This talk shares teaching and assessment strategies alongside critical questions from my research exploring how language and literacy educators are changing their writing pedagogies in response to generative AI.

Mary Ott is an Assistant Professor in 快播视频鈥檚 Faculty of Education. Her teaching and research in literacy education typically focuses on pedagogies of multiliteracies and assessment for learning, orientations which invite consideration of learner agency and social justice in making meaning. However, her work in this space is also informed by sociomaterial perspectives on agency, ethics, and the unintended consequences of technology.

K-12 Open Educational Resources to support collaboration within the French as a second language teaching community : initiative, obstacles, ways forward'
Muriel P茅guret & Mirela Cherciov

Camerise K-12 Studio, currently funded by Ontario鈥檚 Ministry of Education, empowers FSL teachers with open, adaptable resources under a Creative Commons license. It fosters collaboration, supports equitable curriculum access, and reduces reliance on commercial marketplaces. This presentation shares insights into how K-12 educators collaborate (or not) in today鈥檚 digital landscape.

Muriel P茅guret received her PhD in FSL Applied Linguistics from Dalhousie University in 2009. She is an Associate Professor at 快播视频 in French Studies (Glendon College) and the Faculty of Education.

Mirela Cherciov is an Associate Researcher developing an OER platform for FSL teachers.聽 She holds a PhD from the University of Toronto on first-language attrition and has taught FSL and linguistic.

Migrant Perspectives on Language Learning and Social Integration in Translingual and Transnational Contexts
John Ippolito

This presentation reports on an international research project examining migrants鈥� formal and informal language-learning opportunities; their social integration experiences related to language use; their complex struggles with agency in translanguaging; the role their linguistic repertoire plays in developing a post-migration identity; and their experiences of living a transnational life.

John Ippolito is an Associate Professor in 快播视频鈥檚 Faculty of Education. His most recent research centers on the language learning and social integration experiences of adult migrants. Focusing on host country naturalization requirements, his interests include contemporary lived realities of everyday citizenship and their implications for language practices in linguistically and culturally hyperdiverse societies.

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In a new article published in the Canadian Journal of Science, Mathematics and Technology Education, Faculty of Education Professor Dr. Molade Osibodu explores how mathematics classrooms continue to marginalize Black students in Ontario.

Titled 鈥淲hat鈥檚 Black Got to Do with It?鈥�, the study investigates the experiences of eight Black secondary students in the Greater Toronto Area, uncovering how math spaces remain shaped by antiblackness, despite recent policy changes like the 2020鈥�2021 move to destream Grade 9 math. Students described having to constantly prove their intelligence, encountering racialized assumptions about ability, rarely seeing Black math teachers, and facing silence around social issues in class.

Dr. Osibodu鈥檚 work offers critical insight into the structural barriers Black learners face and points toward more inclusive, responsive teaching practices in mathematics education.

Read the full article here:

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Join us for an afternoon of insight and inspiration as we celebrate the Faculty of Education's contributions to research, teaching, and community engagement at 快播视频.

Explore how education can spark transformation and inspire hope through:

• Engaging Roundtable Discussions
• Innovative Research Presentations
• Thought-provoking Conversations

Open to all 鈥� everyone welcome!

We hope to see you there as we reflect, connect and envision the future of education together.

Mark your calendar and be part of the conversation!

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Here in the Faculty of Education at 快播视频, we pride ourselves on fostering innovative teaching and learning that prepares future educators to lead and inspire in today鈥檚 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 快播视频 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 快播视频鈥檚 future educators
From hiking forests to visiting local classrooms, 快播视频 students immerse themselves in hands-on learning in Costa Rica, shaping their future teaching philosophies. 

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

The post Welcome to the January 2025 issue of 鈥業nnovatus鈥�: Innovation is at the heart of teaching, learning in Faculty of Education appeared first on Faculty of Education.

