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SJE

Master of Education Focus Streams

Master of Education (MEd) focus streams consist of lists suggested courses that may be taken to complement the personal and academic interests of MEd students. The completion of these combinations of courses provide students the opportunity to maximize their learning experience in a particular area of study. 

 

Teaching in and for Diverse Classrooms 

Program Requirements

The MEd in Social Justice Education usually requires the successful completion of five full-course equivalents (ten single-semester courses).

Students may request to transfer to Option II, which entails the completion of four full-course equivalents (eight single-semester courses) and a Major Research Paper (SJE2001Y).

Students completing their degree with a Teaching in and for Diverse Classrooms focus will select most of their courses from among those listed below.

  • Students may select up to two full-course equivalents (four single-semester courses) from another focus area.
  • If pursuing MEd Option II, students may select one full course equivalent (two single-semester courses) from another focus area.
  • Students pursuing MEd Option II are strongly encouraged to complete a Research Methods course appropriate to their research project.

 

Teaching in and for Diverse Classrooms Courses

  1. Social Justice Education: Teaching in and for diverse Classrooms (Case studies approach)
  2. SJE1902H    Introductory Sociological Research Methods in Education [RM]
  3. SJE1961H    Spirituality and Schooling: Sociological and Pedagogical Implications in Education
  4. Student Engagement, Deficit mentality and Resilience
  5. Assessment, Student Success and Social Justice
  6. SJE1975H    Indigenous Settler Relations Issues for Teachers
  7. SJE1432H    Knowledge, Mind, and Subjectivity: Foucault and Education
  8. SJE1912H    Foucault and Research in Education and Culture: Discourse, Power and the Subject
  9. SJE1982H    Women, Diversity and the Educational System

 

Teaching in and for Diverse Classrooms Course Descriptions

  1. Social Justice Education: Teaching in and for diverse Classrooms (Case studies approach)

 

  1. SJE1902H    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.

 

  1. SJE1961H    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.

 

  1. Student Engagement, Deficit mentality and Resilience

 

  1. Assessment, Student Success and Social Justice

 

  1. SJE1975H    Indigenous Settler Relations Issues for Teachers

This course names and considers the role of Canadian educators in transforming classroom-based, pedagogical, research-oriented, and programmatic initiatives aimed at settler, arrivant, and migrant/ Indigenous relationships-building and -rejuvenation. It invites teachers and administrators in particular to mobilize recent calls by the Association of Canadian Deans of Education (2010) and the Truth and Reconciliation Commission (2015) to address the possibilities of colonial reparations and reconciliation. Issues addressed include: the ‘Non-Indigenous Learner and Indigeneity,’ and how to ‘build student capacity for intercultural understanding, empathy, and mutual respect.’The course addresses scholarly criticisms regarding the invitation to ‘cultural competence’ and ‘sensitivity training’ in service delivery and educational contexts. It also addresses current and past histories of settler colonialism, multiculturalism, and Indigenous education in Canada. Attention is paid to anticolonial pedagogy and practice, as well as Indigenous perspectives on sovereignty, relationships and governance.The readings in this course are drawn from Critical Indigenous Studies, Critical Pedagogy, as well as other disciplines. Films, guest speakers, and other source materials are used.

 

  1. SJE1432H    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).

 

     8. SJE1912H    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.

 

  1. SJE1982H    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.

Disability and Critical Studies

The Disability and Critical Studies focus offers M.Ed students the opportunity to critically examine conceptions of disability, the experience of disability, disability as a form of oppression, and the cultural importance of embodied difference.  Throughout disability is regarded as a form of representation and life that opens onto a critical space for critical inquiry into the culture of disability’s appearance. Processes of disablement, social control, along side other forms of social relations with disability in Canadian education system will be explored. The work of disability studies scholars will be explored and always in relation to Black Studies, Queer Studies, Critical Indigenous Studies and other forms of critical inquiry. The Disability and Critical Studies focus in education takes a trans-disciplinary orientation in order to address multiple arenas of education, creative practice, and cultural production. These courses invites a creative interrogation into the multiple ways the meaning of disability is culturally produced in relation to notions of race, gender, sexuality, nationhood, belonging and the limits of life. Policy, practices and procedures and other taken-for-granted solutions to the “problem” of disability are examined revealing conceptions of the human. Disability and Critical Studies  is a focus area especially suited to M. Ed students who want to question educational, political and social solutions currently proposed to cure, care, contain or otherwise address people with disabilities/ disabled people/ chronically illness other forms of embodied differences.  

 

Program Requirements

The MEd in Social Justice Education usually requires the successful completion of five full-course equivalents (ten single-semester courses).

