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About Our Program

The Curriculum & Pedagogy Program (C&P) is concerned with curriculum and instructional discourses, viewed in the broadest sense as educational experiences that occur in both formal and informal settings. Students engage in a critical examination of the substance (subject matter, courses, programs of study), purposes, and practices used for bringing about learning in educational settings. Given the diverse academic and research interests of our faculty, the program is organized into six constituent but optional program Emphases.

The Curriculum & Pedagogy program (C&P) offers the following six program Emphases:

  • Critical Studies in Curriculum and Pedagogy
  • Arts in Education
  • Digital Technologies in Education
  • Indigenous Education and Decolonization
  • Qualitative Methodologies
  • Science Math and Technology
  • Wellbeing

Students enrolled in C&P Emphases are required to take 3 courses from a list of courses affiliated with the Emphasis. Students who successfully complete Emphasis coursework as part of their C&P degree requirements may request a letter of completion in the Emphasis.


Program Structure

The Curriculum & Pedagogy program is designed for flexibility.  Choose courses that best meet your needs.  The program details are as follows:

  • A C&P M.Ed degree requires ten completed courses.  There is no thesis
  • There is one required course:  CTL1000H - Foundations of Curriculum.
  • At least five of the ten courses must be Curriculum Studies and Teacher Development courses.  C&P courses are identified with CTL1000-level course codes (i.e CTL1000H to CTL1999H) and Special Topics courses in C&P are identified as CTL5000H to CTL5299H (Masters Level) and CTL6000H to CTL6299H (Doctoral Level).
  • Non-C&P courses (if you choose to take them) can include Masters-level courses from the Languages and Literacies Education program or from any other OISE departments: Social Justice EducationApplied Psychology and Human Development, and Leadership, Higher, and Adult Education.


The C&P Program offers a wide variety of courses (click here to view course titles).   Our classes typically consist of 15 to 25 students. 

The C&P M.Ed can be taken on a full-time or part-time basis. Full-time students usually take three courses in the fall and winter sessions.  Part-time students take one course per session.   A typical course involves 12 classes.   During the fall and winter session, a class will meet once each week.   The summer session has a first term (May to June) and a second term (July to August), during which time if you choose to take courses, classes meet twice a week for six weeks per term. Classes are normally scheduled for the early evening (e.g., 5pm to 8pm) or the early afternoon (e.g., 1pm to 4pm), Monday through Thursday.   We also offer a large selection of online courses, which allow you to participate from home. 

New Optional Master of Education (MEd) Field: Online Teaching and Learning

The field in Online Teaching and Learning is designed for students interested in engaging with scholarly research in distance education who want to learn how to effectively instruct and design online courses.  This field is committed to helping each graduate student become an impactful online instructor who designs powerful online experiences through the judicial and effective use of new technologies.

Students pursuing this field will graduate with:

  1. a solid theoretical and intellectual grounding in research relating to online teaching and learning;
  2. a course-based, practioner focus on the design and delivery of online instructions; and
  3. the opportunity to develop proficiency with a wide variety of modern online technologies.

This combination of theoretical, scholarly, and practical experiences will allow graduates to apply for teaching positions and/or progress in their career in a number of online education contexts, such as online mentor, designer of online curriculum, online K-12 educator, and online workplace trainer. For those graduates already working in online contexts, the field on Online Teaching and Learning, clearly noted on graduates' transcripts, will support their career advancement.   

The C&P MEd Field in Online Teaching and Learning consists of 10 half courses.

All students in the field will be required to take:

  • CTL1000H: Foundations of Curriculum Studies
  • CTL5016H: Instructional Design of Online Courses
  • CTL1620H: Theoretical Foundations of Online Teaching and Learning

Students must then choose any 3 from this list of courses:

  • CTL1603H: Introduction to Knowledge building
  • CTL1606H: Computers in the Curriculum
  • CTL1608H: Constructive Learning and Design of Online Environments
  • CTL1609H: Educational Applications of Computer-Mediated Communication
  • CTL1926H: Knowledge Media and Learning
  • CTL1615H: Introduction to Artificial Intelligence in Education
  • CTL1616H: Blended Learning: Issues and Applications  
  • CTL1617H: Social Media and Education
  • CTL1625H: Digital Media and Practices for a Knowledge Society
  • CTL1623H: Immersive Technology in Education: Virtual Reality and Augmented Reality Applications   
  • CTL1621H: Design and Development of Online Content, Media, and Artifacts 
  • CTL1622H: Data Gathering and Assessment in Online Courses

For the other four half courses that comprise the MEd in C&P, students in the field will enjoy the same flexibility as students in the general program and may choose other C&P or non-C&P courses.

As part of their electives, C&P students in the Master of Education program are eligible to participate in any of the Collaborative Specializations found on our "Why choose C&P" page. Students who participate in the new Online Teaching and Learning field will have sufficient elective space (4 half courses) to fulfill the requirements of any of the Collaborative Specializations.  


