With three placements in the top 100 of the 2024 QS World University Rankings by Subject report, 快播视频 builds on ongoing momentum to right the future as it positions itself as a global leader in post-secondary education through its academic programming.

Each year, the QS Subject Report ranks a total of 55 disciplines grouped into five subject areas: arts and humanities; engineering and technology; life sciences and medicine; natural sciences; and social sciences and management.

The most recent report 鈥� which evaluated more than 15,000 programs from 1,561 institutions 鈥� placed York among the top 100 in the world in three subject areas: education, English language and literature, and philosophy. Within Canada, the University also received top-five placement across 11 subjects.

鈥淭hese rankings reflect the high quality education and impactful research that define 快播视频,鈥� says 快播视频 President and Vice-Chancellor Rhonda Lenton. 鈥淲e continue to drive positive change locally and globally guided by our values as a progressive university dedicated to excellence, social justice, diversity, inclusion and sustainability. It is gratifying to be recognized for our leadership in the higher education sector. We are providing the talent needed for the 21st-century workforce and solving the complex problems facing society today and in the future.鈥�

The new QS rankings add to the momentum of York鈥檚 continued impressive results over the past year in other prestigious rankings. Notably, in June 2023, the Times Higher Education (THE) Impact Rankings placed York among the top 40 institutions advancing the United Nations鈥� 17 Sustainable Development Goals. Then, in July, the QS World University Rankings saw the University strengthen its global position as a leading research-intensive university by  from the previous year.

Faculty of Education advancing its leadership

In the new QS subject rankings, released this April, the University placed particularly high in education, demonstrating its ongoing efforts in advancing the future of pedagogy.

That leadership has been shepherded by York鈥檚 Faculty of Education, which offers a broad range of programs, research initiatives and community partnerships, all of which embody its long-running dedication to practices of equity, diversity, inclusion and decolonization.

Last year, the Faculty advanced those efforts for the occasion of its 50th anniversary and developed its new five-year strategic plan. Through the plan, the Faculty reaffirmed its commitment to providing an environment where students are encouraged to challenge the status quo to uncover new possibilities in the advancement of education and social justice.

Opportunities 鈥� like its Concurrent Bachelor of Education and Bachelor of Arts in Educational Studies 鈥� also have helped the Faculty stand out, as have initiatives like its Public Lecture Series,  and the 奥眉濒茅别濒丑补尘 offering, which engages participants in learning from Indigenous peoples.  

The Faculty of Education also this year launched a new international consultancy called ED Global, offering education and professional learning consulting services to school boards, educational organizations and diverse communities.

Top five in Canada

In addition to York鈥檚 placement in the top 100 globally in three subjects, it was represented further within the top 150 in eight other subject areas: anthropology, history, accounting and finance, communication and media studies, psychology, performing arts, sociology, developmental studies and psychology (at Glendon college). The University was also represented in the top five for each of these subjects within Canada.

The rankings reflect a range of Faculties and schools at York, including the Faculty of Health, the Faculty of Liberal Arts & Professional Studies, and .

QS World University Rankings is an annual publication of university rankings by Quacquarelli Symonds (QS) that serves as an important indicator for global post-secondary education leadership and success.

Article originally published in the April 18, 2024 issue of聽

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Join the Faculty of Education for 鈥�,鈥� a May 31 celebration of the Faculty鈥檚 Indigenous education initiatives and the visionary behind them 鈥� Professor Susan Dion, 快播视频鈥檚 inaugural associate vice-president, Indigenous initiatives and a Lenape and Potawatomi scholar, with mixed Irish and French ancestry.

奥眉濒茅别濒丑补尘 translates from Lenape as 鈥淢aking Good Tracks,鈥� and the program has led many Indigenous students on a journey to becoming educators and academics themselves. Itsoptions 鈥� the Waaban Indigenous teacher education program and the master鈥檚 and PhD cohorts 鈥� were developed to highlight the specific strengths of urban Indigenous communities. They are not intended to be taken in a linear sequence; instead, students make their own tracks, choosing to participate based on their timelines and interests. 

鈥淪usan [Dion] saw the opportunities to develop these programs and made it happen,鈥� said Pamela Toulouse, a visiting scholar at the Faculty and the emcee for the day鈥檚 events. 鈥淲e want to celebrate these programs and honour her for seeing the possibilities.鈥�

The event takes place from 10 a.m. to 3 p.m. in the McEwen Auditorium, Room 141 in the Seymour Schulich Building and is open to Congress 2023 attendees and the local community. It features a traditional opening and closing by Elder Pauline Shirt, three panel discussions and a Circle on the Gifts of Our People, where Dion will be awarded with a Star blanket at 2 p.m.