Students may request to transfer to Option II, which entails the completion of four full-course equivalents (eight single-semester courses) and a Major Research Paper (SJE2001Y).

Students completing their degree with a Disability and Critical Studies focus will select most of their courses from among those listed below.

  • Students may select up to two full-course equivalents (four single-semester courses) from another focus area.
  • If pursuing MEd Option II, students may select one full course equivalent (two single-semester courses) from another focus area.
  • Students pursuing MEd Option II are strongly encouraged to complete a Research Methods course appropriate to their research project.

 

Disability and Critical Studies Courses

* Indicates courses that are STRONGLY RECOMMENDED in completing a degree in this focus.

  1. SJE1957H    {doing} Disability Studies: An Introduction ­*
  2. SJE1958H    The Cultural Production of the Self as a Problem in Education ­*
  3. SJE3929H    Advanced Disability Studies: Interpretive Methods, Interpreted Bodies:                           Research Methods
  4. SJE 5004H   Disability Studies and the Human Imaginary ­*
  5. SJE 1951      The School and the Community/L'école, la participation parentale et la                          communauté
  6. SJE 5014H    Special Topics in Social Justice Research in Education: Master's Level                          Childhood Social Studies, Education and Critical Inquiry
  7. SJE2999H     Queer Studies in Education
  8. SJE1432H     Knowledge, Mind, and Subjectivity: Foucault and Education
  9. SJE1912H     Foucault and Research in Education and Culture: Discourse, Power and the Subject
  10. SJE1956H Social Relations of Cultural Production in Education *
  11. SJE 5007H Indigenous Land Education and Black Geographies
  12. SJE5103H Race, Blackness and Education in Canada
  13. SJE5015H Black Studies and the University *
  14. SJE5022H     Black Women’s Autobiography, Autoethnography and (Counter)Storytelling *

 

Disability and Critical Studies Course Descriptions

* Indicates courses that are STRONGLY RECOMMENDED in completing a degree in this focus.

  1. SJE1957H    {doing} Disability Studies: An Introduction ­*

''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.

 

  1. SJE1958H    The Cultural Production of the Self as a Problem in Education ­*

This course explores socio-cultural theories of the self and subjectivity. Turning to interpretive sociology, informed by cultural and disability studies, we will theorize the self as social and as located in educational scenes of its appearance, including its appearance in empirical studies that regard the self as a problem. Through lecture and seminar discussions, we will uncover taken-for-granted conceptions of the self-as-a-problem in education. The course aims to reveal the complex version of self as a cultural production while questioning individualized versions of self currently produced by dominant fields’ of inquiry in education such as developmental and epigenetic psychology.

 

  1. SJE3929H    Advanced Disability Studies: Interpretive Methods, Interpreted Bodies: Research Methods

This Disability Studies course begins from the assumption that embodiment is a socio-political phenomenon open to critical inquiry. Through an interrogation of disability as it is experienced, known, or managed we will pursue interpretive methods of reading and writing which address the complex social significance of physical, sensory, mental, and emotional variation. The aim is to learn to notice and to challenge taken-for-granted ways that meaning is made of disability within various social arenas, such as medicine and education. The course is guided by the question: How might studying the act of interpretation be important to social change?  This question leads to explorations of phenomenology and hermeneutic methods as they are used in disability studies, feminisms, Black Studies, Critical Indigenous Studies. Overall, the course teaches how disability is a complex and conflicting scene of representation and that a methodic engagement with a “politics of wonder” could enliven critical relations with ourselves, others, inquiry and knowledge.

 

  1. SJE 5004H     Disability Studies and the Human Imaginary ­*

This course theorizes the meaning of “human.” It does so by developing conversations between disability studies and key theorists who have raised the question of the human imaginary, i.e., those culturally structured images that govern people’s interactions. As a way to guide our understanding of the restricted character of the human imaginary resulting from colonial/settler power, we turn to Sylvia Wynter, Thomas King, Frantz Fanon, W.E.B. DuBois, Audre Lorde, Hannah Arendt, Paul Gilroy, Maurice Merleau-Ponty, Ralph Ellison, Austin Clarke, and Richard Wright, Octavia Butler. Bringing disability studies praxis into conversation with these writers, the course will trace the meaning made of the human, in particular, the disabled one, through two questions. First, what consequences has a restricted human imaginary imposed on the practices and institutions enacting disability in everyday life? Second, what place does disability occupy in the work of those who have theorized a restricted human imaginary? Working with these two questions, the overall aim of the course is to consider how social justice education might better attune itself to Fanon’s (1967) provocation, “Oh my body, make of me always a [hu]man who questions!”

 

Courses under development in Queer + Disability Studies: 

SJE 1951      The School and the Community/L'école, la participation parentale et la communauté

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.