A number of our faculty and graduate students will be presenting the following sessions at the American Educational Research Association (AERA) 2024 annual meeting April 11 - 14, 2024.

For more information about AERA 2024 and to view the full program, click .

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This issue shines the spotlight on the Faculty of Education, which is celebrating its 50th anniversary this year. A number of professors have collaborated in turning their research and experiences into books that can be used to teach others. Working in partnership is one of the University Academic Plan鈥檚 priorities, and Carl Everton James, the Jean Augustine Chair in Education, Community and Diaspora, and alumna Leanne Taylor, PhD, examine the experiences of first-generation university students. The inaugural chair holder, Nombuso Dlamini, serves as co-editor of a collection of scholarly essays she and her colleagues wrote during her five-year term. Meanwhile, Gillian Parekh assembled a team of colleagues at York and elsewhere to create an educator鈥檚 guide to equity and human rights in special education and a corresponding website.  

Our final story this month isn鈥檛 about a book, but about adding new technological education courses to the breadth of York鈥檚 offerings so teachers can instruct students who are looking toward jobs in the skilled trades. Tradespeople are in demand across the country, and educators can make those career pathways more inviting and accessible.聽

The post Welcome to the May 2023 issue of 鈥業nnovatus鈥� appeared first on Faculty of Education.

What is your current field of research?
While my PhD was in anthropology and education, my research is interdisciplinary, drawing insight from critical development studies; refugee and forced migration studies; and gender, feminist and women鈥檚 studies. Broadly speaking, l am interested in the contestations that occur around gender, sexuality, and sex education in spaces characterized by high poverty (often produced by colonialism and sustained by inequitable global relations) and by high levels of international intervention. By paying attention to schooling鈥檚 role in reproducing or transforming gender roles/sex norms, I think critically about power dynamics in development itself, and between differently situated actors and institutions from families and communities to international funders.

My research has mostly taken place in Dadaab, Kenya and Southern Malawi. Lately, however, I鈥檝e been most interested in how development 鈥榩roblems鈥� get named, and therefore, in the politics of knowledge production on a more global scale. 

What inspired you to specialize in this line of research?
When I was an undergraduate student in Lewiston, Maine, approximately 3500 Somali refugees resettled in what had until that point been a largely homogenous (White/Christian), post-industrial town. As folks in many institutions, including schools, worked to rethink programming to better reflect and serve a more diverse population, the mayor at the time wrote a deeply troubling and racist note to the greater Somali community asking them to stop moving there, because the city had become, in his words, 鈥渙verwhelmed.鈥� Lewiston, at that point largely unknown, became the center of a national firestorm about immigration, white supremacy, and what it might mean to meaningfully make real the stated ideals of a pluralistic, democratic society.

I became interested in the central role that schooling played in these contestations and how different actors, including newcomers, made sense of its purposes. Eventually, I had the opportunity to explore the role of schooling for refugee women who ended up in Maine across diasporic journeys, including in the Dadaab Refugee camps on the Kenya/Somalia border. In Dadaab, I became immediately struck by the profound power differentials within and across the humanitarian industry, in the heated negotations around the relationship between schooling and gendered cultural change, and in the politics of representation.

What do you consider to be your biggest research accomplishment so far?
I am proud to have co-authored widely with collaborators from Kenya, Malawi, the US, and Canada. Since 2013, I have co-authored with nine different people, each of whom I enjoyed getting to think with. Most recently I鈥檓 excited about a piece in that I wrote with York MEd graduates Mark Okello Oyat, HaEun Kim, and Sahra Mohamed Ismail about the possibilities for and barriers to meaningfully collaborative research in Dadaab.

I am also excited to be the Co-Chair of the Gender Justice SIG at the Comparative and International Education Society (CIES). We鈥檇 love for you to !

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are just as educated as the rest of the country overall but is shedding light on how cultural barriers may be driving differences in education levels between different generations in Black communities.

