Teacher candidates in the EDPJ 2000 Science & Technology in Primary Junior class participated in Visions of Science’s “Equity in STEM Instruction in Ontario Classrooms” workshop with an additional “Hair & Hustle” module, learning how Culturally Responsive and Relevant Pedagogy can be woven into daily STEM lessons and align with the Ontario curriculum. 

At 91��ɫ’s Faculty of Education, teacher candidates are continually invited to rethink what teaching and learning can look like in today’s diverse classrooms. A recent workshop “Equity in STEM Instruction in Ontario Classrooms”, featuring the interactive Hair & Hustle module offered a powerful example of how Culturally Responsive and Relevant Pedagogy (CRRP) can transform STEM education. 

Partnering for Change: Visions of Science
Course Director, Nadia Qureshi, partnered with Visions of Science, a non-profit organization dedicated to advancing equity in STEM. Visions of Science guests Jawahir Mohamud, Manager of In-School Programs & Partnerships, and Ali Raza, Senior Specialist in Curriculum Integration, facilitated the workshop. 
Visions of Science works with schools, families, educators, and community partners to increase access to STEM learning for Black and racialized youth from low-income communities. Nadia shared “As a researcher in science education, I have investigated the ways in which equity and anti-racism impact student experiences in science learning. The findings show incorporating equity and anti-racism is foundational to meaningful science experiences for Black and racialized youth. So, organizations like Visions of Science are excellent resources to introduce teacher-candidates to in their journey.”

Centring Equity in STEM Learning
The session focused on how Culturally Responsive and Relevant Pedagogy (CRRP) can be meaningfully integrated into everyday STEM teaching while remaining aligned with the Ontario Science Curriculum. Teacher candidates explored how STEM is not confined to labs, but instead exists in everyday life and lived experiences. 
Through Visions of Science’s adaptable 30-minute modules, participants saw how equity-centred lessons can be seamlessly embedded into classroom practice.  

Learning Through "Hair & Hustle"
The highlight of the workshop was the hands-on Hair & Hustle module. Teacher candidates were challenged to create their own hair care products using accessible, everyday ingredients such as coconut oil, shea butter, aloe vera, avocado oil, and glycerin. This activity opened the door to rich scientific inquiry, from exploring solute and solvent interactions to understanding protein structures in hair. Crucially, it also grounded science in culturally meaningful contexts. 

Bridging Science and Identity
For teacher candidates who may feel uncertain about teaching science the workshop was transformative. It reframed science as something familiar and accessible. 
By connecting concepts to everyday practices like hair care or cooking, participants began to recognize that they have always been engaging with science, even if it wasn’t previously framed that way. This realization builds confidence while expanding what counts as scientific knowledge. 
“When students see their identities reflected in what they learn, it fosters a deeper sense of belonging and curiosity,” Nadia reflected.  

Voices from the Classroom
Teacher candidates also reflected on the workshop’s impact: 

“I really enjoyed the Hair & Hustle workshop. As a hijabi, it reminded me how important it is to take care of and maintain the health of our hair, even when it’s covered… The inclusion of different hair textures made the activity feel reflective of the diversity in the room. It was practical, accessible, and empowering.” 
—&�Բ�����;Huda Ali, PJ Teacher Candidate 

“This workshop introduced me to a creative way of interacting with science… Hair care is a critical part of Black culture, identity, and pride. This experiment demonstrated how culturally responsive approaches can meaningfully integrate diverse backgrounds into teaching and learning.” 
—&�Բ�����;Nimo Jimale, PJ Teacher Candidate

Looking Ahead
Workshops like this invite future educators to reimagine STEM as a space where science, culture, and identity intersect. By embedding equity into the foundation of teaching practice, 91��ɫ teacher candidates are equipped to create classrooms where every student can see themselves as scientists. 

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In this reflection, first-year BEd student Bennett De Medeiros shares their experience leading their practicum class through an engaging and creative introduction to print media.

