��ǰ���Molade Osibodu, creating what she calls “liberatory futures” begins in the mathematics classroom.

An associate professor of math education at �첥��Ƶ’s Faculty of Education, Osibodu focuses her research on how Black students experience math and how education systems can better support equity.

“I want Black learners who enter a mathematics classroom to be fully, completely themselves instead of feeling like they don’t belong,” says Osibodu, who is keenly aware of the persistent and unfounded stereotypes about Black learners’ abilities in math – and how those beliefs intersect with Canada’s colonial legacy and history of immigration.

Osibodu’s teaching experience across three continents has fuelled her interest in and passion for addressing challenges faced by Black students in Canada. Before joining York, she taught secondary school mathematics in South Africa and later taught mathematics and mathematics education courses in the U.S. and Canada. Her research has since documented a range of obstacles faced by Black students in Canadian classrooms.

“It’s impossible to look at course syllabi without realizing that it’s important for equity to be at the core of the teaching practice,” she says. “My ultimate goal is to create math education where Black learners are thriving.”

A key aspect of her work is understanding how Black students experience math, which, in Canada, requires knowledge of the population’s demography. As her colleague Carl James, the Jean Augustine Chair in Education, Community and Diaspora at �첥��Ƶ, has long emphasized, the Canadian Black community is diverse – including descendants who arrived via the Underground Railroad, families who immigrated from the Caribbean decades ago and more recent immigrants from sub-Saharan Africa – leading to a variety of educational experiences.

Read the full article in the April 10, 2026 issue of Yfile

With files from Elaine Smith

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Fresh off a recent speaking tour at Harvard University, author and professor David Townsend visited assistant professor Lorin Schwarz’s Teaching English in the Intermediate/Senior Division courses  to speak with students about his book “The Ram in the Thicket".

Townsend led an interactive seminar exploring the responsibility, philosophy and ethics of teaching historical fiction in literature classes, providing students with a perspective on how art and historical research can work together to provide humane and sensitive perspectives. "Imagination is not the opposite of History," argued Townsend, suggesting that reading creative work provides a kind of depth and understanding textbooks often lack.

Discussing his novel, which imagines a meeting between Medieval mystics Margery Kempe and Julian of Norwich, Townsend shared his own journey from academic researcher to internationally-acclaimed author and offered a unique perspective on how teaching and the writing can feed one another in ways that enrich both creativity and pedagogy. 

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People in the Niagara Region of Ontario have a �첥��Ƶ Faculty of Education alumna to thank for the healthy, reasonably priced food options regularly available to them.

Pamela Farrell, currently an assistant professor at the Werklund Faculty of Education at the University of Calgary, earned her BEd at �첥��Ƶ in 2007, the first step in a journey of lifelong learning in the field of education that eventually led her to found , Canada’s first community food literacy centre based in Niagara Falls.

Farrell, a native of Switzerland, met her Canadian husband while she was in London and originally came to Canada through the Youth Mobility Program. She began working for EY Canada in human resources, which included adult learning and diversity training.

“EY was ahead of its time with regard to diversity, and I learned about inequity in the workplace and in hiring, something that transferred to education,” Farrell said .

Her husband inspired her to pursue her interest in education through �첥��Ƶ.

“�첥��Ƶ’s BEd program was transformational; it makes you think about your own learning and is very introspective and reflective. You consider how learning resonates with your own experience and values. I’m not sure that any other program requires you to think about your own experiences and how they affect your principles, as well as how you learn and how others learn.”

The BEd program also emphasized the importance of lifelong learning, a belief that Farrell embraced. She pursued further studies and has since acquired an MEd from Australia’s University of South Queensland and a doctorate in education from the University of Calgary. She is currently pursuing an MA in Educational Leadership from Harvard University.

Where does GROW fit into this picture, one might ask? It grew out of Farrell’s doctoral dissertation, given her specialization in language and literacy. When Farrell came across the term food literacy, she decided to explore the term from a literacy perspective.

