation involving citizenship
injustice from an anti-racist, anti-colonial and indigenous-centered perspective.
SES1931 H
Centreing Indigenous-Settler Solidarity in Theory and Research
What sets of intellectual and intercultural relationships exist between settler, diasporic, and Indigenous
populations in Canada, and what possibilities, challenges, and limitations surround the building of these alliances
in both theory and research? This course will examine these questions by exploring scholarly, theoretical, and
research-based frameworks centred on the creation, maintenance, and rejuvenation of Indigenous-settler
relationships and organizing. The objective is to engage with and assess these frameworks from a critical,
Indigenous, and anticolonial perspective, and to understand the strengths, divergences and interconnections
surrounding each of them. Through films, readings, group discussions, and guest speakers, emphasis will be
placed on current and future research and mobilizing, considering in turn the implications for political, historical,
and educational change.
SES1951 H
L'école, la participation parentale et la communauté
Récemment, plusieurs initiatives ont été mises en oeuvre pour donner une plus grande place à la participation
parentale/ familliale/ communautaire dans l'éducation des enfants. Dans plusieurs pays, des réformes éducatives
sont entreprises afin de rendre les administrations scolaires davantage responsables et redevables face aux
communautés. En ce sens, la communauté, notamment par l'action des parents, est invitée à jouer un plus grand
rôle à l'école. Cette situation est issue de la critique d'un modèle scolaire considéré trop uniforme, peu enclin à
répondre à des situations particulières et inapte à remplir son rôle en ce qui concerne la transmission des savoirs
de base jugés prioritaires. Certains voient dans cette «mise en marché de l'éducation», un simple rôle d'apparat
pour les parents et le retour à un schéma compétitif entre les élèves. Prenant en compte ces tensions et
représentations différentes au sujet des rôles des parents, de la communauté et de l'école, ce séminaire a pour but
d'examiner, grâce à des textes riches aussi bien du point de vue théorique qu'empirique, la question à savoir
comment le système en place pourrait mieux prendre en considération les visions et les attentes de multiples
communautés de parents/tuteurs.
SES1951 H
The School and the Community
This course investigates changing relations within and between schools and communities (however defined). We
will review sociological and historical studies of community and discuss the ways in which different notions of
"community" and forms of diversity have been employed by parents, teachers, administrators, trustees and
others in struggles over the form, content, and outcomes of schooling. Students are encouraged to draw on their
own experiences as parents, teachers, students, trustees and/or community activists.
SES1954 H
Marginality and the Politics of Resistance
This course examines the processes through which certain groups are marginalized and explores some strategies
for resistance. The first section explores: the meaning of subjectivity and its relationship to political practice,
experience, knowledge, and power. Section two looks more closely at gender, sexuality and race, exploring here
both the concepts we have used to understand domination and the practices of marginalization themselves.
Section three considers three strategies of resistance: writing, cultural production, and politics.
SES1956 H
Social Relations of Cultural Production in Education
This course will analyse how cultural meanings are produced, interpreted, legitimated, and accepted and/or
rejected in educational settings, including but not limited to schools. Critical perspectives from feminism,
Marxism, and poststructuralism will be explored to consider how culture has been investigated and taken up
in/through sociology, cultural studies, and studies of education and schooling.
SES1957 H
Doing Disability in Theory and Everyday Life
"Doing Disability" brings us to a central premise of disability studies--disability is a space of cultural practices
done by and to people. From this premise, it follows that we are never alone in our bodies and so disability
represents the material fact that bodies, minds, and senses always appear in the midst of people. Assuming that
disability is done and re-done through everyday discursive practices, disability studies turns to a range of
interdisciplinary work that enriches the potential to challenge our taken-for-granted understandings of social and
political life. Theorizing how we do disability, even in the everyday of the (our) classroom, provides the occasion
to critically engage contexts, such as education, mass media, and the built environment, as they intersect with
issues of identity and difference; embodiment; narrative; the constitutive structuring of ordinary, agentive, viable,
life at their opposites. Orienting to disability as a social accomplishment of everyday life is a way to examine
how versions of what counts as human are culturally organized and governed. Made by culture, disability is a
key space of practices where we might theorize culture's makings. In this course, we explore social models and
theories of disability, so as to develop a critical understanding of disability's appearance in everyday life and to
work to open ourselves to question how these new non-medicalized ways of knowing disability might influence
pedagogical structures and practices.
SES1959 H
Theoretical Frameworks in Culture, Communications and Education
This course examines a range of arguments concerning the ways in which theories of culture, communication
and education impact our understanding of the everyday world. The course attempts to survey literature which
place discussions of culture, communication and education in the foreground. The course will attend to the
ways in which culture, communication and education are not settled terms but are terms deeply implicated in
how we maneuver the everyday social world.
SES1961 H
Spirituality and Schooling: Sociological and Pedagogical Implications in Education
Exploring spirituality within the context of education will create new pathways of understanding for educators
and students. By weaving spirituality into learning and knowledge creation discourse, educators and learners can
foster spiritual growth while strengthening the connections between knowledge and the process of schooling.
The main objective of this course, therefore, will be to create an educational space that develops students'
spiritual interconnectedness in relation to learning, schooling and the community at large. Spirituality is very
important in many people's lives, and valuing the spirituality of students means valuing their uniqueness as
individuals, regardless of race, gender, creed, sexuality or ability. Spirituality has been silenced and marginalized
as a discourse or embodied knowledge in the academy. The course will survey the literature that examines
spirituality and knowledge production from a wide range of perspectives, such as from various Eastern, African,
indigenous traditions, and from both religious and secular traditions. The course will examine the intersections
between issues of spirituality and environment, health, colonialism, gender, sexuality, the body and so on.
SES1982 H
Women, Diversity and the Educational System
This course examines the impact of the changing situation of women in society on educational processes and
curriculum. Gender is understood to operate together with a range of other 'diverse' identities such as race, class
and age. Among topics covered are gender, biography, and educational experience; patterns of educational
access and achievement; gender as an organizing principle in school and classroom practices and peer relations;
teachers' careers; feminist pedagogies and strategies for change.
SES1989 H
Black Feminist Thought
Various discourses, theoretical frameworks and ideological proclamations have been employed to analyze,
criticize and interrogate everyday lived experiences of black peoples. This course examines the multiple
oppressions and social representations of black women using a black feminist theoretical framework. Part of the
course will be devoted to black feminist theory -- a theory developed out of black women's experiences and
rooted in their communities. The course will also examine the following issues among others: strands of
feminisms with particular emphasis on feminisms as advocated by the visible minorities; the divergences and
similarities of black feminisms; and the heterogeneous nature of black women's experiences. The course will be
sociological and historical in nature and will examine the intersections of race, class, gender and homophobia.
SES1992 H
Feminism and Poststructuralism in Education
In this course, we will debate some of the key questions raised by feminist poststructuralist writers. These
include the nature of power and the subject; the workings of discourse; and the status and effects of knowledge.
Detailed consideration will be given to feminist poststructuralist accounts of educational practice and feminist
pedagogy.
SES2910 H
Changes in Families and Policy Consequences for Government and Education
An examination of recent and anticipated changes in Canadian families. The course looks at diversity in Canadian
families, and provides a critical perspective on policies.
SES2940 H
Rethinking Marxism and Education
This course provides a broad introduction to the range of theoretical concepts and methods of investigation in
historical materialist thought. Past and present developments in Marxist theory and international practice will be
reviewed. We will explore critical assessments of Marx's method of inquiry, the dynamics of the capitalist
production process, class relations and class consciousness, ideological hegemony and popular culture,
contemporary Marxist theories of education, the relations of education and work, and current challenges to
Marxism. Specific topics will be developed dialogically in response to participant interests, helping students to
better understand the relationship of their own projects to this tradition. The course will include guest lectures
from a variety of SESE faculty in order to help participants situate Marxism in relation to other forms of
theory/practice.
SES2941 H
Social Inequities and Education: Theoretical Implications
This course provides a theoretical examination of how social inequities are being (re)produced in everyday life,
namely through education. It will focus on the work and influence of sociologist Pierre Bourdieu. It will also
introduce students to scholars who have since used his concepts and methodology and/or have critiqued
Bourdieu. Questions of inequities are being in vivo, unveiling complex processes of inequalities taking shape
through the structuring of formal education as well as through race, class, gender and other interlocking systems
of oppression.
SES2941 H
La stratification sociale et le système scolaire
Ce cours étudiera la construction des systèmes de stratification selon la classe sociale et le sexe dans les milieux
de travail, au foyer et dans la communauté ; l'on traitera aussi de l'influence que de telles formes de stratification
peuvent avoir sur les processus éducatifs, ainsi que sur le rôle de l'école et des enseignants en reproduisant et en
changeant ces formes sociales. On évaluera l'étendue des possibilités économiques et éducatives de même que la
mobilité tant au Canada que dans d'autres sociétés industrialisées.
SES2942 H
Education and Work
An introduction to critical contemporary studies of relations between the realms of learning and work. Formal,
nonformal and informal learning practices will be examined, as will paid employment, household labour and
community service work. Special attention will be devoted to the connection between underemployment and
lifelong learning.
SES2998 H
Individual Reading and Research in Sociology and Equity Studies in Education: Master's Level
Specialized study, under the direction of a staff member, focusing on topics of particular interest to the student
that are not included in available courses. This study may take the form of a reading course combined with
fieldwork in community groups and organizations, or independent study of any type. While credit is not given for
a thesis investigation proper, the study may be closely related to a thesis topic.
SES2999 H
Special Topics in Sociological Research in Education: Sociology of Indigenous and Alternative Health and Implications for Education
The intent of this course is to develop and understand the philosophical basis of Indigenous health and healing
practices & the implications for education by reviewing educational and research initiatives in this area. The
course will broaden students' understanding of holistic methods of health and healing practices in the context of
education and schooling. Given the impacts of globalization, different communities are faced with a myriad of
physical, economic, psychological, mental and community distress. A course on the sociology of Indigenous
health and healing practices and the implication for education will create a space for dialogue and critical
evaluation of the importance of good health (physical, mental and emotional) for learning, researching and
teaching. The resurgence of alternative health and healing practices is crucial at this time when different
communities, both from mainstream and Indigenous communities, are searching for holistic methods of health
and healing. Indigenous healing practices are unique: all physical, mental and spiritual phenomena are studied,
understood, and practiced and taught to the whole community. Some of the questions that will be addressed
through discussion, readings and guest speakers are: What is healing? What are the different modes of healing
outside contemporary healing practices and what are their implications to knowledge production and
dissemination? Why do we deal with inbuilt tensions between and among different modes of healing and their
implication to education? Healing is more than just keeping and restoring one’s health. It is also about the
relationship with other human beings and other creatures (animate/inanimate, visible/invisible), and the universe.
What has this got to do with sociology of education? Ancient Indigenous practitioners taught the patients about
herbs, healing and basic ceremonial practices and its implication to survival of a community. Using localized
modes of knowledge dissemination, almost all families acquired basic knowledge of health and healing.
However, due to colonization and the growing impetus of migration to urban centers, some of the practices were
disrupted.
SES2999 H
Special Topics in Sociological Research in Education: Black Diaspora Cultural Studies
This course examines a range of ideas, concepts, debates and personalities across what the black diaspora. The
course is concerned with the ways in which ideas, people and politics circulate to create communities across and
within national boundaries. The course is fundamentally concerned with how debates concerning the black
diaspora and its boundaries have emerged since the development and formalization of black studies programs in
the 1960s and 1970s.
SES2999 H
Special Topics in Sociology in Education: Contemporary Theories in Disability Studies
This seminar explores the influence of contemporary social theory in the formation of Disability Studies and in its
contemporary expressions. We will take a diversity orientation in our analysis and explore the relations of
contemporary feminist theory, queer theory, and post-colonial theory as they intersect with Disability Studies.
This will allow us to develop an understanding of disability as a socio-political phenomenon. Such a development
will proceed with the critical analysis of more conventional bio-medical and individualistic cultural conceptions of
disability. From this foundation, the course will formulate Disability Stuides as itself a theoretical perspective that
contributes to an analysis of what it means to be human individually and collectively. The course will raise a
variety of equity tensions with the aim of showing how disability is an interpretive category necessary to any
exploration of marginality and oppression.
SES2999 H
Special Topics in Sociological Research in Education: Remembrance and Reconciliation: Historical Memory and the Transformation of
Civic Bonds
This course will explore the problems and possibilities inherent in pedagogies of historical memory that are
attempting to alter the civic structure of societies that have divisive histories of violent conflict and systemic
injustice. The course will be framed through a consideration of theoretical discussion of the relation of social
memory and various notions of reconciliation. However, more concretely, the central course readings will draw
on writing, visual art, and museum exhibitions that address and critique the practices and consequences of
various truth commissions and national enquiries in countries including Canada, South Africa, Australia, Peru,
and Northern Ireland.
SES2999 H
Special Topics in Sociological Research in Education: Aboriginal Peoples and Citizenship: Decolonizing Perspectives
This course explores histories of racism, displacement and legal disenfranchisement that create citizenship
injustices for Indigenous peoples in Canada. It aims to highlight a set of decolonizing perspectives on belonging
and identity, to contest existing case law and policy, and to deconstruct the normative discourses of law,
liberalism and cultural representation that inform and shape the relationship between Ongwehoweh (real people)
and colonial-settler governments. The course is centered on exploring the challenges and contradictions raised
by resurgence strategies and reparation involving citizenship from an anti-racist, anti-colonial and indigenous-
centered perspective.
SES2999 H
Special Topics in Sociological Research in Education: Disability Studies Summer Institute: Approaching, Engaging, Imagining
This Disability Studies Summer Institute course will provide the opportunity for students to engage in an intense
interactive and interdisciplinary research based examination of the cultural production of disability in global
educational contexts. We are particular committed to cultivating theoretical and practical connections between
critical race, feminist, and cultural studies theory and disability studies. We will approach disability as a social
phenomenon that has been engaged by various cultural practices, policies and educational procedures that need to
be imagined in new ways since in the past few decades very little has changed for disabled people. The overall
objective of this course is to provide students an opportunity to engage in an intense interactive and
interdisciplinary research based examination of the cultural production of disability that will focus both on the
crisis of exclusion and the cultural processes of inclusion.
SES2999 H
Special Topics in Sociological Research in Education
Courses that will examine in depth topics of particular relevance not already covered in regular course offerings
in the department. The topics will be announced and described in the schedule of courses.
SES2999 H
Special Topics in Sociological Research in Education: Beyond Empathy: On the Ethics of Understanding and the Problem of Responsibility
This seminar is planned as a forum for the collective exploration of a particular problem as formulated: How can
one be ethically understanding of and personally responsive to the words, feelings, and actions of others in ways
that take account of their historical, embodied specificity and irreducibility of another person's experience? The
course will explore how we may be able to deepen and conceptually sharpen how this problem can most usefully
be stated, understand the issues and contradictions embedded with the problem, grasp how the problem is
manifest in practices of pedagogy across a variety of social sites in which they are enacted, consider how some
attempts have been made to "work within" and "work through" the dynamics which set the terms of the problem,
and clarify how this problem bears on our own research, writing and teaching. The course is netiher a survey of
nor an introduction to a specific set of ideas/ theoretical frameworks, but rather an exploration of intellectually
provocative and, at times, conceptually difficult texts from which the class may draw conceptual and ethical
sustenance.
SES2999 H
Special Topics in Sociological Research in Education: Neo-Liberalism, Globalization and Human Capital Learning: Reclaiming Education
and the Workplace for Democratic Citizenship
One of the central aims in this course will be to illustrate how education policy as developed among
contemporary industrialized nations reproduces, in anti-democratic and anti-educational fashion, difficult neo-
liberal economic, social and labour market conditions. This social reproduction, with its deleterious impact on
working people, is achieved through a variety of ideological processes present in current educational policy and
programs. These processes will be identified and discussed in the context of this course. We will also explore the
actual impact of neo-liberal policies on people from a range of employment sectors, and consider how the notion
of a "knowledge economy" misrepresents the actual occupational experience of many Canadian workers.
However, pointing out these serious labour market problems will not transform them and, hence, our ultimate
objective in this course is to provide teachers, workers and students concerned about democratic citizenship with
concrete strategies to challenge the neo-liberal assumptions dominating the contemporary education and labour
market environments.
SES2999 H
Special Topics in Sociological Research in Education: Contemporary Sociological Theory in Education
This course builds on SES1904 (Sociological Theory in Education) and analyses sociological theory as it is
practised today. While building on the work of sociological classics, the course will focus on bodies of literature
that influence contemporary sociological inquiry and debate. Thus the course will attend to, for example, neo-
Marxian and systems analysis, symbolic interactionism, post-modern and post-colonial theories. On a practical
level, this course will enable students to conceptualize and make use of sociological theory in their own research
in education.
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SES2999 H
Special Topics in Sociological Research in Education: Indigenous Peoples and Medias
Cultural productions in which Indigenous peoples engage to tell stories include media, film, photography,
newspapers, and written texts. This course will endeavour to understand Indigenous texts through examining
media, film, and multimedia sources written and produced by Indigenous peoples (including experimental and
independent productions). This course will exclusively involve literature/productions from Indigenous authors,
storytellers, filmmakers, photographers, and activists whose compelling stories and productions engage in
decolonizing, cultural vitalization and self-determination.
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SES2999 H
Special Topics in Sociological Research in Education: Aboriginal Women's Voices
Stories are told, poetry is written, engagement in activism unfolds, and critical reflection is expressed in
Aboriginal women's texts. As Aboriginal women we speak out against injustices and for the lives and roles of
women in community, focus upon healing communities, lives, and mother earth. The focus of the course is to
hear Aboriginal women as they work to transform a consciousness theorizing from Aboriginal perspectives and
reformulating feminisms from Indigenous perspectives.
SES2999 H
Special Topics in Sociological Research in Education: Sociology of Childhood
This course aims at discussing the emergence of early childhood sociology as a different discipline from child
psychology and also as a separate discipline within the field of educational sociology. We will review the
historical and sociological conditions that gave rise to a concern for the sociological study of the early childhood
years. We will examine the status of the child as a recognized and thoughtful participant in and member of
society by focussing on the child's ability to play the part required at school, to do what is expected by the
system or to resist it, and also on the child's interactions within the family at school and with peers (looking at
different socialization/interaction processes between teacher-pupil and pupil-pupil, and in society, in general).
From this viewpoint, we will gain a better understanding of the social and school processes of
inclusion/exclusion in which the children participate. Finally, we will review the literature to examine, among
other things, what being a child means today, what the images are which are vehiculed about childhood, what
the status and rights of children are and how those are lived/applied in reality.
SES2999 H
Special Topics in Sociological Research in Education: Social Theory and the Body
This course explores the ways in which contemporary theory inscribes the body and how the lived actuality of
embodiment might disturb these inscriptions. We begin by considering various theoretical writings, ranging from
Marxism, anti-racism, post-colonial, feminist and queer theory. This is not, however, a survey course. Instead,
the course explores how to engage contemporary theoretical work as it addresses and elides the issue of
embodiment. At the point where social theory intersects the body, the course begins to do the critical theoretical
work of questioning what limits and possibilities are made of, and inscribed on, the body. Particular attention is
given to how theory addresses embodied differences, such as disability, impairment, illness, or the vulnerable
body. The course ends by raising the issue as to how vulnerable and ambiguous embodiment teaches something
about the limits and possibilities of contemporary social theories by asking: How do, and how might, we embody
theory?
SES2999 H
Special Topics in Sociological Research in Education: Spirituality and Schooling: Pedagogical Implications in Education
Exploring spirituality within the context of education will create new pathways of understanding for educators
and students. By weaving spirituality into learning and knowledge creation discourse, educators, as well as
learners, can foster spirtual growth while strengthening the connections between the learner, knowledge and the
process of schooling. The main objective of this course, therefore, will be to create an educational space that
develops students' spiritual interconnectedness in relation to learning, schooling and the community at large.
Spirituality is very important in many people's lives, and valuing the spirituality of students means valuing their
uniqueness as individuals, regardless of race, gender, creed, sexuality or ability. Spirituality has been silenced
and marginalized as a discourse or embodied knowledge in the academy. In this course, we will explore the
questions an dissues of spirituality and its intersections with schooling from diverse perspectives. The course
will survey the literature that examines spirituality and knowledge production from a wide range of perspectives,
such as from various Eastern, African, indigenous traditions, and from both regiious and secular traditions.
Moreover, the course will examine the intersections between issues of spirituality and environment, health,
colonialism, gender, sexuality, the body and so on. The course is intended to assist the student in becoming
familiar with the current literature on spirituality and its underlying intersections with knowledge production and
schooling.
SES2999 H
Special Topics in Sociological Research in Education: Aboriginal Politics, Communication, and Leadership
The threshold question for this course is-- How do traditions, contemporary realities, and personal commitments
combine to create Aboriginal and Indigenous leaders? Using leadership profiles and case materials from North
and South America, Australia, New Zealand, and Africa, we will critically examine how leadership is
conceptualized and carried out by Aboriginal and Indigenous leaders. The intent of this course is not to develop
leaders, but rather to explore Aboriginal and Indigenous leadership praxis, trends, issues, perspectives, and
models of traditional leadership and governance. Our focus will be on the leadership styles and issues associated
with assimilation, resistance, resurgence, nation building, and globalization. From Paulo Freire, we know that the
"praxis" is what defines leadership. We also know that communication between and among leaders and
followers is what gives rise to a people's vision, future direction, and action. Most likely, we have also observed
that the backdrop for this interplay arises from the politics leading up to, and creating the moment that Aboriginal
leaders in a variety of settings emerge out into the public eye. Theories of leadership, organizational behaviour
discourse, and sociopolitical research, while seldom related to Aboriginal and Indigenous populations, will be
utlized and expanded as tools for gaining insight into the cultural dynamics of leadership.
SES2999 H
Special Topics in Sociological Research in Education: Race, The Nation and The Curriculum
Canada's national mythology, a well-known set of constructs including those associated with 'the nicest place to
live on earth'; peacekeeping; a kinder, gentler place than the US; a land of immigrants, infuse and shape the
currciulum in specific ways. In this course, I propose to explore national and international mythologies about
Canada, examining how they reproduce racial hierarchies. We will then explore how these mythologies have
shaped the curriculum and the role of schools and universities in producing national subjects. Specifically, we
will examine curriculum where the national is expressly taught (history, geography, family studies, and so on).
