Curriculum and Pedagogy

Program Overview

The Curriculum and Pedagogy (C&P) program is a forum for systematic reflection on curriculum and pedagogy, viewed in the broadest sense as educational experiences and the learning and teaching experiences that occur in both formal and informal settings. This includes a critical examination of the substance (subject matter, courses, programs of study), purposes, and the practices and relationships through which teaching and learning happen in educational settings. Given the diverse academic and research interests of faculty members, the program is organized into seven constituent but optional program emphases.

The C&P program offers the following seven program emphases:

  • Arts in Education
  • Critical Studies in Curriculum and Pedagogy
  • Digital Technologies in Education
  • Indigenous Education and Decolonization
  • Qualitative Methodologies
  • Science, Mathematics and Technology (SMT)
  • Wellbeing

PhD, MA, and MEd students enrolled in C&P emphases are required to take three courses from a list of courses affiliated with the emphasis. Students who successfully complete emphasis coursework as part of their C&P degree requirements may request a letter of completion in the emphasis.


Quick Facts

Domestic International
Application payment deadline MA, MEd, PhD:

Please see http://uoft.me/oisedeadlines

MA, MEd, PhD:

Please see http://uoft.me/oisedeadlines

Supporting documents deadline MA, MEd, PhD:

Please see http://uoft.me/oisedeadlines

MA, MEd, PhD:

Please see http://uoft.me/oisedeadlines

Minimum admission average MA, MEd:

Mid-B in final year of bachelor’s

PhD:

B+ average in Master’s

MA, MEd:

Mid-B in final year of bachelor’s

PhD:

B+ average in Master’s

Direct entry option from bachelor's to PhD? PhD:

No

PhD:

No

Is a supervisor identified before or after admission? MA, PhD:

After

MA, PhD:

After

If a supervisor is identified after admission (as per question above), is admission conditional upon securing a supervisor? MA, PhD:

No

MA, PhD:

No

Is a supervisor assigned by the graduate unit or secured by the applicant? MA, PhD:

Applicant

MA, PhD:

Applicant

Program length (full-time only) MA:

6 sessions

MEd:

3 sessions

PhD:

4 years

MA:

6 sessions

MEd:

3 sessions

PhD:

4 years


Master of Arts

The MA degree program is designed to provide academic study and research training related to curriculum and pedagogy. Applicants who anticipate going on to further study at the PhD level are advised to apply for enrolment in an MA rather than an MEd degree program. The MA can be taken on a full-time or part-time basis.

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Curriculum, Teaching and Learning's additional admission requirements stated below.

  • Admission normally requires an appropriate bachelor's degree, with the equivalent of at least a University of Toronto mid-B or better in the final year, in a relevant discipline or professional program.

  • Ordinarily, applicants will have at least one year of relevant, successful, professional experience prior to applying.

  • Statement of Intent: Applicants should state the reasons they wish to undertake a research-oriented program of study in curriculum and pedagogy. The chief academic interests and experience, professional concerns, and career plans related to any aspect of curriculum and pedagogy should be discussed. In order to identify their research interests in their Statement of Intent, applicants should visit the Curriculum and Pedagogy program web page.

  • The Admissions Committee reviews this statement to determine the areas of study and/or problems of curriculum and pedagogy in which an applicant is most interested and to link the applicant to appropriate faculty advisors.

Program Requirements

  • Coursework. Students must complete 4.0 full-course equivalents (FCEs) as follows:

    • At least 2.0 FCEs, normally CTL 1000-level courses undertaken in the Curriculum and Pedagogy program.

    • CTL1000H Foundations of Curriculum & Pedagogy (0.5 FCE).

    • A research methods course (0.5 FCE) from an approved course listing.

    • Additional courses may be required of some applicants, depending on previous experience and academic qualifications.

  • Thesis.

  • Students are responsible for meeting deadlines to complete their course requirements, thesis committee formation, and thesis ethical review.

Program Length

6 sessions full-time (typical registration sequence: F/W/S/F/W/S);
10 sessions part-time

Time Limit

3 years full-time;
6 years part-time

Master of Education

The Master of Education (MEd) degree program is designed chiefly for the professional development of those who are already engaged in a career related to education, broadly defined. Applicants who anticipate going on to further study at the PhD level are advised to apply for enrolment in an MA rather than an MEd degree program. The MEd program is offered as a general program (no field) or as an Online Teaching and Learning field. The field in Ontario Teaching and Learning is designed for students interested in engaging with scholarly research in distance education who want to learn how to effectively instruct and design online courses.

The MEd can be taken on a full-time or part-time basis.

