OISE/UT Bulletin 2000/2001 -- University of Toronto Graduate Studies in Education | |||
Adult Education, Community Development and Counselling Psychology - Adult Education Program | |||
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•For information about application procedures and forms, contact:
OISE/UT Registrar's Office
Graduate Studies Admissions Unit, Room 485
Telephone: (416) 923-6641 ext. 2663/2664
Telephone: 1-800-785-3345
E-mail: gradstudy@oise.utoronto.ca
•For information about registration, contact:
Christine Fung, Liaison Officer
OISE/UT Registrar's Office
Graduate Studies Registration Unit, Room 485
Telephone: (416) 923-6641 ext. 2665
E-mail: cfung@oise.utoronto.ca
ADMISSION
Admissions procedures are described in the Application Procedures section, pages 35 - 39.
Each year, the admissions committee receives many more applications for each of its programs than can be accommodated. Selection must be made from a large number of applicants who satisfy admission requirements as stated in the Minimum Admission, Program and Degree Requirements section, pages 26 - 34.
Consequently, a number of qualified applicants are disappointed. In some cases the committee may suggest re-application for a later year.
The program requires that the résumé submitted along with the application form provide clear and complete information about the applicant's past experience in adult or related aspects of education - at minimum one year. Applicants must also submit a letter of intent which states their scholarly interests and how these will enhance their contribution to the field and to their future career goals. Doctoral applicants must also submit the names of two Adult Education faculty whose areas of specialization most closely match their own thesis-related interests.
Doctoral applicants who have not completed an M.A. thesis are required to submit a Qualifying Research Paper (QRP) by the application deadline in December.
Students may include in their program, courses offered by other OISE/UT and University of Toronto graduate departments. With the approval of the faculty advisor and the Registrar's Office, Graduate Studies Registration Unit, students are permitted to take the equivalent of two half-courses at another recognized graduate institution for credit in this program, but must commence their program with OISE/UT courses.
Master of Education
A three- or four-year University of Toronto degree in a relevant discipline or professional program or its equivalent from a recognized university, with standing equivalent to a University of Toronto mid-B or better in the final year, is required for admission to the Master of Education program.
The M.Ed. is a non-thesis degree which can be taken on either a full- or part-time basis. The program normally consists of ten half-courses, usually at the 1000 level. At least half of the courses should be from the Adult Education program. Students are normally required to take course AEC1100, the Introduction to Adult Education, and where applicable, an introductory course within their specialization. In addition to the course work, all students must complete a comprehensive requirement from one of the following options:
a) a comprehensive examination
b) an integrative paper
c) a research literature review
d) a field-based exploratory project.
Greater detail on these options is available from the department's comprehensive policy.
NOTE: Students should be aware that they must be registered during the session in which the comprehensive requirement is completed and pay the designated fee. (See Continuity of Registration, page 23.)
Master of Arts
Beginning with the 2000/2001 admissions cycle, a three- or four-year University of Toronto degree in a relevant discipline or professional program or its equivalent from a recognized university, with standing equivalent to a University of Toronto mid-B or better in the final year, is required for admission to the Master of Arts program.
The M.A. is a research-based degree which can be taken on a full- or part-time basis. Students normally would take eight half-courses, although additional courses may be required of some students. The courses usually would be at the 1000 level, and include at least four half-courses from the Adult Education program. Students are normally required to take course AEC1100, the Introduction to Adult Education as one of their first two courses. During their program, students in the M.A. are expected to have exposure to both qualitative and quantitative approaches to research. M.A. students complete a thesis which may lay the groundwork for doctoral research.
Doctor of Education
For admission information, see the Minimum Admission, Program and Degree Requirements section, pages 26 - 34.
The Ed.D. program is designed to provide opportunities for more advanced study for those who are already engaged in a career in a related field and who are preparing themselves for further leadership. Those who have not written a thesis as part of their master's program must submit a Qualifying Research Paper (QRP) with their application (see the QRP guidelines available from the Registrar's Office, Graduate Studies Admissions Unit).
The Ed.D. can be taken either on a full- or part-time basis, but there is a minimum of one year of full-time study. Incoming students normally would take eight half-courses, including a four half-course major from the Adult Education program. A minimum of four courses must be at the 3000 level, and it is recommended that the course AEC3102 (the doctoral thesis seminar) be taken at the beginning of the program. It is recommended that AEC3111 (Academic and Professional Seminar for Adult Educators) be taken soon after. All Ed.D. students are expected to take at least one specialized methods course, complete a comprehensive requirement and write a thesis.
Doctor of Philosophy
For admission information, see the Minimum Admission, Program and Degree Requirements section, pages 26 - 34.
The Ph.D. program is designed to provide opportunities for advanced study in the theoretical foundations of adult education and in the application of such knowledge to educational practice. The Ph.D. is a full-time degree. Incoming students would begin as a cohort and would take six half-courses, including a four half-course major from the Adult Education program. A minimum of four courses must be at the 3000 level, including course AEC3102 (the doctoral thesis seminar) which would normally be taken in the first semester of the program by the entire cohort. Ph.D. Students would also normally take AEC3111 (Academic and Professional Seminar for Adult Educators) and at least one specialized methods course. In addition, all Ph.D. students are expected to complete a comprehensive requirement and a thesis.