Dans plusieurs pays, des réformes éducatives sont entreprises afin de rendre les administrations scolaires plus autonomes, davantage responsables et redevables face aux communautés. En ce sens, la communauté, notamment au travers de l'action des parents, est invitée à jouer un 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. Cependant, 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 du rôle de l'école, ce séminaire a pour but d'examiner, grâce à des textes riches aussi bien du point de vue théorique qu'empirique, les liens qui unissent l'école et la communauté et les fonctions sociales de l'école.

 

SJE 5014H      Special Topics in Social Justice Research in Education: Master's Level Childhood Social Studies, Education and Critical Inquiry

This course introduces students to the growing field of critical childhood social studies. Early sociological research on childhood advocated for the recognition of children as experts in their own lives and as able to offer valuable insights into the social world. In this class, students will explore notions of agency, voice, power, participation and children’s role in the production of knowledge and culture. In contrast to universal ideas regarding childhood, this course acknowledges the multiplicity of pathways through childhood. We will investigate the ways in which children’s experiences are continuously shaped at the intersection of class, race, gender and other structures of inequality. Areas of discussion will include key social philosophical theories in childhood studies; children and everyday life; social research and methodological innovations; and, children as knowledge producers and relatedly, the role of research(er) in producing knowledge about and with children.

 

­SJE2999H     Queer Studies 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 interventions. 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 orient practices.

 

SJE1432H    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).

 

SJE1912H    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.

 

SJE1956H 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.

 

SJE 5007H Indigenous Land Education and Black Geographies

This course attends to research approaches coming out of two distinct literatures: Indigenous land education or pedagogy, and Black feminist geographies. Texts and assignments will focus on empirical and conceptual research projects which can be informed by critical Indigenous studies and Black studies engaging place and land. None of the assignments as you to compare these literatures. The assignments don’t ask you to translate these literatures into each other, or fit them into a universal view that makes them somehow fit together. In fact, the major ethical and intellectual imperative—one that is perhaps difficult to achieve if the only regard for Indigenous thought and Black thought is from within a multicultural perspective—is to resist trying to make these literatures exist on anything but their own terms.

 

SJE5103H Race, Blackness and Education in Canada

This course critically examines how racialized social relations shape educational experience, and how they are both reproduced and challenged in schools. Recognizing the white settler colonial foundations of education systems in Canada, this course pays particular attention to multiple—and at times competing—conceptions of Black identity and politics, and explores how different groups in Canada are racialized in different yet overlapping and co-constitutive ways. We engage such questions as: What have been the prevailing educational experiences and concerns shared by Black learners, teachers and communities in various Canadian and historical contexts? How have these changed and persisted over time? How have communities, scholars and activists contested white hegemony in Canadian schooling? This course approaches these questions through an interdisciplinary and multifaceted engagement with academic research, community-based and activist research, nonfiction, contemporary art and popular culture.

 

SJE5015H Black Studies and the University *

This course offers a historically rooted examination of Black Studies as a radical intervention in the racialized politics of education. We examine educational organizing and activism by Black people in Canada within and beyond the university, the Black Campus Movement in the United States, and issues related to the institutionalization of Black Studies programs. We ask: What are Black Studies in Canada? What do we want Black Studies in Canada to be and to do? Do all teachers and learners in Canada “need” Black Studies? How can Black Studies strengthen teacher education in Canada?

 

SJE5022H      Black Women’s Autobiography, Autoethnography and (Counter)Storytelling *

This course considers how Black women in Canada and the United States have used autobiographical writing and storytelling as expression, pedagogy, research and activism. We read and discuss a range of texts including slave narratives, public speeches, activist memoirs, critical race (counter)storytelling and autoethnographic research. Bringing these works into conversation with one another, we examine how Black women have strategically crafted their personal narratives to communicate to particular audiences; and the interweaving of creativity and “truth” to construct what Audre Lorde termed biomythography. We consider why and how Black women authors share aspects of their life experiences in their activist and academic work, and critically examine autoethnography and critical race (counter)storytelling as methods of research.

Environmental and Sustainability Studies in Education

Program Requirements

The MEd in Social Justice Education usually requires the successful completion of five full-course equivalents (ten single-semester courses).

Students may request to transfer to Option II, which entails the completion of four full-course equivalents (eight single-semester courses) and a Major Research Paper (SJE2001Y).

Students completing their degree with a Environmental and Sustainability Studies in Education focus will select most of their courses from among those listed below.

  • Students may select up to two full-course equivalents (four single-semester courses) from another focus area.
  • If pursuing MEd Option II, students may select one full course equivalent (two single-semester courses) from another focus area.
  • Students pursuing MEd Option II are strongly encouraged to complete a Research Methods course appropriate to their research project.

