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EDUC 923-3 CRITICAL AND SOCIOCULTURAL APPROACHES TO EDUCATIONAL RESEARCH

Participants will discuss methodological approaches in sociolinguistic research in educational and other social contexts. Course instructors will introduce a range of sociolinguistic research following different methodologies, as well as presenting their own research. Participants will be involved in discussions and analysis in three areas: analysis of data from instructors' research; applicability of methodologies in participants' own social and educational contexts; relevance and applicability of methodologies in terms of participants' emerging research plans.

EDUC 924-3 MULTILINGUALISM, GLOBALIZATION, AND IDENTITIES

The course will introduce students to theoretical perspectives and developments in the fields of multilingualism, globalization, and identity constructions and examine how interplays between these cultural processes and practices impact upon language learning and teaching in educational and social contexts in which course participants teach and/or have lived.

EDUC 925-3 MULTILITERACIES AND MULTIMODALITIES

Students will explore current theory, practice and research in multiliteracies and multimodality in formal and informal education contexts. Through the lenses of critical pedagogies, cultures and diversity, the course examines a range of topics including globalization, digital literacies, adult and community literacies, the multimodalities of youth and maker cultures and implications for pedagogies inside and outside of schools. Participants will also engage in field studies designed to critically engage theory and method in authentic settings.

EDUC 926-3 ETHNOGRAPHIC AND MULTIMODAL APPROACHES TO EDUCATIONAL RESEARCH

This seminar is designed for the second term of the doctoral program in Languages, Cultures, and Literacies in the Faculty of Education. It will provide students with opportunities to examine and practice analytical research procedures that are currently in the forefront of multiliteracies and multimodal research oriented to transformative educational scholarship.

And one of:

To satisfy course requirements students are required to register in either EDUC 927 or EDUC 928 both terms.

EDUC 927-3 DOCTORAL SEMINAR A

The Doctoral Seminar A initiates students in the development of an ongoing writing portfolio, writing SSHRC applications, ethics protocols and theses proposals. This provides a forum for second year students to present their theses proposals. Portfolios will be presented during the term. This course is graded on an in progress/complete basis.

EDUC 928-3 DOCTORAL SEMINAR B

In Doctoral Seminar B the goal is to continue to build a scholarly writing portfolio, including preparation for comprehensive examinations, writing conference proposals, participating in local, national and international graduate student collaborations, and preparing conference presentations. Portfolios will be presented during the term. This course is graded on an in progress/complete basis.

The Remaining of:

Students in their second year will be expected to enrol in EDUC 927 or EDUC 928 whichever was not completed in year one.

FALL AND SPRING EDUC 927-3 DOCTORAL SEMINAR A

The Doctoral Seminar A initiates students in the development of an ongoing writing portfolio, writing SSHRC applications, ethics protocols and theses proposals. This provides a forum for second year students to present their theses proposals. Portfolios will be presented during the term. This course is graded on an in progress/complete basis.

FALL AND SPRING EDUC 928-3 DOCTORAL SEMINAR B

In Doctoral Seminar B the goal is to continue to build a scholarly writing portfolio, including preparation for comprehensive examinations, writing conference proposals, participating in local, national and international graduate student collaborations, and preparing conference presentations. Portfolios will be presented during the term. This course is graded on an in progress/complete basis.

FALL OR SPRING EDUC 983-5 COMPREHENSIVE EXAMINATION

The examination is graded on a satisfactory/unsatisfactory basis.

Normally, the comprehensive examination is completed in the term in which course requirements are completed, or the term immediately following. The comprehensive examination is completed as a written examination submitted to the committee. Questions for the comprehensive examination will be posted at the beginning of the students' term in which they take the examination.

Graded on a satisfactory/unsatisfactory basis.

A major part of this program is doing original research. A thesis describing this is submitted and defended. Upon entry to the program, every term students enroll in EDUC 899-15 Doctoral Thesis.

In some cases, students who have not taken research methodology courses at graduate level may be required to take an additional methodology course as part of the conditions of their admission.

*Effective January 1, 2018, the unit value of EDUC 899 increased to 15 units from 10 units.

Students are welcome to complete other courses in the Faculty of Education and throughout the University, in consultation with their supervisor.