SDG 4 Archives | Faculty of Education /edu/tag/sdg-4/ Reinventing education for a diverse, complex world. Tue, 25 Aug 2026 15:07:52 +0000 en-CA hourly 1 https://wordpress.org/?v=6.9.7 /edu/wp-content/uploads/sites/28/2020/07/favicon.png SDG 4 Archives | Faculty of Education /edu/tag/sdg-4/ 32 32 Undergraduate Programs /edu/undergraduate-programs/ Tue, 25 Aug 2026 14:55:23 +0000 /edu/?page_id=48566 Undergraduate Programs Bachelor of Arts (BA) Educational Studies Bachelor of Education (BEd) 奥眉濒茅别濒丑补尘 Indigenous Focused Courses, Cohorts and Programs

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Undergraduate Programs

Bachelor of Arts (BA) Educational Studies

Bachelor of Education (BEd)

奥眉濒茅别濒丑补尘 Indigenous Focused Courses, Cohorts and Programs

SDG 4 Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

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]]> Students - Draft /edu/students-draft/ Mon, 10 Aug 2026 17:09:31 +0000 /edu/?page_id=48503 Find the information and support you need at every stage of your journey. From applying to a program and preparing for university life to accessing academic resources and student services, the Faculty of Education is here to support you. Use the sections below to explore information for future students, current students, and international students, and […]

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Find the information and support you need at every stage of your journey.

From applying to a program and preparing for university life to accessing academic resources and student services, the Faculty of Education is here to support you. Use the sections below to explore information for future students, current students, and international students, and discover opportunities to learn, connect, and thrive in our community.

Future Students

Future Students

Thinking about studying education at 91亚色? Explore our programs, learn how to apply, and find the path that's right for you.

More information:

Explore our Academic Programs

Already applied? Track your admission status:

Bachelor of Education

Current Students

Current Students

Everything you need to support your success is right here. Explore academic resources, student services, technology support, financial information, and other tools designed to help you make the most of your experience in the Faculty of Education.

More information:

Undergraduate Students

Graduate Students

Hard of Hearing Program Students

Professional Learning

International

Explore opportunities to learn, connect, and engage globally through international experiences offered by the Faculty of Education.

More information:

International Opportunities

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]]> Impact Report 2021-2026 /edu/impact-report-2021-2026/ Wed, 06 May 2026 13:35:19 +0000 /edu/?page_id=47387 Shaping the Future of Education Advancing equity, innovation, and global impact through teaching, research, and community partnerships Faculty of Education ranks in the top 250 globally for the Times Higher Education World University Ranking for the Education Studies Subject, 2026 Faculty of Education ranks in the top 200 globally of the 2025 QS World University […]

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Shaping the Future of Education

Advancing equity, innovation, and global impact through teaching, research, and community partnerships

Faculty of Education ranks in the top 250 globally for the Times Higher Education World University Ranking for the Education Studies Subject, 2026

Faculty of Education ranks in the top 200 globally of the 2025 QS World University Ranking for the Education and Training Subject

The Faculty of Education ranks among the top 15聽schools in Canada for the Times Higher Education World University Ranking by Subject, 2026

Research Funding
$16 million

Dean's Message
Key Highlights
Our Impact

Dean's Message

Leaders supporting future leaders in education

At 91亚色's Faculty of Education, we are committed to shaping the future of education through excellence in teaching, research, and community engagement. Guided by our shared values of social justice, equity, diversity, inclusion, and decolonization, we continue to create meaningful opportunities for learning, collaboration, and positive change.

This Impact Report highlights the collective achievements of our students, alumni, faculty, staff, and partners. Together, we are advancing knowledge, preparing future educators and leaders, strengthening communities, and contributing to educational innovation locally and globally.

As we reflect on our progress, we remain focused on building a more equitable and sustainable future through education. Thank you to everyone who contributes to our shared vision and helps extend the impact of our work.