 

Environmental and Sustainability Studies Courses

  1. SJE1919H    Environmental Sustainability and Social Justice
  2. SJE1993H    Militarism and Sustainability: Concepts of Nature, State and Society
  3. SJE1977H    Sociology of Indigenous and Alternative Approaches to Health and Healing Practices: Implications for Education

 

Environmental and Sustainability Studies Course Descriptions

  1. SJE1919H    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.

 

  1. SJE1993H    Militarism and Sustainability: Concepts of Nature, State and Society

Militarism is and has been an ongoing part of civilization and state formation throughout much of recorded history. The devastating effects of war on the environment, individual human and group life, and the disruption of any sense of normal lawful or civil society are well documented. It is difficult to find any political group who advocates or see war as a preferred means of conflict or social resolution. Yet war, militarism, and the quest for dispute resolution and ordination of one group over another is a central part of human history. In many accounts of history and what G. H. Mead called human group life war and militarism is all but a code word for what we label as history.

 

  1. SJE1977H    Sociology of Indigenous and Alternative Approaches to Health and Healing Practices: Implications for Education

The intent of this course is to develop and understand the philosophical basis of Indigenous Health and Healing Practices: Implication for Education by reviewing educational and research initiatives in this area. The course will also 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 distresses. A course on Sociology of Indigenous Health and Healing Practices and its Implication for Education 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 because all physical, mental and spiritual phenomena are studied, understood, and practiced and taught to its whole community (Afrika, 2004, Battiste, 2000; Dei, Hall & Rosenburg, 2000; Waterfall, 2002; Wane, 2005). 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 implication 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 others, other creatures (animate/inamate, visible/invisible), and the universe; what has this got to do with sociology of education?

 

Media Literacy in Education 

Program Requirements

The MEd in Social Justice Education usually requires the successful completion of five full-course equivalents (ten single-semester courses).

Students may request to transfer to Option II, which entails the completion of four full-course equivalents (eight single-semester courses) and a Major Research Paper (SJE2001Y).

Students completing their degree with a Media Literacy in Education focus will select most of their courses from among those listed below.

  • Students may select up to two full-course equivalents (four single-semester courses) from another focus area.
  • If pursuing MEd Option II, students may select one full course equivalent (two single-semester courses) from another focus area.
  • Students pursuing MEd Option II are strongly encouraged to complete a Research Methods course appropriate to their research project.

 

Media Literacy in Education Courses

  1. SJE3911H    Cultural Knowledges, Representation and Colonial Education
  2. SJE1915H    Education and Popular Culture
  3. SJE1976H    Critical Media Literacy Education
  4. SJE1959H    Theoretical Frameworks in Culture, Communications and Education
  5. SJE1912H    Foucault and Research in Education and Culture: Discourse, Power and the Subject
  6. SJE1956H    Social Relations of Cultural Production in Education
  7. SJE1906H    Integrating Research and Practice in Social Justice Education
  8. SJE1447H    Technology in Education: Philosophical Issues

 

Media Literacy in Education Course Descriptions

  1. SJE3911H    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 fragmentation 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.

 

  1. SJE1915H    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.

 

  1. SJE1976H    Critical Media Literacy Education

This course positions students for successful teaching and curriculum design in the area of critical media literacy education. The course introduces students to major theoretical paradigms in the field, illuminating shifting debates, changing pedagogical and political objectives, and the growth of the field over time. The course explores important concepts and theories related to media usage and media production in relation to teaching and pedagogical practice. These include media psychology in the classroom, the links between media-based creativity, education  and social forms, the politics of media production, and the role of decolonization, internationalization and globality in this field. The course will introduce multiple and diverse approaches used by media literacy educators and teachers and engage students in critical media literacy curriculum design, as well as anti-hegemonic media productions that could support transformative media-based education across the humanities and social sciences.

 

  1. SJE1959H    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.

 

  1. SJE1912H    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.

 

  1. SJE1956H    Social Relations of Cultural Production in Education

This course will analyze 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.

 

  1. SJE1906H    Integrating Research and Practice in Social Justice Education

The course will be offered as the final and culminating course for Masters of Education students in SJE who wish to complete a project synthesizing their educational experience with their professional, intellectual, and/or community goals.  The students will design, develop and conduct individual or group projects in social justice education.  Depending on students’ goals and aspirations, projects may include (but are not limited to): a research project similar in form & scope to a Major Research Paper; a substantial literature review; a portfolio; a curriculum unit; a website, blog or digital media project; a policy intervention; a documentation of alternative educational programs or practices; the organization of a media, community or school event; an artistic representation; or a project of the student’s design.

