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COURSES COMMONLY TAUGHT Graduate courses
Globalization has transformed the world we live in. The integration of the world economy requires the mobility of people, knowledge, and capital across national boundaries, which has consequently reconfigured our economic, social, political, cultural, and environmental relations. This doctoral course aims to explore the role of adult education in responding to the challenges of globalization. In particular, the course will examine the role of critical adult education in building a democratic and just society. It will focus on issues in developing countries and cover a variety of topics, including poverty, literacy, human rights, HIV/AIDS, health, environment, and development. It will provide learners with an opportunity to analyze concepts and prevailing discussions that may be necessary for a critical understanding of globalization, adult education, and social development.
This course focuses on the historical and philosophical foundations of adult education. It is designed to provide an opportunity for learners to examine the nature and scope of adult education as it has evolved in Canada over the past 150 years. It will explore the origins of adult education as a field of academic study and a form of professional practice. Various philosophical traditions will also be reviewed in order to understand the major theoretical perspectives that have shaped adult education in the past and present. This course will use an interdisciplinary approach to take up how different disciplines can inform one another in constructing a map of territory of adult education in Canada and elsewhere.
This course explores the current theories, policies, and practices of lifelong learning within the context of knowledge-based economy. In particular, we will critically analyze key debates about the relationship between lifelong learning, democracy, and equality within post-industrial societies.
The purpose of this course is to introduce students to sociological approaches to the understanding of contemporary issues in adult education. It examines the changing social context in Canada and its implications for adult education. In particular, the course focuses on issues of social inequalities related to race, class, gender, and age. It aims to help students develop the conceptual background to critically assess these issues in adult education theory and practice. The key question that guides us through this course is: how do social contexts enable or constrain the use of adult education as an effective agent of social change?
In this course, we will examine the theory and practice of program planning as it applies to the creation of programs in various adult education settings (adult and continuing education, and/or training programs). Initially we will spend time critically reviewing the historical models of program planning, the various purposes of program planning and the role of the program planner and various stakeholders throughout a planning process. This critique will extend itself to exploring the theoretical and practical issues affecting program planning as we analyze and critically reflect on current issues in the field of program planning (e.g. social, technological, environmental, political and economic forces) within various adult-learning contexts. The final project will transfer theory to practice as you develop or review an adult learner program plan that is directly relevant to your work or volunteer context.
This doctoral course explores educational inquiry in terms of the relationship between epistemology, methodology and practice and is underpinned by the assumption that all research is a relational process. We will begin by first asking "Who am I as researcher" and will explore how this impacts a researcher and explorer of research. Then we will examine the frameworks that underpin the methods used by educational research. The course then explores a broad spectrum of approaches and methodologies in interpretive inquiry.
This course explores a broad spectrum of approaches and methodologies in interpretive inquiry, including narrative research, phenomenology, grounded theory, ethnography, and case study. It also provides an overview of issues related to the design, conduct, critical interpretation, and evaluation of research. Undergraduate Courses
The Professional Seminar (Pro-Sem) provides a space where learners can examine, articulate, and theorize their experience of becoming teachers so that they are aware of and can negotiate multiple contradictory teaching identities. Consequently, we will consider how these contradictory teaching identities are historically, socially, and culturally constituted and why. The objectives of this seminar are to stimulate prospective teachers’ examination of who they are as a teacher; to analyze their personal beliefs and assumptions about education; and to examine the implications of those beliefs and assumptions for their teaching practice.
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