Robert Savage
Dean, Faculty of Education

Key Highlights

Celebrating achievements that drive our mission forward

Our Impact

Discover how we鈥檙e driving meaningful impact across education, research and communities鈥搇ocally and globally

Advancing equity, diversity, inclusion, and decolonization 鈥 Driving systemic change in schools and communities

Preparing Future Educators 鈥 Empowering the next generation of teachers, leaders and changemakers

Research that Matters 鈥 Generating knowledge that informs, practice, policy and real-world transformation in education

Math Education

Teaching and Learning 鈥 Transforming learning through innovative teaching, research informed practice, and student-centred education

Alumni Impact 鈥 Celebrating graduates who are shaping education and communities locally and around the world

Global Impact 鈥 Driving positive change worldwide

Start your future with confidence

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]]> Research - DEMO /edu/research-demo/ Tue, 07 Apr 2026 20:09:54 +0000 /edu/?page_id=46990 At 91亚色鈥檚 Faculty of Education, research drives meaningful change. Our innovative, rigorous work is closely connected to the realities of today鈥檚 classrooms and communities. Grounded in equity, wellbeing, and social impact, it informs policy, practice, and the experiences of learners and their families. As leaders supporting future leaders in education, we are shaping a more […]

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At 91亚色鈥檚 Faculty of Education, research drives meaningful change. Our innovative, rigorous work is closely connected to the realities of today鈥檚 classrooms and communities. Grounded in equity, wellbeing, and social impact, it informs policy, practice, and the experiences of learners and their families. As leaders supporting future leaders in education, we are shaping a more just, responsive, and transformative future for education.

Quick Links

Meet Our Researchers
91亚色 Research & Innovation

Research Impact

91亚色 research results in guide to support children鈥檚 museum educators

91亚色 research challenges how healthy aging is defined

91亚色 U scholar supports national study advancing Black health

VIEW MORE

Faculty of Education

Public Lecture Series

Join us as we introduce leading scholars from the Faculty to share their research and scholarship on key publicly relevant issues in education and society.

The Faculty of Education Public Lecture Series is open to everyone!

LEARN MORE

Research at a Glance

Top 40 in the World

91亚色 named as one of the world鈥檚 leading universities in the 2025 Times Higher Education Impact Rankings.

LEARN MORE

Top 250 Globally

Faculty of Education ranks in the top 250 globally for the Times Higher Education World University Ranking for the Education Studies Subject, 2026

Top 15 in Canada

The Faculty of Education ranks among the top 11 schools in Canada for the Times Higher Education World University Ranking by Subject, 2026

32.2

$32.2 million in Research Funding

2

Two Canada Research Chairs (CRCs) - Kate Tilleczek & Gillian Parekh

1

One 91亚色 Research Chair (YRCs) - Sue Winton

Research Chairs

Kate Tilleczek

Tier 1 CRC in Young Lives, Education, and Global Good

Tilleczek, a Professor in the Faculty of Education, conducts research on how education can better support young people. Her research informs policies and builds global partnerships among youth to address shared challenges.

Tier 2 CRC in Disability Studies in Education

Parekh is an Assistant Professor in the Faculty of Education. Her research examines institutional barriers hindering equitable access to education and aims to address current educational issues.

Critical Transitions

YRC in Critical Policy Analysis

Winton is a Professor in the Faculty of Education. Her research examines educational policy advocacy, influences, enactment, and their implications for equity.

Carl E. James

Jean Augustine Chair in Education, Community & Diaspora

James is a Professor in the Faculty of Education and a Distinguished Research Professor at 91亚色. He is widely recognized nationally and internationally for his research contributions in the areas of race, racialization, racism, and inequity as they affect the educational, social, athletic, occupational and health experiences of Black community members. 

Jean Augustine Chair in
Education, Community & Diaspora
Charles A. Hopkins

Charles A. Hopkins

UNESCO Chair in Reorienting Education Towards Sustainability

Hopkins has collaborated extensively with UNESCO, United Nations University, higher education institutions, and ministries of education across Asia, Europe, and the Americas in advancing education and sustainability. Internationally recognized for his leadership in this field, he has played a pivotal role in shaping global dialogue鈥攃hairing the writing and adoption of several UNESCO Education for Sustainable Development (ESD) Declarations.

UNESCO Chair at 91亚色 U
Laura Wiseman

Koschitzky Chair in Jewish Teacher Education

Wiseman is a Professor in the Faculty of Education and holds the Koschitzky Family Chair in Jewish Teacher Education at the Israel and Golda Koschitzky Centre for Jewish Studies at 91亚色.