Initial Teacher Education Program
OISE/UT offers a Bachelor of Education degree with teaching supported by all departments. Faculty members in the Adult Education program participate in this degree as well.
The Adult Education Program provides a place to study and to contribute to theory, practice, and policy concerning formal and informal, individual and collective adult learning and teaching in small groups, schools, organizations, communities, social groups, and social movements within local, national and international contexts.
The program is organized into three broad areas of specialization, described below. These areas have been designed for admissions purposes and to support students in selecting courses. Students are free to select courses throughout the Adult Education Program as well as courses listed with the Counselling Psychology Program and in other departments in OISE/UT.
•Community, International and Transformative Learning
Coordinator: Dr. Ed O'Sullivan
Telephone: (416) 923-6641 ext. 2529
E-mail: eosullivan@oise.utoronto.ca
Faculty and students in the Community and International Transformative Learning specialization share a concern for education, collective action, social justice and planetary survival. They understand learning and teaching to be a complex, multifaceted social, economic, political, cultural and spiritual endeavour. They come from Canada and abroad and bring varied backgrounds including feminist, ecological, anti-colonial, anti-racist, marxist/socialist, indigenous, popular, and holistic education, liberation theology, community organizing, and community development (for example) to a rich dialogical learning experience informed by critical analyses and transformative visions.
Transformative learning and education emphasizes the local and the global/planetary aspects of all these educations and recognizes the links between the varied issues on which they focus and between the various regions of the world. The specialization offers an environment where students of diverse backgrounds, experiences and perspectives and varying levels of expertise can challenge and support each other to broaden and deepen their approaches as they undertake research and contribute to knowledge in particular areas at either the master's or doctoral level on a part-time or full-time basis. (This specialization is also the home of the Interdepartmental Graduate Specialization called 'Transformative Learning', see pages 222 - 223)
Knowledge and learning/teaching outside the academy are honoured and emphasis is placed on building strong, mutually beneficial connections with diverse individuals, groups and communities in Canada and abroad engaged in creating and disseminating this knowledge.
•Learning and Teaching
Coordinator: Dr. Peter Gamlin
Telephone: (416) 923-6641 ext. 2593
E-mail: pgamlin@oise.utoronto.ca
The Learning and Teaching Specialization emphasizes a collaborative, relational, mutual orientation as part of the learning, teaching, and inquiry process. The specialization is concerned with adult learning and teaching within and outside institutional contexts. It promotes school renewal and the learning and teaching of educators who work in diverse informal and formal educational settings.
The specialization has a close association with and commitment to schools and school boards and school-based initial and continuing teacher education. This provides an ideal context for school-based research, study, and professional development and makes possible local, regional, and international connections.
The specialization attracts those who are interested in issues of teaching and learning in a wide range of informal, community, school, college, university, health-care, and other organizational settings including teachers, consultants, administrators, and other school professionals. Principles of adult learning and teaching are central to the perspectives and pedagogies of the faculty.
A subfocus in this specialization is the development and establishment of culturally relevant Aboriginal Education initiatives in the areas of research, teaching, program development, community outreach, initial teacher education and graduate studies. Courses developed from this subfocus will be cross-listed with the Department of Sociology and Equity Studies and the Department of Curriculum, Teaching and Learning.
•Workplace Learning and Change
Coordinator: Dr. Shahrzad Mojab
Telephone: (416) 923-6641 ext. 2242
E-mail: smojab@oise.utoronto.ca
The Workplace Learning and Change specialization has two complementary themes: first, a transformative analysis of the workplace and, second, an examination of alternative approaches to workplace design. The first theme situates the workplace within a broader social framework, including the impact of various forms of hierarchies (for example, social class, gender, race and ethnicity) and related social policies upon the organization of work and the distribution of its resources. Some issues to be considered are: the meaning of work in the modern world; the impact of hierarchical social relations upon such criteria as worker satisfaction, health and safety, creativity and productivity; the effects of globalization upon the workplace; and the impact of work upon the natural environment.
The second theme involves the study of models that seek to reduce workplace inequities. These alternative models attempt to achieve greater equality of power and remuneration; greater inclusivity; broader participation in decision-making; more reflective, responsive, and respectful work environments; greater workplace and economic democracy; a better informed workforce; a higher quality of working life; and more sustainable forms of production.
This focus subsumes a broad interpretation of the workplace. It includes differing locations for work, such as the home and community, and non-formal as well as formal workplace arrangements. The analysis of learning is done from the perspective of the individual, the group and the system.
Applications are invited both from persons not currently in the labour force but with an interest in the study of workplace change, and from practitioners who are involved in the process of organizational learning and change in such areas as adult education, human resource development, organizational consultation, equity leadership and industrial relations. Practitioners may be from all sectors of the economy (private, government, non-profit, cooperative) as well as from labour unions in those sectors. Students can pursue this program on a part-time or full-time basis.