 

  1. SJE1447H    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.

 

Indigenous Studies in Education from Local to Global 

Program Requirements

The MEd in Social Justice Education usually requires the successful completion of five full-course equivalents (ten single-semester courses).

Students may request to transfer to Option II, which entails the completion of four full-course equivalents (eight single-semester courses) and a Major Research Paper (SJE2001Y).

Students completing their degree with an Indigenous Studies in Education from Local to Global focus will select most of their courses from among those listed below.

  • Students may select up to two full-course equivalents (four single-semester courses) from another focus area.
  • If pursuing MEd Option II, students may select one full course equivalent (two single-semester courses) from another focus area.
  • Students pursuing MEd Option II are strongly encouraged to complete a Research Methods course appropriate to their research project.

 

Indigenous Studies in Education from Local to Global Courses

  1. SJE1930H    Race, Indigeneity, and the Colonial Politics of Recognition
  2. SJE1977H    Sociology of Indigenous and Alternative Approaches to Health and Healing Practices: Implications for Education
  3. SJE1931H    Centering Indigenous-Settler Solidarity in Theory and Research[36S]
  4. SJE1925H    Indigenous Knowledges and Decolonization: Pedagogical Implications
  5. SJE1974H    Truth Commissions Reconciliation and Indian Residential Schools
  6. SJE1975H    Indigenous Settler Relations Issues for Teachers
  7. SJE1924H    Modernization, Development, and Education in African Contexts
  8. SJE3914H    Anti-Colonial Thought and Pedagogical Challenges

 

Course Descriptions

  1. SJE1930H    Race, Indigeneity, and the Colonial Politics of Recognition

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.

 

  1. SJE1977H    Sociology of Indigenous and Alternative Approaches to Health and Healing Practices: Implications for Education

The intent of this course is to develop and understand the philosophical basis of Indigenous Health and Healing Practices: Implication for Education by reviewing educational and research initiatives in this area. The course will also 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 distresses. A course on Sociology of Indigenous Health and Healing Practices and its Implication for Education 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 because all physical, mental and spiritual phenomena are studied, understood, and practiced and taught to its whole community (Afrika, 2004, Battiste, 2000; Dei, Hall & Rosenburg, 2000; Waterfall, 2002; Wane, 2005). 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 implication 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 others, other creatures (animate/inamate, visible/invisible), and the universe; what has this got to do with sociology of education?

 

  1. SJE1931H    Centering Indigenous-Settler Solidarity in Theory and Research[36S]

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.

 

  1. SJE1925H    Indigenous Knowledges and Decolonization: Pedagogical Implications

This seminar will examine Indigenous and marginalized knowledge forms in global and transnational contexts and the pedagogical implications for decolonized education.  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 particular 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; cultural appropriation and the political economy of knowledge production; Indigenous knowledges and science education; Indigenous knowledges and globalization; change, modernity, and Indigenous knowledges.  The course uses case material from diverse social settings to understand different epistemologies and their pedagogical implications. Indigenous knowledge is thus defined broadly to local cultural resource knowledge and the Indigenous philosophies of colonized/oppressed peoples. The focus on local Indigenousness, that is, a knowledge consciousness that emerges from an understanding of the society-nature-culture nexus or interface.

 

  1. SJE1974H    Truth Commissions Reconciliation and Indian Residential Schools

This course considers, in part comparatively and internationally, the content and implications of Truth Commissions, especially Canada’s Truth and Reconciliation Commission (TRC) in terms of delivering colonial reparations and redress. In June 2015, following six years of investigation and hearings across Canada, the TRC released its findings to the public. The findings were based largely on testimonies of over 6000 witnesses, mostly adult survivors of residential schools. The TRC concluded that the residential schools were based on a policy of “cultural genocide”, enforced as part of the very foundation of the Canadian state and sustained for over a century. Canada’s TRC documented crimes exclusively targeting children, and an attack on Indigenous sovereignty. It also identified education as an avenue for reconciliation.

The course in general addresses histories of settler colonialism in Canada, historically and at present. It also works in particular to make comparisons with other Truth Commissions and cases of apology and redress. Attention is paid to recommendations for social justice related, political, and educational reform and practice; as well as their implications for settler/indigenous relationships-building and -rejuvenation.

The readings in this course are drawn from Critical Indigenous Studies, History, as well as other disciplines. Films, guest speakers, and other source materials are used.