Introduction
My name is Bennett De Medeiros (he/they), a first-year Education student at 91��ɫ. My primary focus within my Visual Arts teachable is to provide students with diverse hands-on opportunities within the Arts. Grade 11 and 12 students from St. Edmund Campion were welcomed into the Print Media Studio at 91��ɫ for a school workshop. As a Print Representative for the Visual Arts Student Association (VASA), I worked alongside David Scott Armstrong, the Print Media Associate Professor here at 91��ɫ.

Exploring the Creative Process through Monoprinting
In planning this workshop, our goal was to provide an experience unavailable at St. Edmund Campion. We chose Monoprinting, a unique disciplinary art form. While most Printmaking is defined by its ability to create repeatable images (like the everyday use of an ink stamp), Monoprinting produces a singular, non-repeatable design. To prepare for the workshop, I introduced my students to the global history of Printmaking and taught how to develop templates to ensure a smooth transition of the creative process once they arrived at the studio.

The SHSM Experience
This event was programmed as an Arts and Culture Specialist High Skills Major (SHSM) workshop, designed to introduce visiting students to post-secondary facilities. Under the demonstrations and the guidance of Professor Armstrong, students toured the studio, analyzed existing 91��ɫ student work, and dove into the technical process of Printmaking by preparing their plexiglass surfaces to roll and draw ink to create their designs. Then to produce their design, students collaboratively used Printing presses to transfer designs onto specialized paper and how to safely prepare the printing bed. A crucial component of the Printmaking is learning the essential habits of studio maintenance and safety, students handled and cleaned the ink and tools for the future Printmakers of the studio.

Reflections of Community
Beyond the technical skills, the workshop emphasized the importance of the shared studio environment. Learning to maintain a clean, safe space as it is integral to the post-secondary experience and fosters the loving creative community here at the Department of Visual Art & Art History (VAAH). To conclude the day, each student was awarded a SHSM certificate of my own design. Overall, I am incredibly proud of how these students navigated a professional studio space for the first time as their results truly exceeded my expectations.

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She’s talking about healing, community, and responsibility.

A proud member of Timiskaming First Nations, and a graduate of 91��ɫ’s Bachelor of Education (B.Ed) - Waaban Indigenous Teacher Education program, McGill represents the sort of educator that leads from the front: grounded in lived experienced, guided by community, and deeply committed to change starting in the classroom.

Her path to teaching began not in a lecture hall, but an elementary school classroom.

While studying Social Services at Confederation College, McGill completed a placement at a local school where she was invited to speak with students about her Kokum’s experience at a residential school, using the national education initiative .

“I completely fell in love with the work,” McGill says. “I was welcomed into classrooms to talk about the history of my Kokum’s residential school.

“And I knew I wanted to continue working in education.”

When she learned about 91��ɫ’s B.Ed Waaban Indigenous Teacher Education program, the fit felt immediate, and so she applied with intention, not just to become a teacher, but to learn within a community that embodied her vision.

“I wanted to learn from Indigenous educators who understood my values,” she says. “I wanted to be surrounded by peers committed to creating meaningful change in classrooms, moving beyond cultural inclusivity toward cultural advocacy and celebration.

“And that’s exactly what I got.”

For McGill, that commitment was on display daily at through the program.

She credits her professors -- Kiera Brandt, Rebecca Beaulne-Stuebing, and Andrew McConnell -- for providing the foundation in both her pedagogy and in her identity as an educator.

“Their dedication to Indigenous-led, community-informed learning, and equity-driven teaching, has helped me thrive in my role as an educator, and truly enjoy the work I am doing.”

Today, McGill teaches at North Easthope Public School with the Avon Maitland District School Board, where her classroom now reflects the values she admired through the program– student-centered learning, cultural safety, and shared knowledge.

“The program better equipped me to deliver meaningful instruction in ways that are both positive and healing,” she says. “I also learned how to find reliable resources that center Indigenous voices, which has shaped how I approach learning and teaching across cultures.”

And perhaps most transformative of all was how Waaban reframed her understanding of just what it means to teach in the first place.

“It helped me understand my role as a facilitator of learning,” she says. “We may enter the profession with excitement about the material we teach, but it is just as important to be equipped to meet students where they are. I am not the sole source of knowledge in the room, and I love that. My job would be very boring if I were.”