Optional: Choose a Program Emphasis

The C&P program includes six optional Program Emphases which reflect overlapping and intersecting strengths of faculty that teach within the C&P Program.  Given the diverse academic and research interests of our faculty, these Emphases can suggest possible directions for students:

Critical Studies in Curriculum and Pedagogy
The Critical Studies in Curriculum and Pedagogy cluster is a forum for systematic and interdisciplinary reflection on the myriad of processes and contexts related to educational experience. The cluster encourages a critical exploration of educational phenomena, within and beyond the scope of schools, with a focus on power relations and social justice issues. The kinds of educational phenomena considered within this cluster cover a wide range of issues and topics, such as student experience, human interaction, subjectivity, knowledge production, ecology, globalization, colonialism, race, disability, gender, sexuality, cultural and linguistic difference, technology, and media production. 

Arts in Education
The Arts in Education Emphasis will allow students to take specialized courses in the areas of music and sound, drama and theatre, visual art, and performance and in particular courses that reflect social justice concerns reflected through the arts and cultural production. This Emphasis will attract students interested in the arts, elementary and secondary arts specialist teachers, and community, gallery and museum educators interested in examining arts education beyond schooling.

Digital Technologies in Education
The Digital Technologies in Education Emphasis is designed to engage educators in a critical examination of technology and its effective use in educational contexts.  Drawing on research from the fields of the learning sciences, psychology, diversity studies, and information and communication technology, learners will deepen their understanding of such topics as computational thinking, gamification of learning, online knowledge communities, social media, immersive simulations, technology and assessment, mobile devices and knowledge building. These courses will address emerging trends in the contemporary digital technologies landscape. Given the thousands of educational apps and web-based technologies available to teachers, where are we seeing potential?

Emphasis in Indigenous Education and Decolonization 
The Emphasis in Indigenous Education and Decolonization examines the complex and tangled histories of those on whose traditional lands OISE/University of Toronto is situated - the Ouendat (Wyandot-Huron), Onondowahgah (Seneca- Hodenosaunee) and the Misi-zaagiing (Mississaugas-Anishinaabek) nations. This territory is subject to the Dish With One Spoon Wampum Belt Covenant, an agreement between the Iroquois Confederacy and the Ojibwe and allied nations to peaceably share and care for the resources around the Great Lakes. This Emphasis will provide an entry point into the knowledge systems that emerge from this particular land, with an emphasis on land itself as a teacher and a source of knowledge. The Emphasis will be grounded on a decolonial pedagogy, with a commitment to anti-colonization and decolonization practices. Recognizing that this land has and still does exist first and foremost in relationship to Indigenous people requires a critical consciousness and acknowledgement of whose traditional lands we are now on as well as the historical and contemporary realities of those relationships.  It is this understanding that forms the philosophical foundation upon which all of our courses position themselves within the emphasis.

Emphasis in Qualitative Methodologies
Qualitative Methodologies Emphasis will encourage a focused exploration of qualitative paradigms, approaches and methods within, and beyond, the scope of schools and education. This emphasis will allow students to take introductory and specialized courses in a range of contemporary qualitative methodologies in areas such as research and participatory inquiry; arts-based research and performed ethnography; feminist and queer approaches; indigenous methodologies, anti-colonial, decolonial and post-foundational and social justice research. These courses will address the need for students to deepen their understanding, application and specialization in qualitative methodologies in education. Students will also engage in an exploration of how qualitative methodologies are applied in non-formal education context as social justice pedagogies. 

Emphasis in Science, Mathamatics and Technology (SMT) 
The SMT Emphasis is dedicated to exploring theory, practice and contemporary issues pertaining to science, mathematics and technology (SMT) education in diverse settings and contexts. We are a vibrant community of scholars and graduate students that thrive on collegiality, intellectual debate, critical analyses and inquiry.

Drawing on research and practice, we explore and critique innovative science, mathematics and technology education, while supporting research, curriculum development, and teaching. With strong connections to the SMT Centre, and the collaborative engineering education program, we invite you to join us and engage deeply with topics such as STEM, mathematics pedagogy, equity, inclusion, diversity, activism, and social and environmental justice

Emphasis in Wellbeing 
This emphasis enquires into the nature of wellbeing as well as providing learning environments that support student wholeness-mental, physical and spiritual. There is research which suggests that people who exhibit characteristics of wellbeing live longer and contribute more to society. In July of 2011, the United Nations passed a resolution recommending that member states give greater attention to happiness and well-being in their economic and social development policies. Wellbeing is a priority for the Ontario Ministry of Education and at OISE.

Faculty in this emphasis offer courses that explore and support student wellbeing in a variety of ways. Holistic and embodied approaches to learning are employed to engage the whole person. More specifically these approaches involve various forms of meditation, mindfulness practice, narrative/biography, working in a collaborative and supportive environment, body work, and conscious use of technology.  Mental health is increasingly identified as an important issue today and approaches to address this concern are also part of the emphasis. These approaches are offered within the context of sustainability and ethical issues that can arise in the pursuit of wellbeing.