“People often approach food literacy from a health and nutrition point of view, but what does it really mean?” Farrell asked. “You need to understand the social context behind literacy. Everyone has food literacies, but they look different across cultures, and some people can’t act or do what they like to do with food.” {GROW defines food literacy and skills as the interconnected information, knowledge, relationships, capacities, and sense of agency, together with the social, cultural, and physical environments, that support healthy eating and informed food choices.)

Through her research, she discovered that many “low-income people have rich food literacy practices, but no access to healthy foods and fresh vegetables.” In addition, she found that only 25 per cent of food-insecure population used food banks and when they do, “they might get three days’ worth of food that isn’t culturally or nutritionally appropriate. Her research illuminates a stark public health crisis; persons with disabilities, especially women, are disproportionately affected by food insecurity.

While living in Niagara, she decided to use this research to make an impact in the community, and in 2020, created a concrete way for the community to access healthier food. Its low-cost market in Niagara Falls provides fresh produce, dairy, and meat, as well as dairy and meat alternatives to community members living on low incomes. The program is supported by grants, program partners and runs with the assistance from volunteers.

“GROW provides food access in a dignified way,” Farrell said. “There’s no prescribing, and we’re not shaming you; we’re just providing access. We know you can cook, so here are the ingredients.”

To meet demand in Niagara, in 2024, GROW added an electric mobile market truck, GROW-on-the-GO, to its programs in partnership with the Public Health Agency of Canada. Working with partners throughout the region, GROW-on-the-GO travels daily to locations throughout the region that are identified as food deserts – urban areas with no affordable grocery stores. As GROW-on-the-GO completes its second year of service, Farrell and her team will conduct a formal evaluation of the new addition to determine how it can serve the community better.

“GROW-on-the-Go is Pam’s vision brought to life,” said Lindsay Krahn, the mobile marketing program manager for GROW. “It was her idea of how we could expand in the region without needing more bricks and mortar.

“Pam really brings a unique perspective to this work. She is so involved in the research side of things, but is also dedicated to the practical component. She is really dedicated to this work.”

Farrell, who now oversees GROW from Calgary, says it’s all about education.

“When I think about my own philosophy of teaching and learning, it’s critical to have the literacy to understand our neighbours, our food systems and how the world works.”

Story by Elaine Smith, special contributing writer

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The fourth annual Youth Participatory Action Research (YPAR) Conference, hosted by the Toronto District School Board’s Centre of Excellence for Black Student Achievement (CEBSA), delivered a powerful showcase of Black youth leadership. Held on Saturday, November 1^st, 2025, at Highland Hall on the University of Toronto’s Scarborough campus, the event brought together students, educators, administrators, and community partners. Their shared goal: elevate student-led research and highlight the issues that matter most to Black learners.

The conference grew out of the Black Student Summer Leadership Program (BSSLP), a creative initiative shaped by CEBSA. The program began with ten students in 2019 in partnership with the Jean Augustine Chair in Education, Community, and Diaspora at �첥��Ƶ’s Faculty of Education. Participation expanded to 30 students in 2020 and surged to 100 by 2025. This growth turned the program into a competitive, in-demand experience for students eager to lead, research, and influence their schools. BSSLP affirms Black identity, excellence, and leadership, while modeling how schools and communities can work together to expand access, create career pathways, and drive systems change.

on the Toronto Caribbean Newspaper website

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�첥��Ƶ’s Top 30 Alumni Under 30 awards program is a prestigious annual recognition of outstanding young alumni who are making significant contributions in their fields and communities. This year, the Faculty of Education proudly highlights alumna Blessing Owusu, a three‑time �첥��Ƶ graduate, as one of the honorees. Blessing is an educator, children’s book author, and dedicated advocate for equity and inclusivity in education.

A leader in inclusive teaching, her master’s research on Black students’ experiences in schools led to the creation of Abena’s Adventures: A Taste of Home, a children’s book inspired by her Ghanaian‑Canadian heritage that is now used in classrooms to celebrate cultural identity and belonging. She also launched Lessons With Blessing, an online platform offering resources to help educators create equitable, affirming learning environments. These innovative contributions, reflecting her commitment to “bringing inclusivity and equity to the forefront” of teaching, research and advocacy earned her a place on York’s 2025 Top 30 Alumni Under 30 list.