 

  1. SJE1975H    Indigenous Settler Relations Issues for Teachers

This course names and considers the role of Canadian educators in transforming classroom-based, pedagogical, research-oriented, and programmatic initiatives aimed at settler, arrivant, and migrant/ Indigenous relationships-building and -rejuvenation. It invites teachers and administrators in particular to mobilize recent calls by the Association of Canadian Deans of Education (2010) and the Truth and Reconciliation Commission (2015) to address the possibilities of colonial reparations and reconciliation. Issues addressed include: the ‘Non-Indigenous Learner and Indigeneity,’ and how to ‘build student capacity for intercultural understanding, empathy, and mutual respect.’

The course addresses scholarly criticisms regarding the invitation to ‘cultural competence’ and ‘sensitivity training’ in services delivery and educational contexts. It also addresses current and past histories of settler colonialism, multiculturalism, and Indigenous education in Canada. Attention is paid to anticolonial pedagogy and practice, as well as Indigenous perspectives on sovereignty, relationships and governance.

The readings in this course are drawn from Critical Indigenous Studies, Critical Pedagogy, as well as other disciplines. Films, guest speakers, and other source materials are used.

 

  1. SJE1924H    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 of '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.

 

  1. SJE3914H    Anti-Colonial Thought and Pedagogical Challenges

This advanced seminar will examine the anti-colonial framework as an approach to theorizing  issues emerging from colonial and colonized relations. It will use radical/subversive pedagogy and instruction as important entry points to critical social praxis.  Focussing on the writings and commentaries of revolutionary/radical thinkers like Memmi, Fanon, Cesaire, Cabral, Gandhi, Machel, Che Guevera, Mao Tse-Tung, Nyerere, Toure and Nkrumah, the course will interrogate the theoretical  distinctions and connections between anti-colonial thought  and post-colonial theory, and identify the particular implications/lessons for critical educational practice. Among the issues explored will be: the challenge of articulating anti-colonial theory as an epistemology of the colonized anchored in the indigenous sense of collective and common colonial consciousness; the conceptualization of power configurations embedded in ideas, cultures and histories of marginalized communities; the understanding of Indigeneity as pedagogical practice; the pursuit of agency, resistance and subjective politics through anti-colonial learning; the investigation of the power and meaning of local social practice/action in surviving colonial and colonized encounters; and the identification of the historical and institutional structures and contexts which sustain intellectual pursuits. Students and instructor will engage in critical dialogues around intellectual assertions that the anti-colonial is intimately connected to decolonization, and by extension, decolonization cannot happen solely through Western scholarship. We will ask:  How can educators provide anti-colonial education that develop in learners a strong sense of identity, self and collective respect, agency, and the kind of individual empowerment that is accountable to community empowerment?   How do we subvert colonial hierarchies embedded in conventional schooling? And, how do we re-envision schooling and education to espouse at its centre such values as social justice, equity, fairness, resistance and decolonial responsibility?

 

Black Studies 

The Black Studies focus area offers MEd students the opportunity to critically examine: notions of Blackness and experiences of Black racialization; racialized social relations in Canadian schooling; Black Studies scholarship; and Black radical traditions within and beyond academia. The Black Studies focus area is trans-disciplinary, addressing various levels, sites and forms of education, creative practice and cultural production to interrogate how interlocking forms of oppression are organized through notions of race, gender, sexuality, dis/ability, and nation. This focus area places Black histories and communities in Canada in relation to Indigenous Peoples and land, and supports critical analyses of historical and ongoing structures of settler colonialism and racial capitalism. The Black Studies focus area is especially suited to MEd students who wish to develop and promote emancipatory forms of education as teachers, community organizers, activists, and / or researchers.

 

Program Requirements

The MEd in Social Justice Education usually requires the successful completion of five full-course equivalents (ten single-semester courses).

Students may request to transfer to Option II, which entails the completion of four full-course equivalents (eight single-semester courses) and a Major Research Paper (SJE2001Y).

Students completing their degree with a Black Studies focus will select most of their courses from among those listed below.

  • Students may select up to two full-course equivalents (four single-semester courses) from another focus area.
  • If pursuing MEd Option II, students may select one full course equivalent (two single-semester courses) from another focus area.
  • Students pursuing MEd Option II are strongly encouraged to complete a Research Methods course appropriate to their research project.

 

Black Studies Courses

* Indicates courses that are STRONGLY RECOMMENDED in completing a degree with a Black Studies Focus.

 

  1. SJE1956H   Social Relations of Cultural Production in Education ­*
  2. SJE 5004H  Disability Studies and the Human Imaginary ­*
  3. SJE2999H   Queer Studies in Education ­*
  4. [SES 2999] Black Diaspora Cultural Studies
  5. SJE 5007H  Indigenous Land Education and Black Geographies
  6. SJE5103H   Race, Blackness and Education in Canada ­*
  7. SJE5015H   Black Studies and the University­*
  8. SJE5016H   Black Radical Thinkers and Artists
  9. SJE5022H   Black Women’s Autobiography, Autoethnography and (Counter)Storytelling
  10. SJE5024H   Decolonization, Settler Colonialism, and Antiblackness ­*

 

Black Studies Course Descriptions

­SJE1956H     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.

