She’s talking about healing, community, and responsibility.

A proud member of Timiskaming First Nations, and a graduate of �첥��Ƶ’s Bachelor of Education (B.Ed) - Waaban Indigenous Teacher Education program, McGill represents the sort of educator that leads from the front: grounded in lived experienced, guided by community, and deeply committed to change starting in the classroom.

Her path to teaching began not in a lecture hall, but an elementary school classroom.

While studying Social Services at Confederation College, McGill completed a placement at a local school where she was invited to speak with students about her Kokum’s experience at a residential school, using the national education initiative .

“I completely fell in love with the work,” McGill says. “I was welcomed into classrooms to talk about the history of my Kokum’s residential school.

“And I knew I wanted to continue working in education.”

When she learned about York’s B.Ed Waaban Indigenous Teacher Education program, the fit felt immediate, and so she applied with intention, not just to become a teacher, but to learn within a community that embodied her vision.

“I wanted to learn from Indigenous educators who understood my values,” she says. “I wanted to be surrounded by peers committed to creating meaningful change in classrooms, moving beyond cultural inclusivity toward cultural advocacy and celebration.

“And that’s exactly what I got.”

For McGill, that commitment was on display daily at through the program.

She credits her professors -- Kiera Brandt, Rebecca Beaulne-Stuebing, and Andrew McConnell -- for providing the foundation in both her pedagogy and in her identity as an educator.

“Their dedication to Indigenous-led, community-informed learning, and equity-driven teaching, has helped me thrive in my role as an educator, and truly enjoy the work I am doing.”

Today, McGill teaches at North Easthope Public School with the Avon Maitland District School Board, where her classroom now reflects the values she admired through the program– student-centered learning, cultural safety, and shared knowledge.

“The program better equipped me to deliver meaningful instruction in ways that are both positive and healing,” she says. “I also learned how to find reliable resources that center Indigenous voices, which has shaped how I approach learning and teaching across cultures.”

And perhaps most transformative of all was how Waaban reframed her understanding of just what it means to teach in the first place.

“It helped me understand my role as a facilitator of learning,” she says. “We may enter the profession with excitement about the material we teach, but it is just as important to be equipped to meet students where they are. I am not the sole source of knowledge in the room, and I love that. My job would be very boring if I were.”

That philosophy reflects where education in Ontario is heading, with a strong focus on equity, reconciliation, and student wellbeing.

For McGill, the impact of York’s B.Ed Waaban Indigenous Teacher Education program extends beyond coursework. It’s a lifelong network of support.

“The small class size helped me feel supported through my courses. I am still in contact with my professors, I’m still in a book club with some of my peers from our cohort, and I know there are at least 20 people rooting for me in anything I do.”

To prospective students considering the program, her message is quite simple: “If you are open to it, you can gain so much from this program: spiritually, emotionally, physically, and mentally.”

Waaban’s vision is realized in educators like Bailey. More than preparing teachers, it builds leaders serious about leading Ontario classrooms with integrity, care, and purpose.

Story by Dennis Bayazitov, special contributing

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This past November, the Faculty of Education Students’ Association (FESA) hosted its annual Professional Development Conference, this year, titled SHIFT 2025, bringing together teacher candidates, faculty, and education professionals from across the GTA for a powerful day of learning, dialogue, and connection.

Designed around the idea that education is constantly evolving, SHIFT challenged future educators to think critically about how classrooms, curriculum, and teaching identities must evolve alongside students and society. Through workshops, panel discussions, and networking opportunities, participants explored how to build more responsive, inclusive, and forward-thinking learning environments.Throughout the day, attendees participated in sessions that addressed some of the most pressing issues in education today. Workshops explored Culturally Relevant and Responsive Teaching, identity-affirming practices to support student mental health, and supporting multilingual learners in the age of artificial intelligence. These sessions offered practical tools and frameworks that teacher candidates could take directly into their practicum placements and future classrooms.

