2017-2018 Program Syllabus
Structure of the Program
The program consists of a 75 hour time commitment, which includes the option to complete an alternative placement with one of our partner organizations that is recognized by the School of Education and Professional Learning towards your teaching degree.
Workshops: 1 workshop a month; 5 workshops total – approx. 30 hours
Reflection, Action & Dialogue (RAD) Sessions: 1 following each workshop; 5 total – approx. 10 hours
Alternative Placement: timelines to be confirmed with each partner organizations – 35 hours
October 28, 2017 – Workshop #1: Social Justice in the Classroom and Experiential Education through the Arts
- How will you encourage all of your students to develop confidence in their own voices?
- How will you incorporate meaningful experiential education and the arts into your teaching?
This workshop begins with an introduction to anti-oppression theory, human rights, and social justice education to provide a basis for the rest of the workshops in the program. In the second segment of the workshop, you will have the opportunity to experience and explore ways you can use music as a tool for addressing curriculum goals, fostering social connections, building confidence, and creating calm spaces in the classroom.
November 25, 2017 – Workshop #2: Education for Change (a.k.a Popular Education)
- How can you work with your students as agents of change?
- What can you do in your classroom to help students grapple with issues of poverty and power without feeling overwhelmed?
This workshop will introduce you to the ideas of “popular education” and “critical pedagogy”, as well as to Brazilian educator Paulo Freire – all to help you unpack the challenges of teaching and learning about poverty, class, and power. Through participatory activities and popular education techniques, we will focus on developing reflection and action strategies for use in and outside of the classroom.
January 20, 2018 – Workshop #3: Indigenous Ways of Teaching and Learning
- Why is it important for Indigenous and non-Indigenous educators and students to engage with Indigenous histories, cultures and teachings?
- How can Indigenous and non-Indigenous people build respectful and reciprocal relationships with the land and with each other?
- How will you re-imagine a Canadian history course from an Indigenous perspective where Indigenous students see themselves reflected in the curriculum?
This workshop will focus on Indigenous education and its relevance to all students by exploring identity, decolonization, allyship and culturally responsive curriculum. By incorporating hands-on activities, talking circles, and guest speakers, we will explore how to introduce hard topics while practicing self-care for yourself to ensure that students are able to share and learn in a safe space.
February 10, 2017 – Workshop #4: Global Social Justice and Cultural Awareness in the Classroom
- How can we understand our own culture?
- How will we include cultural awareness and diversity training in our teaching?
- How do global disparities influence the lives of your students here in Canada?
- How will you welcome and engage newcomer students in your classroom?
This workshop will give you the opportunity to explore topics of race, culture, ethnicity, language, and accessibility. You will begin to develop strategies and collect materials to build a creative toolbox. This session will also include guest speakers with extensive experience with global education!
DATE TBA: Workshop #5: The TEACH-IN (Late March or Early April)
- What successes and challenges have you experienced incorporating social justice education into your teaching practice?
- Which tools will you use to create welcoming, equitable, and inclusive classrooms and to facilitate important conversations?
This final workshop is a celebration and creative sharing space to explore the successes and challenges of integrating social justice education into your teaching practice. Candidates will be asked to bring a personal reflection based on their experiences over the course of the program, to be shared with an understanding that all experiences – positive and negative, will provide us with a rich opportunity for dialogue and learning. Students who have completed their alternative placement hours will receive their Certificate of Achievement at this time. Students who are still completing their hours will receive their certificate from their host organization once hours are completed.
Reflection, Action & Dialogue (RAD) Sessions
In the week following each workshop, a Reflection, Action and Dialogue (RAD) session will be held to discuss your experiences of teaching and learning, to collectively imagine creative ways to solve problems, and to create useful lesson plans and curricular connections with the workshop.