We will also consider informal practices, the hidden curriculum, as well as formal schooling practices, to see
how Canadian children and young adults learn about their identities as Canadians. Throughout the course, the
central focus will be on race and national mythology or how the white Anglo-Saxon citizen is reproduced as
normative in schooling,
SES2999 H
Special Topics in Sociological Research in Education: Immigration, race et ethnicité au sein de la francophonie
Sous une perspective multidisciplinaire, ce cours traite du lien entre l'immigration, la race et l'ethnicité au sein de
la francophonie internationale de manière générale et la francophonie canadienne de façon particulière. D'abord,
nous explorerons les approches classiques et contemporaines de la race et de l'ethnicité. Ensuite, nous
souleverons certains enjeux socio-historiques et politiques liés à la francophonie comme organisation mondiale et
comme espace géo-politique. Puis, nous nous pencherons sur l'immigration dans l'espace francophone pour
nous concentrer par la suite sur l'immigration francophone au Canada. Parmi les questions soulevées on compte:
le statut du français dans divers pays, les agences francophones, les relations Nord-Sud, les facteurs qui
engendrent l'immigration, l'insertion socio-économique, le racisme, les divers groupes ethniques, les relations
raciales et ethniques et les femmes. Ainsi, nous comptons examiner diverses tensions, proposer des solutions et
identifier l'implication de l'immigration pour l'avenir du Canada et des pays sources.
SES2999 H
Special Topics in Sociological Research in Education: Learning to Address Conflict in Workplaces
This course is an introduction to systematic thinking around how people learn to address personal and social
conflict in work settings. It will probe the structural sources of increasing stress and conflict in workplaces and
consider a range of informal learning practices that people adopt in response. It will provide exposure to various
approaches to addressing and resolving conflicts. The course will assess the potential and limits of collective
action by unions and associations. Using (class, gender, race, disability, age) equity lenses, we will explore the
experience and stances of course participants, and engage in role plays of situations in order to develop skills and
insight for intervening. No prerequisites. Links will be made with relevant research in the Learning and Work
focus.
SES2999 H
Special Topics in Sociological Research in Education: Women and Social Change: Gender, Race and Class in the Caribbean
Gatekeeping concepts have come to frame and limit much of what we think and understand the Caribbean to be
in standard academic discourse. Catchphrases spring readily to mind: strong matriarchs, female-headed
households, creolisation, migration, English-speaking. Yet one might argue that while these representations tell
only part - and in some cases none - of the story, they have come to stand in for - and instead of - indigenous
realities and knowledges. Much of this misrepresentation also derives from the imposition of externally imposed
conceptual frameworks based on assumptions that the Caribbean (like 'other' places outside of a European/North
American context) provides case-studies, fodder for theorising. This course seeks to go beyond and behind these
stereotypes through an intensive look at the development of and current debates in Caribbean feminist
scholarship. Drawing on material from the English, Spanish, French and Dutch Caribbean as well as the
Caribbean coasts of Latin America, the course will examine the intersection of race, gender, class and sexuality
in a region forged in the crucible of the colonial encounter and now profoundly affected by more contemporary
dynamics of globalisation. It also provides broader analytical tools for thinking through such issues as hybridity,
nationalism, transnationalism.
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SES2999 H
Special Topics in Sociological Research in Education: Learning in Work and Community Sites: An Exploration of Community Unionism
This course will first review the literature on informal learning related to work and labour, with an emphasis on
activity theory as a mode of analysis. It will then probe the potential and limits of learning within union cultures
in Canada, and a range of traditions among community organizations in acting for workers' interests. Finally, it
will probe specific cases of learning by union and community organizations to cooperate, to act in coalition, and
to engage in social negotiation that expands worker entitlements and protects the social wage. Course methods
will be highly participatory, and activist educators from community and union settings will be guest speakers.
SES2999 H
Special Topics in Sociological Research in Education: Centering Indigenous-Settler Solidarity in Theory and Research
What sets of intellectual and intercultural relationships exist between settler, diasporic, and Indigenous
populations in Canada, and what possibilities, challenges, and limitations surround the building of these alliances
in both theory and research? This course will examine these questions by exploring scholarly, theoretical, and
research-based frameworks centered on the creation, maintenance, and rejuvenation of Indigenous-settler
relationships and organizing. The objective is to engage with and assess these frameworks from a critical,
Indigenous, and anticolonial perspective, and to understand the strengths, divergences and interconnections
surrounding each of them. Through films, readings, group discussions, and guest speakers, emphasis will be
placed on current and future research and mobilizing, considering in turn the implications for political, historical,
and educational change.
SES2999 H
Special Topics in Sociological Research in Education: Museums as a Social Forum: Integrating Arts and History in the Civic Sphere
As an institution of public culture, the museum is a site of civic pedagogy where knowledge and perceptions of
the social sphere can be presented, disseminated, challenged and debated. On such terms, museums function as
forums for explorations of the substance and meaning of civic culture, helping to clarify and re-articulate existing
and future relationships among diverse people and their environments. This course will explore contemporary
examples of such practice, locating their significance within recent developments in museology, education, social
aesthetics, public history, and public sociology. Examples will be drawn from North America, Africa, Latin
America, Europe and South Asia.
SES2999 H
Special Topics in Sociological Research in Education: Militarism and Sustainability: Concepts of Nature, State, and Society
This course tries to use an ecological approach to how we should regard war and explores the many facets of
social and educational interaction, including state formation, economic and trade relations, shifts to environment
and ecology, changes in how people conceptualize themselves and the ways in which media, state, and creations
of social and civil institutions are changed by militarism. The course begins by examining alternate ways to look
at both conflict and nature and how our concepts are shaped by the analytical lenses and ways we manipulate
information. The course also posits and investigates a radical approach to ecology and militarism and also
environmentalism arguing against a number of commonly assumed positions.
SES2999 H
Special Topics in Sociological Research in Education: Women, Technology and Society
Technologies are an integral part of all societies. How do we define technologies? Are some technologies, such
as cars, masculine and others, like washing machines, feminine? Do technologies help to define identity? What
role(s) do race and class play in the formation of technologies? What role does science play in the creation and
evolution of gendered technologies? This course will explore the impact of gender on technologies, the impact of
technology on society and of society on technology. We will look at what science and technology have said
about women and how preconceived notions about women and gender have shaped science and technology. We
will be looking at these issues from a primarily 20th century Western perspective, but we will take into
consideration the idea that technologies are mediated by both location and time. Students will be encouraged to
look beyond the main readings to interrogate these questions in relation to non-Western cultures.
SES2999 H
Special Topics in Sociological Research in Education: Environmental Sustainability and Social Justice Practicum
This SESE course involves practical experience in an area of environmental sustainability and social justice
fieldwork with a sociology in education perspective in order to develop skills in the application of knowledge
from theory and research to practical settings and problems. The SESE Environmental Sustainability and Social
Justice Practicum Liaison, Dr. Njoki Wane, will serve as a practicum supervisor and instructor. In consultation
with the Practicum Liaison, the student will establish a suitable placement, signaled by completion of an "ESSJ
Practicum" form. For successful completion of this half course, students are required to 1/ spend 20 hours in
active ESSJ fieldwork; 2/ build an annotated bibliography of readings to support the final paper; 3/ keep an
observation journal for the field work which will be presented to for discussion with the instructor weekly; 6/
submit a final report at the end of the term offering a description of how the ESSJ initiatives in the field affected
and/or changed the field experience.
SES2999 H
Special Topics in Sociological Research in Education: Masculinities, Gender Relations and the Politics of Resistance
This course will begin by examining the social construction of masculinities from various theoretical
perspectives, including a range of feminist and postmodernist analyses. Issues of power and privilege based on
ethnicity, social class, and sexualities will be explored. Specific topics related to socialization and education will
include: family and culture; play, sport and recreation; private and public schooling; the "what about the boys?"
question; sexual orientations and sexualities; harassment and violence; and men's political movements.
SES2999 H
Special Topics in Sociological Research in Education: Education, Historical Memory, and Civic Life
Through the study of various ways a culture shapes and reshapes its images of the past, this course will address
the practices and consequences of historical memory on the substance of civic life. Emphasis will be placed on
how different practices of remembrance may be understood as both pedagogial and memorial and the place of
such practices in establishing conditions necessary to democratic life. A variety of remembrance practices are
considered, including those taking the form of history texts, film and video, computer based multi-media,
monuments and museums, visual art, drama, literature and poetry.
SES2999 H
Special Topics in Sociological Research in Education: Environmental Health, Education and Policy Change: Feminist Approaches Toward
Social and Ecosystem Healing
In this course, environmental health is framed as a field of research, education, policy and advocacy endeavours
that link the natural, health and social sciences with the worlds of the academy, community, business,
economics, labour, governments and media. It includes gendered approaches to physical, social, cultural,
economic, spiritual and societal power relationships which are multi-directional and interlinked with the health
and well-being of all life. The course will help students to develop critical thinking and investigative, analytical
and practical skills to better understand the constraints of scientific certainty and uncertainty in today's complex
world in order to address lifestyle as well as public policy changes. The issues are framed within the broad
socioenvironmental perspectives on health promotion reflected in the goals of the Ottawa Charter for Health
Promotion -- strengthening community action, developing personal skills, creating supportive environments,
helping in skills development to educate, enable, mediate and advocate. This framework stresses social issues in
environmental health in contexts of gender, race, class, culture, ethnicity, age, poverty and other systems of
oppression. Please note that the course features important issues around children's health and the environment
which relate to fetal and childhood development. There is abundant evidence in the literature of avoidable
conditions which have been identified -- such as learning disabilities, behavioural problems, attention deficit
hyperactivity disorders, neurological deficits, etc., as well as cancers, asthma, allergies, related to environmental
exposures at particular sensitive timing during fetal development.
SES2999 H
Special Topics in Sociological Research in Education: Immigration, diversité et éducation francophone
Ce course examinera divers aspects des questions que l'immigration soulève pour l'éducation francophone au
Canada, et plus généralement pour tout système scolaire. On mettra l'accent sur les tensions entre le role de
reproduction sociale, culturelle et linguistique que les écoles se sont données et leur obligation de faciliter l'accès
pour toutes et tous à la réussite scolaire. Parmi les aspects de cette tension que nous traiterons on trouve:
l'histoire idéologique du système scolaire francophone en milieu minoritaire; la diversification de leur population
estudiantine et de leur corps professoral; les manifestations des tensions dans divers aspects du système, des
politiques d'embauche à l'interaction en salle de classe; les enjeux de pouvoir et comment y faire face.
SES2999 Y
Special Topics in Sociological Research in Education
A full year course that will examine in depth topics of particular relevance not already covered in regular course
offerings in the department. The topics will be announced and described in the schedule of courses.
SES2999 Y
Special Topics in Sociological Research in Education: Research and Intervention Projects in Urban Education
The course is the 3rd course in a sequence of courses offered to Masters’ students enrolled in 3 OISE
departments (CTL, TPS and SESE) who share an interest in urban education – the Urban Education Cohort.
Completing a 10 half-course Master of Education degree, the students in the cohort began their part-time
program in September 2007; they are known to each other and to Professor Dehli who is a member of the group
coordinating the cohort. Within the context of this special topics course, between September 2009 and May
2010 the students will design, develop and conduct individual or group projects in urban education. The nature of
the projects will vary, some will conduct projects similar to a major research paper, some will create a media
project, some will prepare, introduce and evaluate a curriculum unit, while some will conduct a participatory
research project in their school community. It is expected that some projects will require ethical review and the
teaching team will guide students through that process; other projects will be more focused on improving
curriculum or practice within a class, school or community context.
SES2999 H
Special Topics in Sociological Research in Education: Language, Social Theory and Social Action
This course will examine some current approaches to language as social practice which are centrally oriented to
contributions to social theory. In particular, the course will look at the long-standing problem of the relationship
between agency and structure, especially with reference to social difference, social inequality and social change.
Currently emerging approaches will also be examined in light of political economic shifts (globalization/globalism;
neoliberalism and neoconservatism; the new economy) and their impact on theory and method in the social
sciences, especially regarding the role of language in the construction of social life. The course will provide a site
for exploring elements of research design applied to areas of student concern, and more generally for working
through concrete problems of theory and practice, in particular regarding current issues in the sociology and
anthropology of education.
SES2999 H
Special Topics in Sociological Research in Education: Pédagogie de l'inclusion
En partant du constat que la salle de classe ou l'école en général représente un milieu forcément hétérogène et que
les élèves entretiennent des rapports singuliers face à l'éducation, nous tenterons de mettre en évidence, grâce à
des recherches récentes et à l'expérience des membres du séminaire, ce que l'on peut entendre par "pédagogies
de l'inclusion". De l'analyse des programmes scolaires, de leurs applications dans le quotidien aux procédés et
pratiques d'évaluation, nous identifierons à partir de recherches empiriques et d'expériences de terrain decrivant,
notamment, des réalités propres à des contextes minoritaires, des stratégies pédagogiques visant l'inclusion. La
sociologie de l'éducation nous sera d'un réel secours puisqu'elle conduit à porter un regard analytique sur les
processus scolaires et à ajuster notre pratique pédagogique en conséquence.
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SES2999 H
Special Topics in Sociological Research in Education: Sociology of Learning and Social Movement
The goal of this course is to examine the learning dynamics endemic to social movement building and action. It
will emphasize learning as a composite of individual and collective human change in terms of the forms of the
socio-cultural and material infrastructure and participatory structures of social movements as well as traditional
changes in consciousness, skill and knowledge amongst participants. We will draw on both advanced theories of
sociology of education/learning understood in the context of the long-established sociological sub-tradition
known as 'social movement theory'. Social movements will be understood broadly including but not limited to the
women's movement, the labour movement, various anti-colonial and anti-racism movements, anti-poverty
movements, disability rights movements, and others, in addition to forms of nationalist political organizing during
periods of social change. A significant proportion of the course will involve detailed secondary research and
analysis of a specific social movement of the student's choosing, and will demand regular research reports
leading to final papers in the second half of the course. The course is highly recommended to advanced masters
as well as doctoral students. No prerequisites.
SES2999 H
Special Topics in Sociological Research in Education: Aboriginal Peoples and the Politics of De-Colonizing
This course examines the intersections of Aboriginal and Indigenous perspectives and knowledges focusing on
the voices of Aboriginal and Indigenous peoples. Through de-colonizing, we examine two sources of colonizing
-- that from outside that is directed at Aboriginal and Indigenous peoples and that which is from within. The
focus of the course is on decolonizing the mind by understanding the politics of colonization, de-universalizing
language and language politics, examining politics and traditions and the practice of speaking out, exploring
Indigenous approaches to healing, and challenging colonized culture and suppression agencies. Aboriginal and
Indigenous peoples from around the world from around the world inform the examining of the everyday
practices of resistance. Indigenous peoples globally experience colonization, its organization, maintenance
structures and practices, as well as its mindset or way of seeing the world which enable the continuation of
oppression. Resistance to oppression is conceptualized and reconceptualized in changing contexts by Indigenous
peoples. Resources for decolonizing the mind include revitalization of traditional worldviews, honoring
Indigenous knowledges, sustaining Indigenous languages, and challenging and reconceptualizing research
practices.
SES2999 H
Special Topics in Sociological Research in Education: Equity and Education
This course enables students to examine issues of equity in education. It looks at the relationship between
current global dynamics and processes, education and learning within formal institutions of education and in
broader non formal or informal settings where learning takes place. The first objective will be to develop a critical
understanding of social inequalities through race, class, gender, sexuality, language, ability and other interlocking
systems of oppression, and on how such systems unfold in the education domain. The second objective is to
better understand and critically challenge the politics of meaning in education and explore how education may
also be structured as a resource within an equity framework. Students will be encouraged to draw on their
experiences as teachers, learners, parents, school administrators, and/or community activists.
SES2999 H
Special Topics in Sociological Research in Education: Anti-Poverty Campaigns, Community Development and Popular Education
This course will provide a comprehensive analysis of poverty in Canada with a special focus on Toronto
neighbourhoods and the marginalization of racialized groups, using data sources ranging from large-scale surveys
to personal narratives. Research literatures on links of economic conditions and education, anti-poverty policy,
community organizing and popular adult education will be reviewed critically to identify most effective
community-based anti-poverty organizing and popular education programs. Potential roles of teachers and other
community agents in poverty reduction will be examined. No prerequisites.
SES2999 H
Special Topics in Sociological Research in Education: Research Methods for Historical and Cultural Analysis
This course will focus on empirical and interpretive methodologies for historical and historically-oriented cultural
studies research. Students will explore an array of intellectual approaches to history, with a particular emphasis
on the contributions and interventions of 'post' inflected frameworks from poststructuralist and postcolonial
studies. They will examine a variety of primary source materials, such as archival documents, oral history
interviews, and visual images, and analyze them as texts situated within particular temporal and spatial contexts.
The course will provide students with intellectual tools necessary to conduct research in their own areas of
interest, to substantiate their arguments with empirical data and analysis, and to critically locate their work in
relation to other historical and cultural studies scholarship.
SES2999 H
Special Topics in Sociological Research in Education: Francophonies minoritaires canadiennes
Ce cours porte sur les francophonies minoritaires canadiennes. Il met en valeur le rôle central que joue l'école
dans la revendication minoritaire et, plus globalement, dans le cheminement identitaire que connaissent les
francophonies. On y retrace d'abord les grands conflits ayant marqué la scène scolaires en Acadie, en Ontario et
dans l'Ouest canadien: luttes cléricales, droits scolaires, parachèvement, gestion scolaire. L'école se voit ensuite
etudiée en rapport aux autres institutions qui participent au façonnement des francophonies minoritaires et lui en
assurent la vitalité. Un regard sur les processus de socialisation à l'oeuvre au sein de l'institution même et surtout
sur l'articulation des divers processus de socialisation qui interviennent dans les milieux minoritaires francophones
complète d'analyse (ex.: socialisation familiale, appartenance ethnoculturelle, de classe et autres).
SES2999 H
Special Topics in Sociological Research in Education: Jews, Identity and Difference
This course will examine the multiple and contradictory racial and social identities ascribed to and
embraced/resisted by Jews in contemporary Western societies. Students will be introduced to an emerging body
of literature which utilizes cultural studies, feminist, postcolonial, postmodern, queer and anti-racism theoretical
frameworks to explore both Jewish subjectivity and the intersection of Jewish concerns with those of other
marginalized groups. New forms of Jewish cultural, political and spiritual resistance to cultural erasure will be
surveyed as will ongoing practices of anti-Semitism. The course will be of interest to students seeking to
broaden the scope of anti-racist theory and pedagogical practice as well as to those whose area of study includes
Jewish education and Jewish communal life.
SES2999 H
Special Topics in Sociological Research in Education: Queer Theory in Education
This course will examine the ways in which Queer Theory as a pedagogical project reorients. Taking as its
starting point that queer theory demands an orientation that is more than sexuality, the course investigates how
queer theory and its pedagogical implications produces new modes of thought and new modes of engagement.
This course ask such questions as what constitutes queer method; is there a uniquely queer thought; does queer
pedagogy require queer bodies; and what are the stakes of a queer educational practice? In this course students
will examine the history of Queer Theory and its major inventions. Importantly, students will engage with
scholarship that is interdisciplinary and therefore offers a method of queer practice with its numerous
implications for educational practices and pedagogies. Finally, this course is concerned with the social and it asks
what kinds of different social relations might be possible when queer ideas orients practices.
SES3900 H
Advanced Issues in Sociological Research Methods Methods in Education
This course focuses on the uses and techniques of sociological methods in actual research projects and
problems. The course will blend methods and discuss their relevance to theory, interpretation, and philosophy of
science. It will be especially appropriate for students undertaking doctoral work. Students will be expected to
discuss in class their own research problems. The class will consider the strengths and pitfalls of alternative
research approaches and the representations they generate.
SES3903 H
SESE Learning to Succeed in Graduate School (NON-CREDIT)
This non-credit course is required for all SESE PhD students and open to Ed.D. students. Most sessions will
focus on providing practical advice and opportunities for discussion about topics such as: the roles of advisors
and supervisors; how to find a supervisor and a thesis committee; how to prepare applications for grants; how to
complete ethical protocols; how to prepare and present conference papers; how to get published; and how to
write a proposal; etc.. There will be some guest speakers. The coordinator will be Monica Heller. You must
register for this course in order to receive credit.
SES3904 H
Advanced Sociological Theory in Education
This course will explore some of the 'classical' questions and arguments in sociological theory, and some of the
authors who provided definitions and disagreements that have shaped sociology as a discipline. The course
concentrates upon and questions the foundations of sociology and its early institutionalization in Europe and the
United States between 1850-1935. We will read and discuss how classical sociology in different ways attempted
to illuminate, understand and (for some) contribute to changing key features of social relations of emergent
modernity. Finally, we will read reflexively to trace the various strategies that sociologists have used to know and
represent the social and to claim scientific authority for sociological representations. What is it, if anything, that
marks sociological knowledge as different from (and superior to?) everyday or common sense knowledge of the
social? In addition to reading works by and about 'founding fathers' Marx, Weber and Durkheim, the course will
also reflect on the contributions of Simmel, DuBois and Freud to sociology.
SES3910 H
Advanced Seminar on Race and Anti-Racism Research Methodology in Education
This advanced graduate seminar will examine multiple scholarly approaches to researching race, ethnicity,
difference and anti-racism issues in schools and other institutional settings. It begins with a brief examination of
race and anti-racism theorizing and the exploration of the history, contexts and politics of domination studies in
sociological and educational research. The course then looks at ontological, epistemological, and ethical
questions, and critical methodological reflections on race, difference and social research. The course will focus
on the ethnographic, survey and historical approaches, highlighting specific qualitative and quantitative concerns
that implicate studying across the axes of difference. We will address the issues of school and classroom
participant observation,; the pursuit of critical ethnography as personal experience, stories and narratives; the
study of race, racism and anti-racism projects through discourse analysis; and the conduct of urban
ethnography. Through the use of case studies, we will review race and anti-racism research in cross-cultural
comparative settings and pinpoint some of the methodological innovations in social research on race and
difference. Prerequisite: SES1922H or permission of instructor.
SES3911 H
Cultural Knowledges, Representation and Colonial Education
With the advent of colonialism, non-European traditional societies were disrupted. A starting point is an
appreciation of the vast array of cultural diversity in the world. The course interrogates how various media have
taken up these knowledge systems, presented to the world in the form of texts, films, and educational practices,
and examines how colonial education sustains the process of cultural knowledges fragmentation. Our analysis
will serve to deepen insights and to develop intellectual skills to cultivate a greater understanding of the dynamics
generated through representations and the role of colonial education in sustaining and delineating particular
cultural knowledge. We will also explore the various forms of resistance encountered in the process of
fragmentaion and examine how certain groups of people in various parts of the world have maintained their
cultural base, and how this has been commodified, commercialized and romanticized. The course makes use of
forms of cultural expressions such as films and critical theories on race, gender, sexuality, and class.
Prerequisite: Masters students need approval of instructor.
