This Course and Program Catalogue is effective from May 2020 to April 2021.

Not all courses described in the Course and Program Catalogue are offered each year. For a list of course offerings in 2020-2021, please consult the class search website.

The following conventions are used for course numbering:

  • 010-099 represent non-degree level courses
  • 100-699 represent undergraduate degree level courses
  • 700-999 represent graduate degree level courses

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49 Results

EFDT 101.3: Introduction to Education

Lays foundations for the study of education and pedagogy. The equity component presents a moral basis for questioning personal attitudes and public practices concerning race, gender, exceptionalities, and class. The epistemological component provides a context for understanding the learning process and curriculum development.

Weekly hours: 2 Lecture hours and 1 Seminar/Discussion hours
Restriction(s): Restricted to students in the College of Education.


EFDT 265.3: Foundations for First Nations Metis and Inuit Teaching and Learning

Building on recognition of pre-existing agreements such as the Canadian Constitution, Aboriginal education documents, related agreements, and treaty mandates, students will explore Saskatchewan's mandate for schools to build new relations with First Nations, Metis, and Inuit peoples. The course will focus on the study of school purposes and practices, including teaching and learning processes, assessment, course content, and familial and community relations.

Weekly hours: 3 Lecture hours
Restriction(s): Restricted to students in the College of Education.


EFDT 298.3: Special Topics

Offered occasionally by visiting faculty and in other special situations to cover, in depth, topics that are not thoroughly covered in regularly offered courses.

Weekly hours: 3 Seminar/Discussion hours


EFDT 301.3: Educator Identity in Contexts Anti Oppressive and Ethical Beginnings

This course will have a central focus on an anti-racist and anti-oppressive examination of self and learners, with an understanding that education is an ethical and political act. Specific attention will be paid to the Saskatchewan context. Teacher candidates will connect these understandings to teaching practice as they develop their professional identities.

Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students with credit for EFDT 335 or EDUC 301 will not receive credit for this course.


EFDT 313.3: Pedagogies of Place Context Based Learning Elementary

This course considers pedagogical, planning, and assessment choices in relation to place and Indigenous contexts, the specific knowledges and situations of learners, subject learning and relational curriculum-making, social and ecological justice, and Indigenous education priorities. Holistic, experiential, and Indigenous inquiry-based pedagogical methodologies will be examined and experienced. This course addresses integrated methods content in language arts, science, social sciences, and mathematics, and appropriate adaptation, assessment, and evaluation.

Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students with credit for EDUC 313, EDUC 315, or EFDT 315 will not receive credit for this course.


EFDT 315.3: Pedagogies of Place Context Based Learning Secondary

This course considers pedagogical, planning, and assessment choices in relation to place and Indigenous contexts, the specific knowledges and situations of learners, subject learning and relational curriculum-making, social and ecological justice, and Indigenous education priorities. Holistic, experiential, and Indigenous inquiry-based pedagogical methodologies will be examined and experienced. This course addresses integrated methods content in language arts, science, social sciences, and mathematics, and appropriate adaptation, assessment, and evaluation.

Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students with credit for EDUC 315, EDUC 313, or EFDT 313 will not receive credit for this course.


EFDT 411.3: Inquiry Project and Community Learning Field Experience

Students will develop an independent or interdependent inquiry project connected with their on-campus and field study experiences. Students will be facilitated in developing understanding approaches to inquiring appropriate to questions they wish to address and will be encouraged to organize an inter-professional community-learning field experience through which they will develop positive attitudes toward community partnerships in education and develop skills related to community engagement and community-based learning.

Prerequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Prerequisite(s) or Corequisite(s): (ECUR 307.3 or ECUR 308.3) or (ECUR 309.3 or ECUR 310.3) or (ECUR 320.3 or ECUR 325.3).
Note: Students with credit for EDUC 411, EADM 411, ECUR 411, or EPSE 411 will not receive credit for this course.


