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.

    • CTL 1000H 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 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.

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.

    • CTL 1000H 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

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.

    • CTL 1899H C&P Doctoral Proseminar in Curriculum & Pedagogy (0.5 FCE).

    • Students are expected to take CTL 1000H 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:

    • T​​heir 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. However, in addition, applicants to the flexible-time PhD should demonstrate that they are active professionals engaged in activities relevant to their proposed program of study.

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.

    • CTL 1899H C&P Doctoral Proseminar in Curriculum & Pedagogy (0.5 FCE).

    • Students are expected to take CTL 1000H 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 allows students to take specialized courses in the areas of music and sound, drama and theatre, visual art, performance, and, in particular, courses that reflect social justice concerns reflected through the arts and cultural production. This emphasis will attract students interested in the arts, elementary and secondary arts specialist teachers, and community, gallery, and museum educators interested in examining arts education beyond schooling.

  • 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:

    • CTL 1026H, CTL 1065H, CTL 1099H, CTL 1104H, CTL 1322H, CTL 1811H, CTL 1818H, CTL 1822H, CTL 5013H, CTL 5018H, CTL 5019H, CTL 5020H.

  • 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 will encourage a critical exploration of educational phenomena, within and beyond the scope of schools, and will focus on social justice issues in education including issues related to environmental justice, globalization, colonialism, race, disability, gender, sexuality, and cultural and linguistic difference.​

  • 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:

    • CTL 1011H, CTL 1024H, CTL 1031H, CTL 1037H, CTL 1048H, CTL 1062H, CTL 1063H, CTL 1064H, CTL 1065H, CTL 1099H, CTL 1218H, CTL 1219H, CTL 1220H, CTL 1221H, CTL 1304H. CTL 1306H, CTL 1307H, CTL 1309H, CTL 1312H, CTL 1313H, CTL 1318H, CTL 1319H, CTL 1818H, CTL 1822H, CTL 3031H, CTL 3034H.

  • 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

The emphasis in Digital Technologies in Education is designed to engage educators in a critical 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 computational thinking, gamification of learning, online knowledge communities, social media, immersive simulations, technology and assessment, mobile devices, and knowledge building. These courses will address emerging trends in the contemporary digital technologies landscape. Given the thousands of educational apps and web-based technologies available to teachers, where are we seeing potential?

  • 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:

    • CTL 1602H, CTL 1603H, CTL 1606H, CTL 1608H, CTL 1609H, CTL 1923H, CTL 1926H, CTL 5015H.

  • 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 examines the complex and tangled histories of those on whose traditional lands OISE and U of T are situated: the Ouendat (Wyandot-Huron), Onondowahgah (Seneca-Hodenosaunee), and the Misi-zaagiing (Mississaugas-Anishinaabek) nations. This territory is subject to the Dish With One Spoon Wampum Belt Covenant, an agreement between the Iroquois Confederacy and the Ojibwe and allied nations to peaceably share and care for the resources around the Great Lakes.

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 this land has, and still does 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:

    • CTL 1063H, CTL 1320H, CTL 1321H, CTL 1322H, CTL 5010H, CTL 5024H, CTL 5029H.

  • 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:

    • CTL 1018H, CTL 1041H, CTL 1049H, CTL 1062H, CTL 1063H, CTL 1099H, CTL 1211H, CTL 1306H, CTL 1322H, CTL 1809H, CTL 1822H, CTL 5019H, CTL 5029H, CTL 5030H.

  • 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. A vibrant community of scholars and graduate students thrive on collegiality, intellectual debate, critical analyses, and inquiry. Drawing on research and practice, students will explore and critique innovative SMT education while supporting research, curriculum development, and teaching. With strong connections to the SMT Centre and the collaborative specialization in Engineering Education, students will engage with topics such as science, technology engineering, and mathematics (STEM); mathematics pedagogy; 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:

    • CTL 1116H, CTL 1119H, CTL 1120H, CTL 1202H, CTL 1206H, CTL 1207H, CTL 1209H, CTL 1212H, CTL 1214H, CTL 1215H, CTL 1216H, CTL 1217H, CTL 1218H, CTL 1219H, CTL 1221H, CTL 1222H, CTL 1223H, CTL 1606H, CTL 1608H, CTL 1609H, CTL 1841H.

  • 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 emphasis in Wellbeing inquires into the nature of wellbeing as well as providing learning environments that support student wholeness: mental, physical, and spiritual. Research suggests that people who exhibit characteristics of wellbeing live longer and contribute more to society (Ricard, 2003). In July 2011, the United Nations passed a resolution recommending that member states give greater attention to happiness and well-being in their economic and social development policies. Wellbeing is a priority for the Ontario Ministry of Education and OISE.

Faculty in this emphasis offer courses that explore and support student wellbeing in a variety of ways. Holistic and embodied approaches to learning are employed to engage the whole person. More specifically, these approaches involve various forms of meditation, mindfulness practice, narrative/biography, working in a collaborative and supportive environment, body work, and conscious use of technology. Mental health is increasingly identified as an important issue today, and approaches to address this concern are also part of the emphasis. These approaches are offered within the context of sustainability and ethical issues that can arise in the pursuit of wellbeing.

  • 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:

    • CTL 1016H, CTL 1027H, CTL 1106H, CTL 1110H, CTL 1221H, CTL 1319H, CTL 1331H, CTL 1424H, CTL 1817H, CTL 1825H, CTL 3037H, CTL 5011H, CTL 5042H, CTL 5045H.

  • 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.

Catia Corriveau-Dignard

“Studying in Toronto means also I can enjoy the rich cultural life.”

Catia Corriveau-Dignard
PhD Student, Spanish
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