SES3912 H
Race and Knowledge Production: Issues in Research[RM]
As a qualitative research course for masters and doctoral students who already possess some familiarity with
postmodern, feminist and critical race theories, the course will consist of readings that explore the following
question: how is knowledge production racialized? A related question is: how can we understand the operation of
multiple systems of domination in the production of racialized knoweldge? How can intellectuals challenge
imperialist and racist systems through their research and writing? This course is built around the idea that
responsible research and writing begins with a critical examination of how relations of power shape knowledge
production. What explanatory frameworks do we as scholars rely on when we understake research? How do we
go about critically examining our own explanations and others when the issue is race? To examine these themes
in depth, historically as well as in the present, the course will focus on colonialism, imperialism, racism and
knowledge production. Specifically, the course explores three defining imperial constructs: indianism, orientalism
and africanism. We consider how the legacy of imperial ideas shaped racial knowledge and the disciplines,
positioning us as scholars as active participants in the imperial enterprise. In part two of the course, we explore
interlocking systems of oppression: how imperial knowledge simultaneously upholds and is upheld by capitalism
and patriarchy. For the third part of the course, we examine how we understand the immigrant's body, the
citizen, the migrant and what it means to produce knowledge as a post-colonial scholar.
SES3913 H
Intersectionalities: Theory, Method, Praxis
This course focuses on "intersectionality" as an intellectual, empirical, and pedagogical concept, technique, and
intervention in analyses of power, knowledge, and subjectivity. It specifically draws upon feminist scholarhip
and practices that engage with critical race, postcolonial, and queer studies, and traces the historical development
and contemporary use of intersectionality. Students will engage with key foundational texts and more recent
innovations as they bring intersectionality to bear to their research projects.
SES3914 H
Anti-Colonial Thought and Pedagogical Challenges
Contact between the 'imperial order' and the 'colonial' periphery continues to involve complex and creative
encounters/resistances. The myriad forms of resistance help sustain the local human condition of the colonized
'other'. This advanced seminar will examine the anti-colonial framework as an approach to theorizing issues
emerging from colonial and colonized relations, using subversive pedagogy and instruction as important entry
points to critical social practice. Focusing on the writings and commentaries of revolutionary/radical thinkers like
Memmi, Fanon, Cabral, Gandhi, Machel, Che Guevara, Nyerere and Nkrumah, the course will interrogate the
theoretical distinctions between anti- and post-colonial thought, and identify the particular implications/lessons for
critical educational practice. Among the questions explored will be: the challenge of articulating anti-colonial
thought as an epistemology of the colonized, anchored in the indigenous sense of collective and common colonial
consciousness. Throughout the course, there is a particular gaze on how reading early anti-colonial theorists
helps the contemporary learner in extending the explorations of the 'colonial encounter', and the 'colonizing
experience' into a cohesive theoretical and practical contribution to social thought and political action.
Throughout the course, there is a particular gaze on how reading early anti-colonial theorists helps the
contemporary learner in extending the explorations of the ‘colonial encounter’, and the ‘colonizing experience’
into a cohesive theoretical and practical contribution to social thought and political action.
SES3915 H
Franz Fanon and Education
What accounts for the "Fanon Renaissance"? Why and how is Fanon important to schooling and education
today? This upper level graduate seminar will examine the intellectual contributions of Franz Fanon as a leading
anti-colonial theorist to the search for genuine educational options and transformative change in contemporary
society. The complexity, richness and implications of his ideas for critical learners pursuing a subversive
pedagogy for social change are discussed. The course begins with a critical look at Fanon as a philosopher,
pedagogue and anti-colonial practitioner. We draw on his myriad intellectual contributions to understanding
colonialism and imperial power relations, social movements and the politics of social liberation. Our interest in
Fanon will also engage how his ideas about colonialism and its impact on the human psyche help us to
understand the process of liberation within the context of contestations over questions of identity and difference,
and our pursuit of race, gender, class and sexual politics today. Class discussions will broach such issues as the
contexts in which Fanon developed his ideas and thoughts and how these developments subsequently came to
shape anti-colonial theory and practice, the limits and possibilities of political ideologies, as well as the
theorization of imperialism and spiritual 'dis-embodiment', particularly in Southern contexts. Specific subject
matters include Fanon's understanding of violence, nationalism and politics of identity, national liberation and
resistance, the 'dialectic of experience', the psychiatry of racism and the psychology of oppression, the limits of
revolutionary class politics, and the power of 'dramaturgical vocabulary', and how his ideas continue to make
him a major scholarly figure. The course will also situate Fanon in such intellectual currents as Marxism and
Neo-marxism, existentialism and psychoanalysis, Negritude, African philosophy and anti-colonialism, drawing
out the specific implications for education and schooling.
SES3929 H
Advanced Disability Studies: Interpretive Methods, Interpreted Bodies: Research Methods
This course proceeds from scholarly work that conceives of embodiment as a socio-political phenomenon. The
purpose of this course is to open to critical inquiry cultural representations of physical, sensory, mental, etc,
variations. Through an interrogation of disability as it is experienced, known, or managed we will develop
transgressive methods of reading and writing that explore the complex social significance of embodied diversity.
The aim is to challenge taken-for-granted and dominant representations of the meaning of transgressive bodies in
various social arenas, such as medicine and education. The course relies on and teaches critical interpretive
methods of social inquiry. Potential topics include uncovering how transgressive bodies are typically known and
how different interpretive relations can transgress what is said and done to such bodies. We will treat disability as
a complex and conflicting scene of representation where knowledge production, power relations, and identity
formation can be examined and transformed.
SES3930 H
Methods to Avoid Sexist, Racist and Ableist Biases in Research [RM]
This course will familiarize the student with a particular approach to identify biases in research based on social
hierarchies - the BIAS FREE approach (Building an Integrative Analytical System for Recognizing and Eliminating
Biases in Research and Policies). We will examine sexist, racist and ableist biases in research, how to recognize
them in the literature, and how to avoid them in one's own work.
SES3933 H
Globalisation and Transnationality: Feminist Perspectives
This course seeks to critically interrogate notions of the transnational found in recent feminist theorizing.
'Transnational' has been invested with a variety of meanings and political attributes, from descriptions of global
capital to the politics of alliance and coalition-building, from the creation of subjectivities through to the
reconfiguration of imperialist ideologies and practices in the contemporary conjuncture. It is about linkages and
unequal connections. By engaging a broad and necessarily interdisciplinary spectrum of work, this course seeks
to trace the variety of methods and investments that feminists have brought to bear on their engagement with
transnationality. What are some of the implications for theory, for activism, for imaginative and pedagogical
practices?
SES3943 H
Sociology of State Formation and Genealogies of Government
This course explores two approaches to the study of power: historical sociology of state formation and
genealogies of government. The course is intended for students who plan to study some aspect of politics,
policy, and political subjectivity in their thesis research, and/or who are looking for ways to 'blend' Marx and
Foucault in their work.
SES3949 H
Advanced Studies in Learning and Work: Class conflict, labour and learning in the information age
A research seminar which will aid students to pursue thesis-related topics in this field. Topics will include: a
critical overview of theories of workplace learning in diverse cultural and historical contexts; general studies of
the changing nature of paid and unpaid work and different forms of learning in contemporary societies;
transitions between education and paid employment; class, gender, race, age and ability-based differences in
learning and work relations; and relations between workplace redesign and educational reform alternatives.
SES3997 H
Practicum in Sociology and Equity Studies in Education
Practical experience in an area of sociology and equity studies in education fieldwork is a vital element of the
development of skills in the application of knowledge from theory and research. In consultation with the SESE
departmental Practicum Liaison person, the student shall establish a practicum supervisor and a suitable
placement in consultation with her/his practicum supervisor, signaled by completion of a Ed.D. "Practicum
Agreement Form" (SESE website, "Students", "Student Forms"). For successful completion of this course, the
student is required to: a) spend 72 hours in active educational fieldwork; b) have regular contact with their
individual practicum supervisor; c) submit an interim report of approximately 1500 words to the Practicum
Supervisor; and submit a final paper of approximately 8000 words to the Practicum Supervisor offering a final
synthesis of specific field experiences & their relationship to a relevant body of academic and sociological
literature which shall be graded on a Pass/Fail basis. Examples of relevant educational placements include but are
not limited to school boards, community organizations, social service organizations, unions, cultural
organizations and other organizations with relevant educational functions, broadly conceived.
SES3998 H
Individual Reading and Research in Sociology and Equity Studies in Education: Doctoral Level
Description as for SES2998H.
SES3999 H
Special Topics in Advanced Sociological Research in Education: Practicum in Sociology and Equity Studies in Education
Practical experience in an area of sociology and equity studies in education fieldwork is a vital element of the
development of skills in the application of knowledge from theory and research, i.e., it involves "the developmnet
of skills in the application of knowledge from theory and research findings to practical educational problems"
(from the Graduate Bulletin). In consultation with the SESE departmental Practicum Liaison person (see SESE
Student Handbook), the student shall establish a practicum supervisor, and a suitable placement in consultation
with her/his practicum supervisor signaled by completion of an 'Internship Agreement Form' (see SESE Student
Handbook). For successful completion of this half year course, students are required to: a) spend 72 hours in
active educational fieldwork; b) have regular contact with their individual practicum supervisor; c) complete an
'Internship Action Plan' (see SESE Student Handbook); and d) produce a reflective paper based on their
experiences which includes substantive discussion of relevant sociological literature. Examples of relevant
educational placements include but are not limited to school boards and other institutions of civil society with
significant education functions.
SES3999 H
Special Topics in Advanced Sociological Research in Education: Advanced Issues in Learning, Work and Change
A research seminar which will aid students to pursue thesis-related topics in this field. Topics will include: a
critical overview of theories of learning in diverse cultural and historical contexts; general studies of the changing
nature of paid and unpaid work in contemporary societies; the roles of educators in facilitating transitions
between learning and work; class, gender, race, age and ability-based differences in learning and work relations;
and relations between workplace redesign and educational reform initiatives.
SES3999 H
Special Topics in Advanced Sociological Research in Education: Advanced Studies in Dis/ability: Transgressive Bodies/Transgressive
Methods
This course draws its inspiration from burgeoning scholarly work in the New Disability Studies in the
Humanities. Its purpose is to open physical, mental and emotional variation/s to wide-ranging critical enquiry.
Thus, we will challenge the ways in which transgressive "bodies" have been dominated by professional expertise,
specifically by practices of medicalization. We will redefine dis/ability through the knowledge/s arising from
direct experience and the actions of disability (social) movements. Particular attention will be given to
discovering, exploring and/or creating "transgressive" methods of research and writing that will facilitate this
orientation. The course draws upon a number of theoretical perspectives, including the social constructionist
analyses that inform gender and race studies. Potential topics are numerous: from the inequitable distribution of
resources, status and power to the related cultural and linguistic practices that legitimate these practices.
SES3999 H
Special Topics in Advanced Sociological Research in Education: Advanced Sociological Methods in Learning and Work
Work, broadly conceived, is an important site of reproduction of social inequities inclusive of the relations of
race, gender, dis/ability and social class. Sociological methods for analyzing learning and work include qualitative
and quantitative approaches focusing on the micro, meso as well as macro level. They involve practical,
technical, methodological and epistemological decisions relevant to understanding both learning (informal,
nonformal and formal) and work (paid and unpaid). This course will be based around student projects and will
lead to advanced knowledge and skill in each of the above areas.
SES3999 H
Special Topics in Advanced Sociological Research in Education: Theories of the Public and Implications for Education
The idea of the public is founded on the necessity of communicative acts that secure learning and deliberation as
essential aspects of the social. The course explores differing contemporary theories addressed to formulating the
communicative acts necessary for a democratic public life. In addition, it will consider the ways in which the
idea of a democratic public has become intertwined with media and technology.
SES3999 H
Special Topics in Advanced Sociological Research in Education
Description as for SES2999H, but at the doctoral level.
SES3999 H
Special Topics in Advanced Sociological Research in Education: Franz Fanon and Education: Pedagogical Possibilities
What accounts for the "Fanon Renaissance"? Why and how is Fanon important to schooling and education
today? This upper level graduate seminar will examine the intellectual contributions of Franz Fanon as a leading
anti-colonial theorist to the search for genuine educational options and transformative change in contemporary
society. The complexity, richness and implications of his ideas for critical learners pursuing a subversive
pedagogy for social change are discussed. The course begins with a critical look at Fanon as a philosopher,
pedagogue and anti-colonial practitioner. We draw on his myriad intellectual contributions to understanding
colonialism and imperial power relations, social movements and the politics of social liberation. Our interest in
Fanon will also engage how his ideas about colonialism and its impact on the human psyche help us to
understand the process of freedom within the context of contestations over questions of identity and difference,
and our pursuit of race, gender, class and sexual politics today. Class discussions will broach such issues as the
contexts in which Fanon developed his ideas and thoughts and how these developments subsequently came to
shape anti-colonial thoery and practice, the limits and possibilities of political ideologies, as well as the
theorization of imperialism and spiritual 'dis-embodiment', particularly in Southern contexts. Specific subject
matters include Fanon's understanding of violence, nationalism and politics of identity, national liberation and
resistance, the 'dialectic of experience', the psychiatry of racism and the psychology of oppression, the limits of
revolutionary class politics, and the power of 'dramaturgical vocabulary', and how his ideas continue to make
him a major scholarly figure. The course will also situate Fanon in such intellectual currents as Marxism and
Neo-marxism, existentialism and psychoanalysis, Negritude, African philosophy and anti-colonialism, drawing
out the specific implications for education and schooling. Throughout the course, there is a particular gaze on
how reading Fanon helps the contemporary learner in extending the explorations of the 'colonial encounter', and
the 'colonizing experience' into a cohesive theoretical and practical contribution to social thought and political
action.
SES3999 H
Special Topics in Advanced Sociological Research in Education: Advanced Research in Disability Studies
This research and writing course engages disability as a socio-political phenomenon. Through an
interpretive/cultural disability studies perspective, this course will address students' writing with the aim of
developing it within this advanced interpretive conception and practice of disability.
SES3999 H
Special Topics in Advanced Sociological Research in Education: Political Economy, Canadian Culture, and Education
This course will deal with factors of capitalist development of the Canadian economy, uneven regional
development, the nature of the Canadian state, Canada's place in the modern world economy, and Canadian class
formations, in terms of their shaping of our educational systems. The educational implications of such topics as
the economic roles of Canadian women, the cultural impact of the U.S.A., and Quebec nationalism may also be
considered. Students will be expected to conduct a case study dealing with the limits of educational reform in
Canada.
SES3999 H
Special Topics in Advanced Sociological Research in Education: Disability Studies: Transgressive Bodies/ Transgressive Methods
This course draws its inspiration from scholarly work in Disability Studies that conceives of embodiment as a
socio-political phenomenon. The purpose of this course is to open cultural representations of physical, sensory,
mental, and emotional variations to critical inquiry. The aim is to challenge dominant representations of the
meaning of transgressive bodies produced by professional expertise in various social arenas, such as medicine
and education. Through an interrogation of disability as it is experienced, represented, and governed, we will
develop transgressive methods of reading, writing and research that explore the complex social significance of
embodiment. The course relies on interpretive methods of social inquiry developed in disability,
feminist/sexuality, and race studies. Potential topics include mainstream power and knowledge relations with
transgressive bodies as well as how different interpretive relations can transgress what is already known and
done to such bodies. We will treat disability as a complex and conflicting scene of represenation where
knowledge production, power relations, and identity formation can be examined and transformed.
SES3999 Y
Special Topics in Advanced Sociological Research in Education: Conceptualizing In/Equity
This year-long course has two purposes: It will reconceptualize in/equity by combining a concern with
sustainability (often conceptualized as intergenerational equity) with social justice (sometimes conceptualized as
intrageneral equity). In the first term, we will jointly examine selected literature on sustainability and various
forms of social inequality, including sexism, racism, heterosexism, social class, and others. In the second term,
students will engage in individual projects, relating one aspect of either sustainability or inequality to the
framework that has been elaborated in the first term. The second purpose is to engage students in a publication
project. The intent is to produce a joint book out of the course at the end. While publication of either a book or
any individual paper cannot be guaranteed, students will nevertheless participate in the process of preparing a
publication, from writing a prospectus to looking for a publication outlet, receiving and giving editorial criticism,
etc.
SES3999 H
Special Topics in Advanced Sociological Research in Education: Sociology of Representation and Resistance in Education
This course will provide an extension of SES3943H Applied Sociology of State Formation and Educational
Policy. While that course focused on relations and forms of state, governance and regulation, this course will
deal with questions of representation and resistance. We will consider several forms of representation: artistic
practices (particularly photography and video that aim to disrupt dominant images and identities); modes of
political representation (especially ones where marginalized groups make representations on public institutions
and governments); and forms of self-representation (collective and individual). In all of these areas of inquiry,
we will focus on texts, photographs, videos and other practices that seek to disrupt, subvert and transform
dominant or normative forms of representation.
TPS1003 H
Conducting Research in Educational Administration [RM]
A seminar examining the strategies, techniques, and problems involved in the conduct of research in educational
administration. This seminar prepares the student for defining research problems, reviewing relevant literature,
writing research proposals, conducting research and writing reports in educational administration. During this
course the student will prepare the proposal for their Major Research Paper.
NOTE: All master's candidates are strongly recommended to take this course towards the end of their program.
TPS1004 H
Research Literacy in Educational Administration [RM]
The goals of this course are to provide students with an introduction to the purposes of research in educational
administration and to assist students in learning how to obtain, evaluate, interpret, and use research in their work
as educators and in their graduate studies. Possible topics include: overview of different research paradigms and
research strategies used in studies of policy, leadership, and change; how to critically analyze the strengths and
weakness of research; how to conduct a review of literature and build a bibliography; dissemination of research;
the connections between research, policy, and practice; the role of research and evaluation departments;
leadership roles in sponsoring, directing, using, and communicating research.
NOTE: All master's candidates are strongly recommended to take this course at the beginning of their programs.
TPS1005 H
The Computer in Educational Administration
No computer experience required. Introduction to computers in education from an administrative perspective.
Topics include issues related to policy, planning and implementation of information technology in educational
settings; impact of computer technology on educational organizations and culture; and implications for staff
development and curriculum delivery. Current applications of computers at the school, board and Ministry as
well as post-secondary levels are presented.
TPS1010 Y
Research Seminar in Educational Administration
A seminar examining strategies, techniques, and problems involved in the conduct of research in educational
administration. This seminar prepares the student for the evaluation, interpretation, and conduct of research and
development in educational administration. Under the supervision of the instructor, each student is required to
formulate, carry out, and report on a research project.
TPS1012 H
Organizational Culture and Decision-Making
An analysis of the organizational culture of educational organizations. The implications for action resulting from
research and theory relating to organizational culture are examined. Case studies and field experiences are used as
bases for the analysis of decision-making within the context of specific organizational cultures.
TPS1016 H
School Program Development and Implementation
An analysis of issues and problems in conceptualizing, operationalizing, and evaluating a total school environment
in terms of a range of divergent goals and values. Major topics include strategies for program development and
change in the context of education in Ontario, Canada, and internationally; theoretical and empirical bases
differentiating educational environments, the role of the program manager, and skills needed to manage program
development, organization, implementation, and evaluation.
TPS1018 H
Political Skill in the Education Arena
Practical considerations in solving political problems in and about schools. Focus is on the five levels of local
governance: family/school, micro-politics (within the school), neighbourhood, meso-politics (the school and the
central office), and the board. Special attention to understanding background variables such as the environment,
institutions, power, and issues. Workshop activities centre around processes such as coalition-building,
advocating, believing, and co-producing. Readings include procedural, fictional, and conceptual materials.
TPS1019 H
Diversity and the Ethics of Educational Administration
Administrators in education and teachers are continually asked to decide on matters of equity, to adjudicate
between conflicting value positions, and to accommodate different rights and human interests in their planning.
Often administrative practice in these areas is less than successful. This course will study various ethical schools
of thought and modern approaches to social justice. It will apply that content to administrative practice in
education. Particular attention will be given to equity issues in areas of race, culture, gender, age, social class,
national origin, language, ancestry, sexual orientation, citizenship, and physical or mental abilities.
TPS1020 H
Teachers and Educational Change
This course deals with how teachers contribute to and are affected by administrative processes. It looks at the
determinants of teachers' classroom strategies, the work culture of teachers, teachers' careers, the role of
teachers in school decision-making, the relationship of teachers' educational commitments to aspects of their
broader lives (such as age, religious and political beliefs, and gender identity), and the role of teachers in fostering
or inhibiting educational change. The course will be of interest to elementary and secondary teachers and to
educational administrators.
TPS1023 H
Interpersonal Relations in School Systems
The study of patterns of interaction among adults in loosely defined organizational settings. Class members
discover their operational interactive values, analyse interpersonal events, study effects of sociality variations,
articulate personal changes resulting from cross-person behaviours, create the instrumental relationship, and
attempt to understand the administrative efficacy of interpersonal competence in programs of organization
change. To do this, the course uses detailed observations and descriptive notes, constructivist analysis of
collaborative values priorities, and vignette validations towards leadership improvement.
TPS1024 H
Critical Conversations: Philosophy, Educational Administration and Educational Policy Studies
A philosophical inquiry of issues that arise in educational administration and policy studies. Examples of issues
include: Differing conceptions of administration and leadership; power and authority in education; the role of
critical thinking; standards and diversity; bias in schools; censorship and controversial issues; the role of
schooling in a pluralistic society; indoctrination and parental rights; common and separate schools. Case studies
will be used to encourage students apply differing philosophical stances to practical situations.
.
TPS1025 H
School Effectiveness and School Improvement
This course examines the factors contributing to school effectiveness, including school climate and physical
characteristics, instructional patterns, types of organization, and the use of time. It also considers the possibilities
for school improvement in the context of a pluralist democracy and the use of total quality management (TQM)
to improve educational institutions.
TPS1026 H
Evaluation of Professional Personnel in Education
Issues surrounding performance evaluation of teachers and administrators in school systems will be examined.
Topics include current practices in evaluation, evaluation policies and procedures, the legal context, the political
dimensions, and related areas such as recruitment and selection of personnel. The conceptual background
centres around a systems approach to personnel development. The thrust of the discussions, however, will be on
practical problems in evaluation in schools within the Canadian setting.
TPS1027 H
La recherche de la qualité et de l'excellence en éducation dans le contexte de l'économie globale
La globalisation de l'économie, les nouvelles technologies, le scepticisme du public à l'égard de l'éducation et les
réformes éductionnelles ratées des dernières décennies servent de base pour une analyse critique des nouvelles
réformes émergentes, tels que, les écoles entrepreneuriales, les écoles à chartes, le système de bons scolaires, la
privatisation, le partenariat école-entreprise, les conseils d'écoles et la qualité totale. Ce cours fait aussi l'analyse
de l'impact de telles réformes sur la société, l'école et le curriculum.
TPS1027 H
The Search for Educational Quality and Excellence in a Global Economy
The global economy and its new technologies, public skepticism towards education and the failed systemic
educational reforms of the past decades will serve as a background for a critical review of emerging new reform
initiatives such as, entrepreneurial schools, charter schools, voucher schools, privatization, business-education
partnership, school councils, and Total Quality Management. This course will also analyse the impact of such
initiatives on society, school and curriculum.