A closer look at the data on racialized groups released Jan. 18 shows there are significant differences in the education levels among working-aged Black people who have recently entered the country, and those who are third-generation Canadians or more.

The data showed Canada鈥檚 Black population was just as likely to have achieved a bachelor鈥檚 degree or higher from a university 鈥� whether in Canada or abroad. While the national average sits at 32.9 per cent, for Canada鈥檚 Black community, it is at 32.4 per cent.

Professor Carl James, the Jean Augustine Chair in Education, Community and Diaspora at 快播视频鈥檚 Faculty of Education noted the cultural barriers preventing some Black students from attending university.

While financial issues are present, he also said familial support for education, as well as teacher encouragement, makes a difference for students during their K-to-12 education.

鈥淚f you have these ideas about the students you鈥檙e teaching, that will influence how you think and how you work with the students,鈥� Carl James said, pointing at teacher bias and how that could impact their commitment to students who they think don鈥檛 have a shot of attending university.

Read the full article on the .

The post In the media: Canada鈥檚 Black population faces varying job prospects despite equal education. Here鈥檚 why appeared first on Faculty of Education.

What is your current field of research?
My research is situated in the sub-field of critical mathematics education and seeks to serve Black (including Sub-Saharan Africans) youth in educational contexts. I do this within mathematics education where I explore ways to ensure that Black youth thrive in their mathematics learning. In other words, I question the role of space, place, power, identity, and other sociocultural and sociopolitical factors that might impede learning for Black youth. I also consider how mathematics can be harnessed as a space to discuss issues of (in)justice and African Indigenous Knowledges in mathematics. Guiding my work are decolonial theories, Black studies, Black geography alongside critical and participatory methodologies to ensure an ethic of care and reciprocity in my work.

More recently, I have been thinking about the role visual media (tv shows and movies) plays on (mis)representing Black youth鈥檚 capabilities in mathematics. Contrast this to the 80s sitcom, A Different World, which showed the ordinariness of a young Black man (Dwayne) who loved mathematics 鈥� a type of Black livingness as Katherine McKittrick would name it. I am grateful for the chance to pursue this line of questioning currently through the York Black Seed Grant I was awarded in 2022.

What inspired you to specialize in this line of research?
I have loved and enjoyed mathematics for a very long time. I moved to the United States in 2002 to pursue my undergraduate degree in Electrical Engineering and Mathematics and began noticing the low numbers of Black students in my courses. The numbers continued to be subside through my Masters and PhD programs and the subtle or overtly racist comments I experienced. If my memory serves me right, I was the second Black woman to graduate from my masters program in Applied Mathematics (2009) and the first Black woman to graduate from my PhD program in mathematics education (2020). I do not believe I have exceptional abilities in mathematics, but I grew up in a country that was racially homogenous thus, my race was not a factor in determining who belonged in mathematics (though my gender identification definitely mattered in Nigeria). I deeply love Black youth and want to support them through my research and other avenues by reminding them that they matter and that they belong in mathematics (and any other space of their choosing).

What impact do you want your work to have on society?
I dream of a world where Black (and other racialized) youth are given opportunities to learn rich and meaningful mathematics instead of being counted out. I hope my work normalizes the ordinariness of Black youth doing mathematics and hope to be able to cultivate spaces that allows them to be their whole selves in mathematics.

What do you consider to be your biggest research accomplishment so far?
I am really thrilled that I have managed to publish pieces that draw on fictional novels (Chimamanda Ngozi Adichie鈥檚 Americanah, Nnedi Binti, Yaa Gyasi鈥檚 Homegoing), movies (Zootopia), and most recently, song (Burna Boy鈥檚 Monsters You Made). I have somehow found ways to merge my love for the arts in and out of mathematics education which fills me with great pride. As an aside, I co-wrote the Zootopia piece in 2017 as a graduate student and it has remained on the 鈥渕ost read鈥� list since its publication which blows my mind.

