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EDST 635: Foundations of Education in Canada (Rev. 2 & 3) Report a Broken Link

Textbook

Noonan, B., Hallman, D., & Scharf, M. (2006). A history of education in Saskatchewan: Selected readings. Canadian Plains Research Centre.

Week 1

Required Reading
Council of Ministers of Education, Canada. (2008, October). Report one: The education systems in Canada—facing the challenges of the 21st century. In The development of education—reports for Canada (pp. 7–33).
Boudreault, F., Haga, J., Paylor, B., Sabourin, A., Thomas, S., & van der Linden, C. (2023). Future tense: Adapting Canadian education systems for the 21st century: An Action Canada task force report.
Bharas, M., Tandi S., & Pujari, S. (2023). Idea of Karl Marx on theory of education. Journal of Social Review and Development, 2(1) 30-33. 
Keller, R. (2018). Michel Foucault: discourse, power/knowledge and the modern subject. In R. Wodak and B. Forchtner (Eds.), The Routledge Handbook of Language and Politics (pp. 67-81). Routledge. 

Week 2

Required Reading
Fullan, M., & Rincon-Gallardo, S. (2016). Developing a High Quality Public Education in Canada: The case of Ontario. In F. Adamson, B. Astrand,  & L. Darling-Hammond (Eds.), Global Education Reform: How Privatization and Public Investment Influence Education. Taylor & Francis.
Aiton, L., Kirkup, K., McMillan, A., & DesRochers, J. (2019). What is “gender expression”? How a new and nebulous human rights construct is taking shape in Ontario board policy documents. Canadian Journal of Education, 42(4), 1154-1182. 
Leung, H. H. (2012). Canadian multiculturalism in the 21st century: Emerging challenges and debates. Canadian Ethnic Studies, 43/44(3-1), 19-33. 

Week 3

Supplementary Reading
Mazurek, K. (1986). Interpreting educational history—with a commentary on the social context of early public schooling. In N. Kach, K. Mazurek, R. Patterson, & I. DeFaveri. Essays on Canadian education (pp. 23-31). Detselig Enterprises. Ltd. 

Week 4

No online readings

Week 5

No online readings

Week 6

Required Reading
Neegan, E. (2005). Excuse me: Who are the first peoples of Canada? A historical analysis of Aboriginal education in Canada then and now. International Journal of Inclusive Education, 9(1), 3–15. 
Supplementary Reading
Miles, J. (2018). Teaching history for truth and reconciliation: The challenges and opportunities of narrativity, temporality and identity. McGill Journal of Education, 53(2), 294-311. 
Dion, Susan D. (2004). (Re)telling to disrupt: Aboriginal people and stories of Canadian history. Journal of the Canadian Association for Curriculum Studies, 2(1), 55-76. https://doi.org/10.25071/1916-4467.16869
Littlebear, L. (2000). Jagged worldviews colliding. In M. Battiste (Ed.), Reclaiming Indigenous Voice and Vision, (pp. 77-85.) UBC Press. 
Battiste, M. (2013) You can’t be the doctor if you are the disease. Eurocentrism and Indigenous renaissance. CAUT Distinguished Academic Lecture. 

Week 7

Wotherspoon, T. (2002). The dynamics of social inclusion: Public education and Aboriginal people in Canada. Laidlaw Foundation.
Henchey, N. (2005) Moving forward in Aboriginal education: Proceedings of a national policy roundtable. Society for the Advancement of Excellence in Education. 

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Battiste, M. (2019). Chapter 4, Creating the Indigenous renaissance. In Decolonizing Education: Nourishing the Learning Spirit. UBC Press. 

Week 8

Reading week

Week 9

Required Reading
McLeod, K. A. (1979). Politics, schools and French language, 1881–1931. In D. C. Jones, N. M. Sheehan, & R. M. Stamp (Eds.), Shaping the schools of the Canadian west (pp. 59–83). Detselig Enterprises. 

Week 10

Required Reading
Behiels, M. D. (2004). Canada's Francophone minority communities: Constitutional renewal and the winning of school governance. McGill-Queen’s University Press. (This link might not work in Firefox; try Chrome or Edge.)

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Skim the entire book and read the following chapters:

  • Introduction, pp. xxi–3

  • The Renaissance of Canada’s Francophone Minority Communities, pp. 3–52.

  • The Battle for Constitutional Recognition and Empowerment, pp. 53–82.

  • Competing Conceptions of Dualism: Confronting the Meech Lake Accord, pp. 245–285.

  • The Canada Round: A Clash of Nationalisms, pp. 285–325.