INTERDEPARTMENTAL SPECIALIZATIONS
•Aboriginal Education (pending approval)
The departments of Curriculum, Teaching and Learning, and Sociology and Equity Studies collaborate in this specialization and in the development of Aboriginal education studies. The Indigenous Education Network (IEN) is the OISE/UT-wide forum for students and faculty to share common interests. The IEN office and the Aboriginal student caucus offices are located in this department.
For further information, contact:
Laara Fitznor
Telephone: (416) 923-6641 ext 2345
Fax: (416) 926-4749
E-mail: lfitznor@oise.utoronto.ca
The Adult Education program also supports involvement in OISE/UT-wide interdepartmental specializations ( pages 219 - 223) in the fields of:
•Women's Studies/Feminist Studies
•Transformative Learning.
•Comparative, International and Development Education
Applicants interested in this Collaborative Program should communicate directly with Joseph P. Farrell, Head, Comparative, International, and Development Education Centre. (See pages 216 - 217.)
•Environmental Studies
OISE/UT offers in cooperation with the Institute for Environmental Studies at the University of Toronto a Collaborative Program in Environmental Studies. This program is carried within OISE/UT jointly through the Departments of Adult Education, Community Development, and Counselling Psychology; Curriculum, Teaching and Learning; and Sociology and Equity Studies in Education. Interested applicants should apply through the Community, International and Transformative Learning specialization. For details on the program, please see pages 217 - 218. Prof. Ed O'Sullivan is the contact person in the department.
•Graduate Women's Studies (GCWS)
The departments of Adult Education, Community Development and Counselling Psychology; Curriculum, Teaching and Learning; Sociology and Equity Studies in Education and Theory & Policy Studies in Education participate in the University's Collaborative Graduate program in Women's Studies (GCWS). All programs of study should be planned in consultation with the Graduate Women's Studies Program Director at Innis College and the program advisor in the student's OISE/UT home department. Further information is available on page 218 of this Bulletin and from the School of Graduate Studies Calendar.
•Certificate in Adult Education
The Certificate Program is available for those whose previous academic study does not qualify them for admission to graduate degree programs. It provides an opportunity to broaden their knowledge of theory and methods in adult education. Typically, students come from a wide spectrum of adult education activities.
Students may pursue this program on a full- or part-time basis. It consists of a minimum of six half-courses, with an opportunity for additional courses. Students must take at least four courses in this department.
Courses taken as a Certificate student cannot be counted for credit toward a graduate degree at the University of Toronto. Fees for the Certificate Program are those that apply to the equivalent category of Special Student. Incidental fees are not required unless the student is pursuing the Certificate on a full-time basis, in which case the campus services fee must be paid. (See Fees section, pages
238 - 240.)
Inquiries are to be directed to the Program Chairs in the areas of specialization which are of the most interest. Application forms can be obtained by contacting the department.
•Diploma in Adult Training and Development
This Diploma Program is designed for trainers, facilitators, leaders and managers who want to train or facilitate the learning of others. The program consists of five modules listed below, and a practicum.
The Diploma in Adult Training and Development is awarded upon completion of all modules and a practicum dealing with all areas covered in the program. A Practicum Report must be submitted to the Program Director and the Practicum Supervisor for feedback and approval. Candidates have one year from the end of the program to complete their Practicum Report.
Modules are offered by experienced trainers and consultants who are grounded in adult education theory and have worked in both the public and private sectors.
Tuition for the complete program for 2000/2001 is $3,210. Modules may be taken individually.
For more information and/or to register, contact:
Maria Fryman, Coordinator
E-mail: mfryman@oise.utoronto.ca
OR
Bill Alexander, Director
walexander@oise.utoronto.ca
Telephone: (416) 923-6641 ext. 2558
Fax: (416) 926-4709
Web site: www.oise.utoronto.ca/training/
The following list demonstrates the range of courses offered in the Adult Education Program. Not all of the courses listed are offered in any given year.
AEC1100H Outline of Adult Education
Designed to assist students to develop an understanding of and an identity with
the field of adult education. Major philosophical, historical, and conceptual
bases are examined; also contemporary agencies and programs, issues, and trends
in the practice of adult education. It is highly recommended that all master's
students enrol in AEC1100H during the first term of their program.
B.L. Hall, D. Schugurensky and staff
AEC1101H Program Planning in Adult Education
Introduction to the basic principles and processes of alternative theory bases
for approaches to program planning in adult education. Theory bases are tested
experientially in relation to the "real life" program planning for this course.
Staff
AEC1102H Community Development: Innovative Models
This course involves the study of innovative models of community development
in such areas as housing, childcare, healthcare including mental health services,
social service provision, and education, as well as models of community economic
development. There is a combination of case studies (both Canadian and international),
papers on alternative policies, and critical social analyses both of why there
is a need for community development and the significance of this phenomenon
for a broader social-change strategy. The community development strategies utilized
in the course are based primarily on non-profit and cooperative approaches.