One of the most impactful moments of the conference was the Alumni panel discussion, “What They Don’t Teach You in Your B.Ed.” York alumni working in different facets of education shared honest reflections about their early teaching experiences, offering resources, strategies, and insights that helped bridge the gap between theory and practice. For many participants, it was an opportunity to ask the questions they didn’t even know they had yet — and to leave feeling more prepared for the realities of teaching.

SHIFT 2025 was not just about professional learning — it was also about connection. The conference brought together teacher candidates from �첥��Ƶ and other post-secondary institutions, alongside educators and facilitators from organizations such as �첥��Ƶ, OCAD University, the York Region District School Board, and the Toronto District School Board.

By gathering diverse voices from across the education community in one space, the conference created meaningful opportunities for networking, mentorship, and collaboration. Participants were able to exchange ideas, build professional relationships, and see themselves as part of a broader community of educators working toward shared goals. These connections form the foundation for continued collaboration long after graduation.

Several sessions stood out for their high attendance and strong engagement. Anna Jupp’s workshops — “Making the Shift from Student-Teacher to Teacher-Learner: Everything You Need to Know About Learning After Graduation and AQ Courses” and “MPT: Everything You Need to Know to Prepare for the Test” were especially popular, offering clear guidance on professional pathways beyond the B.Ed.

Other well-attended sessions included “Interviewing and Beyond” led by Annette Livi, which helped teacher candidates prepare for hiring processes, and “Teaching Against the Grain: SHIFTing to Disrupt Curriculum Violence in Ontario Schools” led by Dr. Shamiga Arumuhathas, which challenged participants to critically examine how curriculum can both reflect and perpetuate systemic inequities. Dr. Lorin Schwarz’s “Our Own Language: A Clinical Investigation of Classroom Experiences” further deepened conversations about identity, communication, and learning in schools.

The theme of SHIFT continues to resonate beyond the conference itself. As education systems respond to changing student needs, new technologies, and evolving social realities, today’s teacher candidates must be equipped not just with content knowledge, but with the ability to adapt, reflect, and grow.

SHIFT 2025 provided participants with both the tools and the community to do exactly that. By connecting future educators with innovative ideas, experienced professionals, and one another, the conference reinforced the importance of lifelong learning and collaboration in teaching.

As graduates move into classrooms across Ontario and beyond, the lessons and connections formed at SHIFT will continue to shape their practice, helping them create learning spaces that are inclusive, responsive, and ready for the future.

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New artist(s) statement about the show:

Transitional Traces was a group art exhibition located at the Special Projects Gallery within the Joan & Martin Goldfarb Centre for Fine Arts building. The show featured artists Bennett De Medeiros (Year 1, BEd), Diena Howe (Year 1, BEd), and Grayson King (Year 4, BFA). Each artist explored how traces can be identified within the physical environment or emotional states.

These artworks represented shadows, frottage drawings, paleoart, industrial landscapes, printmaking, and representations of the human form. 

Traces in the environment represent shifts of time by erosion or human intervention; they provide a snapshot of time through mark making and space.

For example, one artwork by Bennett De Medeiros focuses on familiar paths the artist traversed during their childhood. These parks and spaces hold memory not only through lived experiences but the physical textures above, around, or below. Frottage is a form of documentation to recollect and trace back to all the environmental influences which shape a surface.

The paleoart in the exhibition also traces back through deep time before human existence or disturbance. Sometimes environmental traces only exist through a short period of time or require a specific list of circumstances to appear, such as through Grayson King’s shadow depictions. A form of trace which casts a subject’s shape onto a surface, a projection that is able to appear and transform shape over time. Similarly, these shadows can invoke a specific memory or time to a viewer’s own interpretation.

Finally, human presence is a major theme within the exhibition as some artworks represent how human activity is lively through emotional events and the traces of these experiences which influence personal feelings. In contrast, what happens when human representation is taken away from infrastructure? For example, Diena Howe’s work showcases familiar industrial spaces which are contrasted with little human presence, providing a colder and quiet atmosphere, but the viewer can understand that these spaces are the traces left by mankind.