That philosophy reflects where education in Ontario is heading, with a strong focus on equity, reconciliation, and student wellbeing.

For McGill, the impact of 91��ɫ’s B.Ed Waaban Indigenous Teacher Education program extends beyond coursework. It’s a lifelong network of support.

“The small class size helped me feel supported through my courses. I am still in contact with my professors, I’m still in a book club with some of my peers from our cohort, and I know there are at least 20 people rooting for me in anything I do.”

To prospective students considering the program, her message is quite simple: “If you are open to it, you can gain so much from this program: spiritually, emotionally, physically, and mentally.”

Waaban’s vision is realized in educators like Bailey. More than preparing teachers, it builds leaders serious about leading Ontario classrooms with integrity, care, and purpose.

Story by Dennis Bayazitov, special contributing

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Don Galbraith Pre-Service Teacher Award of Excellence winners: Lauren Cunningham, Anthony Pereira and Elvina Patapau (From left to right)

Congratulations to Lauren, Anthony, and Elvina on this well-deserved recognition. Their achievements reflect the high calibre of 91��ɫ’s Bachelor of Education program and its commitment to preparing future educators who will inspire and engage learners in science education across Ontario.

Pre-service students are encouraged to explore the many subject organisations related to their teaching discipline. These organisations often offer valuable scholarships, awards, and professional development opportunities designed to support and recognise future educators. A list of subject organisations can be found on the Education Resource Centre (ERC) website, an excellent place to start building connections with your future professional community.

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The Waaban teacher education program in 91��ɫ’s Faculty of Education is being given a reboot designed to ensure students feel comfortable in both Indigenous and university settings.

The accelerated 16-month program is offered every two years, and applications are open through mid-January for its 2026 cohort. Cohort members move through the program together, forming a community.

Assistant Professor John Hupfield, the program co-ordinator, emphasizes Waaban’s unique pathway toward a Bachelor of Education degree and Ontario teacher accreditation.

“We’re creating a conduit for Indigenous educators,” says Hupfield, an Anishinaabe educator and grass dancer from Wasauksing First Nation near Parry Sound, Ont. “We’re creating an access point for mature learners and culture-based educators so they can get into the classroom. It’s a way of giving back to our Indigenous communities.”

The accelerated 16-month program doesn’t require its candidates to have any university experience or a teachable subject; the Faculty of Education team considers an applicant’s knowledges, experience and interest in sharing it. People with a passion for their culture, whether they create beadwork or ribbon skirts, dance in pow wows or serve as knowledge keepers for their First Nation, are encouraged to apply.

“The university education system wasn’t designed by Indigenous Peoples,” Hupfield says. “That construct didn’t exist in our communities, and the education system isn’t equipped to meet our needs. The Waaban program takes into consideration the unique needs of Indigenous students, rooted in history and factoring in the residential school experience and the resulting intergenerational trauma.”

At Waaban, however, students’ Indigenous backgrounds are considered valuable and important.

“It’s not traditional teacher education,” says Gabrielle Ayotte, a 2021 Waaban graduate, who is currently working on her PhD in Indigenous education at 91��ɫ. “The program implements oral knowledge, and the relationship between students and teachers is at the centre. We’re able to think about land and spirit and have opportunities to bring our own stories into the classroom. Our knowledges are not usually validated in the education system.”

Ayotte grew up in Montreal as a member of Garden River First Nation. She visited her community near Sault Ste. Marie each summer.

“My Indigenous identity was never discussed growing up,” Ayotte says, “but family and friends began to ask questions about residential schools [when news broke about the Joyce Echaquan tragedy] and our identities. I wanted to learn more about my identity and colonization, and Waaban seemed like the perfect program for me. It had all the elements I needed to learn about and grow.

“It provided a space where my classmates and I could breathe and didn’t have to explain what it means to be Indigenous. I found community there.”