J. Quarter
AEC1103H Introduction to Research Methods in Adult Education
A critical examination of the research process. Qualitative and quantitative
research approaches will be explored as an introduction to the formal inquiry
process. Typically, students will be exposed to a range of research perspectives
through conversational interviews, readings, and small group and whole class
discussions. Students will begin to conceptualize their own research project.
Particular attention will be given to fostering understandings of the ethical,
procedural, and political implications of research work as well as an understanding
of what it means to be "the researcher" and "the researched."
J.G. Knowles or staff
AEC1104H Community Education and Organizing
This course involves the study of a variety of perspectives in critical and
community education as they relate to development and social change. Key issues
in theory and practice will be examined through the study of classic writing
in popular education, community organizing, feminist, socialist, anti-racist,
anti-colonial and indigenous education/organizing.
A.R. Miles
AEC1106H Small-Group Experience and Theory
A seminar and workshop program to study theories related to the performance
of groups and of individuals within groups. Participants will have the opportunity
to experience working in a group and to relate their experiences to theoretical
formulations and field practice. The particular structure and focus of this
course vary each time it is offered.
Staff
AEC1107H Developing and Leading High Performing Teams: Theory and Practice
This course examines the application of small group theory and leadership models
to team development within organizational settings. It addresses such issues
as power and difference among members, equity in leadership, peer performance
assessment, multi-rater feedback and team process consultation. It provides
an opportunity to examine, both theoretically and experientially, the development
of a team as it forms, confronts interpersonal and group conflict, and evolves
from dependence on the team leader to interdependence and shared leadership
among team members. This course is particularly relevant to current workplace
designs, where matrix models, cross-functional team arrangements and ad hoc
project teams predominate new organizational forms. The course is held on seven
alternate weeks for a full day each session, in order to permit both conceptual
exploration and the application of theory to actual team development.
M.E. Laiken
AEC1108H Adult Learning
Through reading, interviews, and self-reflection, students in this course will
gain insight into adult learning, including self-directed learning. What, why
and how do adults learn and change? What are the implications for educators?
M.E. Laiken or staff
AEC1110H Basic Processes in Facilitating Adult Learning
A theoretical and experiential study of adult learning processes, and of the
procedures educators can use in group settings to enhance the development of
learning processes. Students will explore personal, institutional and societal
variables involved in adult learning, examine the factors that promote or hinder
them, experience and analyze different teaching approaches, and develop a personal
approach to the teaching/learning process.
D. Schugurensky or staff
AEC1114H Comparative and International Perspectives in Adult Education
An exploration of adult learning in several societies, with attention given
to the historic, demographic, political, and economic factors. This course introduces
a number of methods of comparison particularly applicable to adult education,
and provides an introduction to the field of comparative studies.
D. Schugurensky and S. Mojab
AEC1116H Learning Values in Adulthood
This course examines the nature of values, the role of ideas about values in
an adult's life, the adult life cycle and its value dimensions, a values approach
to adult life problems, a values "curriculum" for adults, and strategies for
adult values learning in formal and informal settings.
C.M. Beck
AEC1117H Consulting Skills for Adult Educators
The purposes of this course are fourfold: (1) to explore different consulting
styles; (2) to explore the stages of the consulting process; (3) to explore
the models of consulting stages; (4) to emphasize the practice of consulting
skills in simulated consulting situations.
Staff
AEC1119H Creating a Learning Organization
The course is a study of theory, research, and experience based on a view of
organizations as contexts for learning and as learning systems. The course will
employ a variety of learning strategies including participant and instructor
presentation, organizational simulation and experiential learning, guest speakers,
and field study. Students will gain an appreciation of approaches to the integration
of work and learning for continuous development, the assumptions upon which
action learning is built, and the centrality of developing their own critical
reflection skills as agents for change.
Staff
AEC1122H Practicum in Adult Education and Community Development (Pass/Fail)
This course provides an opportunity for students to put theoretical ideas they
have learned in other courses into practice. Students will identify a placement
setting, and develop a project in consultation with the instructor. The practicum
can be situated within any setting (examples include schools, private sector
organizations, community groups, hospitals, etc.). Students will also participate
in a weekly seminar which will provide opportunity for support, feedback and
reflection.
K. Mirchandani or M.E. Laikin
AEC1125H Contemporary Issues in Adult Literacy
An examination of the problems, issues, literature, and research relating to
adult basic education and literacy in Canada and abroad; the relationship between
adult literacy and poverty, social change, and community and human development.
Staff
AEC1130H A Participant-Directed Seminar: Learning in Organizations
This course is intended for students who have an interest in exploring the dynamics
and development of an organization which supports individual, group and systemic
learning and change. Through designing and operating an organization intended
to meet the learning needs of its members, participants learn experientially
as well as theoretically about the "disciplines" of developing an organizational
vision; sustaining personal mastery; engaging in team learning; examining mental
models; and encouraging systems thinking.
M. Laiken or staff
AEC1131H Special Topics in Adult Education
A course that will examine in depth a topic of particular relevance not already
covered in regular course offerings in the department. The topics will be announced
each spring in the Winter Session and Summer Session course schedules.