TPS1028 H
Policy Delivery and Schools
Teachers and policy: complications for management. Attention is given to agenda-setting, backward mapping,
crafting alternatives, estimating feasibility, and coping with unanticipated consequences. Ethnographic work and
school administration with some attention to administration of programs for students at risk.
TPS1029 H
Special Applications of the Administrative Process: Improving Student Outcomes on a System Wide Scale
Governments and school systems across the world have been engaged in efforts to create lasting and substantial
improvement in a range of student outcomes. In this course students will examine recent change efforts in
Ontario and elsewhere so as to develop both a conceptual and practical understanding of strategies for improving
system wide outcomes for students, and the strengths and limitations of these strategies
TPS1029 H
Special Applications of the Administrative Process: Language Policy in Educational Administration
School language policy-making is a developing activity of importance for educational administrators in pluralist
societies. A language policy is a firm plan for action addressing the first - or minority - language problems of a
school, a college, a board, or some other educational agency. The goal of this course is for participants to
identify language issues and problems that need addrressing in a single educational setting of their own choice.
The course addresses the administration of all kinds of language activities in education: mother-tongue teaching;
second-language learning; language maintenance; bilingual education; minority-culture schooling; community-
language teaching; and gender and language. A subtext of the course's seminars is the integration of issues of
social justice and power into the development of coherent and workable policies that are seen as agreed plans for
action.
TPS1029 H
Special Applications of the Administrative Process: Advanced Methods of Conducting Research in Educational Administration
This course will explore issues and problems encountered by students in conducting research in Educational
Administration. Students will identify problems encountered in their research experience, and solution strategies
will be addressed by the class. Prerequisite: TPS1003 or Permission of instructor
TPS1029 H
Special Applications of the Administrative Process: Health, Education, and Educational Administration:
Policies, Programs, and Experiences
This course examines salient facets of health, illness, and illness prevention in the context of education.
Incorporating micro and macro-level analyses, students will explore relationships among: (1) experiences of
health and illness in an educational context; (2) health and quality of working life; (3) health awareness and illness
prevention through education; (4) program evaluation and health education; (5) educational administration; and
(6) social policy, health, and education.
TPS1029 H
Special Applications of the Administrative Process: Interculturalism and Critical Democracy in Education
The purpose of this course is to critically explore the different conceptions of interculturalism and democracy, as
well as the relationship between the two within the context of globalization and neoliberalism. Questions to be
examined include: What conceptions of interculturalism are consistent with critical democracy? What are the
contradictions and constraints that globalization and neoliberalism create for genuine interculturalism and critical
democracy? What is the role of intercultural dialogue? What are some implications and possibilities of
interculturalism and critical democracy in educational practice, policy and leadership? The course will have a
theoretical as well as a practical aspect. The analytical part will be based both on questions concerning
democracy, globalization and neoliberalism and also on the epistemological and semantic clarifications and
historical development of the concept of "intercultural education." The practical part will give the students the
opportunity to learn and experience models of intercultural competences in the field of leadership including
dealing with conflicts in a multicultural society.
TPS1029 H
Special Applications of the Administrative Process: Multicultural and Diversity Policies in Comparative Perspective: Canada and the
United States
Sociocultural pluralism is a feature of the populations of both the United States and Canada. It is also increasingly
recognized as an important feature of many other societies. Canadian students of diversity education are
generally quite familiar with the U.S. literature on multicultural education and often refer to it unproblematically in
their discussions of Canadian diversity. They are often unaware, though, of the difference in both the policy
context and the lived reality of diversity in the two countries. In addition, if they are aware of a larger
international context for the discussion of diversity, they are limited by a view that presents diversity or
multiculturalism as a Western invention. This course would seed to make students more aware of the social and
policy contexts within which multicultural and diversity education have developed in Canada and the United
States and to situate this understanding in a global context.
A parallel course would be offered at the University at Buffalo (SUNY). Students would have the opportunity
through face-to-face and electronic encounters to interact with their counterparts in the U.S.
TPS1029 H
Special Applications of the Administrative Process: Research in Urban Schools: Methods, Ethics, Practices, and Politics
The purpose of this course is to provide students in the interdepartmental urban education M.Ed. Cohort with a
foundation in interview and observation research skills they will need for their internship and action research
projects
TPS1029 H
Special Applications of the Administrative Process: Experiential and Alternative Learning Programs and Practices
The Public educational system is expected to develop students' attitudes, skills and knowledge in order to
produce responsible citizens in a democratic society. The system is viewed as the great social equalizer but, by
its nature, it leaves the needs of many unanswered, especially with the advent of globalization, multiculturalism
and commercialization of public education. This course will examine the different experiential and alternative
educational models and practices and will analyze, through the use of research literature, their capacity to suit
particular training and learning niches not covered by publically funded schools in area such as: decision making,
leadership, crisis management, group dynamics, team skills, character and capacity building, delinquent
rehabilitation, etc. Models and practices to be addressed include, among others, private and confessional
schools, sail training (ASTA, ISTA), class afloat schools, study/adventure/research at sea, leadership schools,
expeditionary learning school, outward bound, field study programs.
TPS1029 H
Special Applications of the Administrative Process
Some unique problems, presented to the administrator placed in special structures or environments, are examined
with a view to developing appropriate applications of administrative processes. Depending upon resources of
staff and needs of students electing this course, it will cover the administration of any one of, or combination of,
the following: programs of special education, colleges and other institutions of higher education, large urban
complexes, areas presenting special sociocultural problems, computer-assisted administration, and comparative
educational administration.
TPS1029 H
Special Applications of the Administrative Process: Student Success, Student Engagement and Diversity
This course explores the different meanings of and pedagogical approaches to student engagement in the context
of diverse student needs and student success. Data and cases from two national studies on student engagement
and 'students at risk' will be critically explored with the aim of developing visions and strategies relevant to the
context of the participants
TPS1029 H
Special Applications of the Administrative Process: Assessing Improvement Through Action Research
The history and process involved in action research will be explored as a means of assessing personal
professional practice and school improvement. Action research is presented as personal research conducted by a
practitioner to improve personal practice or as a means for a group of practitioners to assess school
improvement efforts in their school. As qualitative research methodology is typically considered most appropriate
for action research, where appropriate the underlying methodology and assumptions of qualitative research will
be examined. Each student will conduct an action research study using qualitative research methodology.
.
TPS1029 H
Special Applications of the Administrative Process: Critical Democratic Approaches to Policy and Leadership
This course will introduce students to critical-Democratic traditions in educational administration. It will engage
students in discussions of critical theory, feminisms, post-structuralism, anti-racism and other theoretical
positions that have informed the development of critical-Democratic traditions in leadership and policy. It will
also look specifically at what it means to engage in critical work in education and how this can be done through
practice in leadership and policy study.
TPS1029 H
Special Applications of the Administrative Process: Multicultural and Intercultural Education for Leadership and Conflict Resolution in a
Time of Globalization
The course will analyze the possible educational opportunities, in particular Leadership and Conflict Resolution, in
a time of globalisation, a new economy and living in a multicultural society. The first part will start with the
main change in the third Millennium, such as constant increase in the interdependence between national states in
different fields (economy, science, culture, politics), disparities between rich and poorer countries, increase in
the mobility of human beings, which lets become all societies more and more multiethnic and culticultural.
The key part will supply an educational answer to such transformation. Starting with a historic overview of
meeting-clashes of people with different linguistic, religious, cultural or ethnic features, the focus will be to
provide an epistemological and semantic account of the concepts "transcultural", "multicultural" and intercultural"
education. After the review of theoretical elaborations, above all in North American, Canadian and European
context and in the educational field, supporting the thesis that education, in an intercultural sense, is currently the
most appropriate answer to globalisation and interdependence, the course will provide a general outline of the
development of intercultural education (both main contents, methods and objectives, as well as limits) in the field
of education, problem solving and leadership.
The course will have pratical as well as analytic goals. The underlying premise is that if students are aware of
both the main challenges and risk related with globalization and interdependence, as well as the best educational
answers, they will have a greater capacity to assume the function as leader, recognize and handle with conflicts
in the multicultural society. Using cases such as conflict prevention and complex humanitarian interventions as
the context, the course will analyze both the imperatives to introduce new technologies and the sources of
bureaucratic and cultural resistance against their introduction.
TPS1029 H
Special Applications of the Administrative Process: Race, Poverty, and Urban School Leadership
The purpose of this course is to require educational administration master's degree students, many of whom
aspire to or currently occupy important administrative roles in their schools and districts, to explore the following
questions:
*What should school administrators know about racial, ethnic, and economic inequalities?
*How should school administrators learn about racial and ethnic inequalities and poverty?
*Once school admoinistrators know this information, what should--and can--they do about it on the job?
TPS1029 H
Special Applications of the Administrative Process: Educational Accountability and School Improvement
Public education systems have been the focus of a wide range of accountability policies over the past decade.
This course will develop students' understandings of the concept of accountability, examine the major different
approaches to holding schools and districts more accountable, review evidence concerning the intended and
unintended consequences of accountability policies and develop the implications for those in leadership roles in
schools and districts. Students will be expected to write a critical analysis of one major approach to educational
accountability and work with a small group of colleagues on a case problem related to the implementation of an
accountability policy in a school.
TPS1029 H
Special Applications of the Administrative Process: Strategies and Practice in Urban Education
The purpose of this course is to provide students in the interdepartmental urban education M.Ed. Cohort with a
concluding, capstone course. It follows their year long action research "internship" course. The course will use
their action research projects as the primary building block for work in this course, which will include writing
for and presenting research findings for multiple (professional, academic) audiences.
This course is open only to Urban Education Cohort students, i.e., those students who took the year-long
CTL1799 course on urban education during the 2007--2008 school year.
TPS1029 H
Special Applications of the Administrative Process: School-Based Management and Restructuring Education
TPS1029 H
Special Applications of the Administrative Process: Administering Schools in Multicultural Environments
TPS1029 H
Special Applications of the Administrative Process: Social Justice and Education Policies in Comparative Perspective: Canada and the
United States
Sociocultural diversity is a feature of the populations of both Canada and the United States. This course seeks to
explore the social, historical, and policy contexts within which policies for social justice in education have
developed in Canada and the United States and to situate this understanding in the scope of critical policy study.
We are particularly interested in comparing and contrasting the policy response of cities like Toronto, London,
and Buffalo to policy issues related to "safe schools," language education, citizenship, and aboriginal students:
Note: The course will be conducted alongside courses taught by Professor Katina Pollock at University of
Western Ontario and Professor Sue Winton at University of Buffalo. Three classes will involve students from all
three campuses. The first of these three classes will be held in Toronto, the second in Buffalo, and the third in
London (Ontario). Please note that these three classes will be held on Saturdays.
TPS1029 H
Special Applications of the Administrative Process: Developing and Organizing People in Education
This course explores the practice of organizing people in the various structures used in elementary and secondary
education systems. Starting with the earliest roots in organizational theory, this course will chart the evolution
of ideas and practice in how people are organized in schools and school systems. While current ideas in
organizational development focus on learning communities and collaborative cultures, the structures which house
education are still firmly rooted in traditional Weberian bureaucratic beliefs. This course builds knowledge and
understandings about the nature of organizations, and the link between structure and practice: do people act the
way they do because they have been organized in a particular way, or do people create structures to support the
way they work? The course will conclude with a review of some innovative approaches to organizing people in
education, and examine questions about the degree to which these new organizations will produce better
outcomes for educators and students.
TPS1030 H
The Legal Context of Education
An examination of the current context of legal discourse related to the practical exigencies of present-day school
experience. A detailed study of statutory and common law sources under which educators operate. The law is
not immutable. Emphasis on negligence, malpractice, human rights and the school system, teacher rights, and
student discipline and the Young Offenders Act and Zero Tolerance.
TPS1040 H
Educational Administration I: Introduction to Educational Administration: Policy, Leadership and Change
This course provides an introduction to educational policy, leadership and change in general and to this program
in particular by focusing on foundational concepts and theories significant to the understanding of education and
educational administration. It offers a critical examination of a wide range of topics central to educational
administration, educational policy, leadership and change, such as organization, community, power, authority,
change, difference, leadership, and values. This examination will take into account major historical developments
in the field as well as differing theoretical stances or paradigms, such as positivism, functionalism,
interpretivism, critical pedagogy, feminism, post-structuralism and post-modernism. The course will help
students understand how to use theory to make sense of educational practice in productive ways.
NOTE: All master's candidates are strongly recommended to take TPS1040 as one of the first courses in their
program.
TPS1041 H
Educational Administration II: Social and Policy Contexts of Schooling
This course will focus on the social and policy contexts in which elementary and secondary educators work.
Students will be exposed to a variety of issues related to schooling in a diverse and complex environment such
as: differing purposes, philosophies, and values of education; multiculturalism and social justice; equity issues
related to race, class, gender, and language; parental influences on schooling; the relationship of schooling to the
labor market and the economy; choice of school and program; decentralization and centralization; standards and
accountability; educational finance; school reform; educational and non-educational pressure groups and
stakeholders. Through an exploration of these or related topics, this course will help students to continue to
develop their understanding of different paradigms and methods used in research in educational administration,
leadership, policy and change.
NOTE: All master's candidates are strongly recommended to take TPS1041 as one of their first courses in their
program.
TPS1042 H
Educational Leadership and Cultural Diversity
This course is designed to acquaint students with the practices and issues associated with administration,
organization, and leadership in educational organizations with culturally diverse student populations. Students will
have the opportunity to critically analyse and appraise the practices and issues involved in the administration and
leadership of such schools. They will also have the chance to probe and clarify their own conceptions of, and
attitudes toward, multiethnic and anti-racist education generally and leadership in such school organizations
specifically, in ways that will assist them with their own administrative practices.
TPS1045 H
Language Policy Across the Curriculum
School language policy-making is a developing activity of importance for educational administrators in pluralist
societies. A language policy is a firm plan for action addressing the first- or minority-language problems of a
school, a college, a board, or some other educational agency. The goal of this course is for participants to
identify language issues and problems that need addressing in a single educational settting of their own choice.
The course addresses the administration of all kinds of language activities in education: mother-tongue teaching;
second-language learning; language maintenance; bilingual education; minority-culture schooling; community-
language teaching; and gender and language. A subtext of the course's seminars is the integration of issues of
social justice and power into the development of coherent and workable policies that are seen as agreed plans for
action.
TPS1047 H
Managing Changes in Classroom Practice
The course explores the meaning of classroom change from the teacher's perspective, addressing such issues as
contemporary views of learning, the nature of teacher development, and the context of teaching. The perspective
is then used to better appreciate how those in school leadership roles can facilitate efforts by teachers to
improve their own practices, as well as meaningfully respond to out-of-school pressures for change.
TPS1048 H
Educational Leadership and School Improvement
A companion course to 1047. Contemporary conceptions of leadership are examined for their value in helping
present schools improve and future schools serve their publics well. Understanding of expert leadership is
developed through the study not only of expert leaders' behaviors, but also of their feelings, values, and problem-
solving strategies. The formal and informal experiences that contribute to the development of leadership expertise
will be examined.
TPS1050 H
Themes and Issues in Change, Leadership, Policy, and Social Diversity
This course has been designed to be the final course for students in the 10-course M.Ed. Program in Educational
Administration. The course provides an opportunity for students to explore and develop a comprehensive view
of the field of educational administration, through a series of seminars designed to help summarize, integrate and
consolidate knowledge of the field. Students will link particular problems in practice to the theoretical bases of
the field, through the lenses of the major strands of our program: change, leadership, policy and social diversity.
There will be a focus on analysis, synthesis and application, building a deeper understanding, situated in the
broader field. The culmination of this course will be the creation of a comprehensive portfolio reflecting the
student's understanding of the breadth and depth of the field.
TPS1052 H
Individual Reading and Research in Educational Administration: Master's Level
Specialized study, under the direction of a staff member, focusing upon topics of particular interest to the
student that are not included in available courses. While credit is not given for a thesis investigation proper, the
study may be closely related to a thesis topic.
TPS1060 H
School Leadership Seminar 1
This course is the first of two courses to develop people to become school principals in Ontario. A key
component of the course is the critical evaluation and focus on current research in the areas related to leadership
practices and their effects, instructional leadership, education change and reform efforts. The course's content
includes a critical awareness of current problems associated with educational leadership practice and application
to current issues and problems in education informed by cutting-edge research and professional practice. The
outcome of these courses is to hone the judgment of practitioners within the educational setting. Through the
assignments students must demonstrate originality in the application of new knowledge and concepts.
TPS1061 H
School Leadership Seminar 2
This is the second of two courses which explores the role of the principal, one of the most influential roles in our
educational system. It provides a foundation for candidates assuming the role of principal or vice-principal in
Ontario schools and is one component of ongoing professional learning focused on the development of the
personal and professional knowledge, and the skills and practices that lead to exemplary practice in the role of
principal. The program is designed to support candidates in becoming reflective educational leaders who are
informed consumers of education research in their ongoing professional growth, and who can lead effectively in
the dynamic, diverse contexts of Ontario, characterized by rapidly changing events and circumstances.
TPS1400 H
The Origins of Modern Schooling I: Problems in Education Before the Industrial Revolution
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.
TPS1401 H
The Origins of Modern Schooling II: Problems in 19th and 20th Century Educational History, Focus on Canada and the U.S.A.
Drawing chiefly on North American literature, this course explores the origins of state educational systems in the
context of traditional patterns of socialization and formal schooling, and changing social, political, and economic
conditions and ideologies.
TPS1403 H
History of Education in Canada
A survey course whose central theme is "Canadian answers to perennial questions in education". Included
among these questions are the following: Why educate? Who should be educated? Who should teach? What
should be taught? By what methods? Who pays the piper? Who calls the tune? How can success in teaching and
learning be evaluated? Each of these questions will be dealt with in historical perspective in relation to the
following regions of Canada: Atlantic region, Quebec, Ontario, Western region. Additional topics to be considered
will be: (1) Canadian educational historiography; (2) Canadian education and its critics: an analysis of the
ongoing criticism of Canadian education (in historical perspective).
TPS1404 H
History of Rural Education in Canada
Before 1921, 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.
TPS1405 H
History of Education and Film: Selected Topics
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.
TPS1406 H
Sexuality and the History of Education
This course explores the history of identity and the politics of the body which have been central elements in
socialization and education in all societies.
TPS1410 H
Schooling in the Movies: Education as Reflected in Hollywood Films
The course will be built around a series of six two week class units. In the first class of each unit students will
view a film after which, with the film still fresh in mind, they will have a first discussion of the film and issues it
raises. For the next class students will watch a second film on the same topic from a short list supplied, read
contemporary reviews for both films, read assigned monographs or articles related to the historical period or
subject matter of the films and prepare a short critique based on the films and readings. The second class in each
unit will then review the critiques and discuss the films in light of insight afforded by historians or other
scholars. Students will also prepare a course paper.
TPS1411 H
Cinema, Popular Education and Cultural Identities
Each class involves two components: first, viewing a selected film (or a part of a film); and, second, discussing
this cinematic work in relation to the main themes of the course – “Truth “?; “Power/Gender”; “Class Struggle”;
and “Other-ness’. Students will be expected to contribute to the in-class discussions and to exhibit a
knowledge with other films (from a list provided by the instructor in the course outline, handed out to all
students in the first meeting). In addition, a bibliography of “suggested reading materials” (listed in the
“Bibliography” and provided to students in the course outline at the first meeting) will be relevant to in-class
discussions. In the course of the study-program, students will be expected to frame an essay-topic and to
present the instructor with an essay-outline in order to complete the essay within the time-frame provided by the
School of Graduate Studies – papers must be presented to the instructor no more than ten days before the grade-
submission deadline so that the instructor has an opportunity to read and grade the essays of all the students in
the class.
TPS1415 H
The History of the Teaching Profession
This course explores the history of teaching as an occupation. Drawing on recent Australian, British, and
American studies, as well as on the Canadian literature, it examines the following topics: the changing
composition of teaching forces; teachers' work and status in the schools; professionalization; the organization of
teachers' associations and unions; class, ethnicity, race, and gender in teaching.
TPS1416 H
L’éducation en Ontario
Ce cours trace l’évolution et les transformations de l’éducation de langue française en Ontario du 18e au 21e
siècles, en la situant dans le contexte de l’histoire de l’éducation en Ontario. Les analyses de textes et les
discussions porteront sur les intersections entre la langue, la religion, la race, les classes sociales, l’ethnicité et les
spécificités sexuelles (gender).
TPS1416 H
Ontario Education
This course analyses the interplay of gender, race, class, ethnicity and religion in the history of education in
Ontario from the eighteenth through the twentieth centuries. The course is delivered through computer-mediated
conferencing.
TPS1419 H
Historiography and the History of Education
Central issues in historical writing - theory and philosophy, bias and representativeness - are considered together
with modes of presentation, forms and methods of research, and styles of argument. Students are introduced to
the main issues in current educational history through an intensive reading of selected, exemplary texts.
Emphasis is placed on the manner in which arguments are developed in social-historical studies on schooling and
education. In this way, the influence of critical theory, discourse analysis, feminism, post-modernism, and
post-structuralism on recent debates within the field is discussed with reference to the central problems of
history of education. NOTE: TPS1419 is compulsory for all students in the M.A., Ed.D., and Ph.D. programs
who will be developing a thesis topic in the History of Education.
TPS1420 H
European Popular Culture and the Social History of Education: I
This course is concerned with the interaction between literacy and popular mentalities in the period before the
creation of school systems. Its particular interest is with those individuals for whom we have detailed
information and whose lives provide a distant mirror reflecting other realities. For many of them, living at the
interstices of literacy and orality, the social function of education was central to their lives.
TPS1422 H
Education and Family Life in the Modern World: I
The history of the family as it relates to child-rearing and education in Great Britain, France, the United States,
and Canada.
TPS1423 H
The History of the Family in Canada
Although modern Canadians usually associate the family with the personal and private aspects of their lives, the
institution of the family has also been at the centre of Canada's economic, political and cultural structures for
hundreds of years. This course will focus on the changing and varied relations among many different kids of
parents, children, and the larger social formations within which they lived, emphasizing educational experiences
and framing family life in the wider contexts of Canadian history.
TPS1424 H
Religion, and Social Movements in the History of North American Education
A historical overview of the process of change as influenced by social service organizations or movements inside
and outside the formal school structures of the community. Among the issues discussed in the seminar are
institutional structure and ideology, the nature of reform, volunteerism, and related political culture.
TPS1426 H
The History of Gender and Education in Canada
This course explores the changing dimensions of gender relations in Canada from the late 18th to the 20th
century. It will examine selected social, cultural, economic, and political developments, shifting meanings of
femininity and masculinity in these developments, and their effect on formal and informal forms of education.