鈥淭he Star is about being visionary and it is a reminder of the possibilities Susan gave us,鈥� said Toulouse. 鈥淲hen we wrap her in it, it is letting her know that the community will always hold and take care of her and that we are okay, too.鈥�

The three panels will demonstrate the benefits of the 奥眉濒茅别濒丑补尘 programs. A Waaban panel happening at 10:30 a.m. will feature alumni from the teacher education program discussing what they learned and the gifts gained and carried into the workplace. A second panel at 11:45 a.m. will include graduate students from the Master of Education (Med) Urban Indigenous Cohort, focusing on the opportunities they have had. Finally, a faculty-staff panel will start at 1:15 p.m. and this group will share their stories about working with the students who have come through 奥眉濒茅别濒丑补尘.

Shirt, who will open and close the program, is one of the driving forces behind the , a learning environment that is culturally safe and nurtured their child鈥檚 Indigenous identity.

鈥淭here is a special relationship between Elder Pauline, Susan and 奥眉濒茅别濒丑补尘,鈥� Toulouse said. 鈥淲andering Spirit School is the place where many of the Wabaan students go to do their teaching placements; it鈥檚 a downtown school. Pauline is a main reason that the school came into being and a leader in Indigenous education.鈥�

快播视频 and the Federation for Humanities and Social Sciences will host Congress 2023 from May 27 to June 2.  to attend,  are available and  have been adjusted to align with timelines for this year鈥檚 event.

Article written by Elaine Smith (special contributing writer) originally published in the May 30, 2023 issue of

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In response to the Truth and Reconciliation Report, the Faculty in collaboration with the Toronto District School Board Indigenous Education Centre offers admission to a special cohort of students who will complete the Bachelor of Education (BEd) degree with a focus on Indigenous worldviews. Waaban Indigenous Teacher Education will educate a new generation of teachers prepared to address the needs of First Nation, M茅tis and Inuit students, families and communities. Waaban will be grounded in Indigenous Knowledge and Pedagogy and will include teachings from Indigenous Elders, educators, and community leaders.

For more information, please visit /edu/students/waaban/.

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The Faculty鈥檚 奥眉濒茅别濒丑补尘 courses, cohorts and programs are featured in York鈥檚 new Right the Future campaign that shows how different societal challenges look today and imagines how they could look in the future, thanks to the work of students and researchers working in its different departments.

The 奥眉濒茅别濒丑补尘 options are offered through the Faculty of Education and are developed to highlight the strengths that Indigenous knowledge brings to our communities. Indigenous studies provide a vital space for scholars to understand our history and past traditions in order to build tolerance, acceptance, and unity. The options address Indigenous needs in urban contexts and provide an in-depth understanding of colonialism in Canada and its impact on education. Through ground-breaking and transformative work, the cohorts of these programs and courses will go on to develop learning environments that empower the growth of Indigenous scholarship.

To celebrate the rich history and culture of Indigenous communities, participants will learn from Indigenous stories and schools of thought. Through this, we will prepare the future generation of teachers to address the needs of First Nations, M茅tis, and Inuit students, families, and communities.

Read the full post

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This month鈥檚 "Meet a Grad Student" profile features Ixchel Bennett, a 2nd year student in the Indigenous Education PhD Cohort. Ixchel is interested in Indigenous teacher education programs that support communities in obtaining a Bachelor of Education degree and becoming OCT (Ontario College of Teachers) certified. 鈥淩epresentation in schooling is important, having a space where you are heard and understood is important, having the opportunities to explore who you are and where you are from is equally important for future generations,鈥� Bennett says.

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York became an ideal partner for delivering such programs, since, said Dion, Toronto has one of the largest concentrations of Indigenous people in Canada.

奥眉濒茅别濒丑补尘, which translates from Len芒p茅 as "make good tracks," offers Indigenous students four different opportunities to connect with Indigenous knowledge, history and culture, each serving a different purpose. There is a course for high-school students; Waaban, an Indigenous teacher education program; a master鈥檚 degree cohort in Urban Indigenous education; and an Indigenous PhD cohort. Each course or program incorporates Indigenous principles of community, culture, collaboration and ceremony, and many are taught away from the York campus at the Toronto District School Board鈥檚 (TDSB) Urban Indigenous Education Centre.