Staff
AEC1133H Introduction to Qualitative Research in Adult Education
This course is concerned with approaches to research that gather information
through participant observation, conversational interviews, and the collection
of documents or artifactual materials. The course provides students with an
opportunity to conceptualize and conduct a mini research project drawing on
various strategies of qualitative research. Particular attention will be placed
on the representation of human experience and the forms of presentation associated
with formal research processes. Conversational interviews, readings and small
group and whole class discussions, and peer and faculty consultations will guide
students' learning.
J.G. Knowles or staff
AEC1135H Practicum in Organization Development (Pass/Fail)
This course provides an opportunity, within an organizational setting, to enhance
professional skills and knowledge related to some aspect of Organization Development.
Students and instructor identify learning objectives, select field sites, and
design learning activities to achieve the objectives. The weekly seminar is
used to provide peer support and content input related to students' practicum
projects. Detailed guidelines are available from the department.
Prerequisite: Permission of instructor, obtained at least two months before
the course begins.
M. Laiken, K. Mirchandani or staff
AEC1137H Evaluation of Adult Education Programs
This course examines program evaluation literature and its applications to the
evaluation of adult education programs. The course does not focus on measurement,
but rather on questions of what should be included in an educational evaluation
and how an evaluation should be structured. Seminars, simulations, and presentations
by the instructor are used. Students will have an opportunity to design an evaluation
proposal for a program of their choice.
Staff
AEC1141H Organizations and the Adult Educator: Historical and Theoretical
Perspectives on Organization Development
This course provides a theoretical framework for the adult educator's work within
organizational settings. A variety of methods, including readings, audio-tapes,
guest speakers and group discussion provide a broad overview of the evolution
of Organization Development from early management theory to current practices
in the field. The course offers an opportunity to evolve one's own perspective
as a practising or aspiring organization consultant. The course provides a good
introduction for those new to the field.
M. Laiken or staff
AEC1143H Introduction to Feminist Perspectives on Society and Education
This course will provide students having little knowledge of feminism with an
introductory overview of the basic principles of feminist analysis of society
and education. It is designed for women and men who do not specialize in feminist
studies but are interested in becoming acquainted with feminist analysis and
its large implications for theory and practice. It should be especially useful
for students who are facing issues of gender in their research, their work,
or their personal lives and are interested in how gender intersects with race,
class, and sexuality.
A.R. Miles or staff
AEC1145H Participatory Research in the Community and the Workplace
A course concerned with the theory and practice of participatory research as
it has particularly been developed in adult education settings in both the community
and the workplace. The course focuses on theory drawn from North American, Third
World, and feminist work and from case studies in a variety of settings, and
it emphasizes the collaborative production of knowledge in real-life settings.
B.L. Hall
AEC1146H Women, Globalization and Citizenship
This course will focus on the impact of globalization on women and citizenship.
It will study current feminist approaches to the study of nationalism, multiculturalism,
and identity. We will engage in a critical analysis of contemporary problems
of gender and citizenship. Specifically, we will examine the link between globalization
of socioeconomic relations and nation-states; the relationship between citizenship
and nationality; and citizenship rights versus human rights. The course will
offer a comparative and international perspective.
S. Mojab
AEC1148H An Introduction to Workplace, Organizational and Economic Democracy
This course provides an introduction to workplace, organizational and economic
democracy. Both case studies and relevant theory will be considered. Much of
the material in the course will be interdisciplinary.
J. Quarter
AEC1152H Individual Reading and Research in Adult Education: Master's Level
Specialized exploration, under the direction of a faculty member, of topics
of particular interest to the student that are not included in existing courses.
While credit is not given for a thesis topic proper, the study may be closely
related to such a topic. Guidelines are available from the department.
Staff
AEC1156H Power and Difference in the Workplace
This course will offer a critical analysis of the place of power in sustaining
inequalities in the workplace. It will look at the sources of power, its reproduction
and persistence. The course will consider a variety of ways in which power is
exercised in the workplace. Power will be examined as a multidimensional phenomenon
including class, gender, sexuality, race and ethnicity. We will look at the
ways in which the unequal distribution of power works to advantage or disadvantage
certain groups of people. The course also will seek alternative approaches aimed
at the establishment of an equitable workplace.
S. Mojab
AEC1160H Introduction to Transformative Learning Studies
This is the foundation course for Transformative Learning studies. It is designed
to introduce students to a global planetary perspective. The concept of a global
world order will be examined from historic, critical, and visionary perspectives.
Issues of development/underdevelopment, human rights, and social justice perspectives
are considered. A critical understanding of social power relations will be highlighted
in the areas of gender, class, and race dynamics. The topics are approached
as interdependent dimensions within a holistic education perspective.
E.V. O'Sullivan
AEC1165H Poetry, Social Movements and Adult Learning
This course is designed to examine the role of poetry as a form of adult learning.