For the complete list of recipients and their profiles, visit �첥��Ƶ’s official Top 30 Alumni Under 30 awards page.

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Article by Deirdre Kelly ()

Photography by Horst Herget

Marnie and Rena Schwartz are a force to be reckoned with. The identical twins, who both earned double degrees (BA ’01, BEd ’01) from �첥��Ƶ, have spent more than two decades transforming the Greater Toronto Area’s dance scene through their ViBE Dance and Fitness Studio.

Founded in 2002, ViBE is no ordinary dance school. From its inception, the Schwartz sisters envisioned a space where creativity trumped competition – a sprawling 12,000-square-foot studio in Vaughan where students of all ages could focus on self-expression rather than scorecards or trophies. “We wanted to create a place where everyone felt welcome,” says Marnie, who oversees the business side of operations. “It’s about joy, not judgment.”

That vision has resonated with thousands of students over the years. ViBE’s inclusive approach treats every dancer equally – whether they’re three years old, or an adult – and emphasizes fun over pressure. “We believe in building confidence through movement,” adds Rena, who leads the artistic side of their business.

Education has always been central to their lives. Their mother, Susan Schwartz (BA ’80), is an accomplished educator and author of teaching manuals used at York and beyond. Growing up surrounded by her passion for learning and teaching left a lasting impression on Marnie and Rena, who credit their own time at the University for shaping their approach to leadership and innovative thinking. “York taught us how to manage our time and think creatively. It really ignited our passion for lifelong learning.”...

For more, check out the full article in the

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Participants explored the Camerise Project–an online hub designed to support FSL teachers in sharing and adapting classroom resources, learned about Open Education, Creative Commons licensing, and effective strategies for collaborating online.

The workshop included a panel discussion featuring experts in FSL education, who shared insights on the CEFR (Common European Framework of Reference), the action-oriented approach, and ways to incorporate diverse Francophone perspectives into teaching materials.

First-year Glendon BEd students played an important role in the workshop. Having completed the Camerise online asynchronous course on Creative Commons licensing and resource sharing (), the students contributed valuable knowledge to experienced teachers who may be new to open licensing practices. The students also collaborated with teachers to co-create classroom resources, giving them an opportunity to apply their learning in a practical setting.

“This collaboration offers mutual benefits: experienced teachers gain fresh insights from students engaged in current research, while BEd students gain a deeper understanding of real-world classroom challenges”, said Muriel Péguret Co-lead of the Camerise Project (FSL hub) which has been funded for the past five years by MOE and Heritage Canada. “By working together, participants created resources that are not only effective but also responsive to the evolving needs of FSL classrooms”.

The resources that were created will be shared publicly via the , allowing other educators to re-use, adapt them and re-share their adaptation for the benefit of the community.

The workshop’s broader goal was to build a community of practice that connects future and experienced educators. By fostering dialogue and collaboration, the workshop helped BEd students to feel connected to the profession before they officially enter the classroom. For experienced teachers, this opportunity to exchange ideas and collaborate with peers outside their school boards encourages fresh approaches to lesson planning.

By combining the expertise of seasoned educators with the fresh perspectives of Glendon BEd students, the workshop aims to build a community of practice to generate high-quality resources that will enrich FSL classrooms. The initiative highlights how resource sharing can save teachers time while enhancing student learning in FSL classrooms across Ontario.

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The Faculty of Education Student Association (FESA) is the heartbeat of the undergraduate education student community. Made up of passionate student leaders, FESA not only represents education students but also plays a key role in enriching their university experience. From hosting engaging conferences and workshops to selling exclusive merchandise, the FESA council is dedicated to fostering connection, support, and growth for all education students.

Get to know the Executives behind FESA's 2024/2025 Team and discover how they are shaping your academic journey!