鈥淭ogether the programs help to fulfill one of the calls to action set forth in the recommendations of the Truth and Reconciliation report. The Truth and Reconciliation Commission Calls to Action #10 addresses the role of education in contributing to new and better relationships between Indigenous and non-Indigenous people in Canada,鈥� said Dion. 鈥淩econciliation requires sustained public education and dialogue, including youth engagement, about the history and legacy of residential schools, Treaties and Aboriginal rights, as well as the historical and contemporary contributions of Aboriginal Peoples to Canadian society.鈥�

Susan Dion

The secondary school course, which offers participants both a high-school credit and a university credit upon completion, was the first component of 奥眉濒茅别濒丑补尘 to come to life. It grew out of Dion鈥檚 work on a report she researched for the Toronto District School Board (TDSB) in 2010, Decolonizing Our Schools. She co-teaches the course, called Indigenous People, Identity and Education, with a secondary school teacher each winter. It is open to Indigenous students and allies from across the TDSB.

鈥淭his is a way to create a pathway to higher education for Indigenous students,鈥� Dion said. 鈥淭he course brings them together and supports them in getting through high school successfully while introducing them to the idea of university and giving them an understanding of what the experience is like.鈥�

Each of the degree programs admits cohorts of students.

鈥淢any Indigenous students will tell you that being the only Indigenous student in a class is not so great because you end up doing a lot of teaching about your history and your experiences,鈥� Dion said. 鈥淢y goal is for the students not to be the only Indigenous person in the room, so they can share learning experiences. Learning is not done in isolation or just in relation to course content. These students come to it with similar questions and background knowledge.鈥�

Waaban is an Anishinaabeg word for 鈥淚t is tomorrow.鈥� Waaban provides students with both a BEd and Ontario teaching certificate in an intensive, 16-month program. Students graduate with an understanding of Indigenous worldviews and Indigenous knowledge and pedagogies, including a good grasp of colonialism and its impact on Indigenous Peoples, particularly their experiences within education systems. As teachers, they will provide much-needed perspectives to students.

鈥淭here is a huge knowledge gap on the part of teachers,鈥� said Dion. 鈥淭hey know very little about Indigenous knowledge, history or culture.鈥�

奥眉濒茅别濒丑补尘 students gather with Professor Susan Dion

Many of the students do their practicums at the Wandering Spirit School, co-located at the Urban Indigenous Education Centre.

鈥淚t鈥檚 wonderful seeing a group of Indigenous candidates in the teacher education program who have an Indigenous focus,鈥� said Tanya Senk, principal of the Wandering Spirit School, who is Cree/M茅tis/Saulteaux. 鈥淚t鈥檚 much needed because they are really underrepresented. Our Indigenous students from across the Greater Toronto Area have an opportunity to make connections and see themselves reflected in the staffing.鈥�

Ixchel Bennett, a former primary school teacher who is now Waaban鈥檚 practicum facilitator and a teacher in the program, said, 鈥淚 find the program successful because the administrators and teachers welcome Indigenous knowledges and constructive feedback and they engage in courageous conversations about colonialism and racism, decolonizing and integrating Indigenous content.鈥�

Bennett says their specialized knowledge has allowed them to become acknowledged as leaders, something that isn鈥檛 common among teacher candidates.

鈥淭hey feel appreciated and heard, with a lot of knowledge they can share,鈥� she said.

Dion notes that the program 鈥渞eflects a community approach to education, as well as an Indigenous worldview. They are using their gifts to serve the community and the community takes care of them.鈥�

She created the master鈥檚 cohort to provide students access to a graduate school program with an Indigenous focus and the PhD program grew out of graduates from the master鈥檚 program who wanted to continue learning or move into academia.

Bennett, who is Nahua/Zapoteca, was one of the graduates of the first master鈥檚 degree cohort in Urban Indigenous Education and is now part of the initial PhD cohort. Dion supervises all of the PhD students and both graduate programs have 鈥淚ndigenous worldviews threaded through them.鈥�

Gregory Querel, a M茅tis education policy analyst for the Ontario Federation of Indigenous Friendship Centres, is pursuing a PhD part-time and is grateful for the opportunity Dion has made possible.

鈥淲e need more like her,鈥� he said. 鈥淪he is plugged in at the TDSB and at provincial levels and is able to bring her academic work to the forefront of policy. These educational programs are definitely needed. At any one time, four or five people in our organization are doing their master鈥檚 degrees. To be able to draw on their education and experience is invaluable in developing our long-term goals.鈥�

Bennett is also very appreciative of the opportunities 奥眉濒茅别濒丑补尘 offers.

鈥淭hanks to Professor Dion鈥檚 leadership and vision, all of this is happening,鈥� Bennett said.

By Elaine Smith, special contributing writer to Innovatus

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