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Curriculum, Teaching  & Learning

Curriculum Studies and Teacher Development Program

Research Areas of Study

Curriculum Studies and Teacher Development Program course offerings and research reflect the diverse skills and interests of a strong faculty and cover three broad categories of study.

These areas of study suggest possible directions for students:

  • Critical Studies in Curriculum and Pedagogy (also offered as a program 'Emphasis')
  • Learning, Schools and Innovations
  • Teaching and Teacher Education

Critical Studies in Curriculum and Pedagogy (CSCP) is also offered as an optional program Emphasis. Students who successfully complete CSCP coursework as part of their CSTD degree may request a letter of completion in the Emphasis in CSCP. Learn more about the CSCP emphasis

1. Critical Studies in Curriculum and Pedogogy (CSCP):

Taking curriculum and pedagogy broadly defined as points of departure, 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, from schools and local communities, to media and transnational cultural contexts.

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, environmental justice, globalization, colonialism, race, disability, gender, sexuality, cultural and linguistic difference, technology, and media production.

Faculty affiliated with this cluster have a commitment to educational scholarship -- including international and transnational perspectives -- that promotes social justice, equity, and a critical consideration of how social categories and institutions shape educational experiences with a view to promoting and informing sustainable emancipatory and anti-oppressive practices.

2. Learning, Schools and Innovations

The Learning, Schools and Innovations cluster emphasizes scholarship concerning the nature of learning and instruction in formal and informal settings, building on a broad academic literature in educational research, the learning sciences, evaluation and assessment, and learning and instruction within subject areas.

Faculty interested in this cluster embrace a spectrum of methodologies, from formal evaluation and comparison studies to design-oriented research, mixed methods, and qualitative research.

The focus is to achieve a theoretical understanding of learning and instruction, embedding that theory in powerful innovations, and advancing the research. In this cluster, faculty make important connections to institutional settings including K-12 and higher education, they investigate new technologies, and emphasize the study of learning within rich contexts and distributed communities.

3. Teaching and Teacher Education

This cluster focuses on the study of teaching and teacher learning across the curriculum. Faculty interested in this cluster recognize that teachers come to education with a range of perspectives. Their beliefs influence how they support, understand, and assess student learning, direct their own learning, and design their curriculum.

The term teacher is used broadly to include those who work in schools, district and government offices and diverse settings (e.g., museum studies, outdoor education centres). In this cluster, researchers study the complex role of teachers, the intersection of the formal and hidden curricula, and the socio-political context of teaching. A wide range of research methodologies in examining student and teacher learning, teaching, and teacher development is employed.