EFDT 420.3: Processes in Continuing Education

Introduction to planning, conducting, and evaluating continuing education programs in a variety of formal and informal contexts. Students are actively involved in the examination and use of methods and delivery systems. Special attention is given to Native Canadian education, gender issues and education of people with disabilities.

Prerequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students with credit for ECNT 420 may not take this course for credit.


EFDT 421.3: Experiencing and Examining Metis and First Nations Traditions and World Views

This course will examine the Metis and First Nations Traditions and World Views. Students will participate in the oral traditions, cultural ceremonies and practices, in natural settings through lived experience, engaging with Metis and First Nations Elders and knowledge keepers, learning appropriate protocols for each elder and knowledge keeper. Students will learn, through workshops and presentations, how to appropriately incorporate Metis and First Nations content into K-12 Curriculum.

Prerequisite(s): 9 credit units of INDG courses, plus another 6 credit units chosen from Indigenous Studies or other courses inclusive of content that addresses Indigenous languages or history/political science/geography Indigenous issues to a significant extent.
Corequisite(s): Students will have attended 3 fall cultural camps (9 days), 2 spring cultural camps (4 days), and approximately 13 cultural workshops (20 hours).


EFDT 422.3: Pedagogy of Intersecting Anti-Racist Education

This course will provide a framework for students to understand the historical and contemporary context of social justice education on Turtle Island. Drawing from scholarship that includes critical race theory, queer theory, feminist theory, and anti-colonial theory, students will examine their own teaching practices, as well as investigate research examples of intersecting anti-racist pedagogy across the disciplines. Students will be required to develop critical anti-racist materials to use in their classroom, with a focus on integrating Indigenous education in their teaching practices. Intersecting anti-racist pedagogy for social change invites students and teachers to actively transform social injustices, not just study them.

Weekly hours: 3 Seminar/Discussion hours
Prerequisite(s): Completion of the B.Ed. Extended Practicum (EXPR 422.15 or EXPR 423.3 and EXPR 425.12 or EXPR 424.3 and EXPR 425.12) and one of EFDT 301, EDUC 301, or EFDT 335; or permission of instructor.
Prerequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students with credit for the Special Topics EFDT 498, "Pedagogy Intersecting Anti-Racist Education" will not receive credit for this course.


EFDT 435.3: Critical Perspectives in Educational Thought and Values

Explores the normative dimensions of teaching including the purposes of schooling, the capacities of an educated person, the scope of moral education, the valued characteristics of good teachers, and value issues related to different kinds of teaching and the content of what is to be learned.

Weekly hours: 3 Lecture hours
Prerequisite(s): EXPR 422.15.
Prerequisite(s):Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.


EFDT 450.3: Aboriginal Epistemology and Pedagogy

This course features salient Aboriginal learning styles and teaching strategies which underpin the survival and resiliency of Aboriginal people. It provides an opportunity through seminar, collaborative investigations and critical exploration to analyze Aboriginal ways of knowing and an art of teaching respecting Aboriginal protocols and knowledge.

Weekly hours: 3 Lecture hours
Prerequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students with credit for EIND 450 may not take this course for credit.


EFDT 478.3: Urban Education

Focuses on the role of urban community-based experiential learning in contributing to decolonization and socio-ecological justice in the personal and pedagogical practices of educators and learners. The course models and addresses how to incorporate community-based education towards socio-ecological justice in educational practice, and in intersection with other learning objectives in K-12 or adult education.

Prerequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Costs in addition to tuition will apply. Please contact the Department of Educational Foundations, College of Education for more information.


EFDT 479.3: Land based Education

Focuses on the role of land-based experiential learning in contributing to decolonization and socio-ecological justice in the personal and pedagogical practices of educators and learners. The course models and addresses how to incorporate land-based education towards socio-ecological justice in educational practice, and in intersection with other learning objectives in K-12 or adult education.

Prerequisite(s): EFDT 478.3.
Prerequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Costs in addition to tuition will apply to this course. Please contact the Department of Educational Foundations, College of Education for details.