SDG 4 SDG 10 SDG 11

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]]> Master of Education (MEd) - DEMO /edu/academic-programs__trashed/master-of-education-med-demo/ Tue, 07 Apr 2026 16:51:45 +0000 /edu/?page_id=46959 Discover our Program The Master of Education (MEd) program prepares critical thinkers, bold researchers, and educational leaders ready to shape classrooms, organizations, and communities. With flexible pathways in both research and advanced coursework, the MEd offers flexible pathways to align with your goals and interests. The Faculty of Education also offers a specialized part-time cohort […]

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Discover our Program

The Master of Education (MEd) program prepares critical thinkers, bold researchers, and educational leaders ready to shape classrooms, organizations, and communities. With flexible pathways in both research and advanced coursework, the MEd offers flexible pathways to align with your goals and interests.

The Faculty of Education also offers a specialized part-time cohort in Urban Indigenous Education for students committed to advancing Indigenous education and fostering inclusive, equitable learning environments in Toronto and beyond.

Please note: Completion of the MEd does not lead to teaching certification. Applicants are not required to hold a Bachelor of Education (BEd) degree.

Full-time Students

This funded pathway is designed for students who dedicate themselves primarily to their studies. Full time students are expected to complete the program within six terms. Those who exceed this timeframe will transition to part-time status.

Application deadline: January 15, 2027

Part-time Students

This unfunded pathway is designed for students who are employed full-time. This flexible pathway allows students to balance graduate studies with full-time employment and complete the program over a longer period.

Application deadline: February 15, 2027

Where will the MEd take you?

MEd graduates work in schools, universities, governments, community organizations, and beyond. Career destinations include:

  • Curriculum developer or instructional designer
  • Post-secondary academic advisor
  • Researcher in education, language, or social policy
  • Community educator or program coordinator
  • Organizational learning specialist
  • International education and development professional
  • Advanced doctoral studies

Choose Your Path

The MEd offers three completion pathways. All three lead to the same degree and take approximately the same amount of time to complete.

Thesis

  • 12 credits
  • Original thesis + oral examination
  • Guided by a Supervisor and a Supervisory Committee
  • Contributes original knowledge to your area of specialization

Best for: Those planning to pursue doctoral studies of undertake in-depth, original scholarly research.

Major Research Project (MRP)

  • 18 credits
  • Substantial research project + oral evaluation
  • Guided by a Supervisor 
  • Flexible in scope and format

Best for: Those interested in research with a more applied or flexible format than a full thesis.

Course-Only

  • 24 credits
  • No thesis or research project required
  • Advanced graduate coursework in your area of study

Best for: Those looking to deepen their expertise and professional knowledge through rigorous coursework without a research component.

The Admissions Process: What to Expect

Stage 1: Application

Compile all required documents and submit your application file by the stated deadline. Your file must include all items listed in the Admission Requirements below by the deadline as there is no option to upload missing documents later. An incomplete application will not be reviewed.

Stage 2: Review

The Admissions Committee will review all completed application files after the deadline has passed. Applications are assessed on the strength of the personal statement, scholarly preparation, writing samples, and letters of reference.

Stage 3: Decision

Offers of admission will be extended to successful applicants via the MyFile portal. We are unable to provide individual feedback on admission decisions.

Please allow sufficient time at each stage. The full admissions process typically runs from the application deadline through to final decisions over a period of several months.

Admission Requirements 

Applicants must hold an acceptable undergraduate degree with at least a B+ average. The following documents are required:

  1. Faculty of Graduate Studies admissions application form
  2. Official transcripts from all post-secondary institutions attended
  3. Three letters of reference (preferably two from university faculty; professional referees accepted if needed)
  4. A r茅sum茅 or curriculum vitae
  5. A statement of interest (minimum 500 words) outlining how graduate studies in education serves your academic and/or professional goals
  6. One sample of written work (e.g., a paper demonstrating engagement with scholarly literature; typically from a university course within the past five years). If unable to provide a sample of written work, the applicant should provide an extended statement of interest of 1,500 words.
  7. English language test score (if applicable)

Read detailed instructions and apply via the

Talk to Us

Thinking about applying? We host information sessions throughout the year where you can meet the Graduate Program Director, ask questions, and learn more about program fit, funding, and research opportunities. Can't make a session? Contact us directly at: gradprogram@edu.yorku.ca

