Course Descriptions

This course introduces historical, philosophical, sociological, and cultural contexts of education. It lays foundations for inquiry into how these foundational studies inform education and pedagogy (teaching and learning). It considers teacher ethical responsibilities in relation to the environment, diversity, and social justice.

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

Building on recognition of pre-existing agreements such as the Canadian Constitution, Indigenous education documents, related agreements, and treaty mandates, students will explore Saskatchewan's mandate for schools to build new relations with First Nations, Métis, 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.

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

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.

Weekly hours: 3 Lecture hours
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.

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.

Weekly hours: 3 Lecture hours
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.

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): EXPR 422.15 or (EXPR 423.3 and EXPR 425.3) or (EXPR 424.3 and EXPR 425.3). 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 411, EFDT 411, EADM 411, or ECUR 411 will not receive credit for this course.

This course will examine the Métis 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 Métis 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 Métis 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).

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.

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.

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

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.

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.

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

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

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.

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.

Some currently important aspects of the field of educational foundations 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.

Provides a hands-on workplace learning experience in an educational field. The learning experience is monitored throughout by a faculty advisor and a field-based supervisor. Placements are made within the department or 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): Hours will vary depending on workplace practicum placement.

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.

This course explores why climate change matters in education and how it can be further addressed in education policy and practice. Key principles for designing good climate change education will be identified, with opportunities for educators to develop their own approaches.

Pimosayta, the Anishinabe concept for walking together in good ways shapes an understanding of assessment. Children/youths lived experiences continuously shape and reshape children’s/youths’ unfolding lives. Attention turns toward life curriculum making, and connections among curriculum making, identity making, and assessment making, as children/youth compose their lives in and outside of school.

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 Seminar/Discussion hours

Intended to address colonization and imperialism, 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 Indigenous communities.

Weekly hours: 3 Seminar/Discussion hours

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.

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.

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.

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.

In this course, students will investigate current threats to the natural world especially focusing on the Climate Crisis and Indigenous Rights. The neoliberal push to justify individual and human wellbeing over collective, environmental and non-human wellbeing, towards deregulating and privatizing the commons, will be addressed. The two major concepts in this course, 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 Seminar/Discussion hours
Note: Costs in addition to tuition apply to this course. Please contact the college for details.

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.

This course examines Indigenous identity, sense, and sensibility in relationship with their environments (lands, seas, mountains, rivers, lakes). Indigenous knowledge systems acknowledge sentience within these environments, which forms the basis of a reciprocal relationship between Indigenous peoples and their lands. During this course, students will examine how this relationship and these sentient beings guide the spiritual and physical nourishment of Indigenous identity and intellect that ultimately strengthens Indigenous language and cultural revitalization and continuations.

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.

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

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.

Weekly hours: 3 Seminar/Discussion hours

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

Research on the benefits, philosophy, and practice of getting into natural and biodiverse places will be explored, and designs for learning outdoors will be facilitated. Throughout the course, a decolonizing lens will be used.

Weekly hours: 3 Lecture hours

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.

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.

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.

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

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).