President: Sadaf Sohrab

Hi! My name is Sadaf Sohrab and I'm this year's FESA President! I'm a Year 2 P/J teacher candidate. I did my undergraduate in music at �첥��Ƶ with a specialization in classical violin and Canadian folk fiddle.

Vice-President (Internal): Matthew Noce

My name is Matthew and I am the 2024-2025 VP Internal. I am in my final year of undergrad majoring in Criminology. I can't wait to continue to attend �첥��Ƶ this Fall for Intermediate-Senior education. I hope to use my social science and English teachables to teach highschool.

Vice-President (External): Rebecca Breault

Hi, My name is Rebecca, and I’m in my second year of the Bachelor of Arts in French Studies and Concurrent Education program at �첥��Ƶ, Glendon Campus. I currently serve as the Vice President External for the Faculty of Education Students’ Association (FESA). I enjoy reading and exploring different histories, whether it’s cinema, literature, or cultural events from the past. I’m also an assistant coach for a girls’ softball team, and I love teaching a sport that I’ve played and been passionate about for many years.

Vice-President (Finance): Devonte Ellis

Hey! I'm Devonte and I am this year's Vice-President of Finance. I did my undergraduate degree in Music here at �첥��Ƶ as well and am currently BEd candidate in the Intermediate/Senior Division! My teachables are Music and French but I hope to get one in Communications Technology too! I am also currently the Communications and Marketing Assistant for the Faculty of Education and can play several instruments!

Vice-President (Administration): Tavlen Pannu

Hi! I’m Tavleen and I’m this year’s Vice President of Administration! I did my undergraduate degree here at York in Psychology and continued with my Bachelor of Education in the P/J division.

My motivation for getting into teaching stems from my personal journey overcoming a fear of water. Through the support of wonderful swimming instructor, I gradually overcame my fear and eventually became a swimming instructor myself!

Want to learn more about the exciting initiatives, events, and opportunities the Faculty of Education Student Association (FESA) is working on? Visit their NEW website at to stay updated and get involved in shaping the future of our faculty.

Check out what the council is doing and how you can make an impact today!

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Here in the Faculty of Education at �첥��Ƶ, we pride ourselves on fostering innovative teaching and learning that prepares future educators to lead and inspire in today’s world.

Our Faculty ranks 66th globally and fifth in Canada as designated by the . Our commitment to reimagining education is reflected in the transformative experiences we offer, both within and beyond the classroom. 

One of our defining strengths lies in the breadth and depth of experiential learning opportunities available to our students. From working in diverse classrooms across Ontario to participating in community-based initiatives and international placements, our programs are designed to immerse future educators in real-world contexts. These experiences not only bridge theory and practice but also inspire our students to think critically and creatively. 

Innovation is at the heart of everything we do. Our faculty and staff are constantly exploring new pedagogies, leveraging technology and designing interdisciplinary approaches to teaching and learning. Through research and collaboration, we strive to address pressing educational challenges while embracing emerging opportunities in the field. 

As we continue to evolve and to build on our international presence, our vision remains clear: to empower our students with the skills, knowledge and experiences they need to lead with confidence and compassion. I invite you to read the stories in this issue of Innovatus and to get a sense of the work that we are doing to prepare our students to drive positive change in their communities.  

Robert Savage 
Dean, Faculty of Education 

In this issue:

New digital platform supporting online well-being launches this spring
The Hub is a first-of-its-kind digital wellness platform, created at York's Young Lives Research Lab, that will offer free resources to help Canadians navigate the online world safely.

Indigenous teaching at �첥��Ƶ embraces reciprocity, connection
Learn about the Indigenous teaching methods of Professor John Waaseyaabin Hupfield that aim to foster a deeper understanding of place and connection among students. 

Las Nubes trip inspires �첥��Ƶ’s future educators
From hiking forests to visiting local classrooms, �첥��Ƶ students immerse themselves in hands-on learning in Costa Rica, shaping their future teaching philosophies. 