Note: The MEd is not a teacher certification program. Find out more about teacher certification programs.

MEd General Program (No Field)

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies, which specify an appropriate bachelor's degree from a recognized university. This degree must be completed with an academic standing equivalent to a University of Toronto mid-B or better in the final year. Applicants must also satisfy the Department of Curriculum, Teaching and Learning's additional admission requirements stated below.

  • Ordinarily, applicants will have at least one year of relevant, successful, professional experience prior to applying.

  • In the Statement of Intent, applicants should state the reasons they wish to study curriculum at the graduate level. The chief academic interests, professional concerns, and career plans related to curriculum studies and teacher development should be discussed. In order to identify their research interests in their Statement of Intent, applicants should visit the Curriculum and Pedagogy program web page. The admissions committee reviews this statement to determine the kind of focus or area of study in which an applicant is most interested and to link the applicant to appropriate faculty advisors.

Program Requirements

  • Coursework. Students must complete 5.0 full-course equivalents (FCEs) as follows:

    • At least 2.5 FCEs, normally CTL 1000-level courses undertaken in the Curriculum and Pedagogy program.

    • CTL1000H Foundations of Curriculum & Pedagogy (0.5 FCE).

  • Additional study may be required either within the degree program or prior to admission, depending on previous experience and academic qualifications.

Program Length

4 sessions full-time (typical registration sequence: F/W/S/F);
10 sessions part-time

Time Limit

3 years full-time;
6 years part-time

Master of Education

The Master of Education (MEd) degree program is designed chiefly for the professional development of those who are already engaged in a career related to education, broadly defined. Applicants who anticipate going on to further study at the PhD level are advised to apply for enrolment in an MA rather than an MEd degree program. The MEd program is offered as a general program (no field) or as an Online Teaching and Learning field. The field in Online Teaching and Learning is designed for students interested in engaging with scholarly research in distance education, who want to learn how to effectively instruct and design online courses.

The MEd can be taken on a full-time or part-time basis.

Note: The MEd is not a teacher certification program. Find out more about teacher certification programs.

Field: Online Teaching and Learning

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies, which specify an appropriate bachelor's degree from a recognized university. This degree must be completed with an academic standing equivalent to a University of Toronto mid-B or better in the final year. Applicants must also satisfy the Department of Curriculum, Teaching and Learning's additional admission requirements stated below.

  • Ordinarily, applicants will have at least one year of relevant, successful, professional experience prior to applying.

  • In the Statement of Intent, applicants should state the reasons they wish to study curriculum at the graduate level. The chief academic interests, professional concerns, and career plans related to curriculum studies and teacher development should be discussed. In order to identify their research interests in their Statement of Intent, applicants should visit the Curriculum and Pedagogy program web page. The admissions committee reviews this statement to determine the kind of focus or area of study in which an applicant is most interested and to link the applicant to appropriate faculty advisors.

Program Requirements

  • Coursework. Students must successfully complete a total of 5.0 full-course equivalents (FCEs) as follows:

    • 1.5 FCEs in required courses: CTL1000H, CTL1620H, and CTL1624H.

    • 1.5 FCEs from the following: CTL1603H, CTL1606H, CTL1608H, CTL1609H, CTL1615H, CTL1616H, CTL1617H, CTL1621H, CTL1622H, CTL1623H, CTL1625H, CTL1926H.

    • 2.0 FCEs in elective courses.

  • Additional study may be required either within the degree program or prior to admission, depending on previous experience and academic qualifications.

Program Length

4 sessions full-time (typical registration sequence: F/W/S/F);
10 sessions part-time

Time Limit

3 years full-time;
6 years part-time

Doctor of Philosophy

The PhD program demands a strong commitment to research. The Curriculum and Pedagogy program offers both full-time and flexible-time PhD program options. Degree requirements for both options are the same; only the length of time to completion differs (see Program Length below). Applicants must declare the option for which they wish to apply.

 

PhD Program

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Curriculum, Teaching and Learning's additional admission requirements stated below.

  • A master's degree in education from a recognized university with a grade equivalent to a University of Toronto B+ or better and in the same area of specialization as proposed at the doctoral level is required. Further documentation may be required to establish equivalence.

  • Applicants ordinarily have a minimum of two years' professional experience prior to applying.

  • Applicants are required to submit, along with the application:

    • Their master's thesis or a sample of single-authored scholarly writing; for details about what constitutes an appropriate writing sample, visit the Curriculum and Pedagogy program web page.

    • A Statement of Intent describing their intellectual interests and concerns relevant to curriculum and pedagogy, reasons for wishing to take the program, previous qualifications and professional experiences, and articulating their research and professional interests, and future career goals

    • Two letters of reference: one academic and one professional.

