This course engages the main global streams of theory, research and educational practice in international and comparative adult education. These include: settler-colonialism and decolonizing adult learning and education (ALE), Indigenous ALE, social movement learning, lifelong learning and education, and popular education, across a wide range of places, people and issues. This course is not eligible for Credit/D/Fail grading.

EDST 505 is an ethnohistorical exploration of some of the most potent educational themes in Aboriginal communities and in the dominant societies that have attempted to colonize them.

EDST 403 explores ways that ideas about curriculum and pedagogy are connected to ideas about knowledge and truth. It is a 6-week course that is mandatory for all teacher candidates. Though the course is philosophical in nature, it includes as many opportunities as possible to link the content to practice. Pass/Fail. This course is not eligible for Credit/D/Fail grading.

In this graduate seminar, we will collectively explore contemporary issues and research pertaining to transdisciplinary mathematics education through STEM/STEAM at the middle school, secondary, and tertiary levels (e.g. grades 6 and above). Asking how teaching mathematics in transdisciplinary contexts helps us to see and think differently about our world will be central to this course. Recent theories and research. This course is not eligible for Credit/D/Fail grading.

In this course, we explore how research in school health can support both the school community and students’ educational outcomes. To do so, the course highlights how schools aspire to use a comprehensive integrated approach to health promotion, which is characteristic of schools within Canada and across the globe.