TPS1427 H
History and Commemoration: Canada and Beyond, 1800s - 1990s
This course will examine historical literature that looks at the different ways in which historical commemorations
and historical memory have been forged, the hegemonic meanings of the past created by elites, and the
contestation of those meanings by those often formally excluded from these processes: women, members of
ethnic and racialized groups, and the working classes. We will look at areas such as state commemorations and
the creation of 'tradition', the development of museums, historical tourism, and the designation of monuments
and battlefields as sites of national memory. The course will conclude with an exploration of current debates over
the place of 'history' in the schools and universities.
.
TPS1428 H
Immigration and the History of Canadian Education
A historical examination of immigration and immigration policy in shaping the social, economic, and political life
of Canada with special reference to education. This course will explore such areas as the historically different
agendas of immigrants and policy-makers, the shifts from migrant to immigrant, and the racial and organizational
priorities of educators in meeting the needs of immigrants.
TPS1429 H
Ethnicity and the History of Canadian Education
A historical exploration of ethnicity and race as a factor influencing Canadian civic culture, changing public
policy, and shaping the contours of ethnic community life. Special attention will be paid to the historical
development of ethnicity in Canada, the internal life of several communities, and the challenges ethnicity and race
represented to keepers of the Canadian gate and educators in particular.
TPS1430 H
Gendered Colonialisms, Imperialisms and Nationalisms in History
This course explores the ways in which gender relations have been an integral part of colonial and imperial
expansion and national identitites, from the mid-18th to the mid-20th centuries. We examine both how gender
relations helped structure these historical developments and how gender relations were subject to change in
various colonial contexts (including 'settler societies' such as Canada). The course readings explore the uneven
and historically contingent ways in which processes of colonial and national expansion created new forms of
gender asymmetry in both colony and metropole.
TPS1432 H
Knowledge, Mind, and Subjectivity: Foucault and Education
This course investigates knowledge, knowing, and knowing subjects as they are represented in modern and
postmodern educational theory and practices. The course is designed to facilitate educators' self-reflection on
questions of learning and teaching, constructions of knowledge and knowers, and the implications of
power/knowledge. Selected topics include: the impact of constructivism on teaching; problems of epistemic
dominance and marginalization (Whose knowledge counts?); and representations of learning (styles;
ability/disability).
TPS1433 H
Freedom and Authority in Education
This course focuses on the tension between freedom and authority as it affects both education and society at
large. Traditional and contemporary philosophical theories of freedom and authority provide a context for
examining the competing claims of libertarians (or progressivists) and authoritarians in education. This course
does not presuppose extensive background in philosophy.
TPS1435 H
Democracy and Education
The course will consider major views of society and politics that have the development of democracy as their
theme. The relation between projects of educational reform and democratic development will be examined.
TPS1436 H
Modernity and Postmodernity in Social Thought and Education
Recent debates in social theory, philosophy, and education regarding the meaning of modernity will be discussed.
Theories of modernity and "post-modern" critiques of them will be reviewed. Experiences around the world of
various types of crisis (human rights, ecological, cultural) may be considered.
TPS1438 H
Democratic Approaches to Pedagogy
This course explores the theoretical and practical aspects of democratic approaches to pedagogy by critically
discussing selected writings of some of the major 20th century philosophers of education and educationists (e.g.,
John Dewey, Paulo Freire, Jane R. Martin, A.S. Neill, Bertrand Russell, bell hooks, and Iris Young). The
exploration of this topic will also include a critical discussion of case studies arising from real classroom
contexts.
TPS1439 H
Gender, Ethics, and Education: Philosophical Issues
This course will examine philosophical issues pertaining to the interrelationships of gender, ethical frameworks,
and educational theory. Focus will be on recent feminist analyses of gender as a social construction, insights into
how this construction is manifested and maintained, and critiques of and alternatives to mainstream ethical
theory. How educational theory, on matters such as ideals, aims, curriculum content, and the teacher's role,
would need to change in order to accommodate these perspectives will provide the context for the critical
TPS1440 H
An Introduction to Philosophy of Education
This course is an overview of the field of philosophy of education. It focuses on selected major thinkers, such as
Plato, Rousseau, Wollenstonecraft, Dewey, Peters, and Martin, with attention given both to classic texts and to
contemporary developments, critiques, and uses of ideas from these texts. Emphasis is placed on the kinds of
epistemological, ethical, and political questions that comprise the core of philosophy of education and that need to
be addressed to the classic and contemporary literature.
TPS1441 H
Philosophical Dimensions of Moral Education
This course explores critical theoretical issues in moral philosophy as they impact moral education. The perennial
question of the extent to which moral evaluation should be thought of as universally applicable or relative only to
a particular person, group or society is taken as a motivating and anchoring concern. The course then focuses
on how legacies of the Enlightenment-such as the conceptual dichotomies of "public/private", "the right/the
good", "duty/virtue", etc. - have shaped both contemporary (Western) thinking about morality and approaches to
moral education. Examples are drawn from a variety of approaches, but with particular emphasis on Kohlberg's
theory of moral development.
TPS1442 H
Cultural and Racial Difference in Education: Philosophical Perspectives
This course is framed by the belief that contemporary Canadian society must be understood in terms of the facts
of cultural diversity and racialized difference and the moral/political commitments to promote respect and equity
through public education while also avoiding indoctrination and intolerance. It will focus on the political and
philosophical assumptions that underlie these expectations and on the tensions that are revealed when they are
held in conjunction. In particular, the different kinds of assumptions underlying liberalism and perspectives
critical of liberalism will be taken as an underlying theme. Throughout, the purpose is to facilitate critical
reflection on the moral dimensions and implications of these assumptions.
TPS1443 H
'Troubling' Knowledges in Education: The Politics of Claiming Truths
Conversations about knowledge, knowing and knowers are central to educational theory, practice, and research.
Knowledge concepts, processes, evaluation, and dispositions are the mainstay of educational work. This course
addresses these conversations by first articulating and, then, troubling, conventional wisdom on such matters as:
truth claims and 'regimes of truth', experience, testimony, language games, constructivism, and the authority
and situatedness of expertise and experience. Challenges to the European Enlightenment, presented by
Indigenous, postcolonial, Feminist, Critical Race and Disability studies are taken up.
In a postmodern era what counts as knowledge is literally and virtually up for grabs. In an era of globalization
the stakes as to what and whose knowledge counts are higher than ever. The aim of this course is to familiarize
ourselves with some of these most compelling conversations regarding knowledge and knowers in order to
appreciate the work we do as educators and learners, the benefits and burdens of producing knowledge, and the
political ramifications of privileging some forms of knowledge (and knowers) over others.
"With whose blood have my eyes been crafted?"
Donna Haraway, "Situated Knowedges."
TPS1446 H
The Teacher as Philosopher
This course starts from the assumption that teachers are already philosophers - i.e., their practice is informed by
systems of beliefs and assumptions. Each student will have the opportunity to develop an initial articulation of
his/her views on education in a personal interview with the instructor at the beginning of the term. These
interviews will then be shared and will focus course readings, lectures, and requirements. The aim will be to
examine the different ways in which philosophical assumptions form the foundation for educational beliefs.
Topics addressed will include value, epistemological, political, and praxis questions within beliefs about
educational aims, content, and teaching methods.
TPS1447 H
Technology in Education: Philosophical Issues
This course will address the philosophical problems arising from the use of modern technology and its
implications for theories of education and educational practices. The primary focus of the course will be on the
nature of the relationship between humans, society, and technology. Among the issues that may be considered
are: the nature and validity of technological determinism as a model of explanation of personal and social change;
technological causation; the conceptual distinctions (if any) between humans and machines; the social, political,
metaphysical, ethical, and epistemological commitments involved in the introduction and use of technology in
education; the distinctions between human understanding and artificial intelligence; problems arising from the use
of computers in education; and related philosophical issues in education. The selection of topics will depend on
the interests and backgrounds of the members of the seminar.
TPS1448 H
Popular Culture and the Social History of Education: II
This course examines a range of themes in the history of education and popular culture, drawn primarily from
nineteenth and twentieth-century Canadian history. Topics that will be covered include the impact of popular
forms of amusement and education: theatre, tourism, public parades and festivals, and commercial exhibitions
and museums. We also will explore the relationship of various levels of the state and of capitalism to popular
culture and the relation of "high" culture to mass culture. This course will pay attention to the influences of
gender, race and ethnicity, class, and sexuality in shaping and, at times, challenging, particular forms of popular
culture.
TPS1452 H
Individual Reading and Research in the History of Education: Master's Level
This course consists of specialized study, involving regular preparation of papers and tutorials under the direction
of a staff member, focusing on specialized topics of interest to individual students and faculty members that are
not provided for in seminar courses. Practical field experience may be included as part of the course. While
credit is not given for a thesis investigation proper, the study may be related to a thesis topic.
TPS1453 H
Individual Reading and Research in the Philosophy of Education: Master's Level
TPS1454 H
The Battle Over History Education in Canada
Canadians, like other peoples around the world, have witnessed a breakdown in consensus about what history
should be taught in shcools, and a heightened awareness of the political nature of deciding whose history is, or
should be, taught. Debates about what to teach, and how, are appearing as strands within larger discussions
about the social and political meaning and purposes of history, and 'historical consciousness' is emerging in a
wide range of cultural activities, from visiting museums to watching the History Channel. Adults and children
alike seem to be seeking answers to questions of identity, meaning, community and nation in their study of the
past. Students in this course will explore through readings and seminar discussions some of the complex
meanings that our society gives to historical knowledge, with particular emphasis on the current debates about
history teaching in Canadian schools, and the political and ethical issues involved. This course was previously
listed under TPS1461 - "Special Topics in History: History Wars: Issues in Canadian History Education".
TPS1460 H
History and Educational Research [RM]
A seminar course required of all M.Ed. students in History of Education, normally taken at or near the beginning
of each student's program. The course will both explore selected topics in educational history with special
reference to historical research methods in use in the history of education and assist students in undertaking their
major research paper.
TPS1461 H
Special Topics in History of Education: History and Anti-Racist Education: A Twentieth Century Case Study
This course will examine the history of racism and genocide in the twentieth century. By focusing on the social
history and implications of the Holocaust, classes will explore how learning about the past can be utilized to
promote critical thinking about the problems of racism and prejudice currently confronting society. Oral history
methodology will be utilized as a means for exploring and teaching these events.
TPS1461 H
Special Topics in History of Education: Feminism(s), Art, and Education
This seminar will explore recent developments in the theory and practice of feminist art, focusing specifically on
its liberatory and pedagogical potential. Topics to be explored will include: the 'male gaze' and the feminist
oppositional gaze; the role of the spectator/spectatrix in creating meaning and 'getting the message'; feminist art
as activist art; gynocentric aesthetics versus feminist rejections of aesthetics; and the role of the museum or
gallery and documentary film in education.
TPS1461 H
Special Topics in History of Education: Consciousness and Learning
After decades of neglect, consciousness has emerged as the "hot topic" of the 1990s in philosophy of mind,
psychology and cognitive science. But what is consciousness? What do the "new" theories of consciousness
contribute to theories of learning? How is consciousness involved in imagination and emotion; and how are these
implicated in learning? Is consciousness an evolutionary and/or developmental phenomenon? Where does
consciousness fit in children's developing theories of mind? Must consciousness be conceptual in nature? Do
computer-mediated learning environments distort a learner's conceptual consciousness of the non-computer
world? Can a computational theory of mind account for consciousness? These are some of the questions to be
addressed primarily in the context of 1990s literature. Final selection of topics will be determined by the
participants' various research interests.
TPS1461 H
Special Topics in History of Education: Educational Issues in Historical Perspectives (Crucial Issues)
Important and controversial issues - such as destreaming, back-to-basics, student evaluation, parental
involvement in schools, school governance and teaching training - continue to dominate the contemporary
schooling agenda. These issues are not new to Canadian education: in fact, debate over these crucial educational
matters has raged for decades, and has occasioned dramatic changes in educational structures and practices in
the past. This course will allow participants to select from a number of contemporary schooling issues of interest
and explore some of the past conditions and connections, in order to develop further insights on the present-day
debates.
TPS1461 H
Special Topics in History of Education
This course examines in depth a topic of particular relevance not already covered in the regular course offerings
in the department. The topics will be announced each spring in the Winter Session and Summer Session
schedules.
TPS1461 H
Special Topics in History of Education: Race and Schooling
Notions of race have never been far from the centre of Canadian historical experience. This course will explore
the historical origins and development of race as an idea and how race has been used to define community and
order a society undergoing change. In these regards the course will focus on several periods in Canadian history
during which issues of race played a particularly important role in defining citizenship and shaping the social,
political and educational enterprise. Finally the course will discuss race in schools and strategies for examining
race in the classroom.
TPS1461 H
Special Topics in History of Education: History of Technology in Education
In this course, students will be presented with a series of readings and discussion materials on the history of
various technologies that had a major impact on education. Specific topics may include the history of paper, the
book, photography, radio and television, printing and reproduction machines, and of course, history of computer
technology - all in how they relate to Education.
.
TPS1461 H
Special Topics in History of Education: The Refugee Experience in Canadian History
TPS1461 H
Special Topics in History: Canada and the Holocaust: Fact, Artifact and Education
This course will examine Canadian engagement with the Holocaust, its aftermath, and the ways in which the
Holocaust has historical impact on Canadian law, memory and educational and curricula thought.
TPS1461 H
Special Topics in History of Education: The Historical Context of Educational Philosophy
This course considers the work of major educational philosophers (Plato to Kant) and looks at their work in the
perspective of the social and historical context in which it was written.
TPS1462 H
Women, Literature, and Education
This course focuses on the representation of women in literature and film to illuminate political philosophies,
epistemologies, and social concerns. The course introduces different theoretical and philosophical approaches
from literary and film criticism that suggest diverse pedagogies and theories of reading as modes of educational
engagement.
TPS1465 H
Special Topics in Philosophy of Education: Gender, Ethics, and Education: Philosophical Issues
This course will examine philosophical issues pertaining to the interrelationship of gender, ethical frameworks,
and educational theory. Focus will be on recent feminist analyses of gender as a social construction, insights into
how this contstruction is manifested and maintained, and critiques of and alternatives to mainstream ethical
theory.
TPS1465 H
Special Topics in Philosophy: Themes in Contemporary Philosophy of Education Discourse
This course is designed to facilitate a broad acquaintance with some contemporary themes in philosophy of
education discourse. As such, it will function as a combination of an individual reading course and seminar
format. Each student will identify a particular research focus and will read extensively for papers relevant to that
focus published in the last (approximately) 15 years of the Philosophy of Education Yearbook and a list of
relevant journals. Syntheses of the most interesting four papers and evaluative comments pertaining to their
relevance to the student's interest will be shared electronically with other participants on a weekly basis.
Participants will also meet on a weekly basis to discuss their findings, and, at least once in the year, to provide an
overall synthesis to date. The course should be of particular use to students writing theses in the field of
philosophy of education and needing to survey the literature in depth concerning their possible thesis topic.
Permission of the instructor is required.
TPS1465 H
Special Topics in Philosophy: Literature and Philosophy of Education
This course examines the relation between literature and philosophy, in the context of the philosophy of
education, through various literary texts, artworks and philosophic texts. In order to offer a wide theoretical
perspective the course presents a selection of the most significant perspectives on this relation from Plato and
Kant to the present day. The idea behind the theoretical study is to reflect upon the role that artworks and
philosophic texts have played in traditional pedagogies and how they may be envisaged as animating a potential
pedagogy. Through our diverse readings and engagements with aesthetic works, the course invites its
participants to explore i) how ideas about literature and the arts have always been at the heart of the Western
philosophic enterprise; ii) how artworks and literary texts have consistently been employed to bolster or to
challenge philosophic schemas; and ii) how the friction and competition between artistic and philosophic
reflections envisions a specific form of the master-disciple relationship.
TPS1465 H
Special Topics in Philosophy of Education: Equity and Embodiment in Education
This course examines diverse theorizations (e.g. continental and feminist philosophy, queer theory, critical
disability studies) of how particular bodies are constructed as 'normal' and other constructed as 'deviant bodies'.
Phenomenological and cultural/political forms of resistance to coercive normalization are analysed.
TPS1465 H
Special Topics in Philosophy: Philosophies of Emotion
This course offers an overview of theories and philosophies of emotion and affect, focusing particularly on the
shift from locating emotion in the individual to feminist and poststructural accounts that understand emotions in
their cultural, historical, and political contexts. We will read key thinkers including Raymond Williams, Brian
Massumi, Lauren Berlant, Sandra Bartky, Frantz Fanon, Eve Kosovsky Sedgwick, Arlie Hochschild, bell hooks,
and Sarah Ahmed. Questions include: How have emotions, affect, and feeling been defined and theorized? How
might theorizing emotion and affect inform new accounts of the public sphere and political philosophy, ethics,
and epistemology? What is at stake in how we conceptualize emotions and affect in relation to subjectivity, public
and private, race, class, gender, and agency?
TPS1465 H
Special Topics in Philosophy: Character Education and Its Critics
This course will critically examine popular approaches to character education and their diverse philosophical
underpinnings within the broader literature on moral education. We will explore analyze their (often hidden)
assumptions pertaining to the boundaries of the moral realm and how character fits within it, the possibility of
moral knowledge and objectivity, the role of the teacher, the nature of learning in this area of education, and the
implied conceptions of democracy. The assumptions will then be explored in practical terms of how character
education raises difficult moral and political issues, such as the legitimacy of character education in a society
with deep commitments to cultural diversity, dealing with controversial issues, the advisability of teacher
neutrality, tensions between home and school, hidden curriculum, the danger of indoctrination, relation to
political ideologies such as neo-liberalism, ways of facing/avoiding systemic social issues such as racism.
TPS1465 H
Special Topics in Philosophy: Philosophical Perspectives on Globalization, Democracy and Education
Globalization, while a comparatively recent phenomenon, profoundly impacts the context and aims of education.
Is it advancing or undermining the democratic aims of education? How has this discourse shaped educational
theories and practices, and political debates and philosophies? This course examines the relationship between
education, democracy and globalization within a neoliberal, consumer-driven and market-oriented environment.
We will aim to both broaden and focus the meanings of such key terms as ‘democracy’ and ‘globalization’ and
compare contrasting theoretical conceptualizations and analyses. Topics will include: the impact of the
knowledge economy, marketization as a dominant paradigm, cosmopolitanism, and global environmental
educational movements. Students will gain a rich vocabulary and analysis of the effects of globalization on aims,
processes and institutions of democracy and education, and will have opportunities to apply these debates to
specific independent research interests. Readings will include, Michael Hardt and Antonio Negri, Benjamin
Barber, Vandana Shiva, Francis Fukuyama, and Arundhati Roy.
TPS1465 H
Special Topics in Philosophy: Indoctrination is/and/or Education: Whose knowledge counts?
With few exceptions, educators and educational theorists regard indoctrination as the antithesis of acceptable
educational practice. Fearing charges of indoctrination, educators want to be clear about the distinctions between
teaching and indoctrinating and philosophers of education have responded with hundreds of scholarly articles
and books focused on clarifying this troublesome term. In spite of the term’s continuous use in educational and
public discourse, scholars have not agreed on the work “indoctrination” is intended to do as a normative,
conceptual tool. In this course we will explore the fractious discourse on indoctrination as it unfolded from the
early days of John Dewey’s Progressive Education Movement to the present. We will “trouble” the discourse’s
modernist/mainstream epistemology by examining its key features through lenses of emerging post-
structuralist/feminist epistemologies, which notice the under-interrogated political and moral constituents of
knowledge construction practices.
TPS1465 H
Special Topics in Philosophy: Diversity Matters: Power and Discipline in the Classroom
This course aims to take up the tensions that are generated as educators prioritize diversity and social justice
mandates within institutional contexts (school classrooms, school board and ministry of education governance)
that produce effects of power, (discipline, normalization and subjectivation) which are antithetical to diversity
foci. Seminar discussions will privilege classroom settings/dilemmas and will be informed by scholarship drawn
from philosophical (ethics, epistemology) feminist, anticolonial, queer and critical race theory discourses.
TPS1465 H
Special Topics in Philosophy: Marx, Marxism, the Critical Tradition and the Contemporary World
This course is a short and preliminary introduction to the writings of Karl Marx (also of Friedrich Engels, his
lifelong collaborator), the roots of their work in the philosophy of the German romantic philosopher Hegel, and in
Marx’s own early Hegelian period. The impact which this phase has had on the development of the critical
school (Frankfurt school of social theory, Institute of social research- Horkheimer and Adorno, Marcuse,
Habermas) will be considered.
Contemporary themes will be integrated into the discussion (critiques of imperialism, Third world perspectives,
Latin American liberation theology, and critiques of capitalist globalisation).
Lenin’s and Rosa Luxemburg’s work will be considered, as alternatives and background to the debate.
TPS1465 H
Special Topics in Philosophy: Consumerism and School Commercialism
This course investigates the origins and nature of consumerism as a prevalent ideology. Consumer goods and
consumer values have taken a central place in modern society, and all too often the West has been more
successful at spreading consumer goods and values than espoused values of democracy. Recent events clearly
demonstrate the problematic political, economic, and educational implications of the prevalence of consumerism.
In this course we explore implications of consumerism from the perspective of thinkers including Karl Marx,
Max Weber, Martin Heidegger, John Dewey, Jane Kenway & Elizabeth Bullen, Susan Bordo, Vandana Shiva, bell
hooks, Alex Molnar, Benjamin Barber and Jean Baudrillard. Topics include: consumerism as more than shopping
but rather an entire ‘way of being-in-the-world’; the shift from the political importance of production to
consumption; advertising and branding; the ‘McDonaldization’ of the world; distinctions between public/private
and citizen/consumer; the symbolic/semiotic character of commodities. We then analyze the effects of ‘school
commercialism’ as it redefines students as consumers and challenges the democratic aims of schooling.
TPS1465 H
Special Topics in Philosophy: Gilles Deleuze in the Context of Poststructuralism
This course examines the philosophy of Gilles Deleuze to explore connections and distinctions between his
philosophical pedagogy and that of other post-structuralist thinkers. Through a wide range of Deleuze’s texts,
including those co-authored with Felix Guattari, the course will map the development of his thought from
structuralism and metaphysics to later works on ethics, immanence, and the history of philosophy. Readings by
other key thinkers will form a backdrop to or critique of his work, including writings from Marxism,
psychoanalysis, feminism, and post-colonialism. This overview introduces students to Deleuze’s unique
philosophical project, its contextual development, and its value for rethinking questions of pedagogy, politics, and
the contemporary world.