 

­SJE 5004H    Disability Studies and the Human Imaginary *

This course theorizes the meaning of “human.” It does so by developing conversations between disability studies and key theorists who have raised the question of the human imaginary, i.e., those culturally structured images that govern people’s interactions. As a way to guide our understanding of the restricted character of the human imaginary resulting from colonial/settler power, we turn to Sylvia Wynter, Thomas King, Frantz Fanon, W.E.B. DuBois, Audre Lorde, Hannah Arendt, Paul Gilroy, Maurice Merleau-Ponty, Ralph Ellison, Austin Clarke, and Richard Wright, Octavia Butler. Bringing disability studies praxis into conversation with these writers, the course will trace the meaning made of the human, in particular, the disabled one, through two questions. First, what consequences has a restricted human imaginary imposed on the practices and institutions enacting disability in everyday life? Second, what place does disability occupy in the work of those who have theorized a restricted human imaginary? Working with these two questions, the overall aim of the course is to consider how social justice education might better attune itself to Fanon’s (1967) provocation, “Oh my body, make of me always a [hu]man who questions!”

 

­SJE2999H     Queer Studies 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 interventions. 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 orient practices.

 

[SES 2999]       Black Diaspora Cultural Studies

This course examines a range of ideas, concepts, debates and personalities across 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.

 

SJE 5007H        Indigenous Land Education and Black Geographies

This course attends to research approaches coming out of two distinct literatures: Indigenous land education or pedagogy, and Black feminist geographies. Texts and assignments will focus on empirical and conceptual research projects which can be informed by critical Indigenous studies and Black studies engaging place and land. None of the assignments as you to compare these literatures. The assignments don’t ask you to translate these literatures into each other, or fit them into a universal view that makes them somehow fit together. In fact, the major ethical and intellectual imperative—one that is perhaps difficult to achieve if the only regard for Indigenous thought and Black thought is from within a multicultural perspective—is to resist trying to make these literatures exist on anything but their own terms. 

 

­SJE5103H     Race, Blackness and Education in Canada *

This course critically examines how racialized social relations shape educational experience, and how they are both reproduced and challenged in schools. Recognizing the white settler colonial foundations of education systems in Canada, this course pays particular attention to multiple—and at times competing—conceptions of Black identity and politics, and explores how different groups in Canada are racialized in different yet overlapping and co-constitutive ways. We engage such questions as: What have been the prevailing educational experiences and concerns shared by Black learners, teachers and communities in various Canadian and historical contexts? How have these changed and persisted over time? How have communities, scholars and activists contested white hegemony in Canadian schooling? This course approaches these questions through an interdisciplinary and multifaceted engagement with academic research, community-based and activist research, nonfiction, contemporary art and popular culture.

 

­SJE5015H     Black Studies and the University *

This course offers a historically rooted examination of Black Studies as a radical intervention in the racialized politics of education. We examine educational organizing and activism by Black people in Canada within and beyond the university, the Black Campus Movement in the United States, and issues related to the institutionalization of Black Studies programs. We ask: What are Black Studies in Canada? What do we want Black Studies in Canada to be and to do? Do all teachers and learners in Canada “need” Black Studies? How can Black Studies strengthen teacher education in Canada?

 

SJE5016H         Black Radical Thinkers and Artists

What and/ or who does the Black in Black radicalism refer to? What makes Blackness and/ or Black people radical? How and why have “the role of the Black scholar” and “the role of the Black artist” been conceived as distinct from the roles of those who are not “Black”? What are the futures of Black radicalism? In this course we respond to these questions through studying the Black Radical Tradition as it has been theorized and enacted across time and place: anticapitalist, feminist and anticolonial; refusing disciplinary, institutional and state borders alike to “demand the impossible.” Course material brings Canadian social-political contexts into conversation with those of the United States and elsewhere in the Black diaspora, offering students the opportunity to develop critique of racial capitalism, liberalism and white hegemony through deep engagement with Black scholarship, popular writing, visual art, music, and poetry. Centring the role of artists and the arts in Black struggles, students will be encouraged to draw as well on their own experiences of creative practice, community organizing and activism.

