In this course, we will examine ways that critical qualitative research supports educational leaders in their quest to create lasting sustainable change grounded in community practice. The purpose of this course is to learn how to engage in qualitative research that challenges embedded system inequities in education and schooling. We are living, working, and researching during a time where now more than ever, research must be impactful on the work of educational leaders in the field. For this reason, we will be in a constant state of collective learning and doing.

We will explore qualitative research methods to examine forms of social inequality, particularly studies examining inequity in education. This analysis will focus primarily on the historical relationship between those who have been subjugated and the concept of scientific research and knowledge production. This critique will inform our approaches to socially engaged scholarship that employs research methods to move us toward social justice in education.

We will review critical theoretical frameworks and research methodological approaches (e.g., autoethnography, narrative inquiry, critical ethnography, narrative interviews, phenomenology, etc.) that are intentional and non-extractive, critical approaches to qualitative research. We will also review steps in qualitative data analysis. Moreover, this course will allow students the opportunity to practice, and apply learning in every class. The course is intended to support students on their research journey.

The course explores a variety of initiatives being taken to improve, reform, and/or restructure schools. The basic intents of these initiatives are examined in an effort to understand implications for productive change processes at the classroom, school, and school system levels. Emphasis is given to the role of leadership in fostering educational change. Students will be involved in a research project designed to illustrate the practical meaning of course concepts and to refine their research capacities.

Course description same as 1052H.

This course looks at the role of international level actors and networks in shaping domestic educational policies and producing globalized models for learning often underappreciated in the study of educational policy and change. This course reviews various theoretical approaches to the study of international relations in the field of education, considers recent efforts to study the globalization of educational policy, and then turns to the activities of a variety of organizations and networks, intergovernmental and nongovernmental, which have developed global level mandates in education. Topics include: education in the global development regime; the educational activities of the World Bank, UNESCO the OECD and the World Trade Organization; and transnational advocacy and NGO networks in education.

This seminar is designed for first or second year doctoral students. It will explore key elements of the doctoral studies journey: crafting a researchable topic, developing a thesis proposal, choosing a committee, planning for comprehensives, fostering effective writing strategies, planning for publication. Required activities will include one final piece of writing related to proposal development. This is a required course and if you cannot fit it into your schedule, please contact the instructor.

This course will examine adult education in global contexts with specific focus on ''Third World'' societies. It will offer a critical review of the relationship between adult education, modes of production, and state. In this course we will draw on Marxist, feminist, anti-racist, and ecological theoretical debates. Applying critical comparative analysis, the course will examine the role of adult education in liberation movements and democratization of state and society. We will study the role of adult education in building a dynamic civil society and challenges we are facing towards creating a democratic civil society.

Specialized exploration, under the direction of a faculty member, of topics of particular interest to the student that are not included in existing courses. While credit is not given for a thesis topic proper, the study may be closely related to such a topic. Guidelines and forms are available from the website:http://www.oise.utoronto.ca/ro/UserFiles/File/Graduate%20Registration/Individual_ReadingResearchCourse_-_OISE_2014.pdf. This course can also be designed as a field-based practicum in adult education and/or community development in an agreed setting. The course will include reflection, research, and writing on issues raised in practice.

This course is a comprehensive introduction to institutional ethnography (IE), a powerful method of social analysis developed by feminist sociologist, Dorothy E. Smith, Professor Emerita at OISE/UT. IE starts with people's everyday experiences, and provides a way of exploring how the ruling of institutions shape their experiences and practices and lead to the disjunctures that people experience in their everyday lives. The course begins with the epistemology and theoretical traditions that inform IE, discusses IE's core concepts and procedures, examines the major tools associated with IE, and provides opportunities for practice. Explorations will include, but will not be limited to, textual analysis; the overlapping relations of gender, race, class and other axes of difference in organizations; and the combining of institutional ethnography with other critical forms of inquiry such as critical discourse analysis and participatory research. Both Dorothy Smith and George Smith style institutional ethnography are explored, that, is, both institutional ethnography for understanding and institutional ethnography for social change (now commonly known as political activist ethnography).