EFDT 486.3: Queering our Schools and Communities

Focuses on philosophical and pedagogical praxis surrounding contemporary lesbian, gay, bi-sexual, trans, two spirited, and queer (lgbttq) issues in education. Course addresses inclusive/anti-homophobic curriculum, policy, resources and supporting students, teachers, counsellors, and administrators.

Weekly hours: 3 Lecture hours
Prerequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.


EFDT 498.3: Special Topics

Offered occasionally by visiting faculty and in other special situations to cover, in depth, topics that are not thoroughly covered in regularly offered courses.

Weekly hours: 3 Seminar/Discussion hours


EFDT 499.6: Special Topics

Offered occasionally by visiting faculty and in other special situations to cover, in depth, topics that are not thoroughly covered in regularly offered courses.

Weekly hours: 3 Seminar/Discussion hours


EFDT 528.3: Anti-Oppressive Education for Helping Professionals

This course draws on post-structural theories of subjectivity and difference to critically understand how power, knowledge, and privilege normalize systems of social inequality. The course will provide human services and mental health professionals the opportunity to examine how race, culture, ethnicity, class, gender expression, sexuality, and disability impact client/helper relationships in schools and other social service agencies. Students will explore foundational building blocks for becoming anti-oppressive in their practice.

Prerequisite(s): EFDT 301 or EFDT 335 or equivalent.


EFDT 811.3: Program Planning of Continuing Education

Program development is examined within the context of Continuing Education. Specific elements of the program development process which will be discussed include the planning context, need identification, educational objectives, and learning experiences. Issues related to these concepts will be viewed from a theoretical framework. Participants will have an opportunity to apply or test some of this theory in an educational setting.

Weekly hours: 2 Seminar/Discussion hours
Note(s): Cannot receive credit for ECNT 872 and EFDT 811.


EFDT 813.3: Comparative Continuing Education

Provides participants with international perspective on the field of adult education and lifelong learning including critical analysis of "development" issues. Explores ethical issues that may arise for the individual practitioner in international contexts. Selected theorists are studies to give a broad overview of current research and practice in the field.

Weekly hours: 2 Seminar/Discussion hours
Note(s): Cannot receive credit for ECNT 878 and EFDT 813.


EFDT 815.3: Application of Learning Principles in Practice of Adult Education

Requires participants to undertake the role of facilitator in arranging a learning experience for an adult group, using a variety of adult education procedures. The role of the project will be primarily to help the students gain increased understanding of themselves in facilitating adult learning.

Weekly hours: 2 Practicum/Lab hours
Prerequisite(s): EFDT 812; or permission of the instructor.
Note(s): Cannot receive credit for ECNT 885 and EFDT 815.


EFDT 816.3: Community Development Practices

Using classroom and field community experiences as a means for generating information, the learner examines various community development practices on the Prairies. In so doing learners may assess their own level of competence in putting into practice community development theory, principles, and methods.

Weekly hours: 2 Seminar/Discussion hours
Note(s): Cannot receive credit for ECNT 890 and EFDT 816. Costs in addition to tuition may apply to this course.


EFDT 817.3: Trends and Issues in Continuing Education

Some currently important aspects of the field of adult education are reviewed and analyzed.

Weekly hours: 2 Seminar/Discussion hours
Note(s): Cannot receive credit for ECNT 891 and EFDT 817. Students may take this course more than once for credit, provided the topic covered in each offering differs substantially. Students must consult the Department to ensure that the topics covered are different. Costs in addition to tuition may apply to this course. For details, please contact the department.


EFDT 818.3: Workplace Learning

Provides a hands-on workplace learning experience in adult and continuing education. The learning experience is monitored throughout by a faculty advisor and a field-based supervisor. Placements are made with organizations that best suit students' academic interests and career aspirations.

Weekly hours: 100 Seminar/Discussion hours
Restriction(s): Admission to graduate program in Educational Foundations.
Note(s): Cannot receive credit for ECNT 892 and EFDT 818.


EFDT 819.3: Research Methods in Continuing Education

The first part provides background and experiences in the conduct of literary-humanistic historical research in education. The second part deals with the conduct of empirical social science research in education.