Program Requirements

  • Coursework. Students must normally complete 3.5 full-course equivalents (FCEs) as follows:

    • At least 2.0 FCEs, normally CTL 1000-level courses.

    • CTL1899H C&P Doctoral Proseminar in Curriculum & Pedagogy (0.5 FCE).

    • Students are expected to take CTL1000H Foundations of Curriculum & Pedagogy (0.5 FCE) if they did not complete it at the master's level

    • Additional courses may be required of some students.

    • One research methods course (0.5 FCE) from an approved course listing.

  • Comprehensive examination.

  • A thesis embodying the results of an original investigation, and a Doctoral Final Oral Examination on the content and implications of the thesis.

  • Students are responsible for meeting deadlines to complete their course requirements, thesis committee formation, comprehensive examination, and thesis ethical review.

  • Full-time PhD students must maintain full-time status throughout their program of study.

  • Students must register continuously and pay the full-time fee until all degree requirements have been fulfilled.

  • Students cannot transfer between the full-time and flexible-time PhD options.

Program Length

4 years

Time Limit

6 years

 

PhD Program (Flexible-Time)

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Curriculum, Teaching and Learning's additional admission requirements stated below.

  • A master's degree in education from a recognized university with a grade equivalent to a University of Toronto B+ or better and in the same area of specialization as proposed at the doctoral level is required. Further documentation may be required to establish equivalence.

  • Applicants ordinarily have a minimum of two years' professional experience prior to applying.

  • Applicants are required to submit, along with the application:

    • Their master's thesis or a sample of single-authored scholarly writing; for details about what constitutes an appropriate writing sample, visit the Curriculum and Pedagogy program web page.

    • A Statement of Intent describing their intellectual interests and research concerns relevant to curriculum and pedagogy, reasons for wishing to take the program, previous qualifications and professional experiences, and articulating their research and professional interests, and future career goals.

    • Two letters of reference: one academic and one professional.

  • Applicants to the flexible-time PhD option are accepted under the same admission requirements as applicants to the full-time PhD option. Applicants must demonstrate that they are currently employed and are active professionals engaged in activities relevant to their proposed program of study.

Program Requirements

  • Coursework. Students must normally complete a total of 3.5 full-course equivalents (FCEs) as follows:

    • At least 2.0 FCEs, normally CTL 1000-level courses.

    • CTL1899H C&P Doctoral Proseminar in Curriculum & Pedagogy (0.5 FCE).

    • Students are expected to take CTL1000H Foundations of Curriculum & Pedagogy (0.5 FCE) if they did not complete it at the master's level.

    • One research methods course (0.5 FCE) from an approved course listing.

    • Additional courses may be required of some students.

  • Comprehensive examination.

  • A thesis embodying the results of an original investigation, and a Doctoral Final Oral Examination on the content and implications of the thesis.

  • Students are responsible for meeting deadlines to complete their course requirements, thesis committee formation, comprehensive examination, and thesis ethical review.

  • Students must register continuously until all degree requirements have been fulfilled. They must register full-time during the first four years and may continue as part-time thereafter, with their department's approval.

  • Students cannot transfer between the full-time and flexible-time PhD options.

Program Length

8 years

Time Limit

8 years

Emphasis: Arts in Education

The emphasis in Arts in Education offers students specialized courses in the areas of music and sound; drama, theatre, and performance; media and visual arts; and other courses that manifest social justice concerns reflected through the arts and cultural production. This emphasis brings together students interested in the arts; elementary and secondary arts specialist teachers and community-based educators interested in arts education in the broader community. They are a vibrant community of scholars and graduate students who thrive on collegiality, intellectual debate, critical analyses, and creative inquiry.

  • Coursework. From the following course list, MA, MEd, and PhD students must successfully complete 1.5 full-course equivalents (FCEs), which are counted towards the total FCEs required for the student's degree program:

    • CTL1062H, CTL1064H, CTL1099H, CTL1100H, CTL1104H, CTL1322H, CTL1811H, CTL1818H, CTL1822H, CTL3034H, CTL5013H, CTL5018H, CTL5019H, CTL5020H, CTL5048H.

  • Upon successful completion of the emphasis requirements and the successful completion of the degree requirements, students may make a request to the C&P Program Administrator to have the emphasis noted on the student transcript. This request must be made before graduation. A course can only be applied to the requirements of a single emphasis.

