Course description
Beneath the day-to-dayness of pedagogical practice, there are strong philosophical and ideological supporting pillars: social justice, the right to know, the right to be creative and intellectually awake to our social and literary inheritance, a duty of care, and an awareness of local and international rights and responsibilities. Studies in this field of specialization will provide access to these supporting principles of education.
Degree Requirements
Five credits (or ten half-credit courses) are required to complete the MEd program. Thesis route: Four credits (eight half-credit courses) plus the thesis. Project route: Four and one-half credit courses (nine half-credit courses) plus the project.
The program consists of required core course(s) (see below), EDUC 5P92, program electives (see below), project/thesis proposal tutorial (EDUC 5P90), and a required exit project (EDUC 5P93) or thesis (EDUC 5F95). At least one half-credit elective must be selected from the student's field of specialization electives. Remaining electives may be selected from any of the four fields specializations or general purpose courses.
Full-time students must register for a non-credit graduate seminar (EDUC 5N99) in each Fall term of full-time studies.
Social and Cultural Contexts of Education
Core courses: EDUC 5P00 and EDUC 5P01
Field of Specialization Electives: EDUC 5P07, 5P09, 5P11, 5P13, 5P15, 5P20, 5P21, 5P24
Special Topics: 5P10, 5P17, 5P19, 5P25
EDUC 5P00
Part I: Preparing the Ground
A team-taught interdisciplinary overview of the philosophical, sociological and literary pillars of pedagogical practice.
Note: Failure to obtain a minimum grade of 70% in EDUC 5P00 may result in withdrawal from the program.
EDUC 5P01
Part II: Developing a Critical Language
Theoretical approaches to practical educational situations using a problem-based approach.
Note: Failure to obtain a minimum grade of 70% in EDUC 5P01 may result in withdrawal from the program.
EDUC 5P07
Contemporary Issues in Global Education
Identification, analysis and critique of contemporary and recurring social, economic, political and environmental issues within a global educational framework. Exploration of how issues apply to elementary and secondary curriculum and instructional practices.
EDUC 5P09
Theories of Literacy
Historical analysis of literacy instruction as a continuously contested site of educational discourse.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P08.
EDUC 5P10
The Body as a Site for Knowledge: Embodiment and Curriculum Inquiry
Examines the scholarship on embodiment to understand how the body has been inscribed by political, social and cultural factors. Consider ways of knowing in and through the body in relationship to arts-based curricula and inquiry. Exploration of the relevance to researchers, educators, artists, caregivers and health practitioners.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V10.
EDUC 5P11
Culture, Identity, and Pedagogy: Advancing a Lived Curriculum
Examines the enactment of curriculum in educational contexts in relation to teachers and students. Analysis of multicultural and antiracist frameworks, theories and pedagogies that support equitable educational experiences.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V03.
EDUC 5P13
Sociological Foundations of Education
Analysis of the relationships among and between schools, communities and societies from sociological perspectives. Exploration of the theoretical and practical aspects of current educational concerns.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P31.
EDUC 5P15
Developing a Personal Philosophy of Educational Practice
Critical analysis of concepts, principles and ideals that underlie contemporary education. Emphasis on the connections between educational visions and practices for the development of a defensible educational philosophy.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P40.
EDUC 5P17
Theoretical Orientations in Sociology and Equity Studies in Education
Analysis of the development of sociological studies in education, which address the social, economic and political concerns of diverse groups in Canada. Exploration of how the social construction of race, class and gender intersect to produce hierarchies in our stratified society.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P34.
EDUC 5P19
Children's Literature and Theory in Education
Contemporary children's fiction, poetry and theoretical approaches including reader-response and feminist theory. Intended for those interested in putting literature back into literacy.
EDUC 5P20
History and Philosophy of Education
Critical analysis of historical and contemporary theories and educational philosophies in light of current debates about purposes of education in pluralistic societies. Explore contemporary cultural contexts using alternative educational theories.
EDUC 5P21
Comparative and International Education
Cross-disciplinary study of international and intercultural issues in social context. Exploration of the implications for curriculum and pedagogical strategies in associated areas including Multicultural, Comparative, Global and Development Education.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V70 and/or 5P85.
EDUC 5P24
Socially and Culturally Situated Learning
Examination of contemporary theoretical and methodological perspectives that emphasize the social construction of learning and knowing. How these perspectives influence the ways that we understand the content and process of learning in individual and group settings.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V32.
EDUC 5P25
Gendering Educational Histories
Exploration of conflicted histories of masculine and feminine pedagogical philosophies, traditions and discourses. Recover women's voices buried under the masculine pedagogical practices of benchmarks, goals and other authoritarian measures.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P50, 5P80 and/or 5V49.
EDUC 5V01-5V18
Special Topics in Social and Cultural Contexts in Education
Seminar for students wishing to study a specific problem area in Social and Cultural Contexts in Education.
General Courses
EDUC 5F95
Thesis Tutorial in Educational Studies
A research project carried out in collaboration with a faculty adviser and relevant resource personnel.
Prerequisite: EDUC 5P90.
EDUC 5N99
Graduate Seminar in Education
A non-credit graduate seminar that focuses on issues in graduate studies and educational research student's encounter while developing their programs of study and preparing their proposals, projects and theses.
Note: This course is a required course for all full-time students.
EDUC 5P90
Project/Thesis Proposal Tutorial
A proposal that provides the framework for the student's project or thesis. The proposal will be formally presented to the project supervisor. Prerequisite: All required core courses and electives, including l "EDUC5P90" EDUC 5P92 or permission of the Graduate Program Director.
Note: The proposal contract form must be completed and returned to the Graduate Department of the Faculty of Education before students are allowed to register for this course.
EDUC 5P92
An Introduction to Educational Research
Interdisciplinary analysis of research methods used in education with an emphasis on basic research concepts and their application.
Note: this is a required course for all students; failure to obtain a minimum grade of 70% in this course could result in withdrawal from the program.
EDUC 5P93
Project Tutorial in Educational Studies
Individual investigation or analysis of an issue/area in contemporary educational practice. Topic must be approved by a faculty advisor who will also supervise and guide the student during the preparation of the project. Students are required to prepare two copies of the final document according to the published MEd project guidelines.
Prerequisite: EDUC 5P90.
EDUC 5P94
Advanced Writing Seminar
An interdisciplinary approach to scholarly writing and publishing in higher education. Exploration of the stages of the writing and publishing cycle in relation to personal interests, and a sense of self as writer.
EDUC 5P96
Educational Internship
A one-semester field experience for MEd students not normally available through either course-work or the exit requirements. Provides an opportunity for students to work as an apprentice to a field mentor on specific learning goals.
Prerequisite: Permission of Department Chair on the basis of a written application.
Note: Only one internship course may count towards the MEd degree. Applications must specify the name and role of the field mentor as well as the name of a faculty supervisor. Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V96.
EDUC 5P98
Independent Study in Education
Specialized study on an individual basis under the direction of a faculty supervisor.
Prerequisite: Permission of Department Chair on the basis of a written application.
Note: Only one independent study course may count towards the MEd degree.
EDUC 5P99
Introduction to Studies in Education
Education as a field of study and multiple ways of knowing. Review of current educational theories, trends, and issues. Provides a foundation for research literacy.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P55.
EDUC 5V90-5V98
Special Topics in Graduate Education
Seminar for special topics of a general nature.