Hupfield says that Waaban “tries to create educators better equipped to meet the specific needs of Indigenous students. One of the ways we do that is by helping teaching candidates foster their own sense of identity and understand the values they carry and the teachings they know. I want to equip them to take on a leadership role.”

Waaban classes have generally been held at the Urban Indigenous Education Centre (UIEC) in Toronto’s East End, but this year, the 91��ɫ campus will host the classes throughout the summer. Hupfield is eager to see 91��ɫ build stronger ties between the university and local Indigenous communities.

“There are lots of opportunities for the program to grow and for 91��ɫ to have meaningful relationships with the Anishinaabe Nation and other First Nations,” Hupfield says.

“91��ɫ will once again be hosting the winter Pow Wow on campus, and it is an opportunity for Indigenous people to see themselves on campus and consider it as a place for culture-based gatherings.”

UIEC also has a major benefit as a classroom space; it is located next to Wandering Spirit School (Kâpapâmahchakwêw), a K-12 Toronto District School Board school that “provides Indigenous children with an opportunity to learn about Anishinaabe cultural traditions in a nurturing, caring environment.”

Laurie LaBrecque, who graduated from Waaban’s first cohort, teaches land-based learning and physical education at Wandering Spirit School. A member of Dokis First Nation situated along Ontario’s French River, LaBrecque, who grew up in Toronto, says “Waaban changed my life.”

“I grew up in a white, middle-class environment and saw myself as white, even though I knew my culture. My grandfather was a residential school survivor who grew up on a trapline, and I went to Pow Wows with my aunt. But I struggled at university, and graduation felt very far away.”

A friend who taught at Wandering Spirit School encouraged her to consider Waaban, given that she had always enjoyed working with children.

“I look at people talking about Indigenous pedagogy and a lot of them have no classroom experience,” says LaBrecque, who is now working on a master’s degree at the University of Toronto. “I believe the biggest change I can make is in the classroom.

“Education was used as a weapon of violence against Indigenous people. The only way to make change is to have people with lived experience involved in the system.”

As Waaban graduate Ayotte says,

“The media frame us as broken people, but we are reframing that.”

The Waaban program is an important piece of that puzzle.

To learn more about the Waaban teacher education program or to apply, visit /edu/students/waaban/

Article by Elaine Smith, special contributing writer

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Second-year Bachelor of Education student, Natasha Reodica talks about her experience this past summer in Freiburg, Germany.

This past summer, 8 Bachelor of Education students took their learning beyond the classroom through 91��ɫ’s Summer Exchange to Freiburg, Germany. For four months, they studied at the University of Education (PH Freiburg) alongside students from across Europe, Africa, and Asia, gaining fresh perspectives on teaching and learning.

Living in the heart of the Black Forest, our students immersed themselves in German culture, picked up new languages, and traveled to eight countries during their exchange.

The Summer Exchange to Freiburg is open to 91��ɫ BEd students, typically in their first year of the program, and offers university credit courses in English, German, or French. The program blends academic study with cultural immersion, helping teacher candidates build independence, cultural awareness, and global networks. All skills that enhance their future classrooms.

To learn more about eligibility, courses, and application details, visit the Summer Exchange to Freiburg program page.

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New artist(s) statement about the show:

Transitional Traces was a group art exhibition located at the Special Projects Gallery within the Joan & Martin Goldfarb Centre for Fine Arts building. The show featured artists Bennett De Medeiros (Year 1, BEd), Diena Howe (Year 1, BEd), and Grayson King (Year 4, BFA). Each artist explored how traces can be identified within the physical environment or emotional states.

These artworks represented shadows, frottage drawings, paleoart, industrial landscapes, printmaking, and representations of the human form. 

Traces in the environment represent shifts of time by erosion or human intervention; they provide a snapshot of time through mark making and space.

For example, one artwork by Bennett De Medeiros focuses on familiar paths the artist traversed during their childhood. These parks and spaces hold memory not only through lived experiences but the physical textures above, around, or below. Frottage is a form of documentation to recollect and trace back to all the environmental influences which shape a surface.