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]]> Doctor of Philosophy (PhD) - demo /edu/academic-programs__trashed/doctor-of-philosophy-phd-demo/ Mon, 23 Mar 2026 12:31:35 +0000 /edu/?page_id=46665 Discover our Program The Doctoral Program in Language, Culture and Teaching at 91亚色's Faculty of Education prepares scholars to pursue original interdisciplinary research at the intersection of language, culture, and educational practice. If you are ready to think deeply, research boldly, and make a lasting contribution to your field, we invite you to explore […]

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Discover our Program

The Doctoral Program in Language, Culture and Teaching at 91亚色's Faculty of Education prepares scholars to pursue original interdisciplinary research at the intersection of language, culture, and educational practice. If you are ready to think deeply, research boldly, and make a lasting contribution to your field, we invite you to explore what our program has to offer. 

The program welcomes both full-time and part-time students. Both routes lead to the same degree and uphold the same academic standards. Regardless of their mode of study, all doctoral students form a single cohort and take the shared doctoral seminar together in their first year. This is an important feature of the program. After the first year, full-time and part-time students follow slightly different timelines, which reflect pace and demands of each mode of study.

Full-time Students

Full-time doctoral students do not hold full-time employment during their studies. Instead, they are expected to contribute to the academic life of the Faculty and work as teaching or research assistants. Full-time students are also eligible for a number of fellowships to support their studies and are expected to actively pursue external funding opportunities to support their work.

Part-time Students

Part-time doctoral study is designed for students who are employed full-time. It allows working professionals to pursue doctoral research while maintaining their professional careers. This is an unfunded position and part-time students are not eligible for the fellowships or assistantships. 

Where will the PhD take you?

A doctoral degree in education opens doors across many sectors. While some graduates pursue university teaching and research, most build careers in government, community organizations, schools, policy environments, and beyond. Career destinations include:

  • Faculty, research, academic positions in universities and colleges
  • Senior roles in educational policy, planning, and government
  • Research leadership in foundations and public agencies
  • Strategic leadership in non-profit and community organizations
  • Equity, diversity, and inclusion roles across public and private sectors
  • International education, comparative policy, and global development work
  • Independent scholarship, consulting, and knowledge mobilization

91亚色's Faculty of Graduate Studies supports career exploration through the Graduate & Postdoctoral Professional Skills (GPPS) program and the Beyond the Professoriate鈥檚 Career Training Platform, available to all doctoral students.

Program Milestones

Doctoral students progress through a structured sequence of milestones:

  • Doctoral Seminar in Language, Culture and Teaching
  • Advanced coursework
  • Comprehensive examination and dissertation proposal defence
  • Dissertation research and writing
  • Oral defence

The Admissions Process: What to Expect

Stage 1: Application

Compile all required documents and submit your application file by the stated deadline. Your file must include all items listed in the Admission Requirements below by the deadline as there is no option to upload missing documents later. An incomplete application will not be reviewed. Applicants are strongly encouraged to identify and contact a prospective supervisor before submitting their application.

Stage 2: Review

The Admissions Committee will review all completed application files after the deadline has passed. Applications are assessed on the strength of the proposed research project, scholarly preparation, writing samples, letters of reference, and alignment with available faculty expertise.

Stage 3: Shortlist

From the full pool of applications, the Admissions Committee will identify a shortlist of the strongest candidates. Shortlisted applicants will be notified by email. Please note that due to the volume of applications received, we are unable to provide individual feedback to applicants who are not shortlisted.

Stage 4: Interviews

Shortlisted candidates may be invited to an interview with a potential supervisor from the Faculty. The interview is arranged at the convenience of both the Program and the candidate. Its purpose is to assess whether there is a faculty member available and willing to supervise your work.

Stage 5: Decision

Following the interviews, offers of admission will be extended to successful applicants via the MyFile portal. As noted previously, we are unable to provide individual feedback on admission decisions.

Please allow sufficient time at each stage. The full admissions process typically runs from the application deadline through to final decisions over a period of several months.

Admission Requirements

Applicants must hold a Master's degree (minimum B+ average) from a recognized university. We welcome applicants who build on prior research from their master鈥檚 study, want to explore new avenues of research, and/or bring relevant professional experience or problems of practice in education or related fields.

