Critical Environmental Education Cohort
Applications are now being accepted for a Critical Environmental Education cohort beginning in the summer, 2014. To ensure a spot, please have completed application in by April 30. In your statement of intent, state your interest in the CEE cohort and how your background prepares you to undertake this kind of study. Apply now
This two-year (7 academic terms) program of study explores core themes of relational learning, social and environmental justice, local and global tensions/ possibilities, and literature and the arts in learning.
This course-based Master of Education (M Ed.) program of study requires successful completion of 10 three-credit courses in total. Offered in a blended-delivery format that allows study from a distance, three Summer Institutes of two-courses each are offered in two-four week blocks in the summers of 2014, 2015, and 2016. The final institute includes a capstone component. One on-line course per term is offered in the Fall and in the Winter of 2014-15 and 2015-16. Cohort participants are expected to follow the prescribed courses as laid out by the department.
This program of study includes a strong focus on experiential learning, with some of the Summer Institutes offered off-campus. The Place and Socio-ecological Experience Summer Institute (2015) will include a week-long Urban Education course focused in Saskatoon's downtown Neighborhoods, and a week-long Land-based Education course on a Saskatchewan river. Some online courses will also include self-directed experiential components.
The courses offer interdisciplinary study focused on integrated social and ecological justice issues, with a strong anti-racist and anti-oppressive component as well as experiential eco- aspects. The program of study provides a strong theoretical and experiential basis for critical environmental and ecological action including applications to policy, curriculum and assessment, research methods, and pedagogical strategies.
Summer Institute 2014: Intersectional Social and Ecological Justice Issues
- EFDT 990: Graduate Student Seminar (required non-credit seminar) (Saskatoon)
Friday, July 04, 9AM-4PM and Saturday, July 05, 9AM-3:50PM
- GSR 960: Introduction to Ethics and Academic Integrity (required on-line non-credit seminar)
- EFDT 844.3: Theory and Practice of Anti-Racist Education (Saskatoon)
Monday, July 7, to Thursday, July 17, weekdays only; 9:30AM-3PM
- EFDT 898.3: Critical Pedagogy, the Environment, and Neo-Liberalism (Saskatoon)
Monday, July 21, to Thursday, July 31, weekdays only; 10AM-3:30PM
- ERES 800.3: Introduction to Research Methods (on-line)
- EFDT 870.3: Interdisciplinary Seminar in Education (on-line)
Summer Institute 2015: Place and Socio-ecological Experience
Contact hours condensed to two-week period.
- EFDT 478.3: Urban Education (Saskatoon)
Dates and times TBA
- EFDT 479.3: Land-based Education (River)
Dates and times TBA
- EFDT 898: (re)Considering Experience: Narrative Inquiries into Time, People, and Place (on- line)
- EFDT 884.3: Life History as Education (on-line)
Summer Institute 2016: Critical Environment Education Practice
- EFDT 885.3: Investigations in Culture and Environment
(Location, dates, and times, TBA)
- EFDT 898.3: Critical Eco-Curriculum and Assessment (This course includes a capstone component to meet certification requirements)
(Location, dates, and time, TBA)
Note: Course offerings may be substituted or re-sequenced at the discretion of the department head.
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.
EFDT 898.3: Critical Pedagogy, the Environment, and Neo-Liberalism: In this course, students will learn about difficulties in enacting a societal change in environmental consciousness because of a general lack of political consciousness among the public in the United States and Canada. The three major concepts in this course—critical pedagogy, neo-liberalism, and environmental consciousness—will be connected through readings and film. The role of the corporate media and the views of prominent individual journalists and activists around environmental consciousness will also be explored.
ERES 800.3: Research Methods: Introduction, with special reference to research in Education: The basic principles of research, both quantitative and qualitative, are discussed. Skills necessary for the production of research proposals are developed, e.g. techniques for surveying the research literature, and the collection and analysis of data.
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.
EFDT 478.3: Urban Education: Focuses on how urban experiential and community-based learning can contribute to both personal and educational decolonization and reinhabitation in relation to social and ecological justice issues in a Saskatchewan context. Participants will be introduced to critical eco- pedagogical theories and practices, with a particular focus on urban issues and spaces such as Aboriginal and settler youth cultures and orientations to place and environmental issues, environmental justice and racism, schoolyard greening and urban gardening, and various other facets of community-based learning and engagement.
EFDT 479.3: Land-based Education: Focuses on how outdoor experiential and place-based learning can contribute to both personal and educational decolonization and reinhabitation in relation to social and ecological justice issues in a Saskatchewan context. This course builds on the frameworks for experiential and place-based learning developed in the Urban Education course, and extends them to consider unique issues and opportunities that arise in outdoor education environments. The course covers topics such as trip preparation and group travel, exploring the five senses in learning, using art and poetry in ecological learning, decolonizing place and the historical site visits, the history of Aboriginal and settler peoples in the course area, natural history and species identification, nature sketching, framing and debriefing effective solo experiences, and connecting place-based learning to the curricular content areas.
EFDT 898: (re)Considering Experience: Narrative Inquiries into Time, People, and Place (on- line): This course investigates the Deweyan experiential foundations of Narrative Inquiry as manifested in the three commonplaces with a primary focus on educational contexts. The commonplaces of Narrative Inquiry (temporality, people, and place) are used to understand experience in research texts. This is not a course on methods or methodology.
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.
EFDT 885.3: Investigations in Culture and Environment: This course encourages thoughtful and critical engagement with a range of literatures and experiences related to what it means to develop understandings and actions concerned with the ecological. Through exploring a breadth and diversity of sources in areas such as cultural geography, sociology, philosophy, postcolonial studies, environmental justice, the arts, and education, participants will be able to develop more in-depth and comprehensive understandings of related fields of inquiry and to draw insights for their own life and work practices.
EFDT 898.3: Socio-Ecological Curriculum and Assessment: Activism involves teaching and learning. Whether part of the formal, informal, or non-formal education system, all humans have educational roles to play. In this course, graduate students will examine values, curriculum, and assessment of effectiveness related to critical socio-ecological programming. This course will contain a capstone component.