The paleoart in the exhibition also traces back through deep time before human existence or disturbance. Sometimes environmental traces only exist through a short period of time or require a specific list of circumstances to appear, such as through Grayson King’s shadow depictions. A form of trace which casts a subject’s shape onto a surface, a projection that is able to appear and transform shape over time. Similarly, these shadows can invoke a specific memory or time to a viewer’s own interpretation.

Finally, human presence is a major theme within the exhibition as some artworks represent how human activity is lively through emotional events and the traces of these experiences which influence personal feelings. In contrast, what happens when human representation is taken away from infrastructure? For example, Diena Howe’s work showcases familiar industrial spaces which are contrasted with little human presence, providing a colder and quiet atmosphere, but the viewer can understand that these spaces are the traces left by mankind.

Traces are tangible but also abstract concepts, the artists in this exhibition encourage the viewer to look for these traces where they go. In the end, remember these traces are ever-changing but always present. 

About The Goldfarb Gallery

The Joan and Martin Goldfarb Gallery of 91��ɫ is a socially minded not-for-profit contemporary art gallery that is a space for the creation and appreciation of art and culture. It is a supported Unit of 91��ɫ within the President’s Division. We are externally funded as a public art gallery through the Canada Council for the Arts, the Ontario Arts Council, the Toronto Arts Council, local and international foundations, embassies, and our membership who support all of our programs.

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ERC Hours

The ERC operates on the following schedule:

Monday, Wednesday, Thursday & Friday: 8:00 am to 3:00 pm

Tuesday: 11:00 am to 3:00 pm

If you have any questions or need assistance, the ERC team is here to help! You can reach out at 416-736-2100 x40565 or by email at erc@edu.yorku.ca

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91��ɫ’s Top 30 Alumni Under 30 awards program is a prestigious annual recognition of outstanding young alumni who are making significant contributions in their fields and communities. This year, the Faculty of Education proudly highlights alumna Blessing Owusu, a three‑time 91��ɫ graduate, as one of the honorees. Blessing is an educator, children’s book author, and dedicated advocate for equity and inclusivity in education.

A leader in inclusive teaching, her master’s research on Black students’ experiences in schools led to the creation of Abena’s Adventures: A Taste of Home, a children’s book inspired by her Ghanaian‑Canadian heritage that is now used in classrooms to celebrate cultural identity and belonging. She also launched Lessons With Blessing, an online platform offering resources to help educators create equitable, affirming learning environments. These innovative contributions, reflecting her commitment to “bringing inclusivity and equity to the forefront” of teaching, research and advocacy earned her a place on 91��ɫ’s 2025 Top 30 Alumni Under 30 list.

For the complete list of recipients and their profiles, visit 91��ɫ’s official Top 30 Alumni Under 30 awards page.

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Article by Deirdre Kelly ()

Photography by Horst Herget

Marnie and Rena Schwartz are a force to be reckoned with. The identical twins, who both earned double degrees (BA ’01, BEd ’01) from 91��ɫ, have spent more than two decades transforming the Greater Toronto Area’s dance scene through their ViBE Dance and Fitness Studio.

Founded in 2002, ViBE is no ordinary dance school. From its inception, the Schwartz sisters envisioned a space where creativity trumped competition – a sprawling 12,000-square-foot studio in Vaughan where students of all ages could focus on self-expression rather than scorecards or trophies. “We wanted to create a place where everyone felt welcome,” says Marnie, who oversees the business side of operations. “It’s about joy, not judgment.”

That vision has resonated with thousands of students over the years. ViBE’s inclusive approach treats every dancer equally – whether they’re three years old, or an adult – and emphasizes fun over pressure. “We believe in building confidence through movement,” adds Rena, who leads the artistic side of their business.

Education has always been central to their lives. Their mother, Susan Schwartz (BA ’80), is an accomplished educator and author of teaching manuals used at 91��ɫ and beyond. Growing up surrounded by her passion for learning and teaching left a lasting impression on Marnie and Rena, who credit their own time at the University for shaping their approach to leadership and innovative thinking. “91��ɫ taught us how to manage our time and think creatively. It really ignited our passion for lifelong learning.”...

For more, check out the full article in the

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