Applicants are required to submit:

  • Faculty of Graduate Studies admissions application form
  • One official copy of transcripts of each post-secondary institution attended
  • Three letters of reference (at least two must be from academic referees; the other may be from a professional referee)
  • A curriculum vitae
  • A statement of interest with a detailed plan for intended research 
  • Two samples of written work
  • English language test score (if applicable)

Applicants are strongly encouraged to identify and contact a prospective supervisor prior to submitting their application. If you are proposing to work with a specific supervisor, you must demonstrate through citation to their work how their expertise aligns with your research interests.

Read detailed instructions and apply via the .

Talk to Us

Thinking about applying? We host information sessions throughout the year where you can meet the Graduate Program Director, ask questions, and learn more about program fit, funding, and research opportunities. Can't make a session? Contact us directly at: gradprogram@edu.yorku.ca

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]]> Graduate Program in Education: Language, Culture and Teaching /edu/students/graduate-programs-demo/ Wed, 04 Mar 2026 17:24:18 +0000 /edu/?page_id=46523 The Graduate Program in Education: Language, Culture & Teaching is internationally known for its interdisciplinary and innovative approach to engaging the most pressing educational research, ideas, and issues of our time. For over twenty-five years, the program has supported researchers, scholars and students to advance ground-breaking thinking, studies, and policies in education. Whether you are […]

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The Graduate Program in Education: Language, Culture & Teaching is internationally known for its interdisciplinary and innovative approach to engaging the most pressing educational research, ideas, and issues of our time. For over twenty-five years, the program has supported researchers, scholars and students to advance ground-breaking thinking, studies, and policies in education. Whether you are entering the program as a classroom practitioner, a working professional, or an emerging scholar, you will find a rigorous and supportive intellectual community here.

Quick Links


Specializations
Graduate Degrees & Diplomas
Important Dates
Graduate Student Spotlights
Student Hub

How Would You Like to Study?

Full-Time Study Structured. Funded. Dedicate yourself fully to research and academic life.

Part-Time Study Flexible. Unfunded. For working professionals who want to pursue graduate education without leaving their careers.

Specializations

The Graduate Program in Education at 91亚色 is an interdisciplinary program that draws on the rich and diverse expertise of its faculty. To support students in identifying appropriate supervisors, committee members, and course directors, the program is organized around 9 areas of research and teaching specialization, with faculty members affiliated across these key areas.

Learn More

Graduate Degrees & Diplomas

Master of Education (MEd) Classroom

Master of Education (MEd)

A research and professional master's degree, available full-time or part-time, with thesis, MRP, and course-only options.

Doctor of Philosophy (PhD)

Doctor of Philosophy (PhD)

A doctoral research degree for scholars pursuing original, interdisciplinary inquiry at the intersection of language, culture, and educational practice.

Graduate Diplomas

Stackable credentials in specialized areas of education, available concurrently with a degree or as standalone certificates. Offered part-time.

  • Gurkirat Singh Sidhu, or Gurki as he鈥檚 known to friends and colleagues, is a second-year PhD student in the Faculty of Education at 91亚色. His research focuses on the experiences of racialized French educators, particularly those who have been marginalized by dominant narratives of language and identity.

    READ MORE

    Gurkirat Singh Sidhu, or Gurki as he鈥檚 known to friends and colleagues, is a second-year PhD student in the Faculty of Education at 91亚色. His research focuses on the experiences of racialized French educators, particularly those who have been marginalized by dominant narratives of language and identity. A former French and family studies teacher in the Peel District School Board, Gurki draws deeply on his own encounters with systemic microaggressions, linguistic gatekeeping, and the unspoken assumption that French education belongs to white, Parisian-accented voices. His doctoral work expands upon his Master鈥檚 autoethnography, moving from personal reflection to collaborative storytelling in the form of duo-ethnography (facilitated interview pairings) and pluriethnography (group interview). These methodologies centre the voices and knowledge of other racialized educators.