TPS1465 H
Special Topics in Philosophy: Pragmatism and Education
The course is an introduction to pragmatism as a philosophical approach and its use in addressing contemporary
issues in educational theory and practice. It will focus on the work of four of the classical pragmatists of great
and continuing influence on thought in a variety of fields - C.S. Peirce, William James, John Dewey and George
Herbert Mead. Emphasis will also be placed on the meaning, or practical use, of a pragmatic approach to present
day educational controversies.
TPS1465 H
Special Topics in Philosophy of Education
This course examines in depth a topic of particular relevance not already covered in the regular course offerings
in the department. The topics will be announced each spring in the Winter Session and Summer Session
schedules.
TPS1465 H
Special Topics in Philosophy: Concepts of Community: Pedagogy Between Ethics & Politics
This course offers an overview of philosophical concepts of community and a pluralistic approach to the
question of what is held “in common”.
Within Philosophy of Education Studies, as well as within educational research, scholars and educators
frequently invoke the concept of community. Yet only too rarely do scholars have the opportunity to explore
conceptions of community within intellectual, philosophical, and historical/cultural traditions and the ethical and
moral values associated with particular invocations of ‘community’. Students in this course will engage directly
with the broad range of concepts of community within diverse traditions of the theoretical humanities. Topics
will include: communities under empire; utopian communities; the Enlightenment community; communities of
friends and enemies; communities and anti-colonialism; imagined communities; communities of the gift,
expenditure, friendship, and affirmation; and communities of pleasure. Course aims include: situating diverse
concepts of community in their historical moment; analyzing their pedagogical features; and examining in detail
their contributions and limitations with respect to contemporary educational practices.
TPS1465 H
Special Topics in Philosophy: 'Troubling' Knowledge in Education
Conversations about knowledge, knowing and knowers are central to educational theory, practice, and research.
Knowledge concepts (discourses), processes (games), evaluation (deconstruction), and knowledge dispositions
(performances) are the mainstay of educational work. This course addresses these conversations by first
articulating and, then, troubling, conventional wisdom on such matters as; truth claims and 'regimes of truth', the
nature and limits of objectivity, reliability, indoctrination, constructivism, and the authority and situatedness of
expertise and experience. In a postmodern era what counts as knowledge is virutally up for grabs. In an era of
globalization the stakes as to what--and whose--knowledge counts are higher than ever. The aim of this course is
to familiarize ourselves with some of these most compelling conversations regarding knowledge and knowers in
order to appreciate the work we do as educators and learners, the benefits and burdens of producing knowledge,
and the political ramifications of privileging some forms of knowledge (and knowers) over others.
TPS1465 H
Special topics in Philosophy: How to Understand and Explain Learning and Development: Conceptual and Philosophical Issues
This course considers some of the conceptual and practical issues that have arisen in the attempt to develop a
science of education. It focuses on theories of learning and development, in particular, although other areas are
considered as well, such as the way teaching and schooling are understood and institutionalized. Prominent
theories and approaches will be presented and considered critically with an eye to developing more coherent and
practically adequate approaches to education.
TPS1465 H
Special Topics in Philosophy: Philosophies of the Body
This seminar addresses divergent philosophical approaches to understanding the relationship of bodies, minds,
and emotions. The course examines the political, epistemological, and ethical implications of how bodies are
imagined, experienced, and represented historically and in contemporary discourse and culture. Readings will
draw on philosophies ranging from phenomenology and historical materialism, to post-structuralism and
psychoanalysis.
TPS1471 H
Critical Issues in Education: Philosophical Perspectives
This course examines philosophical dimensions of contemporary critical issues in educational practice. Issues
selected vary each session (examples are: standardization and a common curriculum; common schooling and
school choice; teacher testing and professional learning; safe schools and "zero tolerance" policies; and
controversial issues in the classroom). The aim is to integrate our understanding of these issues as they are being
played out in practice and uncover and analyze some of the underlying philosophical questions and stances.
TPS1472 H
Philosophical Questions About the Teaching of Philosophy
This new offering introduces students to key issues regarding teaching philosophy to a range of ages and in a
variety of contexts. One course aim is to allow students to tie philosophical thought more directly to teaching and
learning in schools in a way that allows them to improve both student learning and their own teaching. Open to
graduate students and teacher candidates in all disciplines, attention will be devoted to pedagogical practices such
as differentiated instruction and teaching learners of diverse abilities and ages as it relates to
philosophicalthought. Literature from the Philosopy for Children (P4C) will be engaged and compared with
strategies for teaching the adolescent learner. Candidates working in the publicly funded school system will also
have an opportunity to explore topics and issues of particular relevance to their own educational aims and
interests. Graduate students will be provided with opportunities to advance their own research through
independent studies while benefitting from direct contact with teach candidates; teacher candidates will benefit
from the expertise and research of graduate students. Course methods will include lectures, discussions, debates,
small group activities, a library session, presentations on specific thinkers and foundational/reoccurring
philosophical concepts and debates, and guest speakers from key areas of philosophical specialization. Important
critizues of the philosophical canon from postmodernism, feminism, and postcolonialism will be raised
throughout. A secondary aim of the course will be to allow teacher candidates to connect philosophy with their
own approach to educational and cultivate a philosophy of education that will increase student engagement and
learning.
TPS1801 H
The History of Higher Education in Canada: An Overview
An examination of selected themes in the history of Canadian higher education, including secularization, the
experience of women, professionalization, student life and academic freedom.
TPS1802 Y
Theory in Higher Education
This course surveys different theoretical approaches to the study of higher education and knowledge
construction focussing on key authors in each tradition. Different theoretical perspectives in the higher
education literature include the political economic, social psychological, critical (neomarxist, feminist, anti-racist,
anti-colonial), and postmodern and poststructural, as well as writing based on scientific metaphors. Students will
begin to identify the often unarticulated theoretical assumptions of writing in higher education, as well as to
examine how theory is used by various writers and researchers in this field. The course is intended to assist
students in choosing appropriate theoretical frameworks for their thesis or project research.
.
TPS1803 H
Recurring Issues in Postsecondary Education
An examination of some of the many issues that have been characteristic of postsecondary education in the past
and are likely to continue to be faced in the future.
TPS1804 H
Issues in Medical/Health Professional Education
This course is intended to enable students to identify and analyze major current issues in medical/health
professional education and to present clear, logically coherent and empirically justified analyses of those issues.
TPS1805 H
The Community College
This course reviews the history and politics of the several categories of institutions that have borne the name
"community college". Particular attention will be paid to the psychological, economic, and political assumptions
that characterize the Colleges of Applied Arts and Technology in Ontario, past and present.
TPS1806 H
Systems of Higher Education
A comparative description and analysis of tertiary-level systems of education with special attention to their
structure and governance and the relevant features of the societies in which they operate.
TPS1807 H
Strategic and Long-Range Planning for Postsecondary Systems
This course is designed to provide students with basic knowledge and skills in strategic planning as applied to
college and university systems. Past and current efforts at planning for universities and community colleges at
the provincial level in Ontario will be analysed and compared with counterpart activities in other jurisdictions of
Canada and the United States.
NOTE: This course with a systems focus complements TPS1811H, which has an institutional focus.
TPS1808 H
Research in Health Professional Education [RM]
This course addresses educational research approaches specifically in the health professions. It involves a critical
examination of appropriate literature with respect to survey, qualitative, and quantitative research methods with
the objective of enabling students to propose implementable research projects.
NOTE: The course is designed for students enrolled in the M.Ed. specialization in health professional education.
TPS1809 H
Administration of Colleges and Universities
A study of the practice of management and administration in colleges and universities including: an examination
of the processes of planning, organization, coordination, communication, control; decision-making practices; and
the analysis of illustrative cases and present practices. The course will be organized mainly around case studies.
TPS1810 H
Evaluation of Knowledge, Clinical Competence and Professional Behaviour in the Health Professions
This course is designed to acquaint health professionals with the assessment formats used to evaluate the
domains of clinical competence in health care professional training at both the undergraduate and postgraduate
levels of training. The course will provide an introduction to the concepts of reliability and validity which are
central to the analysis of the assessment methods to be discussed. Written examinations, oral formats, and
Standardized Patient performance-based testing are amongst the methods that will be presented.
TPS1811 H
Institutional Research and Planning [RM]
A study of the practice of institutional research and strategic planning in community colleges and universities.
This course is designed to examine the methodologies and the practice of institutional research and to provide
students with knowledge and skills in strategic and long-range planning as applied to colleges and universities at
the institutional level.
NOTE: This course with an institutional focus complements TPS1807H, which has a systems focus.
TPS1812 H
Education and the Professions
This course reviews theoretical debates regarding the nature of professions and professional education, placing
them within their historical context in western societies. Contemporary issues that are addressed include the
implications of globalization of the professions, diversity in the professions and the "entrepreneural university"
and the professions. Perspectives of practitioners as well as faculty teaching in the professions are considered.
TPS1813 H
Issues in Cognitive and Educational Psychology: Implications for Health Professional Education
This seminar course addresses a number of findings and theories in cognitive and educational psychology that
are relevant to health professional education. Topics include theories of expert skills such as classification,
problem solving, decision making, and technical expertise, as well as theories of expert development and their
applications to health professional education. The course is designed around readings from the cognitive and
educational psychology literature and relevant readings from the health professional education literature.
TPS1814 H
Curriculum in Institutions of Higher Education
This course examines the logic and current practices related to curriculum design in postsecondary educational
institutions.
TPS1815 H
Teaching in Institutions of Higher Education
This course examines the issues and areas that define the instructor's perspective of teaching in postsecondary
educational institutions.
TPS1817 H
Nurturing Professional Education
This course begins with the contemporary critique of professional education as ivory towerish, reductionist,
exclusionary and monocultural and examines proposals for more practice-based, holistic, inclusionary and
emancipatory approaches. Proposals for revitalizing professional education in the new millennium have emerged
from a variety of theoretical orientations, including social psychological, critical, postcolonial and poststructural.
In this course, we will focus on the writings of Freire, Bertell, Schon, Noddings, Nightingale, Watson, Shiva,
Harding, Haraway and Smith.
TPS1818 H
Educational Development: Examination of Strategies for Improving Teaching and Learning in Postsecondary Institutions
An exploration of a wide range of strategies for the enhancement of the education process with emphasis on the
application of these strategies to the specific educational setting selected by the student.
TPS1819 H
Governance in Higher Education
This course addresses the arrangements for governance in higher education. It examines formal models and
theories of governance; the legal and institutional framework of higher education governance; the role and
characteristics of higher education intermediary bodies, governing boards, and academic senates and their
relationships to one another; and current challenges and issues pertaining to university and community college
governance.
TPS1820 H
Special Topics in Higher Education:Introduction to Student Development Part II: Serving Students
A stated goal of the student affairs profession is to maximize student learning through the facilitation of the many
aspects of personal and interpersonal development. To accomplish this goal, student affairs professionals must
have a clear understanding of the developmental issues facing students throughout their lifetimes and the process
by which development occurs. They must also be aware of factors that affect development and be able to work
with individuals, groups, and organizations within the diverse campus community to establish environments
conducive to the development of students from a variety of backgrounds. Knowledge of theories of human
development and their application in college settings will assist student affairs professionals in accomplishing
these goals. This course will focus specifically on the following aspects of identity development: spiritual;
racial/ethnic; sexual orientation; gender; and developmental issues of disabled individuals and in the ways that
these students' needs are met by the institution.
TPS1820 H
Special Topics in Higher Education: Ideology of Science
This course examines the political and cultural production of science and technology, with an emphasis on
feminist and anti-racist questioning of epistemologies, methodologies, and the role of power and imperialism in
the legitimation of academic knowledges. We will discuss scientific imperialism as an aspect of market relations
in the 21st century, and explore its link to global racism and militarism.
TPS1820 H
Special Topics in Higher Education: War, Conflict and Terror
This course will use a feminist-antiracist decolonizing lens to examine higher education and its historical
connection with the industrial military complex and the non-profit industrial complex. We will examine the
corporate ideology within which higher education became organized through the relations of war
entrepreneurship, and the project of nation building early in the 20th century, and during the Cold War era.
Finally we will examine the role of higher education in our current era of neoliberal economic policies and
knowledge capitalism vis a vis the political economy of wars on terror, the production of social conflict, the
shock doctrine, biocapitalism and globalized cultures of surveillance. The course will provide space to address
questions of critical pedagogy and resistance in curriculum building and scholarship.
TPS1820 H
Special Topics in Higher Education: Transformative Teaching in Higher Education
This course will provide a comprehensive overview of the role of higher education teachers as cultural workers
and political change agents. Literature from a variety of social critical perspectives and standpoints will be
examined including anti-racism, anti-colonialism, feminism, queer theory, social class, and ablism. We will also
examine literature on Aboriginal issues in Canadian higher education, and implications for teaching.
.
TPS1820 H
Special Topics in Higher Education: Inquiry Methods in Higher Education Research
Philosophies and practices associated with interpretive approaches (e.g. hermenentics, semiotics, discourse
analysis, etc.) and inductive approaches (e.g., ethnography, participant-observation, etc.) will be examined in
terms of how these can complement each other. In addition to empirical approaches, students will explore the
role that historical, philosophical, critical, and aesthetic inquiry can play in higher education research.
TPS1820 H
Special Topics in Higher Education: Research Universities in Contemporary Society
The research university is now a global model, a highly influential template for organizing education and research
activities in contemporary societies. Research universities are complex organizations, sprawling conglomerates
that harbor multiple (and often competing) ideals, missions, activities, and variegated academic communities.
This seminar examines major lines of inquiry on the research university in cross-national perspective, with a
focus on the North American landscape. Students are expected to engage with conceptual and empirical studies
from a variety of disciplines that contribute to an increased understanding of change and continuity in the
research university.
TPS1820 H
Special Topics in Higher Education: Faculty in Colleges and Universities
It has been argued that while much is known about research, teaching and governance in postsecondary
education, little is known about the faculty who people these institutions. This course begins by examining issues
of power visible in faculty careers with a particular focus on equity. Some of the topics that will be examined
are labour relations, faculty-student relations, collegial arrangements, academic freedon, involvement in
governance, knowledge production (research, publication, curriculum) and teaching and worload. The role of the
intellectual from various theoretical perspectives will also be considered.
TPS1820 H
Special Topics in Higher Education: Democratizing the Academy
This seminar examines what is happening inside the academy in relation to what is happening outside the “ivory
tower.” Various social, cultural, political, and institutional aspects of higher education will be explored in order to
consider what it might mean to democratize the academy. Citizenship discourse marks the core of the course
where we consider the circulation of bodies in relation to capitalism, globalization, neoliberalism, and
neocolonialism. Space and time function as critical points of interest throughout the course where specific
attention is placed on conceptualizing and rethinking agency as a central element of democratizing practices.
TPS1820 H
Special Topics in Higher Education: Media Reflections of Students and Their Experiences in Postsecondary Education
Popular movies, advertisements, television programs, plays and other media venues have portrayed students and
their experiences n higher education in various ways. Many of these ways are humorous distortions of students’
experiences and the educational environments in which they learn and develop. Prospective postsecondary
education students can be influenced by the messages being sent about the student experience in colleges and
universities and may find their real experience in postsecondary education to be misaligned with their
expectations. This class will critically examine the messages presented by popular media regarding the students
and their experiences in postsecondary education. Student development theories and critical media studies
frameworks will be used to guide the examinations in this course.
TPS1820 H
Special Topics in Higher Education: Case Study Research [RM]
This course will provide students who have some prior knowledge of research methods advanced training on
case study methods. It is recommended for graduate students who plan to carry out case studies during their
thesis research and beyond, and who are ready to engage in a theory-based, hands on approach to learning.
TPS1820 H
Special Topics in Higher Education: Knowledge Production, Anti-Racism and Higher Education
In this course the role of Western Knowledge Systems that is promoting and perpetuating the marginalization of
Women and non-Western people is critically examined and resistance to such marginalization from those
marginalized within and outside the Academy is documented. Such examination is urgent in a context where
capitalist patriarchy is becoming entrenched and the academy itself is gradually becoming corporatized, while at
the same time, vibrant discussions around the globe are articulating alternatives to the neo-liberal paradigm.
TPS1820 H
Special Topics in Higher Education: Foucault, Discourse and the Health Professions
Michel Foucault’s work is important for the health professions in many ways. Foucauldian discourse analysis is
a particularly useful way for scholars to make visible the ways in which particular discourses systematically
construct versions of the social world. A Foucauldian approach makes visible dominant ‘regimes of truth’ that
arise from normalized and sanctioned ways of thinking, speaking, and being. Foucault’s genealogical histories
explore the discursively constructed nature of clinical medicine, ethics, the body, sexuality, madness, identity,
and many other topics that are pivotal to health professional education. In the course we will explore Foucault’s
concept of discourse, examine Foucault’s own discourse analyses/genealogical studies, read critiques of his
approach written by scholars with various perspectives, meet researchers currently working with a Foucauldian
approach, and learn to use discourse analysis as a research method.
TPS1820 H
Special Topics in Higher Education: College Choice - Models, Factors and Process
This course introduces the concept of "College Choice" from both the student and institutional perspectives. The
course provides a historical perspective on the development of various college choice models. It examines the
factors and processes of college choice that influence the students' decision-making of an undergraduate or a
graduate program. Current and emerging issues and trends related to international students' choices are explored
as well. The Choice Models pertain to the various "conceptual" approaches to the choice models - econometric
models, sociological models, marketing models, and push-pull models. From a process perspective, four
combined student college choice models are introduced. The choice Variables discuss major factors influencing
students' choice, such as (1) institutional characteristics - quality and rankings, and financial aid, (2) student
characteristics, and (3) significan others. The College Choice examines the major studies on college choice of
undergraduate students, graduate students, and international students (including undergraduates and graduates).
For the purpose of this course, the term "college choice" is broadly used to explain students' choice of a post-
secondary educational institution, be it a community college, university, or graduate program at the masters' or
doctoral level.
TPS1820 H
Special Topics in Higher Education: Toward an Integrated Approach to Equity in Higher Education
This course begins by providing an overall framework to understand equity practices in education. Here, we
review definitions and terms, gain an overview of the larger context of social, political and economic changes in
which attempts at equity are situated, and look at power issues that permeate all educational settings. We then
look at selected writings on efforts to transform existing classroom practices and educational research. Rather
than treating them as perfect models, we treat them as exemplars from which we may borrow in working
toward new formulations of educational and societal equity.
.
TPS1820 H
Special Topics in Higher Education: Social Science Perspectives on Health Professions Education Research
Research in health professions education is evolving an increasing focus on sociological issues such as the nature
of ‘professionalism’, the politics of performance evaluation, and the characteristics of team communication.
This course examines how theoretical frameworks from the social sciences can be fruitfully brought to bear on
research questions in this field using the perspectives of three key theorists whose work has relevance to the
exploration of sociological questions in health professions education research: Pierre Bourdieu, Michel Foucault,
and Kenneth Burke. The course will devote three weeks to each theorist, with one introductory class and two
summary classes. Students will be required to write their final paper exploring the construct(s) of one of the
three theorists.
TPS1820 H
Special Topics in Higher Education: Higher Education and Globalization: Critical Policy Perspectives
Globalization has emerged as a major theme in higher education studies, forcing us to reconsider how
universities, colleges and the state are being reconfigured with respect to international markets. We will be
examining critical policy trajectories within this landscape, including the policies of international institutions
within an emerging global financial architecture. We will consider topics such as the commodification of
education, corporatization of postsecondary institutions, and the production of neocolonialisms (for example,
through the race to capture international education markets in the global south, or through the production of
biotechnologies that affect food production and distribution, and so on). We will examine these themes through a
social justice lens that considers race, class, and gender.
TPS1820 H
Special Topics in Higher Education: Introduction to Student Development in Higher Education
This course will examine the origins, present status, challenges and future directions of student development
within the context of higher education in western society. Sessions will focus on dimensions of student diversity,
the role of institutional structure and function in facilitating student development and pathways to student
success and retention. In addition, the social, psychological and cultural foundations of the student personnel
movement as well as the role and functions of student services staff will be examined.
TPS1820 H
Special Topics in Higher Education: A Century of Ontario University Policy: Evolution or Revolution?
This course will begin with an examination of the early years of Ontario universities, and will trace their rise with
an eye on their development as public institutions, and the very Canadian - and perhaps even the Ontario-
specific-notion of 'public'. The course will examine changing patterns of finance (government funding, tuition
fees) and other policy areas with respect to universities, guided by the question of whether or not our notions of
'publicness' are again being challenged and transformed. The course will begin with a look at 19th century ideas
of the purpose and nature of higher education.
TPS1820 H
Special Topics in Higher Education: Quantitative Research Process and Design [RM]
This course is designed to help graduate students learn the fundamental concepts of quantitative research design.
Students will evaluate research presented in the popular press and in scholarly journals. In addition to becoming a
savvu consumer of research, students will learn the lements of a quantitative research study including: framing a
research question, reviewing relevant literature, insuring internal and external validity, data analysis, presentation
of results, and the ethical standards of conducting research.
TPS1820 H
Special Topics in Higher Education: Introduction to Student Services
This course will discuss the philosophical foundations, administrative and organizational structures, ethical
principles, and core competencies of the student affairs profession. Students will develop and articulate a
working philosophy for building relationships and working effectively with students and others within the
academic community. Students will also develop a professional competency development plan.
TPS1820 H
Special Topics in Higher Education: Survey Methodology (RM)
This course uses the concept of total survey error as a framework to discuss the survey elements relative to
representation and measurement. These include appropriate sampling frames, various sample design strategies,
data collection, the role of the interviewer, non-response and bias, the effect of question structure, wording and
context, respondent behavior, post-survey processing, and estimation in surveys. This course requires students
to have completed TPS1820H, TPS1003, or similar quantitative research courses prior to enrolling.
TPS1820 H
Special Topics in Higher Education: Policy and Higher Education
This course details the process of policy making as it affects higher education. A case study approach is used to
illustrate the manner in which institutions and governments develop and implement new policies.
TPS1820 H
Special Topics in Higher Education: Simulation in the Health Professions
This course will consist of a survey of the application of simulation in the health professions, with an emphasis
on high-fidelity simulation.
TPS1820 H
Special Topics in Higher Education: Professional Development for Health Professional Teachers and Educators
The course focuses on the professional and career development of the health professional teacher/educator in
institutions of higher education: the nature of academic health science centres; motivations and job activities of
health professionals; mentoring in the health professions; evaluations of teachers and teaching and the use of
these evaluations for faculty development, promotion and compensation; faculty and instructional development
programs for health professional teachers; the hierarchy and promotions within an academic health science
centre; barriers to promotions of minorities; inter-professional relationships in the health professions. The
purposes of the course are two-fold: (1) to help the participant in his/her own career development; (2) to help the
participant develop some knowledge, skills and expertise to assist with professional and faculty development
programs in his/her own institution.
.
TPS1820 H
Special Topics in Higher Education: Master's Level
A course that will examine in depth a topic of particular relevance not already covered in regular course offerings
in the department. The topics will be announced each spring in the Winter Session and Summer Session
OISE/UT course schedules.