Bridging generations through literature
Professor Emeritus Warren Crichlow’s seminar on author and civil rights activist James Baldwin inspires students to explore themes of systemic racism, education and personal perseverance.

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A diverse group of �첥��Ƶ faculty members were recognized for their academic and creative achievements over the past year at the 2024 Research Awards Celebration.  

The annual event, hosted by the Office of the Vice-President Research & Innovation on Sept. 19, celebrated the successes of the University’s research community in 10 categories, including the four winners of the President’s Research Awards.  

“York colleagues continue to strengthen our impact on an array of complex, global problems, working across disciplines and countries to create urgently needed space for positive dialogue and the exchange of diverse perspectives, ideas and mutual understanding,” said President and Vice-Chancellor Rhonda Lenton in her address to the honourees. “You are not only enhancing the reputation of York and advancing the goals set out in the University Academic Plan, but you are contributing to a future that is more equitable, innovative and sustainable.”  

The 68 faculty members were honoured for a multitude of achievements, including major grant wins, book prizes, or prestigious appointments such as Canada Research Chairs, fellows to the Royal Society of Canada or officers to the Order of Canada.  

“As brilliant scholars, artists and innovators, our faculty have all demonstrated a level of excellence and creativity that they should take great pride in,” said Amir Asif, vice-president research and innovation. Speaking at the event, he also told the honourees in attendance: “Your success is the University’s success.”   

The President’s Research Award recipients include: 

Sheila Colla, an associate professor in the Faculty of Environmental & Urban Change, was recognized with the President’s Research Impact Award (PRIA). The PRIA recognizes full-time, active faculty members whose body of research or scholarship has translated beyond academe into a notable impact on communities, individuals and public policies, including commercial or other applications, while significantly and positively contributing to the University’s research culture and reputation. 

Colla is a conservation scientist whose research uses ecological studies and community science programs to better understand species declines and design conversation management plans. Her work specifically focuses on quantifying the decline of wild bees, leading to the rusty-patched bumble bee’s endangered status designation. This has directly influenced government policies in Canada and the U.S. Furthermore, she is a York Research Chair in Interdisciplinary Conservation Science. 

Aleksander Czekanski, a professor in the Lassonde School of Engineering, and Gillian Parekh, an associate professor in the Faculty of Education, were recognized with the President’s Emerging Leadership Award (PERLA). The PERLA recognizes two full-time faculty members – one in science, technology, engineering and mathematics, and one in the social sciences, humanities and arts – within 10 years of their first academic appointment, who have had a notable impact on their field and made a contribution to advancing the University’s international reputation for research excellence while significantly and positively contributing to one or more aspects of the York community’s intellectual life. 

Czekanski is a mechanical engineer whose research interests include the design optimization and development of lightweight structures for aerospace and automotive systems, material characterization and artificial intelligence. He serves as the co-director of the Manufacturing Technology & Entrepreneurship Centre at York, and previously held the Natural Sciences & Engineering Research Council of Canada Chair in Design Engineering. 

Parekh is an educator and Canada Research Chair in Disability Studies in Education. Her work examines how schools construct and respond to disabilities as well as how students are organized across programs and systems. She has conducted extensive system and school-based research in Toronto in the areas of structural equity, special education and academic streaming. 

Satinder Brar, a professor in the Lassonde School of Engineering, was recognized with the President’s Research Excellence Award (PREA). The PREA recognizes senior established, full-time, active faculty members at the rank of professor, with distinguished scholarly achievements, who have had a notable impact on their field(s) and made a significant contribution to advancing the University’s international reputation for research excellence while significantly and positively contributing to one or more aspects of the York community’s intellectual life. 

Brar is a civil engineer and the James and Joanne Love Chair in Environmental Engineering at York. Her leading expertise is in environmental biotechnology and sustainability, including research on antibiotic resistance, wastewater treatment and waste valorization. Brar’s work with biopesticides and biofertilizer using wastewater has been applied worldwide. She is also the director of OneWATER, one of York’s newest Organized Research Units. 

A full list of the 68 honourees can be found on the Research & Innovation website.

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