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University of Toronto, Ontario Institute for Studies in Education, SMT Centre
University of Toronto, Ontario Institute for Studies in Education, SMT Centre
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Our Centre is comprised of a unique group of faculty members, interested in issues surrounding science, mathematics, and technology education.

Larry Bencze
Clare Brett
Rina Cohen
Indigo Esmonde
Wanja Gitari
Gila Hanna
Jim Hewitt
Ron Lancaster
Cathy Marks Krpan
Douglas McDougall
Erminia Pedretti
John Percy
Jim Slotta
John Wallace



Indigo Esmonde

Research Overview

Dr. Indigo Esmonde is an Associate Professor and Associate Chair, Graduate Studies, with the Department of Curriculum, Teaching, and Learning at OISE. Dr. Esmonde studies how people learn, with an emphasis on how systems of oppression play out in learning contexts.

Current projects:
Dr. Esmonde collaborated with Dr. Angela Booker to co-edit the book Power and Privilege in the Learning Sciences: Critical and Sociocultural Theories of Learning, published in Dec 2016 by Routledge.

Research Grants and Contracts

Dr. Esmonde has been awarded several grants for education research:

Title Learning Interaction Lab (LILa)
Year 2012-2015
Type Leaders Opportunity Fund
Role Principal Investigator
Source Canada Foundation for Innovation, and Ontario Ministry of Economic Development and Innovation
Amount $422,928
Purpose With the support of the infrastructure project, the research program will pioneer research practices in the study of how social interaction supports learning. The requested infrastructure will enable the development of research methods for digital video data that take advantage of the unique affordances of video.

Title Solving Inequalities: Building Capacity for Schools and Communities to use Mathematics towards Social Justice
Year 2012-2017
Type Early Researcher Award
Role Principal Investigator
Source Ontario Ministry of Economic Development and Innovation
Amount $150,000
Purpose The goal of the study is to collaborate with schools and community organizations to improve mathematics achievement and graduation rates for youth. Youth will be engaged directly in identifying issues of concern to their communities, and using mathematics to investigate these issues and to work for positive change in their communities. Research will focus on how best to support youth in mathematics learning, both inside and outside of schools.


Year: 2011-2013
Type: Standard Research Grant, New Scholar
Role: Principal Investigator
Source: Social Science and Humanities Research Council (SSHRC), Government of Canada
Amount: $28, 336
Description: Changing the equation: Mathematics and social justice
The study broadens traditional views about learning, equity and mathematics by considering how out-of-school contexts might support equitable mathematical learning, and how they might use mathematics to support broader global equity. The two major research questions are: How is mathematics used outside of schools to analyze, educate about, and take action towards broad social justice goals? How is the learning and doing of mathematics supported in these contexts, and what issues of equity arise?

Year: 2009-2011
Type: Research Fellowship
Role: Principal Investigator
Source: Knowles Science Teaching Foundation (www.kstf.org)
Amount: $110,000 USD
Title: Learning to teach mathematics for social justice
Purpose: This research project investigates an inquiry-based PD program in which secondary teachers will develop a community of inquiry around teaching mathematics for equity and social justice.




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