Weekly hours: 2 Seminar/Discussion hours
Note(s): Cannot receive credit for ECNT 897 and EFDT 819.


EFDT 824.3: REconsidering Experience Narratives of Time People and Place

This course investigates the Deweyan criteria of experience, continuity and interaction, manifested in the three narrative commonplaces with a primary focus on educational contexts. The commonplaces of narrative (temporality, people, and place) are used to understand experience in research texts.

Weekly hours: 3 Seminar/Discussion hours
Note(s): Offered online.


EFDT 831.3: Existentialism and Education

Highlights critical issues raised by existentialists which, in turn, serve as the starting point for thinking about the individual and education.

Weekly hours: 3 Seminar/Discussion hours


EFDT 832.3: Phenomenology and Education

Inquiry into the value for education of phenomenological theory and methodology. Major works of selected phenomenologies are examined.

Weekly hours: 3 Seminar/Discussion hours


EFDT 837.3: Educational Philosophies and Curriculum

Deals with the philosophical foundations of curriculum theory and clarifies the basis from which educational programs can be analysed. Contemporary philosophical issues related to the curriculum and school programs are examined. The writings of selected educational philosophers are studied.

Weekly hours: 3 Seminar/Discussion hours


EFDT 842.3: History of Indigenous Education in Canada

A review and examination of colonial socio-historical policy and practice that informed educational foundations of Indigenous people in Canada, this course explores the shift from residential schools, integration, and Indian Control of Indian Education to reconciliation.

Weekly hours: 3 Lecture hours
Note(s): Cannot receive credit for EIND 810 and EFDT 842.


EFDT 843.3: Decolonizing Aboriginal Education

Intended to address colonization and imperialism among Aboriginal peoples, focusing specifically on the role education has played in achieving cognitive imperialism, critique the tenets of cognitive imperialism in English language, and education policy, politics, and practice, and evaluate international options for restoring Aboriginal communities.

Weekly hours: 3 Seminar/Discussion hours
Note(s): Cannot receive credit for EIND 851 and EFDT 843.


EFDT 844.3: Theory and Practice of Anti-Racist Education

Examines the historical, economic and political processes and practices of racialization, and the ways in which these processes and their effects become entrenched in our social and educational institutions. Theories and practices of integrative anti-racist education will be explored, including its applications in a variety of work places.

Weekly hours: 3 Seminar/Discussion hours
Note(s): Cannot receive credit for EIND 852 and EFDT 844.


EFDT 845.3: Cross Cultural Research Methodology

A methodology course dealing with the adaptation of various research approaches to the study of variables across cultures. Students are expected to become involved in the design and conduct of a cross-cultural research study.

Weekly hours: 2 Lecture hours and 1 Practicum/Lab hours
Note(s): Cannot receive credit for EIND 855 and EFDT 845. Costs in addition to tuition may apply to this course.


EFDT 846.3: Aboriginal Languages and Linguistic Diversity in Education

This seminar explores the state of Indigenous languages, the interrelated threats to linguistic diversity, and its foreseeable consequences for Indigenous knowledge, heritage, identity, human rights, and social justice. It critically examines post-colonial educational programming aimed at recovering, sustaining, and developing Indigenous languages.

Weekly hours: 3 Seminar/Discussion hours
Note(s): Cannot receive credit for EIND 871 and EFDT 846.


EFDT 848.3: Resilience in Aboriginal Education

Informed by narrative literature on gender, race, sexuality, class and disability, this course examines qualities, criticisms and theories of resilience as they relate to Aboriginal Education. Diverse First Nations, Métis and Inuit paradigms of resilience are examined to question hegemonic practices in education in relation to tensions, anxieties and crucial turning points in the lives of individuals, families and communities.


EFDT 851.3: International Education and Modernization

Focuses on educational issues in development, globalization and modernization, and the role of education in international understanding and cooperation.

