课程与教育学教育硕士-土著教育与非殖民化

课程与教学法课程（C＆P）与课程和教学课程有关，从最广义的意义上讲，课程和教学课程是在正式和非正式场合下都发生的教育经验。学生要对用于在教育环境中进行学习的物质（主题，课程，学习计划），目的和实践进行批判性检查。考虑到我们教师的不同学术和研究兴趣，该课程分为六个组成部分，但可选课程。该计划将吸引那些致力于社会正义的教育工作者，他们渴望通过对课程和教学法的批判性和创新性方法来改变学生的经验。该计划涉及对研究和实践的系统思考，将课程表视为正式和非正式环境中的教育经验。对于那些希望为课程和教学提供新知识的人们来
The Master of Education in Curriculum & Pedagogy program (C&P) is a forum for systematic reflection on curriculum, viewed in the broadest sense as educational experiences that occur in both formal and informal settings. This includes a critical examination of the substance (subject matter, courses, programs of study), purposes, and practices used for bringing about learning in educational settings.<br>Students enrolled in the Master of Education in Curriculum & Pedagogy program are required to complete ten half-courses, which may be taken on a full or part-time basis. Additional coursework may be required depending on previous experience and academic qualifications. Given the diverse academic and research interests of our faculty, the program is organized into six constituent but optional program Emphases. All requirements for the degree must be completed within three years of enrolment for full-time students, and within six years for part-time students.<br>The Indigenous Emphasis not only examines the complex and tangled histories of those on whose traditional lands OISE/University of Toronto is situated - the Ouendat (Wyandot-Huron), Onondowahgah (Seneca-) and the Misi-zaagiing (Mississaugas-Anishinaabek) nation but also extends to lands across Turtle Island and Abya-Yala. Tkaronto, as a starting place to understand Indigenous Education and Decolonization more globally, is subject to the Dish With One Spoon Wampum Belt Covenant, an agreement between the Hodenosaunee and the Anishinaabe and allied nations to peaceably share and care for the resources around the Great Lakes regions. This emphasis will provide an entry point into the knowledge systems that emerge from this particular land, with an emphasis on land itself as a teacher and a source of knowledge. The emphasis will be grounded on a decolonial pedagogy, with a commitment to anti-colonization and decolonization practices. Recognizing that these lands have existed, and still do exist, first and foremost in relationship to Indigenous people requires a critical consciousness and acknowledgement of whose traditional lands we are now on as well as the historical and contemporary realities of those relationships. It is this understanding that forms the philosophical foundation upon which all of our courses position themselves within the emphasis.