    Grounded in Critical Race Theory and decolonial perspectives, Gurki鈥檚 research challenges what it means to teach French in Canada and asks 鈥渨ho gets to belong in French-language classrooms?鈥 He hopes his work focuses decolonizing pedagogies benefiting teachers and students alike. With the support of his supervisor, Dr. Gail Prasad, Gurki has a broadening vision of language education. When teachers communicate cultural inclusivity, students get to feel the enrichment that comes from inclusive learning environments.

  • Prilly Bicknell-Hersco brings her lived experience and deep community connection into her research work. Grounded in Black feminist thought, Prilly鈥檚 research explores the intersectional experiences of Black and Disabled students in higher education.

    READ MORE

    Prilly Bicknell-Hersco brings her lived experience and deep community connection into her research work. Grounded in Black feminist thought, Prilly鈥檚 research explores the intersectional experiences of Black and Disabled students in higher education. She is interested in the social and cultural dynamics that shape belonging, academic success, and retention. Central to her inquiry is the role Black mothers play in shaping their children's postsecondary journeys, viewed through an asset-based lens. Using narrative inquiry and storytelling circles as a qualitative methodology, Prilly centers the voices and stories of participants. By choosing story-oriented methodological choices her research serves both as study and silence-dispelling. Prilly seeks to make space for these stories both in informing institutional policy and improving student outcomes like graduation rates.

    As a research assistant on a SSHRC-funded project focused on Indigenous self-determination in Latin America, Prilly also conducted fieldwork with Afro-Indigenous mothers in San Andr茅s, Colombia. This formative experience shaped her understanding of the educational power held within mothering.

    Prilly鈥檚 path in 91亚色 is shaped by both perseverance and mentorship. Having entered postsecondary education through a transitional program without traditional credentials, she earned a master鈥檚 degree and a graduate diploma in Urban Education at 91亚色 before choosing to pursue a PhD. She credits her supervisor, Dr. Carl James, along with a uniquely interdisciplinary committee, including scholars like Dr. Gillian Parekh and Dr. Stephanie Fearon, with helping to sharpen her questions and deepen her analysis.

  • Vince Schutt is a 4th year PhD student in the Faculty of Education at 91亚色. His work lives at the intersection of pedagogy, experiential learning, and the lived realities of environmental communicators. A decade of training environmentalists on Motivational Interviewing (MI), has revealed the emotional burden they carry when trying to advocate for change in a world that seems stuck. Vince鈥檚 doctoral research seeks to continue building on this work.

    READ MORE

    Vince Schutt is a 4th year PhD student in the Faculty of Education at 91亚色. His work lives at the intersection of pedagogy, experiential learning, and the lived realities of environmental communicators. A decade of training environmentalists on Motivational Interviewing (MI), has revealed the emotional burden they carry when trying to advocate for change in a world that seems stuck. Vince鈥檚 doctoral research seeks to continue building on this work.

    Guided by his supervisor, Dr. Mary Ott, Vince is writing an integrated article dissertation. His first paper builds from the idea of a Cassandra Complex as a metaphor for understanding the experience of the modern environmentalist. Here, Vince introduces Cassandra鈥檚 Gambit, exploring how an MI-infused approach might offer Cassandra (and today鈥檚 advocates) radical hope through a viable pathway for effectuating change. His second paper draws on interviews with forty former students, exploring their lived experiences of environmental advocacy and the emotions that shape their engagement. His third paper is a Self-Study of Teacher Education Practice (S-STEP), reflecting on his MI training experiences to generate insights for environmental educators.

    Vince鈥檚 pedagogical research focus seeks to bring what he calls the 鈥淢I band of emotions鈥, made up of acceptance, empathy, compassion, and curiosity, to eco-educators.  He hopes, through eco-educators, to empower eco-advocates to be more effective in their eco-advocacy goals.

  • Wendy Moffatt conducts research to bring focus on the lived experiences of first-generation students of Caribbean descent as they navigate race, language, and academic barriers in the transition to post-secondary education. Drawing from her own experience as the first in her family to attend university and earn a master鈥檚 degree, she is especially attuned to the social, financial, and linguistic challenges faced by students from Caribbean backgrounds.