TPS1820 H
Special Topics in Higher Education: Intersections of Bodies and Knowledge: Feminist Marxisms and Poststructuralisms
The inspiration to develop this course comes from the many extraordinary women of colour who have changed
how we think about education and its links to communities. In particular I wanted to develop a course that
brought together writings that paid attention to feminist intersectional analysis, and that worked from marxian
perspectives. However, working from a marxian perspective involves also understanding poststructuralist
critique, and, as a materialist thinker, how to locate and work with key poststructuralist writers and their texts.
This course is oriented to creating new knowledges and new curricula in the interest of democratizing
educational spaces.
TPS1820 H
Special Topics in Higher Education: Evaluation in the Health Professions
TPS1820 H
Special Topics in Higher Education: Perspectives on Teaching and Learning in Postsecondary Education
The course is designed to introduce master's and doctoral students to issues and approaches relevant to teaching
and learning in postsecondary classrooms, particularly those classrooms within research intensive institutions.
Multiple perspectives will be examined on teaching and learning issues, expectations, experiences, and related
outcomes.
TPS1820 H
Special Topics in Higher Education: The Healing Teacher
Within the health professions, the term "clinical educator" designates the role of those who become teachers
within a context of clinical practice. This course provides a critical examination of the historical construction of
the "clinical educator" through the discourse of medicine, and the ideology of western science. This discussion
will then serve as a backdrop for introducing other perspectives on healing taught by experienced and respected
practitioners working outside mainstream medicine. Using anticolonial methodology, students will have an
opportunity to critically explore and develop their own understandings of what it means to be a "healing teacher"
within a framework of equity, social concern, and spiritual/moral understanding.
TPS1820 H
Special Topics in Higher Education: The Politics of Health and Bodies
This seminar explores the social, cultural, political, and systemic productions of “bodies” with a specific focus
on the bodies of knowledge and knowledge of bodies in the health professions. Equity and social justice lenses
will be used to expose the identity politics of health issues. Poststructural, queer, postcolonial, and feminist
thinkers will be used to examine the political construction of health issues that become gendered, racialized,
sexualized, and classed. Various clinical, medical, and psychiatric examples will be integrated throughout the
course to study the politics of health and bodies. Some examples include: body image, skin bleaching,
reproductive technologies, geneticism, gender identity disorders, sexual reassignment surgeries, breast cancer
mastectomies, intersexuality, sexually transmitted diseases, depression, and sexual violence. The vision of this
seminar is to create new spaces for health professionals to think about the relationships amongst bodies,
identities, and culture by critically examining the socio-political implications and future potentialities of body
politics.
TPS1820 H
Special Topics in Higher Education: Issues in Policy Implementation and Institutional Change
This course will provide an opportunity to students to examine and reflect upon the complexity and dynamics of
policy formulation, implementation, and institutional change. They will develop an understanding of the manner in
which policy and reform objectives are received by the implementation agents at various levels; how the top-
down guidelines are inevitably transformed by responses of the agents of change; and how processes of
interpretation, negotiation, conflict, power politics, and compromise come into play in determining outcomes,
intended and unintended. The course will entail examining these dynamics at different levels, progressively
moving from the wider socio-political, cultural, and governance contexts within which policy is being formulated
and institutional change envisaged, to the institutional responses to policy regimes, and down to the manner in
which heads of departments and ‘street level’ agents manage and navigate the implementation.
TPS1820 H
Special Topics in Higher Education: Leadership in Community Colleges
The purpose of this course is to provide a theoretical framework for community college leaders to examine
exemplary leadership programs and practices in post-secondary education, review the relevant leadership
literature, and engage in action research. The course is designed to enable students to both study and develop
necessary knowledge and skills to be an effective community college leader in the changing college environment.
TPS1820 H
Special Topics in Higher Education: Leadership and Curriculum Change in Higher Education
This course will examine the process of facilitating the changing of paradigms in curriculum perspectives within
higher education. Issues will be explored in light of different philosophic perspectives, theory and research
reflected in the literature on leadership and change, paradigm shifts and curriculum planning, as well as from the
perspectives and actual experiences of faculty, administrative/governance personnel, and faculty
association/union leaders.
TPS1820 H
Special Topics in Higher Education: Critical Pedagogies in Higher Education
This seminar critically explores the relationship between theory and practice in educational contexts.
Poststructuralist accounts run throughout the seminar and specific attention is given to queer, postcolonial, and
feminist pedagogies. A politics of identity is central to the course where we consider the various ways in which
race, gender, sex, ability, sexuality, and class circulate in educational spaces. The vision of the course is
threefold: expose current inequities in educational theories and practices; use a social justice framework to
rework curriculum, teaching, and learning practices; and develop creative ways for thinking about critical
pedagogies.
TPS1820 H
Special Topics in Higher Education: The University in an International Context: Ethics, Human Rights, Politics
Universities participate in numerous international exchanges and projects. This course will address the question
whether a fundamental framework of ethics can be found which is responsive to this situation and whether
human rights can serve as a guide in this context. At issue also is the question whether the universities (and
where) can respond to some of the major troubling issues of our times, such as extreme poverty, the systematic
exploitation of various groups and massive human rights violations.
TPS1820 H
Special Topics in Higher Education: Research Policy
This special topics course will examine the evolution and current directions of public policy for academic
research in Canada and internationally. The course will be designed for students in the higher education program,
but will be open to students from other programs with substantive interests in research policy issues.
Throughout the semester students will gain an in-depth understanding of the ideas, institutions, and policy
dynamics shaping academic research, and will develop invaluable skills for policy analysis in this area. This will
be achieved through scholarly and policy readings, and research conducted in teams as part of a major analytical
assignment following a problem-based approach.
TPS1820 H
Special Topics in Higher Education: Health Professions Education Development
ssions Education Development
The course will be conducted as a seminar that will address a series of problems and issues in Health Professions
Education Development. These include: relationships between education and research, ways and means of
funding health research, scientific communication, research methods, issues regarding the use of human subjects.
TPS1821 H
Institutional Differentiation in Postsecondary Education
This course will examine the nature of institutional differentiation in postsecondary education, theories which
have been advanced to explain observed trends and patterns in institutional differentiation, and policy
implications. Particular attention will be given to the following distinctions: degree and non-degree; public and
private; comprehensive and special mission; education sector and non-education sector; traditional and
nontraditional; and teaching centered and learning centered. The course will look also at comparative study of
institutions as an analytical tool in the study of postsecondary education.
TPS1822 H
The Idea of the University and the College
An examination of leading concepts of the primary nature of universities and colleges as institutions of higher
learning, beginning with the rise of the universities in medieval Europe and including their development to the
present day, with particular emphasis upon the evolution of the concept of the university in the nineteenth and
twentieth centuries and the attendant and sometimes diverse role of colleges. The seminar involves selected
readings.
TPS1824 H
The Planning of Facilities in Higher Education
This course is designed to acquaint university and community college decision-makers with the methods for
planning and evaluating educational facilities. The interaction between changes in educational policies, innovations
in technology and curriculum, available resources, existing facilities, and the means and methods of
implementation will be explored. Structural and institutional alterations required by policy changes will be
investigated, and methodologies for the preparation of "educational specifications", facilities plans, architectural
briefs, and other aspects of facilities planning will be surveyed.
TPS1825 H
Comparative Education Theory and Methodology [RM]
This course provides an overview of the evolution of comparative education as a field of study, covering
historical-philosophical, positivistic, phenomenological and neo-Marxist approaches to the field. It also looks at
how comparative education scholars have responded to the literature of postmodernism and globalization. Central
themes of the course are the purpose of comparative education, the impact of diverse views of social change,
and the idea of scientific method. The role of such international organizations as the International Bureau of
Education, UNESCO, and the World Bank in comparative education is discussed.
TPS1826 H
Comparative Higher Education
This course provides an overview of the field of comparative higher education, beginning with perspectives from
the different civilizations which fostered higher learning in the pre-modern era. It considers theories from
comparative education and disciplines such as history, sociology and anthropology as they apply to
understanding higher education in global context. It also takes both a regional and a thematic approach in looking
at higher education across different societies. Themes covered in the course include gender in higher education,
curricular patterns across different societies, student issues and the relation of higher education to the state.
TPS1827 H
The Politics of Higher Education
What makes the politics of higher education different from politics in other arenas? What political relationships
exist between postsecondary institutions and such external actors as government and faculty unions? What
internal relations characterize political interactions between trustees, administrators, professors, students, and
others? This course explores these questions from a research and experiential base.
TPS1828 H
Evaluation in Higher Education
The course examines models, methods, and concerns. Several levels of evaluation will be looked at (student
learning; evaluation of instructor and course; program and institutional evaluation). Students will be required to
write one short and one long paper and be encouraged to participate in class discussions. During class there will
be practice in planning evaluations.
TPS1832 H
East Asian Higher Education
This course examines traditions of scholarship and scholarly institutions in East Asia, relating them to such major
religious and philosophical perspectives as Confucianism, Buddhism, Taoism and Shintoism. Modern
universities and higher education systems in China and Japan are analysed comparatively, as they drew upon
Western models of the university, yet also incorporated aspects of their own traditions. Comparison with the
higher education of other East Asian societies will also be encouraged. The course will enable students to grasp
the main lines of difference between higher education in East Asia and the West, as well as differentiate some of
the threads that have contributed to diversity within the region.
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TPS1833 H
Academic Capitalism: Higher Education with a Corporate Agenda
Over the past twenty years research universities across many international jurisdictions have become increasingly
entrepreneurial and aggressive in their pursuit of corporate relationships. This trend must be contextualized in
terms of regional restructuring of higher education systems in an era of economic globalization. There is now
abundant evidence that this trend influences many aspects of the university, including curricula, research,
governance, and policy. In this course, students will be involved in critically examining the implications of
academic capitalism, especially in terms of equity, human rights, and world environment issues.
TPS1834 H
Qualitative Research in Higher Education [RM]
This course is designed for students who are planning, collecting data, analyzing or writing up thesis or other
qualitative research. Classes will involve reading about the theoretical paradigms (e.g. interactionish,
phenomenological, critical feminist, postcolonial/emancipatory) and research methodologies and types of analysis
and interpretations being used by students (e.g. participant observation, thematic analysis, focus groups,
individual interviews, ethnography, autoethnography, grounded theory, critical ethnography, participatory action
research, life histories/narratives, institutional ethnography, textual analysis, policy or program analysis). Selected
ethical issues that are often encountered in the process of doing research will also be covered. Special attention
will be paid to analysis and interpretation of the data, with students presenting their changing views of their
chosen topic at each session for feedback and referral to relevant literature.
TPS1836 H
Critical Analysis of Research in Higher Education [RM]
This course will focus on the critical analysis of interdisciplinary research conducted within the higher education
context. Participants will begin with an exploration of the fundamental characteristics and underlying theories of
quantitative, qualitative and mixed mode research methodologies, and the strengths and limitations of each in
relation to issues relevant to higher education. Building on this foundation, the participants will analyze and
critique publications and theses reporting higher education research. Recommendations and implications
suggested in these documents will be critiqued with respect to their potential impact on decisions made by
organizational leaders with respect to equity issues, policies and procedures. Finally, participants will develop a
sound research proposal that could conceivably be conducted within the higher education context.
TPS1837 H
Environmental Health, Transformative Higher Education and Policy Change: Education Toward Social and Ecosystem Healing
In this course, environmental health is framed as a field of research, education, policy and advocacy endeavours
that links the natural, health and social sciences with the worlds of the academy, community, business,
economics, labour, governments and media. It includes physical, social, cultural, spiritual and societal
relationships which are multidirectional and interlinked with the health and well being of all life. In the context of
transformative higher education, the course will help students to develop critical thinking, investigative, analytical
and practical skills to better understand the constraints of scientific certainty and uncertainty in today's complex
world in order to address lifestyle as well as public policy changes. The issues are framed within the broad
socioenvironmental perspectives on health promotion reflected in the goals of the Ottawa Charter for Health
Promotion - strengthening community action, developing personal skills, creating supportive environments,
helping in skills development to educate, enable, mediate and advocate. Readings will include selected works by
Steingraber, Colborn, Hancock, Chu, Bertell, Davis, CELA/OCFPEHC, IJC, Van Esterik and Health Canada.
.
TPS1838 H
Continuing Education
The intent of this course is to explore current issues in continuing education including: access, quality, cost,
profit/nonprofit providers and the use of technology. Of particular interest are the needs of a diverse population
of adult learners, especially with respect to part-time study and factors related to the successful completion of
Continuing Education programs; the roles of colleges, universities, the work place and professional organizations
in the provision of non-credit as well as baccalaureate and post baccalaureate programs; the impact of
educational technologies on the accessibility and the quality of continuing education.
.
TPS1839 H
Administration of Technology in Higher Education
This course will examine the administration of technology in higher education settings. Topics may include
planning, procurement and implementation of technology infrastructures, including productivity technology for
staff and faculty, student computing services and support, registrarial systems, online teaching systems,
professional development, library systems, and academic and acceptable use policies.
TPS1842 H
Higher Education and the Labor Market
An examination of the interaction between higher education institutions and the labor market, with particular
emphasis on the human resources aspects of planning in higher education.
TPS1843 H
Higher Education and the Law
This course will examine the legal framework of higher education, including laws, regulations, and judicial
interpretations that impact upon the governance and conduct of higher education. Particular attention will be
placed upon the tension between academic autonomy and individual rights as they affect students' rights, faculty
status, sanctions against discrimination, and the conditions attached to government funding.
TPS1844 H
The Student Experience in Postsecondary Education
This course will explore the theoretical and conceptual foundations of the student experience in postsecondary
education. As well, we will study the nature of work in postsecondary education that supports students’
development and learning. Students in this course will review and discuss broad forms of
literature/documentation that addresses various components of the student experience. A particular focus of this
course will be on exploring the various outcomes of postsecondary education and examining forms of assessing
the various student outcomes in and beyond postsecondary education.
.
TPS1845 H
Applications in the Student Experience [RM]
This course will provide students an opportunity to apply knowledge, reflections and skills developed in the
Student Experience in Postsecondary Education course, "The Student Experience in Postsecondary Education",
and their experiences working in areas related to student development and learning. Students will be required to
construct and conduct a mini- research project; analyze data from the research project and design and lead a
course module on a theory and research-to-practice aspect of student learning and development using the results
from their research analyses. Portions of the course will follow the structure of Open Space Technology (Owen,
1997) which requires the co-creation of the course outline and approaches by students and the instructor.
TPS1846 H
Internationalization of Higher Education in a Comparative Perspective
The purpose of this course is to examine the complex phenomenon of internationalization from both conceptual
and applied perspectives,. The course explores and develops a conceptual framework for internationalization
through a rigorous analysis of different meanings of the concept; shifting rationales, benefits, risks, and
outcomes; and the diversity of actors and stakeholders; Students will apply the conceptual framework to a region
or group of countries in the world, by analyzing the key priorities, policies and issues. Comparing different
approaches among the regions and countries will raise important questions about the different roles and
implications of the internationalization process. Emerging trends and issues linked to internationalization including
commercialization, brain drain/gain, quality assurance, cultural homogenization, neo-colonization and world
rankings will be examined. This course has a definite policy orientation and students with some academic or
professional background in higher education will benefit most from it.
TPS1847 H
Human Resource and Diversity Issues in Higher Education
This course will explore and discuss models of and approaches to leadership as they pertain to higher education.
Particular attention will be paid to equity and diversity issues within human resources, recognizing the
increasing diversity of the higher education environment. The course will include an examination of (a) how
equity and diversity inform our models of academic and administrative leadership; (b) what leaders might do to
ensure that their institutions are viewed as Employers of Choice both nationally and internationally; (c) the role
of leadership within the post secondary system in the promotion and enhancement of student learning and
development.
TPS1848 H
Innovative Curricula in Higher Education and Professional Programs
This course explores how educators in higher education and professional programs approach curriculum
development from an innovative perspective. Curriculum theories, philosophic perspectives in the literature, and
current realities in the classroom will be explored. Curriculum challenges with respect to access, quality and
funding in higher education will be identified and analyzed, and innovative strategies for addressing these
challenges will be generated.
TPS1852 H
Individual Reading and Research in Higher Education: Master's Level
Individual Reading and Research courses are taken as specialized study, under the direction of a staff member,
focusing on topics of particular interest to the student that are not included in available courses. While credit is
not given for a thesis investigation proper, the study may be closely related to a thesis topic.
TPS2006 H
Educational Finance and Economics
Topics include: public education as an economic institution; the sources and methods of distribution of public
school revenue at the various levels of government; provincial and state school grant systems and the rationale
behind them; principles and practices in school budgeting and salary scheduling; the relationship between
investment and education, the formation of human capital, and national economic growth.
STUDENTS WHO HAVE TAKEN TPS1017 or TPS1841 WILL NOT BE ELIGIBLE TO TAKE THIS COURSE
FOR CREDIT.
TPS2006 H
The course is about the resources -- public and private -- that support schools, colleges, and universities: how
the resources are raised, how they are allocated, how they are budgeted for, how they are economically justified,
and how they are accounted for. The course is also about the connections: connections between investments in
education and the larger economy, between the organization of systems and the way funding is allocated and
accounted for, between forms of budgets and the efficiency with which funding is deployed, and between
funding and educational quality. Although the ideas of classical economists – Smith, Ricardo, Marx, Becker,
Rostow – about the formation of human capital will be discussed, the course does not require a background in
economic theory. STUDENTS WHO HAVE TAKEN TPS1017 or TPS1841 ARE NOT ELIGIBLE TO TAKE
THIS COURSE FOR CREDIT.
TPS3018 H
Governing Education: A Seminar on Politics
Concepts, perspectives, and methods of political science are used to deal with educational issues in structured
ways, while educational issues are used to exemplify and assess the relevance of political science concepts for
understanding education.
TPS3020 H
Educational Change in the Postmodern Age
This course examines the social forces that are driving educational change in the postmodern age, and their
impact upon both the substance, process and outcomes of educational change efforts. The course will
investigate how students' identities, teachers' work and approaches to leadership are affected by these forces of
change, along with the major change strategies that are being adopted to respond to them.
TPS3022 H
The Investigation of School Culture: An Examination of the Daily Life of Schools
This course is intended to place the norms, values, and practices of school life within an administrative context.
The focus is on factors that promote or inhibit the development of community and the achievement of
educational purposes. Students are invited to explore and apply a variety of interpretive frameworks to their
understanding of institutional culture.
TPS3025 H
Personal and Professional Values of Educational Leadership
This doctoral level course examines theories and frameworks which accommodate the influence of values, both
personal and professional, on educational leadership practices. The primary focus is on values manifested by
individuals and their impact on administrative problem solving processes. Value conflicts are explored
particularly as they occur when the values of individuals clash with the broader social, collective or meta values
associated with organizations.
TPS3029 H
Special Topics in Educational Administration
This course permits the study of specific topics or areas in educational administration not already covered in the
courses listed for the current year. The topics will be announced each spring in the Winter Session and Summer
Session timetables.
TPS3029 H
Special Topics in Educational Administration: Educational Policy - Current International Trends
This one-time only seminar provides students with an exposure to current international trends in educational
policy. Researchers world-wide, a sizeable proportion of them from OISE/UT, have contributed chapters for a
forthcoming international handbook on educational policy. Seminar sessions will focus on large-scale reform,
governance and leadership, literacies and learning, workplace learning, and teaching quality. Each of these
sessions will take a broad and critical interdisciplinary examination of the issues, and will consider how they play
out in practice in different contexts, their evolution, and recommendations for future directions. The course will
allow students to gain a sense of policy and research trends in these fields, to participate in the critiquing and
editing process of the handbook, and to understand policy-making and research processes more broadly.
TPS3029 H
Special Topics in Educational Administration: School District Role in Educational Change
This course examines historical and contemporary research on the role of the school district in educational
change. The district role is considered as a source of change, as mediating the implementation of changes
mandated by external governments (provincial/state, national), and as a support for changes initiated at the school
level. The role of districts in mobilizing and enabling improvement-focused change in schools is understood as
variable (i.e., not all districts approach change in the same ways) and as evolving in response to changes in
educational policy contexts over time. The concept of "district" is extended to include independent education
systems that serve multiple schools beyond the public sector (e.g., school systems run by non-governmental and
community-based organizations). The course also reviews methodological approaches and challenges in
studying the district role.
TPS3029 H
Special Topics in Educational Administration: Radical Approaches to Policy Studies in Education
This course will critically engage students in understanding and examining the theoretical underpinnings and
practical applications of critical-radical traditions in policy studies in education. True to the interdisciplinary
nature of policy study, this course will draw on work from philosophy, history, and sociology of education with
a special focus on radical discourses/pedagogies (including, critical pedagogy, feminist pedagogy, critical race
theory, integrative anti-racism, anti-colonialism, and post-structuralism). Following from recent interest in
studying education from K-16, the course willexamine issues in primary, secondary, and post-secondary
education.
TPS3029 H
Special Topics in Educational Administration: Urban School Reform
This course will examine the ways large cities have attempted to improve their educational systems. It will
involve reading studies of school reform in Toronto, Chicago, New York, London, and other cities, as well as
engaging in conversations with school reformers. The course draws from the analysis in Gaskell and Levin's
book, Making a Difference in Urban Schools: Ideas, Politics and Pedagogy (University of Toronto Press, 2012).
Students will be expected to choose a city and explore its school reform efforts over time.
TPS3029 H
Special Topics in Educational Administration: Using Performance Data for School Planning and Decision-making
Assessment and evaluation are central to educational reform initiatives all over the world. Countries, provinces
and states are relying increasingly on large-scale assessments, community surveys, success indicators, etc. as
measures of the progress and success of their initiatives. The disturbing paradox in this increased reliance on
data for educational decision-making is one that was identified by Stiggins (1991) as assessment illiteracy and
later extended to statistical illiteracy (Earl, 1995). Very simply, we live in a world with increasing reliance on
statistical data from a whole range of sources, even though most people are not able to judge their adequacy or
use them wisely. This course will examine the literature about using performance data for accountability and
improvement in schools and districts and look at both practical and theoretical issues related to understanding
what the data mean, using it for school and district planning, and communicating the messages to parents and the
public.
.
TPS3029 H
Special Topics in Educational Administration: Educational Leadership and Social Justice
The course will focus on selected aspects of educational leadership and social justice. Subjects to be explored
include, among others, ideas of social justice and democracy, critical theories of education and leadership, the
nature of leadership, democratic leadership, leadership and issues of race, class, gender, and sexual orientation,
feminist approaches to leadership, leadership in aboriginal contexts, barriers to practicing leadership for social
justice, and globalization and leadership.
TPS3029 Y
Special Topics in Educational Administration: System Reform Across School/District/State Levels
This course will examine the research on how schools, districts and states can best bring about improvement.