Traces are tangible but also abstract concepts, the artists in this exhibition encourage the viewer to look for these traces where they go. In the end, remember these traces are ever-changing but always present. 

About The Goldfarb Gallery

The Joan and Martin Goldfarb Gallery of �첥��Ƶ is a socially minded not-for-profit contemporary art gallery that is a space for the creation and appreciation of art and culture. It is a supported Unit of �첥��Ƶ within the President’s Division. We are externally funded as a public art gallery through the Canada Council for the Arts, the Ontario Arts Council, the Toronto Arts Council, local and international foundations, embassies, and our membership who support all of our programs.

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By Elaine Smith, special contributing writer, Yfile

Investments made by �첥��Ƶ’s Faculty of Education in talent, research, infrastructure and leadership have been recognized recently by its place in the Top 100 education faculties worldwide as designated by the 2024.

QS ranks York’s Faculty of Education 66^th globally and fifth in Canada, lauding its strong academic reputation. They feature 55 individual subjects across five broad subject areas, and 1,559 institutions have been ranked across these subjects for 2024. “This marks our Faculty’s debut in the QS World University Rankings and we’ve entered the field at No. 66, which is an excellent beginning,” says Dean Robert Savage.

The Faculty of Education is also among the Top 150 in the world according to the and among its Top 80 in research quality. �Ѳ������𲹲�’s magazine has consistently ranked York’s Faculty of Education in the Top 10 in Canada for the last four years. These rankings reflect the intention with which the Faculty continues to improve its strength in all aspects of education.

In 2023, York’s Faculty of Education celebrated its 50^th anniversary with the release of a new five-year strategic plan that focuses on research excellence and innovation.

The Faculty also marked this milestone with a $7 million investment in infrastructure through renovations made to its home on the Keele campus. These changes combine the best of the past with the present and look toward the Faculty’s future. One of the major features of the renovations is the consolidation of all the student services for undergraduate students, making it a one-stop shop for assistance of any kind.

“It’s a modernized look to a building that opened in the 1960s,” says Savage. “We’ve added glass to the corridors so light pours in, and they become cathedral-like, a metaphor for the illumination provided by education, shining light on our values and our scholarship. The renovations show confidence in ourselves as a leading education faculty with a strong research reputation.

“In addition, we’ve invested in building a strong research and teaching environment, bringing in young, energetic faculty who have strong research portfolios and a global perspective.”

There can be no doubt about the Faculty of Education’s research strength. The Times Higher Education World University Rankings by Subject positions the Faculty in the top 80 worldwide for research quality, something that is borne out by publication data, Savage notes.

“Our research papers are highly cited and cited by the authors of other important articles in the field, so we have a real network impact,” he says.

The word about York’s Faculty of Education is also spreading thanks to its Public Lecture Series, popular Faculty of Education Summer Institute and the Faculty’s participation in Congress 2023, the annual meeting of the Federation for the Humanities and Social Sciences, hosted by York.

Governments, national, provincial and local­ – know about the talent available at the Faculty of Education. Faculty members model leadership, not only in the classroom, but through the work they do outside the classroom, serving as consultants to the Ministry of Education, the Toronto District School Board and other government entities on policy. “We are trusted voices and they turn to us for advice,” says Savage.

Students learn by example when they see their professors “walk the talk” and take advantage of opportunities to volunteer and work in the community.

At the undergraduate level, the Faculty of Education offers a choice of two degrees, each practical in its own way. Undergraduate students can work toward a Bachelor of Arts (BA) in Educational Studies, which provides an in-depth look at education and its role in society today, or a Bachelor of Education (BEd) degree, geared toward classroom teaching. Whichever program they choose, they learn from outstanding researchers and academics in the field.

The BA in Educational Studies program gives students a broader understanding of the education system and its relation to policy, economics, health and technology, among other fields. It teaches the essential skills necessary to succeed in educational work outside of the traditional classroom, whether that is as a corporate trainer, a career counsellor, an academic advisor or one of many other adjacent fields.