    READ MORE

    Wendy Moffatt conducts research to bring focus on the lived experiences of first-generation students of Caribbean descent as they navigate race, language, and academic barriers in the transition to post-secondary education. Drawing from her own experience as the first in her family to attend university and earn a master鈥檚 degree, she is especially attuned to the social, financial, and linguistic challenges faced by students from Caribbean backgrounds. This includes those who speak Jamaican Creole or Patwa and may experience stigmatization in academic settings. Through a participant-voice centering interview approach study grounded in sociolinguistic theory, deficit theory, and critical race theory, Wendy aims to uplift the voices of Caribbean students offering new insight into how identity and systemic barriers shape educational access and success.

    Wendy began her academic journey at 91亚色 in the Master of Education program, and her positive experience with the faculty and community led her to continue into the PhD. She is supervised by Dr. Nombuso Dlamini, who also oversaw her MRP and continues to support her growth as a researcher. Wendy鈥檚 research amplifies the perspectives of underrepresented students and challenges dominant narratives to foster more inclusive academic environments.

  • Nana K. Adu-Poku conducts research centering the experiences of Black male educators in their first five years in the profession. His research challenges systemic inequities, by recognizing the value of black male educators as role models. Rooted in his own path into education and longstanding commitment to mentorship, Nana鈥檚 research seeks to grow understanding on black men鈥檚 journeys from university to successful educator.

    READ MORE

    Nana K. Adu-Poku conducts research centering the experiences of Black male educators in their first five years in the profession. His research challenges systemic inequities, by recognizing the value of black male educators as role models. Rooted in his own path into education and longstanding commitment to mentorship, Nana鈥檚 research seeks to grow understanding on black mens鈥 journeys from university to successful educator. For this purpose, he is designing and studying 鈥渁ffinity spaces.鈥 These are intentional communities built outside of school systems with the purpose to enhance connection, resilience, and to exist as a supportive network for Black male educators.

    Nana鈥檚 research is grounded in Critical Race Theory and composite counterstory methodology. The lay version meaning he synthesizes interview data into collective narratives and can reveal the lived experiences of Black male educators including challenges like microaggressions, underrepresentation, and institutional neglect. Nana鈥檚 research will enable school boards and teacher education programs to anticipate the needs of Black male educators, empowering them with clearer pathways to support and retain them.

    Nana鈥檚 academic journey at 91亚色, from undergraduate to PhD, was shaped by supportive mentors, including his supervisor Dr. Aparna Mishra-Tarc and collaborators like Dr. Vidya Shah, Dr. Stephanie Fearon, and Dr. Gabrielle Moser. With a research program rooted in equity, mentorship, and community-building, Nana is charting a path that blends lived experience with rigorous scholarship to reimagine the future of education.

Important Dates

Application Deadline Dates
Master of Education (MEd)
Full-time Applicants - January 15, 2027
Part-time Applicants - February 15, 2027
PhD
Full-time Applicants - December 01, 2026
Part-time Applicants - December 01, 2026
Graduate Diplomas
February 15, 2027

Talk to Us

Thinking about applying? We host information sessions throughout the year where you can meet the Graduate Program Director, ask questions, and learn more about program fit, funding, and research opportunities. Can't make a session? Contact us directly at: gradprogram@edu.yorku.ca

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]]> Academic Programs /edu/academic-programs/ Wed, 04 Mar 2026 17:05:16 +0000 /edu/?page_id=46516 Meeting the challenges of a changing educational landscape Through exceptional academic programs, we foster high-demand graduates that are poised to meet the challenges of a changing educational landscape 鈥 across local, regional, cultural, national and global communities.  Our programs are built on a solid ethical foundation and are infused with strong principles including equity, diversity, […]

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Meeting the challenges of a changing educational landscape

Through exceptional academic programs, we foster high-demand graduates that are poised to meet the challenges of a changing educational landscape 鈥 across local, regional, cultural, national and global communities. 

Our programs are built on a solid ethical foundation and are infused with strong principles including equity, diversity, community, collaboration, and social justice, and reflect the rich, untapped diversity of career pathways within education鈥攆rom direct instruction in the classroom to directing educational philosophy, policy and curriculum.

 

What We Offer

Undergraduate Programs

Undergraduate Programs offer two distinct pathways for individuals interested in learning and education. The Bachelor of Education (B.Ed) prepares future teachers for classroom teaching and a recommendation for certification with the Ontario College of Teachers (OCT). The Bachelor of Arts (BA) Educational Studies explores how education shapes individuals and society.