It will consist of reading poetry that has come from the multi-centred world
of transforming relationships and resistance, from new literate adults in Canada
and elsewhere, from many forms of feminism, from the struggles of women and
men of the African diaspora, from ecological movements, from solidarity movements
and from democratic struggles in trade unions and elsewhere. The role of poetry
in a variety of adult education settings from the informal to the formal will
be explored. The course draws on theoretical links between adult education theory,
social movement theory and poetics. It includes references to historic and contemporary
uses of poetry and the spoken word in adult learning contexts.
B.L. Hall
AEC1170H Practitioners' Experienced Knowledge
A course for experienced practitioners to learn to bring out, share, and apply
their experienced knowledge of their practice. Students engage in exercises
to identify their learning styles, their implicit theories, and their personal
images. This knowledge is shared and applied in creative problem-solving groups.
D. Hunt
AEC1171H Treaty Rights and Aboriginal Education: Contemporary Policies and
Programs
This course is designed to provide an interdisciplinary approach to the analysis
of Aboriginal education in Canada. Emphasis is on understanding the influences
of policies, programs, and institutions that affect the Aboriginal community
in respect to Aboriginal education. One of the major data sources will be the
report of the Royal Commission on Aboriginal Peoples. Aboriginal guest speakers
will also comment on selected topics. Components of this course will include
the Aboriginal world view; contemporary history/politics relevant to Aboriginal
Peoples; and Aboriginal education and healing. Treaties were originally signed
between First Nations and the Federal Government of Canada. These treaties for
the most part have not been honoured. In this course we shall discuss the ways
and means to redress this situation as we focus more specifically on issues
relevant to Aboriginal education.
E. Antone or Staff
AEC1172H Contextual Assessment for Enhancing Classroom Learning
Theory and practice of classroom-based assessment and intervention; practicum
in classroom observation of teaching and learning styles; factors related to
pupils' social-emotional functioning. Experimentation with alternative strategies
to enhance motivation and learning.
Prerequisite: Permission of instructor.
S. Miezitis or P. Gamlin
AEC1173H Creativity and Wellness: Learning to Thrive
Theoretical perspectives on the development of one's sense of self, factors
contributing to resiliency and vulnerability, and different approaches to coping
with life stresses will be examined. Creative strategies for confronting challenges
related to work, health, or personal growth issues will be explored.
S. Miezitis
AEC1174H Teachers as Thoughtful Practitioners
This course will explore the view that teachers are "thoughtful practitioners",
the primary agents of schooling. It will focus on the empowerment of teachers
through school-based inquiry and through a more adequate understanding of the
teacher's role.
C. Beck
AEC1175H Teacher Learning in School Contexts
The focus of this course is on schools as contexts for teacher learning. Students
will explore relevant literature in the area of teacher development, and engage
in a practical inquiry designed to explore the role of the school in facilitating
ongoing learning and professional growth.
A. Cole
AEC1177H Cross-Cultural Roots of Identity Development: Intercultural Relations
and Creative Lifelong Learning in Plural Societies
In cooperative inquiry, the class will discuss identity development from a cross-cultural
perspective. Intercultural relations in plural societies is one topic strand.
Acculturation conflicts in first and second generation newcomers to Canada is
another topic strand. Biculturalism as a third topic strand is examined in relation
to creative lifelong learning.
P. Gamlin
AEC1178H Practitioner/Ecological Identity and Reflexive Inquiry
The course is intended to initiate explorations of both practitioner and ecological
identity. It is directed to a wide range of practitioners (including those working
in environmental education) who have high regard for the place that values grounded
in ecological and environmental responsibility may have in their professional
practices. The course is writing intensive. A reflexive inquiry (autobiographical)
process is the primary inquiry tool. The course activities are directed toward
explorations of relevant personal history-based experiences and their meanings
focusing, especially, on the place of experiences in particular (natural) ecological
and environmental contexts - and the forming of subsequent sensitivities - in
developing orientations to practitioners' work. Articulation of contemporary
and forward looking perspectives about ecological and environmental issues as
they pertain to the local (as well as regional and global) context of professional
practice is expected.
J. G. Knowles
AEC1180H Aboriginal World Views: Implications for Education
In this course students will study philosophical views shared in Aboriginal
thought that honours diversity of identities, culture and language, and geographic
locations. Recent literature which highlights more than ever before culturally
appropriate and culturally based Aboriginal education grounded in Aboriginal
philosophies and the goal of self-determination will be explored. Central to
understanding Aboriginal world views is the importance of drawing on and working
with traditional wisdom related to the oral traditions, elders knowledge, and
cultural symbols that speak to the 'teachings' (philosophies). Likewise, students
will learn that critical to this process is placing this understanding in the
context of Aboriginal Peoples' experiences with colonialism and oppression,
and struggles for self-determination yesterday and today. This course will promote
an understanding and appreciation of Aboriginal perspectives and explore strategies
for integrating this knowledge into the work of educators. Students will be
able to apply perspectives to their own research.