As an added bonus, students in the BA in Educational Studies program can earn a Certificate in Educational Development at no extra cost. This allows them to apply their skills to any position requiring the creation of educational materials, including positions at not-for-profit agencies eager to inform the public about their cause.

The BEd – either concurrent or continuous — is a full-time professional degree program that prepares students to become teachers through a combination of coursework and community/school placements. The degree equips students to teach not only in Canada, but in international schools anywhere in the world.

“Both of these degrees provide our students with strong pathways to employment,” Savage notes. “Students in each of these programs also have opportunities for hands-on, experiential education. There’s a strong focus on turning theory into practice.”

Another attractive aspect of the Faculty of Education is the diversity of BEd offerings, including opportunities focused on International Education , French as a Second Language and  Indigenous Teacher Education. This variety of programs reflects the diversity of the student body, bringing together international students and domestic students from a multiplicity of cultures.

Graduate degrees from the Faculty of Education also prepare students to become leaders in the community and in their field of expertise. Leaders supporting future leaders in education is a hallmark of all of the Faculty’s programs

The Master of Education (MEd) degree allows them to deepen their knowledge by delving more deeply into topics that interest them. The doctoral program (PhD) offers the students an opportunity to conduct primary research in order to make a meaningful contribution to the fields of education, community, teaching and learning.

Current students and alumni have found their courses and programs of study to be both practical and highly interesting.

Jonatan Fuentes (BEd '15, MEd '20) found that getting to know the community through the community practicum component of the BEd program enabled his pedagogy to become more effective by utilizing the community as a vehicle for learning.

Justin Williams (BEd ' 23) commented, "I had a professor that was very influential during my time as a student in the Bachelor of Education (BEd) degree program. He was very friendly and relatable, and was unafraid to discuss and share his opinion on social issues in the world. His style of teaching and how he interacted with his students has shaped my teaching practice in the ways that I aim to build my relationships with my students."

Esther Martinez, a third-year Master of Education (MEd) student has found the broad scope of the program beneficial by allowing her to pursue her areas of interest. "I have an interest in areas such as disability and accessibility and the MEd program has provided me with the opportunity to explore these areas further at the post-secondary level ."

Marc Robinson-Weekes, a first year Phd student and graduate of the Master of Education program comments that "taking courses in the MEd program at �첥��Ƶ has meaningfully enriched my growth as a learner, researcher, and teacher in elementary classrooms. Each course I took was relevant to today’s educational landscape, providing me with opportunities to critically reflect on how to create learning environments that meet the expectations of current students while foreseeing the needs of future learners."

Students coming to York from abroad discover a diverse, welcoming environment. The University is home to students from all countries and walks of life; 28 per cent of its student body is international and receive strong support from ; its Student and Scholar Services Team reaches out to students long before they arrive on campus and assists their success by offering expert, non-academic programs and services, , and by fostering a dynamic global community.

For those students who are eager to sample other educational and cultural experiences, the Faculty of Education offers its students the opportunity for international experiences through exchange programs, international internships and classes at �첥��Ƶ’s in Costa Rica. The Faculty has long-standing exchange programs with the University of Freiburg in Germany and two Norwegian universities, and its newest exchange with universities across Vietnam, is now taking shape. In addition, �첥��Ƶ has partnerships with more than 100 universities worldwide, and there are numerous available.

“The Faculty of Education has an international presence at all levels,” says Savage. “We have students from around the world and many of us have worked in education globally. Our faculty members have an international perspective on key education issues.”

By joining the Faculty of Education, students become part of a multicultural community with a sterling reputation and a global perspective on education that prepares them for leadership in tomorrow’s world.

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In an evolving landscape of careers in education, �첥��Ƶ’s Faculty of Education is committed to pioneering programs that equip graduates for the unpredictable twists and turns of their professional journeys. At the heart of this innovative approach is the Bachelor of Arts (BA) Educational Studies program, created as an option for students seeking a career in education outside of the traditional classroom. Darren Syd Sia Duya exemplifies the impact of this program on his career, showcasing how flexible, real-world learning can shape one’s future and forge leaders.