 

SJE5022H         Black Women’s Autobiography, Autoethnography and (Counter)Storytelling

This course considers how Black women in Canada and the United States have used autobiographical writing and storytelling as expression, pedagogy, research and activism. We read and discuss a range of texts including slave narratives, public speeches, activist memoirs, critical race (counter)storytelling and autoethnographic research. Bringing these works into conversation with one another, we examine how Black women have strategically crafted their personal narratives to communicate to particular audiences; and the interweaving of creativity and “truth” to construct what Audre Lorde termed biomythography. We consider why and how Black women authors share aspects of their life experiences in their activist and academic work, and critically examine autoethnography and critical race (counter)storytelling as methods of research.

 

­SJE5024H     Decolonization, Settler Colonialism, and Antiblackness *

This course examines settler colonialism and antiblackness as entwined historical and contemporary social structures. Appraises lived consequences for Indigenous peoples, Black peoples, European settlers, and other arrivals. Considers theories of decolonization and abolition within settler colonial contexts

 

Race and Racial Formation Studies in Education 

Program Requirements

The MEd in Social Justice Education usually requires the successful completion of five full-course equivalents (ten single-semester courses).

Students may request to transfer to Option II, which entails the completion of four full-course equivalents (eight single-semester courses) and a Major Research Paper (SJE2001Y).

Students completing their degree with a Race and Racial Formation Studies in Education focus will select most of their courses from among those listed below.

  • Students may select up to two full-course equivalents (four single-semester courses) from another focus area.
  • If pursuing MEd Option II, students may select one full course equivalent (two single-semester courses) from another focus area.
  • Students pursuing MEd Option II are strongly encouraged to complete a Research Methods course appropriate to their research project.

 

Race and Racial Formation Studies in Education Courses

 

  1. SJE1922H    Sociology of Race and Ethnicity
  2. SJE1930H    Race, Indigeneity, and the Colonial Politics of Recognition
  3. SJE1923H    Racism, Violence, and the Law: Issues for Researchers and Educators
  4. SJE1921Y    The Principles of Anti-Racism Education
  5. SJE1926H    Race, Space and Citizenship: Issues for Educators
  6. SJE1927H    Migration and Globalization
  7. SJE1929H    Theorizing Asian Canada
  8. SJE3910H    Advanced Seminar on Race and Anti-Racism Research Methodology in Education
  9. SJE3912H    Race and Knowledge Production: Issues in Research [RM]
  10. SJE3914H    Anti-Colonial Thought and Pedagogical Challenges
  11. SJE3915H    Franz Fanon and Education

 

Race and Racial Formation Studies in Education Course Descriptions

  1. SJE1922H    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 and interstices of race, gender, sexuality, [dis]ability, and class in the construction of social and historical realities and identities. It explores the implications of these advances for curriculum and pedagogical practices.

 

  1. SJE1930H    Race, Indigeneity, and the Colonial Politics of Recognition

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.

 

  1. SJE1923H    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.

 

  1. SJE1921Y    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.

 

  1. SJE1926H    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.

 

  1. SJE1927H    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.

 

  1. SJE1929H    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.

 

  1. SJE3910H    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.

 

  1. SJE3912H    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 knowledge? 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 undertake 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.

 

  1. SJE3914H    Anti-Colonial Thought and Pedagogical Challenges

This advanced seminar will examine the anti-colonial framework as an approach to theorizing  issues emerging from colonial and colonized relations. It will use radical/subversive pedagogy and instruction as important entry points to critical social praxis.  Focussing on the writings and commentaries of revolutionary/radical thinkers like Memmi, Fanon, Cesaire, Cabral, Gandhi, Machel, Che Guevera, Mao Tse-Tung, Nyerere, Toure and Nkrumah, the course will interrogate the theoretical  distinctions and connections between anti-colonial thought  and post-colonial theory, and identify the particular implications/lessons for critical educational practice. Among the issues explored will be: the challenge of articulating anti-colonial theory as an epistemology of the colonized anchored in the indigenous sense of collective and common colonial consciousness; the conceptualization of power configurations embedded in ideas, cultures and histories of marginalized communities; the understanding of Indigeneity as pedagogical practice; the pursuit of agency, resistance and subjective politics through anti-colonial learning; the investigation of the power and meaning of local social practice/action in surviving colonial and colonized encounters; and the identification of the historical and institutional structures and contexts which sustain intellectual pursuits. Students and instructor will engage in critical dialogues around intellectual assertions that the anti-colonial is intimately connected to decolonization, and by extension, decolonization cannot happen solely through Western scholarship. We will ask:  How can educators provide anti-colonial education that develop in learners a strong sense of identity, self and collective respect, agency, and the kind of individual empowerment that is accountable to community empowerment?   How do we subvert colonial hierarchies embedded in conventional schooling? And, how do we re-envision schooling and education to espouse at its centre such values as social justice, equity, fairness, resistance and decolonial responsibility?

 

  1. SJE3915H    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.