This course will provide an overview of indigenous research methodologies and an introduction to planning research projects that are relevant, respectful, responsible and reciprocal in relation to indigenous communities. Students will engage in a dialogue on research ethics and protocols as they relate to working with indigenous peoples and communities.

Recurring Issues in Postsecondary Education is an examination of some of the issues that have characterized postsecondary education in the past and are likely to continue to be faced in the future. The objectives of the course are to: (1) provide a broad, introductory overview of postsecondary education as a field of scholarly inquiry and research; (2) examine the major issues of a recurring nature which have confronted postsecondary education, albeit in different forms and contexts, over time and in different jurisdictions; and (3) introduce students to some of the most important writings in the field.

This course is designed to prepare doctoral students to develop strong dissertation proposals. It will orient doctoral students to conducting and disseminating different types of research and publishing for different audiences. The course will orient doctoral students to the nature of research as an iterative process of integrating theory, data, analysis, and writing, and give them opportunities to practice a variety of research-related skills. Through its pedagogical techniques, the course will orient students' thinking about research as knowledge construction through ongoing conversation (i.e., debate or dialogue) among scholars. Key topics include: research paradigms, conducting literature reviews, developing research questions, conceptual and theoretical frameworks, various methodological approaches, and the ethics of conducting research. Each student will be expected to conduct independent work, share their ideas with peers, engage in discussion and constructive feedback, and practice translating research ideas to various audiences. The primary outcomes of the course will be a polished research proposal and a presentation to the class of their research proposal.

This course begins with the literature of international relations to set the context for an examination of higher education's role and responsibilities in an international arena. It then looks at the critical challenges to accepted views of knowledge in the university that have arisen from social theorists such as Habermas, from feminist scholarship, and from non-Western scholarship. Topics for exploration and research include the following: academic freedom in a global context; the role of universities and colleges in international development; relations between higher education institutions and international organizations; scholar/student exchanges; and human rights and higher education.

Course description same as LHA1852H.

This course permits the study of specific topics or areas in educational administration not already covered in the courses listed for the current year. The topics will be announced each spring in the Winter Session and Summer Session timetables.

A course that will examine in depth a topic of particular relevance not already covered in regular course offerings in the department. The topics will be announced each spring in the Winter Session and Summer Session course schedules.

A course that will examine in depth a topic of particular relevance not already covered in regular course offerings in the department. The topics will be announced each spring in the Winter Session and Summer Session OISE course schedules.

This course permits the study of specific topics or areas in educational administration not already covered in the courses listed for the current year. The topics will be announced each spring in the Winter Session and Summer Session timetables.

A course that will examine in depth a topic of relevance not already covered in regular course offerings in the department. The topics will be announced each spring in the Winter Session and Summer Session course schedules.

Course description same as LHA5800H.

Ce cours s’intéresse aux méthodes narratives en éducation et tout particulièrement à l’approche méthodologique des récits, des contre-récits et des récits alternatifs. Nous naviguons dans le quotidien à partir de catégories de classement qui influencent notre rapport au monde et aux autres et à partir desquelles se perpétuent les injustices scolaires et sociales. Ce dispositif méthodologique vise à remettre en cause les représentations sociales dominantes et à constituer ainsi un espace de découverte, de réflexion, de dialogue et de transformation. Nous abordons l’étude de ce thème à partir de la sociologie de l’éducation où l’élément pivot sera celui de la socialisation, c’est-à-dire de la prise en considération de l’influence et des contraintes qu’exerce le social dans les parcours de vie. Sera abordée dans ce cours la quête de sens dans les enquêtes narratives, de même que les fondements épistémologiques du récit, l’entretien biographique, l’analyse et la mise en mots de récits, les questions d’éthiques, la présentation de contre-récits, et enfin, la proposition de récits alternatifs. En s’inspirant d’études variées, le cours met en valeur le potentiel de transformation que recèlent les récits de vie dans les divers usages dont ils font l’objet.