 

Emphasis: Critical Studies in Curriculum and Pedagogy

The emphasis in Critical Studies in Curriculum and Pedagogy (CSCP) encourages a critical exploration of educational phenomena, within and beyond the scope of schools, from local place-based and transnational comparative perspectives. CSCP courses focus on social justice issues in education, including those related to environmental justice, globalization, colonialism, race, disability, gender, sexuality, conflict-peace, and cultural and linguistic differences.

  • Coursework. From the following course list, MA, MEd, and PhD students must successfully complete 1.5 full-course equivalents (FCEs), which are counted towards the total FCEs required for the student's degree program:

    • CTL1011H, CTL1024H, CTL1031H, CTL1037H, CTL1048H, CTL1049H, CTL1062H, CTL1063H, CTL1064H, CTL1065H, CTL1099H, CTL1218H, CTL1219H, CTL1220H, CTL1221H, CTL1304H, CTL1306H, CTL1307H, CTL1312H, CTL1313H, CTL1318H, CTL1319H, CTL1330H, CTL1818H, CTL1822H, CTL3031H, CTL3034H, CTL5010H, CTL5048H, CTL5049H, CTL5050H, CTL5054H, CTL5055H.

  • Upon successful completion of the emphasis requirements and the successful completion of the degree requirements, students may make a request to the C&P Program Administrator to have the emphasis noted on the student transcript. This request must be made before graduation. A course can only be applied to the requirements of a single emphasis.

 

Emphasis: Digital Technologies in Education

What are the emerging trends in the contemporary educational technology landscape? Given the thousands and thousands of educational apps and web-based technologies available to teachers, where are we seeing potential?

The emphasis in Digital Technologies in Education engages educators in an examination of technology and its effective use in educational contexts. Drawing on research from the fields of the learning sciences, psychology, diversity studies, and information and communication technology, learners will deepen their understanding of such topics as knowledge-building, computational thinking, gamification of learning, online knowledge communities, social media, immersive technologies (virtual reality, augmented reality), technology and assessment, and mobile learning.

  • Coursework. From the following course list, MA, MEd, and PhD students must successfully complete 1.5 full-course equivalents (FCEs), which are counted towards the total FCEs required for the student's degree program:

    • CTL1602H, CTL1603H, CTL1606H, CTL1608H, CTL1609H, CTL1615H, CTL1616H, CTL1617H, CTL1620H, CTL1621H, CTL1622H, CTL1623H, CTL1624H, CTL1625H, CTL1926H, CTL5011H, CTL5038H.

  • Upon successful completion of the emphasis requirements and the successful completion of the degree requirements, students may make a request to the C&P Program Administrator to have the emphasis noted on the student transcript. This request must be made before graduation. A course can only be applied to the requirements of a single emphasis.

 

Emphasis: Indigenous Education and Decolonization

The emphasis in Indigenous Education and Decolonization not only examines the complex and tangled histories of those on whose traditional lands OISE/University of Toronto is situated — the Ouendat (Wyandot-Huron), Onondowahgah (Seneca-) and the Misi-zaagiing (Mississaugas-Anishinaabek) nations — but also extends to lands across Turtle Island and Abya-Yala. Tkaronto, as a starting place to understand Indigenous Education and Decolonization more globally, is subject to the Dish With One Spoon Wampum Belt Covenant, an agreement between the Hodenosaunee and the Anishinaabe and allied nations to peaceably share and care for the resources around the Great Lakes regions.

This emphasis will provide an entry point into the knowledge systems that emerge from this particular land, with an emphasis on land itself as a teacher and a source of knowledge. The emphasis will be grounded on a decolonial pedagogy, with a commitment to anti-colonization and decolonization practices. Recognizing that these lands have existed, and still do exist, first and foremost in relationship to Indigenous people requires a critical consciousness and acknowledgement of whose traditional lands we are now on as well as the historical and contemporary realities of those relationships. It is this understanding that forms the philosophical foundation upon which all of our courses position themselves within the emphasis.

  • Coursework. From the following course list, MA, MEd, and PhD students must successfully complete 1.5 full-course equivalents (FCEs), which are counted towards the total FCEs required for the student's degree program:

    • CTL1063H, CTL1110H, CTL1320H, CTL1321H, CTL1322H, CTL1331H, CTL1332H, CTL5039H, CTL5049H, CTL5050H, CTL5053H, CTL5054H, CTL5056H.

  • Upon successful completion of the emphasis requirements and the successful completion of the degree requirements, students may make a request to the C&P Program Administrator to have the emphasis noted on the student transcript. This request must be made before graduation. A course can only be applied to the requirements of a single emphasis.