Weekly hours: 3 Seminar/Discussion hours


EFDT 854.3: International Study Tour

Pre-departure readings and seminars introduce students to the culture of the designated country and to the history and structure of its education system. Lectures, seminars, observation, and journals are used to develop an analysis of the relationships between cultural tradition, economic and political structures, and education.

Note: Costs in addition to tuition may apply to this course.


EFDT 857.3: Critical Pedagogy Neoliberalism and the Environment

In this course, students will investigate current threats to the natural world, various sociopolitical positions and frames used to justify individual and human wellbeing over collective, environmental and non-human wellbeing, and relevant socio-political pedagogies to address the hegemonic, pacification discourses of neoliberalism. The three major concepts in this course – critical pedagogy, neoliberalism, and environmental consciousness – will be connected through readings and film. The role of the corporate media and prominent individual journalists around environmental consciousness will also be explored.

Weekly hours: 3 Lecture hours and 2 Practicum/Lab hours


EFDT 858.3: Democracy and Education in the Neoliberal Era

This course examines neoliberalism, the economic paradigm that has dominated economics in Canada and across much of the world since the 1980s. The main objectives of neoliberalism are to entrench unregulated capitalism in society, and to commodify as much of the commons as possible, including education, healthcare, and the environment. At the same time, it attempts to weaken potential obstacles such as a growing anti-colonization movement and democracy itself. The course examines the effects of neoliberalism on our democracy and education systems, and particularly focuses on the mainstream media as a hegemonic device in the service of neoliberalism.

Weekly hours: 3 Seminar/Discussion hours
Note: This course is a companion course to EFDT 857.3.


EFDT 870.3: Interdisciplinary Seminar in Foundations of Education

A consideration of important educational issues from the anthropological, comparative, historical, philosophical and sociological points of view and the possible implications for a comprehensive theory of education.

Weekly hours: 3 Seminar/Discussion hours
Note(s): Offered online.


EFDT 881.3: Education Wisdom Nature

Traces the concept of wisdom from earliest times through a decline in interest during the Enlightenment to its present-day resurgence among feminist theologians, deep ecologists, and First Nations peoples. Conceptions of wisdom and their emotional and cognitive preconditions are explored. Educational implications are considered.

Weekly hours: 3 Seminar/Discussion hours


EFDT 884.3: Life History as Education

Examines life history research and life history writing from feminist, critical race theory, critical pedagogy, and cultural studies perspectives in relation to educational inquiry. Through the study of memoir, autobiography, auto-ethnography, and contemporary fiction, the construction of identities in diverse social and political contexts is investigated.

Note: Students with credit for EFDT 898: Special Topics in Life History of Education, may not take this course for credit. Offered online.


EFDT 885.3: Investigations in Culture and Environment

Course participants will individually and collectively engage in inquiry into various fields and discourses of culture and environment, drawing implications for their own life and work contexts.

Weekly hours: 3 Seminar/Discussion hours


EFDT 898.3: Individual Reading

Provides students with an opportunity to study in areas of their own interest. Under the direction of a staff advisor, they plan and follow a reading program and prepare a major paper.

Weekly hours: 3 Reading hours
Note: Students may take up to 12 credit units of individual reading in their graduate program. Costs in addition to tuition may apply to this course.


EFDT 899.6: Readings Course

Provides students with an opportunity to study in areas of their own interest. Under the direction of a staff advisor, they plan and follow a reading program and prepare a major paper.

Weekly hours: 3 Reading hours
Note: Students may take up to 12 credit units of individual reading in their graduate program.


EFDT 990.N/A: Seminar

This is a non-credit seminar designed for students in residence. Students and faculty explore issues in the general field of educational foundations using literature that is both challenging and current.


EFDT 992.0: Project

A compulsory course for those registered for the project Master's route.The project must be evaluated by a committee of the department.


EFDT 994.N/A: Research

Students undertaking research leading to a Master's thesis must register in this course each term until the thesis is completed (applies to thesis work done extramurally as well as intramurally).


EFDT 996.N/A: Research

Students writing a Ph.D. thesis must register in this course each term until the thesis is completed (applies to thesis work done extramurally as well as intramurally).