The Critical Environmental Education Cohort's next intake will be for the summer, 2017.
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 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.
Expected Course Offerings
Summer Institute: Intersectional Social and Ecological Justice Issues
- EFDT 990: Graduate Student Seminar (required non-credit seminar) (Saskatoon)
- 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)
- EFDT 881.3: Education, Wisdom, and Nature (Saskatoon)
- ERES 800.3: Introduction to Research Methods (on-line)
- EFDT 870.3: Interdisciplinary Seminar in Education (on-line)
Summer Institute: Place and Socio-ecological Experience
Contact hours condensed to two-week period.
- EFDT 478.3: Urban Education (Saskatoon)
- EFDT 479.3: Land-based Education (River)
- 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: Critical Environment Education Practice
- EFDT 885.3: Investigations in Culture and Environment
- EFDT 898.3: Critical Eco-Curriculum and Assessment (This course includes a capstone component to meet certification requirements)
Note: Course offerings may be substituted or re-sequenced at the discretion of the department head.
Credit Course Descriptions
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 881.3: Education, Wisdom and Nature: Traces the concept of wisdom from earliest times through a decline in interest during the Enlightenment to its present-day resurgence among feminist theologians, deep ecologists, and First Nations peoples. Conceptions of wisdom and their emotional and cognitive preconditions are explored. Educational implications are considered.
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: 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.