Darren graduated from the BA Educational Studies program at �첥��Ƶ in May 2022and now serves as a youth worker with Achēv, within the EmpowOUR Youth for Engagement (EYE) / Youth 2 Action (Y2A) initiatives. In his role, Darren skillfully navigates the realms of networking, administration, event planning, and marketing, making a significant impact on the lives of the youth he serves. His journey from an aspiring educator to a professional deeply involved in youth development, serves as a testament to the program's curriculum and impact on both personal and professional levels. "I have always enjoyed education, but even more so because I enjoyed working with youth," Darren shares. “Originally, I was thinking of getting a degree to become a teacher, but then I came across the BA Educational Studies program at �첥��Ƶ’s Faculty of Education which was more suited for me”.

The BA Educational Studies degree emphasizes not only knowledge of theories, but also concrete skills and personal growth. Darren’s experiences in the program showcase that flexibility, building relationships, and fostering these relationships while exploring education holistically are the strongholds of the program. He recalls, "It was the professors that impacted my journey," especially when the times got tough, like in the face of a pandemic. Being confined to one's own room for months was draining; however, interacting with teachers and students online helped alleviate some of my anxieties. A part of the program curriculum focused on building relationships and support, emphasizing the place of people in success—be it personal or professional”.

One of the strengths of the program is its real-world applicability. Part of what Darren does for EYE/Y2A involves complicated networking, administration, event planning, and marketing that he became familiar with through the BA Educational Studies program. "Adaptability in learning and application is so important in real-world jobs," he says. “It was my education at York that allowed me to have a flexible personality and work ethic. Flexibility in learning is something I consider to be applicable in today's world—to gain transferable skills and apply them to your workspace or other areas of life.”

As Darren looks to the future, his advice for both incoming and current students is simple: "Connect and volunteer. It is essential to get involved and to participate in the broader York  community which includes students, professors, the administration and the different clubs and activities across campus,” he says. “Volunteering in proper spaces opens up networks that wouldn't be available otherwise.  If you do these two things effectively, they will be applicable to both your education and the steps that come after that.”

Reflecting on his time with �첥��Ƶ, Darren speaks highly of the program's influence on his career. "I loved being an educational studies student and plan to revisit the campus every now and then, whether it be for furthering my education or for social reasons," he says. “The current job market is difficult to navigate, so building a network of like-minded individuals and mentors helps establish a community to rely on.” Darren's journey serves as a testament to the fulfillment derived from aligning one's career with the passions and importance of cultivating a supportive community.

His journey, from being a student in the BA Educational Studies program and now along the way to becoming a youth worker who changes people's lives every day, is a perfect manifestation of the transforming power that education can represent. It tells everything about the flexibility of the programs offered, faculty involvement, community participation, and fun.

Article by Dennis Bayazitov special contributing writer.

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During my practicum placement at St. Philips Catholic Elementary School, I had the opportunity to work collaboratively alongside Vickie Morgado as we began a global collaboration project with a class in the Ukraine. In November 2023, we began communicating back and forth with Vika Matkivska, an English teacher in the Ukraine. We began exchanging photos, as we received photos of students sharing Halloween themed art, holding pictures of different flags representing their diverse backgrounds with the class, and other forms of student learning. In response to the photos being sent to our classrooms, Vickie shared some photos with me of her class which I then created a slideshow video of the different ways we learn in the classroom to share with the class in the Ukraine. Vickie’s grade 4 class was excited about being able to share the slideshow of the different ways they learn with the class in Ukraine after receiving photos from their new friends.