 

Emphasis: Qualitative Methodologies

The emphasis in Qualitative Methodologies will encourage a focused exploration of qualitative paradigms, approaches, and methods within and beyond the scope of schools and education. This emphasis will allow students to take introductory and specialized courses in a range of contemporary qualitative methodologies in areas such as research and participatory inquiry; arts-based research and performed ethnography; feminist and queer approaches; indigenous methodologies, anti-colonial, decolonial, post-foundational, and social justice research. These courses will address the need for students to deepen their understanding, application, and specialization in qualitative methodologies in education. Students will also explore how qualitative methodologies are applied to non-formal education contexts such as social justice pedagogies.

  • Coursework. From the following course list, MA, MEd, and PhD students must successfully complete 1.5 full-course equivalents (FCEs), which are counted towards the total FCEs required for the student's degree program:

    • CTL1018H, CTL1041H, CTL1049H, CTL1062H, CTL1063H, CTL1099H, CTL1211H, CTL1306H, CTL1322H, CTL1809H, CTL1822H, CTL5019H, CTL5029H, CTL5030H.

  • Upon successful completion of the Emphasis requirements and the successful completion of the degree requirements, students may make a request to the C&P Program Administrator to have the emphasis noted on the student transcript. This request must be made before graduation. A course can only be applied to the requirements of a single emphasis.

 

Emphasis: Science, Mathematics and Technology (SMT)

The emphasis in SMT is dedicated to exploring theory, practice, and contemporary issues pertaining to SMT education in diverse settings and contexts. They are a vibrant community of scholars and graduate students who thrive on collegiality, intellectual debate, critical analyses, and inquiry.

Drawing on research and practice, students will explore and critique SMT education while supporting research, curriculum development, teaching, and innovation. With strong connections to the SMT Centre, and the collaborative specialization in Engineering Education, students will engage deeply with topics such as science, technology engineering, and mathematics (STEM) education; SMT education in formal and informal settings; equity; inclusion; diversity; activism; and social and environmental justice.

  • Coursework. From the following course list, MA, MEd, and PhD students must successfully complete 1.5 full-course equivalents (FCEs), which are counted towards the total FCEs required for the student's degree program:

    • CTL1119H, CTL1120H, CTL1202H, CTL1206H, CTL1207H, CTL1209H, CTL1214H, CTL1215H, CTL1217H, CTL1218H, CTL1219H, CTL1221H, CTL1222H, CTL1223H, CTL1224H, CTL1225H, CTL1602H, CTL1606H, CTL1608H, CTL1609H, CTL1841H, CTL1926H, CTL5043H, CTL5044H.

  • Upon successful completion of the emphasis requirements and the successful completion of the degree requirements, students may make a request to the C&P Program Administrator to have the emphasis noted on the student transcript. This request must be made before graduation. A course can only be applied to the requirements of a single emphasis.

 

Emphasis: Wellbeing

The purpose of education should be to move people toward improved connectedness and happiness, as well as to further accomplish and to develop greater opportunities for growth. The emphasis in Wellbeing provides hope and healing for individuals and society through innovative educational experiences by helping people deal well and wisely with issues in their lives and times. The mission is to provide critical educational experiences that awaken the best in the human spirit by addressing issues of public concern.

Critical issues investigated through coursework may be related to mental health, environmental issues, and destructive ethnocentric patterns of behaviour, as well as the wise and ethical use of technology. In addition, strategies for managing anxiety and depression, and for raising awareness of inequitable and discriminatory conditions are similar across differing contexts. Therefore, one must examine one’s own life and circumstances and larger societal and institutional contexts before taking informed action for the greater good of all people.

The goal is agency through self-advocacy and advocacy for others. Through this process, one does not merely deconstruct but also reconstructs through learning about how one’s belief structures and patterns may become more beneficial to oneself and to those around. More specifically, these holistic approaches involve various forms such as narrative/biography, phenomenology, meditation, mindfulness practice, body work, mental health, and conscious use of technology.

  • Coursework. From the following course list, MA, MEd, and PhD students must successfully complete 1.5 full-course equivalents (FCEs), which are counted towards the total FCEs required for the student's degree program:

    • CTL1016H, CTL1027H, CTL1106H, CTL1110H, CTL1121H, CTL1319H, CTL1331H, CTL1424H, CTL1817H, CTL1825H, CTL3037H, CTL5011H, CTL5042H.

  • Upon successful completion of the emphasis requirements and the successful completion of the degree requirements, students may make a request to the CSTD Program Administrator to have the emphasis noted on the student transcript. This request must be made before graduation. A course can only be applied to the requirements of a single emphasis.

Claudio Jaramillo

“I have learned that we all experience a similar journey, regardless our diverse backgrounds.”

Claudio Jaramillo
PhD, Language and Literacies
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