Ce séminaire s’intéresse au sens que les élèves donnent à l’expérience scolaire ainsi qu’aux facteurs de différenciation sociale qui influencent leur parcours dès l’entrée à l’école. L’étude des inégalités est un thème prolifique en sociologie et dans les sciences de l’éducation. Il s’agit d’un enjeu qui est toutefois peu abordé à partir des voix d’enfants dans les facultés d’éducation malgré les avancées en recherche, recensées sur plusieurs décennies. Le séminaire offre l’occasion de se familiariser avec la sociologie de l’enfance. Il met en lumière la multiplicité des parcours de vie d’enfants et, pris collectivement, d’une pluralité d’enfances. Sont aussi abordées des enquêtes réalisées par des sociologues de la jeunesse au Québec, au Canada et en Europe. Ce séminaire aborde l’enfance et la jeunesse par le prisme de l’éducation et de la question des inégalités. Les thèmes à l’étude incluent l’émergence de nouvelles perspectives sur l’enfance, l’étude de la différenciation sociale entre enfants, les concepts clés sur l’enfance et la jeunesse, tels que la parole d’enfants, la capacité d’action, la participation, l’âge, les transitions et la temporalité, la production des inégalités par les enfants, le rôle de l’enfant dans la production de connaissances, et enfin l’équité, l’inclusion et la prise de parole d’enfants.

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).

This course is an overview of the field of philosophy of education. It focuses on selected major thinkers, such as Plato, Rousseau, Wollenstonecraft, Dewey, Peters, and Martin, with attention given both to classic texts and to contemporary developments, critiques, and uses of ideas from these texts. Emphasis is placed on the kinds of epistemological, ethical, and political questions that comprise the core of philosophy of education and that need to be addressed to the classic and contemporary literature.

This course examines in depth a topic of particular relevance not already covered in the regular course offerings in the department. The topics will be announced each spring in the Winter Session and Summer Session schedules.

An examination of the possibilities, promises, and problems with which sociological perspectives can enliven and enrich the understanding of the educational process. This course provides an introduction to and integration of theoretical and practical aspects of sociology in education.

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.

This course will serve as an introduction to the major concepts and issues in education from both a multidisciplinary and interdisciplinary approach, that values social justice education. Students will be introduced to major questions and debates in educational theory and praxis, focusing specifically on issues that define the areas of emphases in SJE: anti-racism, critical race theory and Indigenous studies; feminism, gender, and queer studies; cultural and philosophical contexts in education (including francophone studies); aesthetics, communication and media studies; and democracy, ethics, disability studies, and social class. The course, which is normally taken in the beginning of a master level program in SJE, will assist students to understand how a multidisciplinary and interdisciplinary approach from the humanities/social sciences perspective that honors social justice education, contrasts with other disciplinary approaches and what this perspective contributes to the examination of major educational concepts and issues. Students will develop an understanding of the central questions, debates, and controversies from diverse intellectual traditions of the humanities and social sciences, and explore multi- and interdisciplinary studies in education, with a focus on history, philosophy, sociology and social justice education.

Qualitative research is a mode of systemic inquiry that utilizes various interpretive and critical genres to understand- and often change- complex social phenomena. This course examines the field of qualitative inquiry focusing on the epistemological and practical aspects of a plethora of data gathering techniques such as ethnography, phenomenology, oral history, participatory action research, focus groups, program evaluation and personal interviews. The course further introduces students to critical data interpretive approaches involving data coding and analyses rooted in social justice education: postcolonial, postmodern, and decolonizing frames, feminist theory and praxes, Indigenous knowledges, critical discourse analysis, critical race theory and queer analysis. This is a writing and data gathering intensive course.

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.

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.