Research from the past decade will inform our insights into the improvement process, leading to an analysis of
the factors which appear to have the most impact on the outcomes of educational change. Building on recent
conceptualizations of 'tri-level' change which describe the roles played by educators and leaders in different parts
of the system, this course will focus on understanding improvement efforts which are currently in process.
Participants will select one of five case studies as the course project: England, Ontario, New South Wales, South
Australia, or Washington State. Access will be provided to key documents and data for each case.
TPS3029 H
Special Topics in Educational Administration: Professional Learning Communities
This course explores professional learning communities including their conceptual basis in organizational,
professional development, professional relationships and educational policy. The class will consider the
opportunities and constraints of this reform strategy in general and in terms of particular practical examples.
TPS3029 H
Special Topics in Educational Administration: Educational Leadership, Policy and Social Justice
This course is designed to acquaint students with the theories, practices and issues associated with leadership,
policy and social justice in educational organizations. Students will have the opportunity to critically analyze and
appraise the various approaches to policy, leadership and social justice. They will also have the chance to probe
and clarify their own conceptions of, and attitudes toward social justice and leadership/policy in ways that will
assist them with their own administrative and pedagogical practices. The course will focus on selected aspects
of educational leadership, policy and social justice. Subjects to be explored include, among others, ideas of social
justice and democracy, critical theories of education, leadership and policy, educational administration and social
justice, the nature of leadership and policy, democratic leadership and policy, inclusive leadership and policy,
various approaches to leadership, policy and social justice, and issues that confront practitioners.
TPS3029 H
Special Topics in Educational Administration: School, Parents and Community Relations and Partnerships
School, Parents and Community Relations are important contributors to school effectiveness and improvement.
This course will explore the different types of relations and partnerships which are conducive to common
educational goals and to the establishment of a true learning community. Special emphasis will focuson policies,
plans and projects which support and facilitate the induction of stakeholders in the delivery of educational
services and support activities
TPS3029 H
Special Topics in Educational Administration: Advanced Topics for Educational Administrators
This course provides an examination of several related topics of current interest in the field of educational
administration, including the politics of education, policy issues related to school reform and building capacity for
personal and organizational change.
TPS3029 H
Special Topics in Educational Administration: Knowledge Mobilization
This course is about the links between research, policy, and practice in education, with some attention as well to
other fields. It examines the reasons for trying to connect research more firmly to policy and practice, the nature
of these links, the barriers to their being stronger, and possible actions to improve this area. The course draws
heavily from work of the 'Research Supporting Practice' team at OISE, as well as related work done around the
world.
TPS3029 H
Special Topics in Educational Administration: Politics and Education
The purpose of this course is to provide OISE/UT doctoral students with a review of some of the fundamental
ideas, texts, and debates that underlie the politics of education in Canada. During this seminar, students will
develop the analytical skills necessary to describe, critique, and act upon the political dilemmas central to their
professional practice. The course is organized around the examination of questions and dilemmas with political
implications. For example: who has the authority and power to make decisions that have an impact on
educational organizations? Where does that power originate? What are some of the persistent political fights in
education, and what explains who wins and why? Student learning will be assessed through the following
assignments: preparation for class discussion (20%); a library assignment (15%); a book review and
presentation (25%); and a presentation of course readings with group involvement (40%).
TPS3029 H
Special Topics in Educational Administration: Advanced Legal Issues of Education
TPS3030 H
Advanced Legal Issues in Education
Understanding education law is essential to the effective management and operation of schools. Schools function
in a complex legal environment. It is essential for educators to be as current as possible of their legal rights and
responsibilities. Focus on current issues, legislative and common law precedents.
TPS3037 H
Strategic Planning in Educational Organizations
In this seminar, concepts of strategic planning will be explored in terms of processes, issues, and applications in
the educational system. The role of strategic planning will be examined in terms of the organization's mission, its
stakeholders, and its environment.
TPS3040 H
Administrative Theory and Educational Problems I: People and Power in Organizations
A review of major perspectives on the individual and the organization includes discussion of questions pertaining
to the nature of society and the nature of people. Of immediate concern is the manner in which decisions and
organizational outcomes are produced, as well as the bearing that these sets of arrangements have upon
productivity and the well-being of those whose lives are touched by organized education. Of express concern is
the manner in which power is exercised in everyday situations that may involve elected officials, appointed
administrators, teachers, students, and the public at large.
TPS3041 H
Administrative Theory and Educational Problems II: Doctoral Seminar on Policy Issues in Education
This seminar examines significant policy issues in education, both historical and current, both Canadian and
international. Emphasis is on acquiring an understanding of the content and significance of the policies, with a
secondary interest in policy analysis and development. Various faculty in the Department of Educational
Administration will be responsible for particular sessions.
NOTE: Required for Ed.D. students. An elective suitable for Ph.D. students. Permission of course coordinator
required for students outside Educational Administration.
TPS3042 H
Field Research in Educational Administration [RM]
The course explores naturalistic and ethnographic methods of research applied to field research and case studies
in educational administration. The researcher as participant in as well as an observer of social reality; the
relationship of fact and value in social research, the limits of science in truth-making; the relationship of such
science-established truth to evaluation and administrative action; and the problems of ethical inquiry into
organizational and administrative realities.
TPS3043 H
Survey Research in Educational Administration [RM]
An exploration of the history and current use of survey research in educational administration. Topics will
include an assessment of the strengths and limitations of the method survey, the selection of samples,
questionnaire design, standard measurement instruments used in the field, methods of data analysis (with a focus
on using SPSS), the drawing of causal inferences, and presentation of results in a clear and effective manner.
Prerequisite: 1003H or CTL2004H or SES1902H or permission of the instructor.
TPS3044 H
Internship/Practicum in Educational Administration
An advanced administrative experience, primarily for Ed.D. students, under the joint guidance of faculty
members and senior administrators in the internship/practicum location. Placement and responsibilities relating to
the internship/practicum are determined on an individual basis depending on the needs, interests, and aspirations
of students and on the availability of appropriate locations.
TPS3045 H
Educational Policy and Program Evaluation
This course provides a working understanding of the political processes of policy formation, implementation and
consequences, as well as program evaluation processes and methods, interpretation, and utilization, emphasizing
their role in educational practice and using specific educational issues, activities and actors to illustrate more
broadly applicable concepts. The major project for the course will involve students' development of a piece of
policy analysis or a program evaluation plan.
TPS3046 H
Gender Issues on Educational Leaderships
This course examines gender issues and uses gender as a conceptual lens to explore policies, practices,
relationships, and experiences in schools and other educational settings, with particular attention to implications
for administration. Besides covering a broad range of educational issues and perspectives, this course focuses
on gender rather broadly, considering the experiences of males as well as females, the impact of heterosexism on
children and adults, and relationships between gender and other social characteristics such as race and ethnicity.
Students are encouraged to bring in topics of particular interest and to use the course to explore practical
problems and issues.
TPS3047 H
Research Seminar on Leadership and Educational Change
The course explores a variety of initiatives being taken to improve, reform, and/or restructure schools. The basic
intents of these initiatives are examined in an effort to understand implications for productive change processes
at the classroom, school, and school system levels. Emphasis is given to the role of leadership in fostering
educational change. Students will be involved in a research project designed to illustrate the practical meaning of
course concepts and to refine their research capacities.
TPS3052 H
Individual Reading and Research in Educational Administration: Doctoral Level
Description as for 1052H.
TPS3055 H
Democratic Values, Student Engagement, and Democratic Leadership
An examination and application of democratic values to issues of student engagement and leadership. The course
will explore the relationship between student engagement and critical-democratic leadership, and the implications
that arise for educational administration and curriculum from the nature of this relationship. This course should
be of interest to both teachers and administrators.
.
TPS3145 H
Advanced Issues in Educational Policy Analysis and Program Evaluation
This course, in conjunction with appropriate research methods coursework, provides doctoral students interested
in policy analysis and program evaluation in education with a working understanding of the conceptual,
methodological, ethical and political issues associated with these forms of research. Course topics include
problem framing; use of existing research evidence; issues associated with different audiences and settings such
as writing, presentation and evidence styles; policy advocacy; and working relationships with partners and
clients. Visits by additional Collaborative Program-affiliated faculty from across OISE home programs will
ensure that students are exposed to a range of contrasting research conventions and styles. Major assignments
for the class will consist of carrying out some of the aspects of an applied research project
TPS3417 H
Research Seminar in Feminist Criticism, and Pedagogy
This course will explore progressive, critical, feminist, and other radical pedagogies in their theoretical and
historical contexts. The seminar will examine diverse contemporary debates regarding pedagogical questions
surrounding such notions as "voice", "empowerment", and "dialogue" that have been advocated and contested
within critical educational theory.
TPS3423 H
Education and Family Life in the Modern World: II
This course is designed as a follow-up to TPS1422H. It is intended for students who are interested in pursuing
the historical study of education and family life. This course is not a survey; rather, its primary concern will be a
detailed examination of the major works in family history. Classroom discussions will be focused upon the major
historiographical and methodological implications of monographic texts, each of which will be considered at
length.
Prerequisite: TPS 1422H or permission of instructor.
TPS3428 H
Minority Concerns and Education in Canadian History: Selected Topics
A research-oriented seminar on the historical tensions and concerns of immigrant and ethnic groups and their
importance to the development of education in Canada.
Prerequisite: TPS 1428H, TPS 1429H, or permission of instructor.
TPS3436 H
Aesthetics and Education
This course examines conceptions of aesthetic experience, education for aesthetic awareness, the educational
value of art, performance theory and its relationship to the arts and education.
TPS3441 H
Research Seminar in Moral Education: Part I
This is an advanced seminar based on topics covered by TPS 1441H but dealing with a selection of these in more
depth. Topics are selected on the basis of the research interests of students and instructor.
Prerequisite: Permission of instructor.
TPS3443 H
Research Seminar in Moral Education: Part II
This is an advanced seminar based on topics covered by TPS 1441H but dealing with a selection of these in more
depth. Topics are selected on the basis of the research interests of students and instructor.
TPS3447 H
Theories of Modernity and Education: 1
Theories of modernity and of societal and political modernization will be reviewed and their limits will be
considered. Basic arguments will be derived from more recent traditions in social theory, such as Frankfurt
school social theory, neopragmatism, Foucauldian postmodernism and from some examples of Third world
thought, especially Latin American thought. All these theories will be addressed with reference to some features
of J. Habermas' theory of democratic modernization.
TPS3452 H
Individual Reading and Research in the History of Education: Doctoral Level
Description as for TPS 1452H.
TPS3453 H
Individual Reading and Research in the Philosophy of Education: Doctoral Level
Description as for TPS 1453H.
TPS3461 H
Special Topics in History & Philosophy of Education: Interdisciplinary Research Seminar in the Arts, the Social Imagination, and
Education (Philosophy)
This course offers a research forum for students from various disciplines who are engaged in a major research
project in areas relating to the social and educational context of the arts. Topics and methodologies representing
a wide range of critical approaches are welcome. Students should already have a topic in mind for inquiry upon
enrolling in the course.
TPS3461 H
Special Topics in History of Education
A course that will examine in depth a topic of particular relevance not already covered in regular course offerings
in the department. The topics will be announced each spring in the Fall/Winter Session and Summer Session
schedules.
TPS3465 H
Special Topics in History & Philosophy of Education: Interdisciplinary Research Seminar in the Arts, the Social Imagination, and Education
This course offers a research forum for students from various disciplines who are engaged in a major research
project in areas relating to the social and educational context of the arts. Topics and methodologies representing
a wide range of critical approaches are welcome. Students should already have a topic in mind for inquiry upon
enrolling in the course.
TPS3465 H
Special Topics in Philosophy of Education
A course that will examine in depth a topic of particular relevance not already covered in regular course offerings
in the department. The topics will be announced each spring in the Fall/Winter Session and Summer Session
schedules.
TPS3480 H
Ed.D. Seminar in the Philosophy of Education: I
This is a required research seminar for Ed.D. candidates involving consideration of the problems of
philosophical studies in a critical context. The seminar will include presentation and criticism of students'
thesis/project proposals and progress reports.
TPS3481 H
Ed.D. Seminar in the Philosophy of Education: II
See description for course TPS3480H.
TPS3484 H
Doctoral Practicum in the Philosophy of Education: I
This course supports special field-oriented experience for doctoral candidates relating to their particular areas of
scholarly interest. The student's activities will be planned in consultation with faculty and will involve seminars or
tutorials as well as practical implementation in field situations. While credit is not given for a thesis investigation
proper, the study may be related to a thesis topic.
TPS3485 H
Doctoral Practicum in the Philosophy of Education: II
See description for course TPS 3484H.
TPS3490 H
Ed.D. Seminar in the History of Education: 1
This is a required research seminar for Ed.D. candidates involving consideration of the problems of historical
studies in a critical context. The seminar will include presentation and criticism of students' thesis/project
proposals and progress reports.
TPS3491 H
Ed.D. Seminar in the History of Education: II
See description for course TPS 3490H.
TPS3494 H
Doctoral Practicum in the History of Education: I
This course supports special field-oriented experience for doctoral candidates relating to their particular areas of
scholarly interest. The student's activities will be planned in consultation with faculty and will involve seminars or
tutorials as well as practical implementation in field situations. While credit is not given for a thesis investigation
proper, the study may be related to a thesis topic.
TPS3495 H
Doctoral Practicum in the History of Education: II
See description for course TPS 3494H.
TPS3806 H
Case Studies in Comparative Higher Education
This is a seminar course designed for students interested in the comparative study of higher education.
TPS3810 H
International Academic Relations
This course begins with the literature of international relations to set the context for an examination of higher
education's role and responsibilities in an international arena. It then looks at the critical challenges to accepted
views of knowledge in the university that have arisen from social theorists such as Habermas, from feminist
scholarship, and from non-Western scholarship. Topics for exploration and research include the following:
academic freedom in a global context; the role of universities and colleges in international development; relations
between higher education institutions and international organizations; scholar/student exchanges; and human
rights and higher education.
TPS3820 H
Special Topics in Higher Education: Survey of Higher Education Research
This course will focus on the analysis and critique of interdisciplinary research conducted within the higher
education context. Participants will begin with an exploration of the philosophical frameworks and perspectives
that drive research as well as the fundamental characteristics of quantitative, qualitative and mixed mode research
methodologies, and the strengths and limitations of each in relation to issues relevant to higher education.
Building on this foundation, the participants will analyze and critique publications and theses reporting higher
education research. Recommendations and implications suggested in these documents will be critiqued with
respect to their potential impact on decisions made by organizational leaders with respect to equity issues,
policies and procedures
TPS3820 H
Special Topics in Higher Education: Human Resources and Equity in Higher Education
This course will explore and discuss models of and approaches to leadership as they pertain to higher education.
Particular attention will be paid to equity and diversity issues within human resources, recognizing the
increasing diversity of the higher education environment. The course will include an examination of (a) how
equity and diversity inform our models of academic and administrative leadership; (b) what leaders might do
to ensure that their institutions are viewed as Employers of Choice both nationally and internationally ; (c) the
role of leadership within the post secondary system in the promotion and enhancement of student learning and
development.
TPS3820 H
Special Topics in Higher Education: The Theoretical and Conceptual Foundations of the Student Experience
This course will explore the theoretical and conceptual foundations of the student experience in postsecondary
education. As well, we will study the nature of work in postsecondary education that supports students’
development and learning. Students in this course will review and discuss broad forms of
literature/documentation that addresses various components of the student experience. A particular focus of this
course will be on exploring the various outcomes of postsecondary education and examining forms of assessing
the various student outcomes in and beyond postsecondary education.
TPS3820 H
Special Topics in Higher Education: The Learning College
This course is intended only for the second cohort of students in the Community College Leadership
Specialization in the Ed.D. in Higher Education. The literature associated with the term, Learning College,
provides one of the key theoretical frameworks for examining issues related to learning in the community college
and corresponding organizational changes which have been occurring in the college sector. Dr. Terry O'Banion,
author of the book, A Learning College for the Twenty-first Century, is the thinker and writer whose work is
most well known in this area of inquiry. The purpose of this course is to review and critique the key concepts of
the Learning College, and the applications colleges are making of these concepts, institutional policies, programs,
and practices, and in the way they use their personnel.
TPS3820 H
Special Topics in Higher Education: Doctoral Level
Description as for TPS 1820H.
TPS3820 H
Special Topics in Higher Education: Curriculum and the Politics of Knowledge: Feminisms, Poststructuralisms, and Materialisms
In this course students will work with theorists who engage the politics of knowledge in higher education. We
will review poststructuralist as well materialist writers, weaving our discussions through an integrative feminist
lens. We will put theory to practice by re/writing curricula addressing issues of race, class, colonialism,
heteronormativity, and ablism.
TPS3820 H
Special Topics in Higher Education: Thesis Proposal Development in Community College Leadership (Pass/Fail)
This course is intended only for the second cohort of students in the Community College Leadership
Specialization in the Ed.D. in Higher Education. The goal of the course is for each student to develop a thesis
proposal and to gain an understanding of how to go about producing a thesis. Students will receive feedback on
draft written proposals and on group presentations.
TPS3852 H
Individual Reading and Research in Higher Education: Doctoral Level
Description as for TPS 1852H.
TPS8001 H
The Holocaust: A Social History
This course will examine the attempt to destroy European Jewry during the Nazi regime. The course will survey
the various forms of the 'Final Solution of the Jewish Question', contrasting them with the Nazi persecution of
other groups. It will examine issues of individual and group response and responsibility, including Canada's. The
reactions of the victims as well as the role of the bystanders and the behaviour of the perpetrators are the central
themes of the course.
TPS8001 H
This course will examine the attempt to destroy European Jewry during the Nazi regime. The course will survey
the various forms of the 'Final Solution of the Jewish Question", contrasting them with the Nazi persecution of
other groups. It will examine issues of individual and group response and responsibility, including Canada's. the
reactions of the victims as well as the role of the bystanders and the behaviour of the perpetrators are the central
themes of the course.
TPS8002 H
Anne Frank in Life and Death
Anne Frank's diary is the eighth most widely-read book in the history of publishing. It is extraordinary that the
words of a fourteen-year-old girl should have influenced and inspired so many people situated so differently
across the globe. From Serbia where an adolescent girl named Zlata survived the war in her country by
consciously following Anne's model to South America where the mothers and grandmothers of the "disappeared"
have taken Anne as their model for political resistance, the inspirations and uses of her work have been legion.
Not surprisingly, her message has also been "coopted" in ways she might never have intended. The wide-ranging
impact and the many controversies which have swirled round the words of this unique diary are the subject of
this course's inquiry. How can teachers introduce and use this text in Ontario classrooms? What background
understandings do they need in order to illuminate the history of the text and its many implications?
TPS8003 H
Teaching About the Holocaust and Other Genocides: Personal Challenges, Pedagogical Implications and Classroom Issues
This course poses a series of questions that arise when preparing to teach and when teaching about the
Holocaust and other Genocides. The questions will be posed to encourage the students to consider many
viewpoints, to interrogate their own preconceptions, to foster an ability to be comfortable with their own
evolving ideas/values and to resist coming to simplistic "solutions" or premature closure on complicated issues.
The course will be will divided into three parts. The first part, "Definitions, Historical Overview and Personal
Preparation" considers epistemological, political and emotional issues that can impact teaching and learning about
the Holocaust and other genocides.
The second part "Pedagogies, Curriculum Guidelines, Classroom Activities and Issues" considers available
classroom learning materials, appropriate and potentially counterproductive teaching styles and how to use
different academic subjects as entry points to learning about these challenging topics. Issues that arise in the
classroom include the possibility of student and community resistance, Holocaust denial and the thorny political
issue of the present day Middle East conflict.
The final part of the course, "Student Presentations and the Possibilities/Pitfalls of Using Film as an Educational
Tool" requires each student to make a presentation. Also, as many teachers increasingly rely on film as a means
of engaging student interest, issues such as graphic content, age appropriateness and an overreliance on film will
be discussed. As students will be busy summarizing and reconsidering their journal entries and preparing and
presenting classroom materials, the required readings are appropriately reduced during these last few weeks.
TPS8004 H
Genocide: An Interdisciplinary and Case Study Approach
Genocidal thought and action have endangered the existence of targeted groups throughout human history. The
repeated occurrence of genocide challenges the conscience of humankind and presents an urgent need for
understanding, research and scholarship. This course will take an interdisciplinary approach and will be divided
into three parts. Part 1 will examine the concept and competing definitons of the term genocide. It will also
consider the historical antecedents to contemporary genocide. These readings and discussions will provide a
conceptual and historical framework for the contemporary case studies that will follow. Part 11 will look at five
case studies that have occurred in the twentieth century, the century named by some scholars as the age of
genocide. Although the social and historical background events of each genocide will be studied, each case study
will also include a careful consideration of eyewitness accounts, especially the testimonial accounts of survivors.
Memories, videotaped accounts, and guest lectures from survivors of recent genocides will be presented. In
some cases artistic representations by survivors will also be considered. Part 111 will examine special issues in
genocide research such as the effect of societal violence among children. In the common sense understanding of
"victims of war" children have long been victims but more recently they have also become victims by being
coerced into armies to become child killers and soldiers. The particular effects of genocide on men and women
will also be examined. The course will end with a consideration of the importance of memory in preventing
future occurrences of mass destruction.
TPS8005 H
Teaching About the Holocaust Through Literature and Film
Examining multiple texts of contemporary culture (diaries, novels, memoirs, poetry, film), this course will
address methods and approaches for intermediate/senior teachers to study and teach about the Holocaust.
Research has demonstrated that the marriage of history and narrative offers abundant entry points for students to
connect and begin to understand lived experiences vastly different from their own. This course will explore the
many pedagogical challenges of introducing these "difficult knowledges" (Britzman, 1998) in the
intermediate/secondary classroom as an essential component of literary, moral and civic education.
TPS8006 H
Canada and the Holocaust
This course will examine the history and contemporary implications of Canadian engagement with the Holocaust
with special reference to the ways in which Holocaust memory, memorialization and education are of
consequence to in-service educators and others in the community-based service delivery.
TPS8010 H
Individual Reading and Research in Holocaust & Genocide Education
Offered as independent study, this course will provide students with the opportunity to develop their inquiry and
research skills in relation to issues concerning the practice of teaching and learning about the Holocaust and other
instances of genocide. Working together with the instructor, students will be expected to define an inquiry and
the appropriate resources (texts, media, digital) in support of that inquiry. The inquiry which is the focus of the
course may take various forms such as a conceptual investigation or a classroom based study, however its scope
and method must be approved by the instructor. As the inquiry proceeds, the instructor and student will meet on
a regular, individually scheduled basis to discuss the student's progress, written work and lines of further
inquiry. It is expected that the course will culminate with the student's submission of a document detailing the
inquiry and its results.