What advice would you give to your 21-year old self?
Enjoy the zigzag of your life. The multitude of experiences you are amassing living in different cities and countries will shape your thinking and make your research agenda more purposeful and robust.

What would students be surprised to know about you?
I am an avid reader of books unrelated to my research or teaching. Since 2020 (aka since I stopped being a student), I have read an average of 30 books (I read 66 in 2021!). I also enjoy taking long walks, watching all types of TV shows (including Top Chef, RuPaul鈥檚 Drag Race, and Abbott Elementary), and am quite obsessed with award season (I save the major tv and movie award dates on my calendar yearly).

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What is your current field of research?
I research visual citizenship, and especially the role photography plays鈥攂oth in artworks and through everyday objects, such as family snapshots鈥攊n shaping who can be seen and recognized as a citizen. One of my most sustained research aims has been to better understand how pedagogical encounters with images determine who counts as a citizen in the colonial and post-colonial context. My first book, Projecting Citizenship: Photography and Belonging in the British Empire (Penn State UP, 2019), draws on archival materials鈥攊ncluding lantern slides, photographic albums and children鈥檚 textbooks鈥攖o examine how photography, race and education were used as interconnected technologies of governance in the British Empire. Involving intensive archival research into a program of illustrated lectures developed by the British government and distributed to schools throughout the empire between 1902 and 1945, the book鈥檚 main intervention is to imagine the 鈥渄isobedient gaze鈥� employed by children spectators to refuse modern colonialism through their encounters with photographs in a space of education.

More recently, this research has expanded to consider how researchers, educators and activists can intervene in the politics of belonging through our encounters with images by critically re-reading images for reparative aims. This past year, I co-edited a special issue of the Journal of Visual Culture (2022) with graduate student research Adrienne Huard on 鈥淩eparation and Visual Culture鈥� which invites 15 artists and authors to meditate on art in and as a practice of repair. In this way, my work is interdisciplinary, bridging several fields of study, including visual culture, photography studies, critical race and gender studies, and education.

What inspired you to specialize in this line of research?
I first encountered the archive that became the basis for my book project in an undergraduate class on colonial visual culture taught by Dr. Maureen Ryan at the University of British Columbia, and she encouraged me to pursue a close reading of what the photographs actually depicted鈥攖heir inherent contradictions and fraught social dynamics鈥攔ather than paying attention to what the textbooks instructed students to see or what the captions told viewers was the subject matter of each image. This was an inherently pedagogical question for me: how were learners told to see one thing by colonial educational tools, and how did their visual literacy skills allow them to push back against this reading through their aesthetic encounter with the image? These two questions continue to animate my research today, which has come to focus increasingly on visual culture and artistic practices in so-called Canada, and has taken the form of curated exhibitions in public galleries, essays for artists鈥� catalogues and a forthcoming book with McGill Queen鈥檚 University Press called Citizen Subjects: Photography and Sovereignty in Post-War Canada.

What impact do you want your work to have on society?
A central goal in both my teaching and research is to encourage readers and learners to better trust their visual literacy skills. We live in an ocularcentric society that privileges images and texts above other sensory engagements, yet we tend to trust our textual literacy much more strongly than our ability to read images. My archival research, and my work with students and with viewers at exhibitions, has demonstrated that people are savvy and critical viewers who know how to engage images as both tools for state power, and as modes of resistance.

What do you consider to be your biggest research accomplishment so far?
Working with, or being cited by, contemporary artists is, for me, one of the strongest signs that my research is meaningful to the audiences I am hoping to reach. I have learned so much from the creative, daring and experimental ways artists work as developing agents in the colonial archive and feel indebted to their research creation methods whenever I approach the archives I want to conduct research in.

What would students be surprised to know about you?
Though I spend a lot of time thinking and writing and looking at images, I also value time to be alone and in my body. I spend a lot of my time outside of academia running (I completed a half marathon for the first time this year), lifting weights, and running after my 4 year old.

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