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Course description same as 1052H.

An examination and application of democratic values to issues of student engagement and leadership. The course will explore the relationship between student engagement and critical-democratic leadership, and the implications that arise for educational administration and curriculum from the nature of this relationship. This course should be of interest to both teachers and administrators.

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 deals with issues around globalization, sustainable ecological development, social issues at both a global and local level dealing with diversities and social power. The course will also deal with North-South tensions in knowledge production and legitimization. There is also a concern to look at our present history from a planetary perspective that embraces post-colonial development issues, and feminism in the global context. There will be an emphasis on exploring and identifying teaching perspectives dealing with the thematic issues of the course.

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.

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.

What is hidden under and by misrepresentation, manipulation of media and outright lies, will be uncovered in a humorous, non-threatening approach in this course. Topics of the course will be led by the topics of The Inconvenient Indian as Thomas King has presented an insight into the Lived experience of most First Nations (Aboriginal, Indians) Inuit, and Metis people of the Americas. We will be guided by King's "fascinating, often hilarious, always devastatingly truthful, historical narrative" (Joseph Boyden) to better understand why the global Idle No More movement came to be. In addition, students will hear speakers, intensely related to the idleNoMore movement and some of the issues raised. Students will participate in sharing circles, discussions and speakers.

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:. 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 will provide a supportive environment for the systematic study of feminist standpoint theory; the differences between standpoint and post-structural theory; the differing implications of these approaches for addressing race, class and gender in practice and theory. Course topics will be chosen in consultation with students to incorporate students' particular research interests. Students who wish to consider standpoint and post-structural theory in relation to other social groups and social movements are welcome to do so in their course work including their course papers.

This seminar focuses on the connections between lifelong citizenship learning and participatory democracy. Part 1 of the course introduces theoretical debates on citizenship, democracy, governance, and political and social movement participation, while assessing the implications of these theories for the study and the practice of citizenship education, on the one hand, and of participatory democracy, on the other. Part 2 reviews the research literature on citizenship and social movement learning (in formal, nonformal and informal settings), and examines different models of citizenship education, looking at their purposes, methods, contents and impact for social change. With this background, we identify and interpret our own experiences of lifelong and life wide civic, political, and social movement learning. Part 3 concentrates on the pedagogical, organizational, and experiential dimensions of participatory democracy, with a focus on social movements and alternative workplaces and organizations. We analyze select Canadian and international case studies of participatory democracy, including social movement organizations, the social and solidarity economy, unions, worker-managed firms, Indigenous socio-economic practices, alternative energy initiatives, and other citizen- and community-led projects and experiments. Throughout the course, the study of lifelong learning and democratic citizenship is related to critical reflections on the state, the market, civil society, global-local dynamics, inequalities, power, social reproduction, and social change. The course includes a variety of learning formats, such as class discussions, instructor's lectures, videos, guest speakers, group work, and visits to community gatherings.

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 ÃÈÃÃÉçÇø/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 LHA1820H.

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 ÃÈÃÃÉçÇø 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.