L. Fitznor
AEC1181H Health, Healing and Knowledge of the Body: Education and Self-Learning
Processes
This course compares and contrasts how different medical systems conceptualize
health, healing and the body in eastern medical traditions with an emphasis
on Traditional Chinese Medicine. In addition to readings, physical and meditative
exercises and keeping a health journal are required.
R. Ng
AEC3102H Doctoral Thesis Course in Adult Education (Pass/Fail)
This course is designed to help doctoral students develop their thesis proposal
and particularly the research problem. It is suggested that the course be taken
at or near the beginning of the program.
J. Quarter or staff
AEC3103H Teaching about Global and Social Issues
This is a course that deals with issues around globalization, sustainable ecological
development, social issues at both a global and local level dealing with diversities
and social power. The course will also deal with North-South tensions in knowledge
production and legitimization. There is also a concern to look at our present
history from a planetary perspective that embraces post-colonial development
issues, and feminism in the global context. There will be an emphasis on exploring
and identifying teaching strategies dealing with the thematic issues of the
course. Part of the class project will involve specific teaching projects that
are relevant to the participants.
Suggested background: Courses AEC1146, AEC1160, AEC3104.
E.V. O'Sullivan
AEC3104H Political Economy of Adult Education in Global Perspectives
This course will examine adult education in global contexts with specific focus
on "Third World" societies. It will offer a critical review of the relationship
between adult education, modes of production, and state. In this course we will
draw on Marxist, feminist, anti-racist, and ecological theoretical debates.
Applying critical comparative analysis, the course will examine the role of
adult education in liberation movements and democratization of state and society.
We will study the role of adult education in building a dynamic civil society
and challenges we are facing towards creating a democratic civil society.
B.L. Hall and S. Mojab
AEC3111H Academic and Professional Seminar for Adult Educators (Non-Credit)
(no course credit, attend/not attend) The general goals for the seminar
are to orient graduate students to the work of faculty members, to foster scholarly
relationships between faculty members and doctoral students, to help each thesis
writer bring her/his research work to a clear focus, to create "a culture of
thesis completion", to fuse academic and professional work, to encourage subsequent
involvement in the field, and to develop ongoing, personal profession and development
practices.
Prerequisite: Admitted as Doctoral student to Adult Education program.
Staff
AEC3113H Adult Education Approaches to State, Equity, and Democracy
This course will offer a critical framework for analyzing the role of social
movements and modern Western democratic states in initiating, implementing,
and ensuring equality of access and participation to members of marginalized
groups. We will examine the potential and limitations of equity initiatives
in areas such as, but not limited to, education, health, social and legal services.
The course will also examine alternative approaches designed to build inclusive
communities.
S. Mojab
AEC3117H Learning and the Law
Continuing education systems - that is, educational systems available throughout
individual lifespans - are evolving rapidly in Canada. What kind of legal foundation
is being created and what kind should be? What is the existing relationship
between learning and the law? And what should it be? The course will use current
research to identify, clarify, and analyse current legislation in Canada. Some
comparisons will be made with other countries.
A.M. Thomas or staff
AEC3119H Global Perspectives on Feminist Education, Community Development
and Community Transformation
The course provides an opportunity for students to study globally aware women's
educational practice in community development and community transformation.
It examines the general principles of this practice, the major challenges faced
by practitioners in Canada and abroad, the growing regional and international
women's networks supporting this practice, and current debates among women locally
and within these networks.
A.R. Miles or staff
AEC3125H Continuing Education of Professional Personnel: Principles, Modes,
and Problems
A critical survey of the goals, methodology, and results of institutional and
self-directed programs of continuing education for professional personnel. The
course will review attempts to assess the results of various programs in relation
to vocational performance as well as the performance of individual and social
roles.
A.M. Thomas or staff
AEC3126H Transformative Education and the Global Community: Creativity and
Social Change
This course considers those conditions operating in our contemporary world that
are enhancing or are fragmenting the development of a "world community." Special
attention will be given to the problems presented by nation states - that is,
violence as a resolution to social conflicts within and between nation states.
The mass media and educational institutions will be examined as contributing
factors to state violence and the attendant fragmentation of efforts of community
mobilization toward a global world community. A strong emphasis on global-ecology
issues will be pervasive.
E.V. O'Sullivan or staff
AEC3131H Special Topics in Adult Education
A course that will examine in depth a topic of particular relevance not already
covered in regular course offerings in the department. The topics will be announced
each spring in the Winter Session and Summer Session course schedules.
Staff
AEC3132H Special Topics in Women in Development and Community Transformation
This half course will be taught once a year by the current holder of the Dame
Nita Barrow Distinguished Visitor position at OISE/UT. Each visitor will call
on her own particular area of interest and experience to develop a course dealing
with current issues of women, development, and community transformation in a
global context and from a Southern perspective.
A.R. Miles and staff
AEC3138H Social Theories and Adult Education
This seminar examines adult education policies, programs and practices in the
light of theories of social and cultural reproduction, as well as theories of
social change. It also provides students with an opportunity to critically analyze
both existing theories and their own assumptions. One of the goals of the seminar
is to assist students with developing their theoretical framework for their
thesis. Thus, students will be asked to take an active role in relating social
theories to their research proposal.