Following this, we received a video from Vika Matkivska as she introduced herself and the students in her class to us. The video also sparked some questions that our students could respond to such as, “What are your names? Tell us something about yourselves.” After this video, Vickie and I began to discuss ways in which we could collaboratively work to respond to the video. For our grade 4 class, Vickie introduced the idea of using Flipgrid, a platform at the time I was unfamiliar with. Vickie took the time to explain and show me how to use the platform as well as brainstorm ways in which our students could interactively use the platform. From there, I began to create a brainstorming template where students could formulate what they would like to say before actually recording. Through the use of Flipgrid, students could begin by introducing themselves, sharing some of their Christmas traditions with their families, and asking the Ukrainian class any questions they had. As for my grade ½ class, I felt that creating and recording a Flipgrid video would be advanced for them so I decided that my students would instead create and write Christmas cards to each student in the Ukrainian class. The grade ½ students were so excited about having the opportunity to share their own Christmas traditions as well as write a card to students in another country.

My experiences and insights

When Anne Shlarp, my practicum facilitator, presented the chance for me to collaborate and learn from Vickie Morgado through this global initiative, I had no idea what to anticipate. As a teacher candidate (TC), I've never been involved in a project where my students communicated globally with students from another country, let alone another class in Ontario. This opportunity taught me how Ukrainian children experience school differently than students in Ontario. During one of our weekly online interactions, Vika Matkivska told us about her student's experience of having to accompany her class into a bomb shelter.  This helped me comprehend that education is not experienced in the same manner globally as it is in Ontario.

I am grateful to have had this opportunity to learn from Vickie Margado, who guided me through this project and introduced me to tools like Flipgrid that can be used in the classroom. This experience has informed my teaching practice as it has taught me new ways I can engage my future classrooms globally with students around the world safely. It also has shown the importance of collaborating with colleagues as there is always so much that you can learn from others.

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When Practicum Facilitator Anne Schlarp found out that her cousins, who are both educators, would be visiting Canada as a respite from the war in Ukraine under the (CUAET) program, she decided to connect her cousin's daughter Vika, a grade 4 teacher of English in Ukraine, with Vickie Morgado, a grade 4 teacher at St. Philip Elementary School in Dufferin-Peel, and �첥��Ƶ Mentor.

“Vickie was a technology coach and Elementary Guidance Experiential Learning teacher and has presented internationally,” said Schlarp.  “She is also a Microsoft Innovative Educator Expert, Global Goals Ambassador, National Geographic Certified Educator, and has presented a variety of workshops for York education students over the years, so her credentials speak to her experience and expertise.”

This past fall, Vika and Vickie began to meet virtually, sharing their classrooms and discussing options for collaboration.  Due to the time difference of seven hours, they realized that they wouldn’t be able to videoconference, so they started by sending welcome videos to each other.  The students used a platform called Flip, which allowed them to discuss and share their videos.  They started by discussing digital citizenship, putting their newly learned skills into practice. 

Chloe Furtado, a year 2 York PJ student, met with Vickie to plan out their activities. Chloe created a welcome video for the Ukranian students along with a graphic organizer which she designed in Canva as a script and writing piece for the students to collaborate on.  They modeled it for the students and then the students began writing. 

As Vickie and her students prepared for their Christmas concert, they chose Carol of the Bells, a Ukrainian Christmas Carol to perform.  To kick off the concert, Vika and her students sent a video welcome message to the St. Philip community. The students from St. Philip’s created beautiful Christmas cards and together with some treats and writing journals, sent a parcel to Boryslav, Ukraine.

The grade 4 Canadian students were incredibly engaged and eager to share their voices and connect with their new Ukrainian peers.  Working with Vika, also provided a human context and peek into the beauty of Ukraine and the resilience of the Ukrainian people.  Vika sent her Canadian friends, a video where her students were in a hold and secure position due to the sirens that were warning them of danger. 

Both the Canadian and Ukrainian students were inquisitive about this exciting opportunity, which was inquiry-based learning at it’s best.  The opportunity to explore Ukraine, sparked their curiosity and interest in learning more about how their Ukrainian peers were dealing with the war.

The students learned a number things by collaborating and communicating with their Ukrainian peers that allowed them to practice their oral and communication skills, writing skills, digital citizenship, and demonstrated empathy and compassion in their sharing of ideas and experiences.  They understood that despite the many cultural differences, they were fundamentally the same– all loved and created in the image of God.  It was a way to embed the Catholic Graduate Expectations of effective communication and faith in action. 