  • The Past Is Prologue, pp. 325–330. (Read after introduction.)
Hayday, M. (2005). A new equilibrium: Official-languages discourse and Canadian national identity. In Bilingual today, united tomorrow: Official languages in education and Canadian federalism (pp. 168–185). McGill-Queen’s University Press. 

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Ricento, T. (2013). The Consequences of official bilingualism on the status of and perception of non-official languages. Journal of Multilingual and Multicultural Development, 34(5), 475-489. 

Week 11

Required Reading
Pitsula, J. M. (2001). Unlikely allies: Hilda Neatby, Michel Foucault, and the critique of progressive education. Canadian Journal of Education, 26(4), 383–400. 
Popkewitz, T. S. (2007). Alchemies and governing: Or, questions about the questions we ask. Educational Philosophy and Theory, 39(1), 64–83. 
Kymlicka, W. (2007). Chapter 2: The shifting international context: From post-war universal human rights to post-cold war minority rights. In Multicultural odysseys: Navigating the new international politics of diversity (pp. 27–55). Oxford University Press. 

Week 12

Required Reading
Brown, W. (2003). Neoliberalism and the end of liberal democracy. Theory & Event, 7(1). 
Dehli, K. (2004). Parental involvement and neo-liberal government: Critical analysis of contemporary education reforms. Canadian and International Education, 33(1), 45–73. 
Berthelot, J. (2008). Education and the common good (D. Clandfield, Ed., Trans.). Our Schools, Our Selves, 18(1), 101–126, 258. 
Lin, G. (2023). Exposing colonial and imperial roots in neoliberal globalization of BC K-12 education system. Comparative and International Education,  52(1), 87-105. 
Supplementary Reading
Martell, G. (2008). Building education action: Toronto grass-roots policy and a political network. Our Schools, Our Selves, 18(1), 147-173 (+261). [The article describes an emerging new organization that strives to create a broad network of education activists in Toronto.] 
Giroux, H. (2004). Public pedagogy and the politics of neo-liberalism: Making the political more pedagogical. Policy Futures in Education, 2(3-4), 494-503. 
Bourdieu, P. (1998, December). The essence of neoliberalism. Le Monde Diplomatique. 

Week 13

Required Reading
Ghosh, R. (2004). Public education and multiculturalism policy in Canada: The special case of Quebec. International Review of Education, 50(5–6), 543–566. 
Willinsky, J. (1998). After 1492–1992: A post-colonial supplement for the Canadian curriculum. In S. Repo (Ed.), Making schools matter: Good teachers at work (pp. 60–80). James Lorimer & Company Ltd. Publishers. 

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Leung, H. (2015). Canadian multiculturalism in the 21st century: Emerging challenges and debates. In S. Guo and L. Wong (Eds.), Revisiting Multiculturalism in Canada.: Theories Policies and Debates (pp.107-121). Sense Publishers.
Kymlicka, W. (2015).The three lives of multiculturalism. In Shibao Guo and Lloyd Wong, Revisiting Multiculturalism in Canada.: Theories Policies and Debates (pp.17-36). Sense Publishers.

Week 14

Required Reading
Guo, S., & Guo Y. (2015). Rethinking multiculturalism in Canada: Tensions between immigration, ethnicity and minority rights. In S. Guo & L.Wong (Eds.),  Revisiting Multiculturalism in Canada: Theories, Policies and Debates. Sense Publishers.
Collett, B. (2007). Islam, national identity and public secondary education: Perspectives from the Somali diaspora in Toronto, Canada. Race, Ethnicity and Education, 10(2), 131–153. 
Shizha, E. (2016). 12 Marginalization of African Canadian Students in Mainstream Schools: Are Afrocentric Schools the Answer?. In A. Ibrahim & A. Abdi (Eds.), Education of African Canadian Children: Critical Perspectives (pp. 187-206). McGill-Queen's University Press.  
Howard, P. S., & James, C. E. (2019). When dreams take flight: How teachers imagine and implement an environment that nurtures Blackness at an Africentric school in Toronto, Ontario. Curriculum Inquiry 48(3), 313-337. 
Sensoy, O., & DiAngelo, R. (2012). Chapter 5, Oppression and power. In An Introduction to Key Concepts in Social Justice Education, Teachers College Press. 
Bialystok, L. (2014). Politics without “brainwashing”: A philosophical defence of social justice education. Curriculum Inquiry 44(3), 413-440. 
Supplementary Reading
Kelly, D. M., & Brooks, M. (2009). How young is too young? Exploring beginning teachers’ assumptions about young children and teaching for social justice. Equity & Excellence in Education, 42(2), 202-216.
Gosh, R. (2023). Critical multicultural education as a platform for social justice education in Canada. In A Abdi (Ed.), Equity and Social Justice Education Perspectives in Canada, The Canadian Scholars and Women’s Press

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