Program Information

Graduate Programs

The Graduate Program in Education: Language, Culture & Teaching is internationally known for its interdisciplinary and innovative approach to engaging the most pressing educational research, ideas, and issues of our time.

Program Information

Post-Baccalaureate Programs

The Deaf and Hard of Hearing (DHH) Teacher Education program is the only one of its kind in Ontario and one of few across Canada. Qualified teachers are prepared to work with students who are deaf or hard of hearing in a variety of educational programs.

Program Information

奥眉濒茅别濒丑补尘 Indigenous Programs

Developed in collaboration with Indigenous scholars and communities, 奥眉濒茅别濒丑补尘 prepares students for a wide variety of careers including, teaching, journalism, public administration, law enforcement, court work, policy work, or research on Indigenous experiences.

Program Information
SDG 4 Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

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]]> In the media: Black youth lead research revolution at transformative TDSB Conference /edu/2025/12/09/in-the-media-black-youth-lead-research-revolution-at-transformative-tdsb-conference/ Tue, 09 Dec 2025 15:54:45 +0000 /edu/?p=45245 The fourth annual Youth Participatory Action Research (YPAR) Conference, hosted by the Toronto District School Board鈥檚 Centre of Excellence for Black Student Achievement (CEBSA), delivered a powerful showcase of Black youth leadership.

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]]> student presenting at the fourth annual Youth Participatory Action Research (YPAR) Conference, hosted by the Toronto District School Board鈥檚 Centre of Excellence for Black Student Achievement
Photo Courtesy of Halima Elmi

The fourth annual Youth Participatory Action Research (YPAR) Conference, hosted by the Toronto District School Board鈥檚 Centre of Excellence for Black Student Achievement (CEBSA), delivered a powerful showcase of Black youth leadership. Held on Saturday, November 1st, 2025, at Highland Hall on the University of Toronto鈥檚 Scarborough campus, the event brought together students, educators, administrators, and community partners. Their shared goal: elevate student-led research and highlight the issues that matter most to Black learners.

The conference grew out of the Black Student Summer Leadership Program (BSSLP), a creative initiative shaped by CEBSA. The program began with ten students in 2019 in partnership with the Jean Augustine Chair in Education, Community, and Diaspora at 91亚色鈥檚 Faculty of Education. Participation expanded to 30 students in 2020 and surged to 100 by 2025. This growth turned the program into a competitive, in-demand experience for students eager to lead, research, and influence their schools. BSSLP affirms Black identity, excellence, and leadership, while modeling how schools and communities can work together to expand access, create career pathways, and drive systems change.

on the Toronto Caribbean Newspaper website

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]]> Celebrating Excellence: 91亚色 Students Receive the 2024鈥2025 Don Galbraith Pre-Service Teacher Award of Excellence /edu/2025/11/26/celebrating-excellence-york-university-students-receive-the-2024-2025-don-galbraith-pre-service-teacher-award-of-excellence/ Wed, 26 Nov 2025 15:06:01 +0000 /edu/?p=45155 The Faculty of Education is proud to announce that Lauren Cunningham, Anthony Pereira and Elvina Patapau have been named recipients of the 2024鈥2025 Don Galbraith Pre-Service Teacher Award of Excellence from the Science Teachers鈥 Association of Ontario (STAO), a subject organisation dedicated to supporting science educators across the province. This award recognises pre-service teachers who […]

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The Faculty of Education is proud to announce that Lauren Cunningham, Anthony Pereira and Elvina Patapau have been named recipients of the 2024鈥2025 Don Galbraith Pre-Service Teacher Award of Excellence from the Science Teachers鈥 Association of Ontario (STAO), a subject organisation dedicated to supporting science educators across the province.

This award recognises pre-service teachers who demonstrate exceptional dedication and creativity in their science education preparation and teaching. Recipients are recognised for their willingness to explore diverse instructional methods, confidence in the classroom, and strong research skills that allow them to develop high-quality curriculum materials. In addition, awardees show outstanding interpersonal skills, qualities essential to effective teaching.

The Don Galbraith Award is awarded based on nominations from professors and instructors during the pre-service teacher鈥檚 enrollment in their program. It celebrates those who exemplify the very best in science teaching potential and innovation.

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亚色鈥檚 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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