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Languages, Cultures and Literacies
Doctor of philosophy (PhD) degrees signify the acquisition of advanced knowledge in a field of specialization and advanced competence in conducting significant and original education research. This program offers educators and researchers the opportunity to focus on the cultural and linguistic diversity that characterizes contemporary classrooms. The program provides opportunities for students to participate in ongoing research and ultimately to conduct their own research regarding how diversity might be recognized, strengthened and taken as a resource in public education. Courses offer a range of opportunities to question meanings and practices of social difference including those based on race, gender, language, class, and sexuality.
This program requires successful completion of 23 units of course work culminating in a comprehensive examination and a doctoral thesis.
丁香园AV Requirements
See 1.3 for University admission requirements. In exceptional circumstances, applicants who do not meet these requirements may be considered if superior scholarly or professional achievement is demonstrated.
Graduate education admission is granted to a specific degree and to a particular program or specialization. Updated application information is available November 15 at . All applications are reviewed once a year. Completed applications must be received by January 15.
Program Requirements
Students complete all of
This course introduces students to qualitative research in education and examines topics such as identifying problems, using conceptual frameworks, coding, data analysis, drawing interpretations, and constructing arguments. Prerequisite: EDUC 864 (prerequisite not required for students in M.Ed. in Educational Practice stream).
Students will become familiar with current theories, practices and research about anti-racist and critical pedagogies, and democratic dialogue for coalition-building in educational contexts.
The course will introduce participants to theoretical perspectives and developments in the fields of multilingualism, identity formation and globalization, and to their impacts inside and outside of classrooms. Participants will be encouraged to employ, adapt, and challenge analytic paradigms, and to apply them to the contexts of the classrooms in which they teach and/or the societies in which they have lived.
Students will become familiar with current theory, practice and research in multiliteracies and multimodal literacies in multilingual contexts, in critical literacy pedagogies, and critical discourse analysis with respect to interaction as well as text. Participants will also discuss current critical literacy research practices, and demonstrate the design and execution of such studies.
This seminar is designed for the first 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 socio-cultural, transformative educational scholarship. Students will become familiar with and discuss anthropological approaches in education research.
Participants will discuss methodological approaches in sociolinguistic research in educational and other social contexts. Courses 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.
Participants will discuss examples of critical and sociocultural research in multiliteracies and multimodal literacies in multilingual contexts. Course instructors will present their own as well as others' research, and course discussion will centre on methods and techniques for this approach to critical educational research. Participants will be involved in analyzing data from instructors' projects.
Students are welcome to complete other courses in the Faculty of Education and throughout the University, with their senior supervisor’s permission.
Comprehensive Examination
All candidates also complete a comprehensive examination by enrolling in
The examination is graded on a satisfactory/unsatisfactory basis.
This course is a prerequisite to EDUC 899-10 Doctoral Thesis. Normally, the comprehensive exam is completed in the term in which course requirements are completed, or the term immediately following.
Thesis
Normally, before the fourth course, a thesis research plan is presented to the tenured or tenure track Faculty of Education member whom the student proposes to be senior supervisor. Following the supervisor鈥檚 approval and at least one other faculty member chosen in consultation with the senior supervisor, the supervisory committee is formed and the student proceeds to the thesis by completing
Prerequisite: EDUC 983.
Academic Requirements within the Graduate General Regulations
All graduate students must satisfy the academic requirements that are specified in the (residence, course work, academic progress, supervision, research competence requirement, completion time, and degree completion), as well as the specific requirements for the program in which they are enrolled, as shown above.
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