D. Schugurensky or staff
AEC3152H Individual Reading and Research in Adult Education: Doctoral Level
Specialized study, under the direction of a staff member, focusing upon topics
of particular interest to the student that are not included in existing courses.
While credit is not given for a thesis topic proper, the study may be closely
related to such a topic. Guidelines are available from the department.
Staff
AEC3170H Perspectives on Qualitative Research on Learning and Teaching:
Part I
Students in this course will have opportunities to explore a variety of "alternative"
approaches to the study of schools and teaching, and to consider theoretical
assumptions and methodological issues associated with each. The course is designed
to facilitate the planning, preparation, and conduct of doctoral research.
A. Cole
AEC3171H Perspectives on Qualitative Research on Learning and Teaching:
Part II
This course is a continuation of AEC3170H. In Part II the various alternative
approaches to the study of schools and teaching will be further examined with
an applied focus. Emphasis will continue to be placed on issues associated with
doing qualitative educational research.
Prerequisite: AEC3170H
A. Cole
AEC3172H Renewal in Adult Education
This course is based on the Spirit of Renewal framework. The values in the Spirit
of Renewal - (1) Equity of expertise, (2) Synergy of sharing, (3) Positive orientation,
(4) Continuity, (5) Contradiction, and (6) Human potential, will serve as the
basis for participants to develop their own images and qualities of these beliefs.
Once these images and qualities are shared, they will serve to develop action
plans in whatever form of adult education the participants are concerned.
D. Hunt
AEC3173H Effecting Change: Creating Wellness
Theory and practice in visualizing and initiating change in educational, community
and work settings with special emphasis on fostering resiliency and wellness.
Preventive models of service delivery based on collaborative problem solving
approaches; dynamics of consultant and consultee relationships. Analysis of
practicum experiences in educational or other contexts of students' choice.
Prerequisite: AEC1173 or permission of instructor.
S. Miezitis
AEC3174H Dynamic Instruction: Maximizing the Potential for Learning in a
Collaborative Learning/Teaching Environment: Part I
Students will collaborate in a socio-cultural investigation of learning and
teaching wherein the analysis will work against the tendency toward disciplinary
fragmentation and isolation. Human beings are viewed as coming into contact
with, and creating their surroundings as well as themselves through the actions
in which they engage. Significant learning and teaching is discussed from this
perspective, primarily through the framework provided by L.S. Vygotsky. Specific
applications of this
approach are described, particularly in relation to maximizing the learner's
potential to learn in a collaborative and holistic learning/teaching environment.
P. Gamlin
AEC3175H Dynamic Instruction: Maximizing the Potential for Learning in a
Collaborative Learning/Teaching Environment: Part II
Students will collaborate on a project that will be the outgrowth of discussions
in Part I (AEC3174H). Students will be introduced to, and apply the techniques
of dynamic instruction that foster strategic/intentional learning. Dynamic instruction
has as a primary emphasis a focus on cognitive modifiability. In this connection,
the role of mediated action, leading activities, and the methods of reciprocal
teaching are considered. Part I is a prerequisite for the course.
P. Gamlin
AEC3176H Sense of Place in Professional and Natural Contexts
The course is intended to extend students' previous explorations of both "practitioner
and ecological identity" through extensive readings, discussions and writing
opportunities. It is directed to a wide range of professionals/practitioners
(including those working in environmental education). These persons see potential
places in their work contexts and lives, and their professional practices, for
the clarification and expression of personal values grounded in ecological and
environmental experience, knowledge, and responsibility. The course provides
a context in which to examine a variety of published works by scholarly and
literary authors, journalists, artists and those in the professions. These works
articulate notions of "sense of place", "rootedness" in landscape (intellectual,
professional, built, and natural), ecological/environmental identity, geopiety,
and a range of other connected concepts and will form the basis for extending
course participants' understandings and expressions of their own ecological/environmental
identities and perspectives as they pertain to professional practice within
their workplaces. The course is intended as an extension and expansion of AEC1178.
Permission of instructor is required.
J. G. Knowles
Other courses accepted for credit
The following courses may be taken for credit in the Adult Education program. For descriptions, see the relevant department course listings.
AEC1266H Career Counselling and Development: Transition from School to Work
AEC1275H Special Topics in Counselling Psychology: Youth at Risk: Special Challenges
for Counsellors and Educators
AEC3233H Research Seminar in Career Development
CTL1303Y Global Education: Theory and Practice
CTL1308H Education and Cosmology
HDP1223H Depression in the Schools: Assessment, Prevention, and Intervention
SES1921 Principles of Anti-Racism Education
SES1925H Indigenous Knowledge and Decolonization: Pedagogical Implications
SES1953H Teaching Conflict and Conflict Resolution: Politics and Practice
SES2942H Education and Work
SES2970H Countering Myths About Aboriginal People through Multiple Medias
SES3951H Political Economy, Canadian Culture and Education
OISE/UT Bulletin 2000/2001 -- University of Toronto Graduate Studies in Education | |||
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