Article by �첥��Ƶ Practicum Facilitator Anne Schlarp

A student retrospective by year 2 BEd student Chloe Furtado

During my practicum placement at St. Philips Catholic Elementary School, I had the opportunity to work collaboratively alongside Vickie Morgado as we began a global collaboration project with a class in the Ukraine. In November 2023, we began communicating back and forth with Vika Matkivska, an English teacher in the Ukraine.

Read More

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In the summer of 2011, Rubecca Lui (BEd '13, MEd '15) embarked on a transformative journey through her time abroad in �첥��Ƶ's Faculty of Education’s Bachelor of Education program. Motivated by an interest to broaden educational perspectives, Rubecca opted for the road less traveled—an exchange program with Pädagogische Hochschule Freiburg in Germany, facilitated by the Faculty of Education’s international education program. The objective was not merely learning, but rather immersive engagement with diverse teaching methodologies from around the world.

"My decision to pursue education through this program at �첥��Ƶ was fueled by the anticipation that it would not only enhance my academic perspective but also contribute significantly to my professional development,” Lui says, “I was eager to step out of my comfort zone, explore diverse teaching methodologies, and engage with a global community of educators."

Driving this international education experience were collaboration and community. Lui found herself amidst a diverse cohort of like-minded individuals, guiding mentors, and her instructors. There, collaboration was not only encouraged; it constituted the heart of the experience. Imagine exchanging insights with fellow students from disparate corners of the globe—an eclectic confluence of ideas, cultural nuances, and a collective journey of learning.

"During my time abroad, my primary collaborators were my fellow students at the partner university and the instructors who guided our educational journey. Interacting with a diverse group of international peers allowed for a rich exchange of ideas, perspectives, and cultural insights,” she says.

It was at Pädagogische Hochschule Freiburg where her academic immersion would truly unfold. There, lecture halls resonated with global wisdom, workshops bustled as canvases of shared experiences, and collaboration with fellow students provided a panoramic view of German teaching methodologies.

"The majority of my learning during my international education experience took place at Pädagogische Hochschule Freiburg.” Lui mentions. “This institution served as the primary venue for my academic pursuits, where I attended lectures, participated in workshops, and collaborated with fellow students, offering a comprehensive immersion into German teaching methodologies."

Amidst the academic crescendo, personal milestones emerged. One notable achievement was the evolving connection with a roommate in Freiburg, Germany. Overcoming language barriers showcased the magic of cross-cultural connections and personal growth.

Fast forward to the present, and Rubecca finds herself navigating the intricacies of the public sector. Today, her enthusiasm for learning and adaptability, nurtured during the journey, has evolved and branched out into different realms. In working as an administrative assistant in the public sector, her exposure to diverse cultures has proven invaluable in navigating the complexities of a multicultural workspace.

"Although my current role doesn't directly relate to my teaching degree, I've found that my enthusiasm for learning and my eagerness to acquire new skills easily transfer across different areas,” she notes.

Zooming out, the potential of going abroad with York becomes apparent. Its value extends beyond just an educational program; it is a global rendezvous—an opportunity to explore, connect, and cultivate personal and professional growth beyond borders.

"Taking my education abroad with York brings great value to education professionals,” Lui says. “It's a chance to explore new ideas, meet diverse people, and understand learning from different perspectives."

And for those sitting at the edge of possibility, contemplating a career into the world of education, Rubecca offers a direct recommandation—take the leap! Embrace the unknown, and let the skills acquired pleasantly surprise. The journey, as she attests, unfolds where the real experience abroad happens.

"Go for it!” She says. “You won't know until you try, and the skills you gain are really valuable. If it interests you, give it a shot—you might be surprised at what you can achieve."

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Embarking on an educational adventure abroad is a journey of cultural immersion, broadened perspectives, and enduring connections. Victoria Ennis (BEd ’17, MEd ’19), a passionate education professional, shares her transformative time participating in �첥��Ƶ's International Exchange program during her time as a student at �첥��Ƶ’s Faculty of Education.  These experiences played a key role in shaping not only her career, but also her view on education.

Ennis' international exploration began unexpectedly in the summer of 2015 during her time as a student in the concurrent Bachelor of Education program at �첥��Ƶ. An opportunity arose to study abroad in setting the stage for her journey into international education. At the Padogigsche Hochschule Freiburg, she unraveled the intricacies of global education systems, sparking her passion for the field. “From my early travels to Germany, I was fascinated by how different education systems work and what trajectories different students were on around the world,” she says. This exposure became the catalyst that steered her towards specializing in international education.

Her journey would continue in 2017 as she ventured to Nicaragua with a colleague, teaching English in a remote village. This one-month teaching placement provided Ennis with professional growth and an intimate understanding of cultural nuances, underscoring the profound impact educators can have beyond traditional classrooms. “The host family we both stayed with were very special to the town, and hosted people from out of town often,” she says. “They provided fresh bread for the community, and lived on a small lot with mango trees and a horse. I became friends with locals in the town and shared meals and experiences with them on a regular basis.”

Ennis' travels then continued to Costa Rica in 2018, as part of her Master's program, which immersed her in environmental sustainability studies. During this phase, unfolding in the eco-rich landscapes of Costa Rica, she had a unique opportunity to live with a Costa Rican host family. Engaging deeply with Indigenous communities, Ennis delved into crucial topics such as land sovereignty, education, and politics. “I was with my professor that travelled with us to the country, and my colleagues who took the same course as me titled “Globalization and Indigenous Peoples,” she says.

International exchanges are not just about places; they are about people. Ennis recounts her collaborations, emphasizing the bonds forged during her studies in Germany, teaching in Nicaragua, and exploring Costa Rica. "The friends that I made in all of the places I have travelled while participating in international exchange opportunities at �첥��Ƶ, have become lifelong friends. This is the greatest accomplishment of all because relationships drive our lives in the most positive ways."

In 2018, Ennis’ international travels took her to new heights as she spent three transformative years in Ho Chi Minh City, Vietnam. This marked her longest time abroad where she contributed her teaching expertise to both the Bilingual and English campuses of the Canadian International School system. “This work was amazing as I got to develop my teaching practice, witness diverse education practices, and connect with the wider Vietnamese community,” she says. Venturing into an entirely new cultural landscape, Ennis found herself not only developing her teaching practices but also witnessing firsthand the diversity of education methodologies. The warmth of this novel and culturally rich country left an indelible mark on her professional journey. "It was a place I had not researched or travelled to previously to before moving there,” she says. “I was so welcomed by this culture, my students, the parents, and local people I interacted with. I treasure it as one of my greatest experiences.”

Having worked as a research analyst in the Massachusetts State House and currently contributing to the Black Excellence 365 program, Ennis further reflects on her varied career path. "I feel blessed to live a flexible lifestyle at the moment, where I do work that fuels my soul and find different avenues and contracts that use my skills and passions best."

Inspired by her studies and experiences abroad during her time at York, Ennis applied to the International Education Policy Program at the Harvard Graduate School of Education, graduating in May 2022. Her trajectory from exploring global education systems to engaging in high-level policy work at Harvard underscores the lasting influence of her international experiences and the solid foundation laid by �첥��Ƶ.

Ennis’ journey from Germany to Harvard University exemplifies the profound impact of global education experiences.

She emphasizes the value of the opportunities that York International and the Faculty of Education provides to education students. "The value is adding yourself to the list of educators who consider themselves well-rounded in their practice," she notes. There are a wealth of diverse opportunities to explore that allow educators to enrich their perspectives and develop a comprehensive understanding of global education.”

Ennis encourages other students to recognize the breadth of opportunities within the education field. "Education is changing quickly, and at the same time is largely unchanged from hundreds of years ago. There is a lot of work to be done, and it takes great minds with a passion for the cause to get the work done."

Article by Dennis Bayazitov special contributing writer.

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