Designed For

This GDE was developed for educators interested in deepening their pedagogical understanding of social justice, equity, identity and belonging while engaging in focused, sustained reflective inquiry as part of a supportive community of fellow teacher-learners.

Program Format

• Two-year, 30-unit program
• Online and in-person learning every Wednesday from 4:30-8:30 p.m. (Option for hybrid participation during in-person classes)
• Includes a one-week in-person Summer Institute in Maple Ridge, B.C. during the weeks of August 19-23, 2024 and August 18-22, 2025.
• Option for online (hybrid) participation during summer institutes (applicants outside the lower mainland will be given preference)
• No classes in July, during the winter break or ministry-designated spring break.

Program Themes

• Teacher inquiry and reflective practice
• Identity, belonging, diversity, and inclusion
• Equity issues in education
• Systemic nature of oppression
• Indigenous and holistic education
• Critical multiculturalism
• Racial inclusivity
• Gender identity and sexual orientation
• Anti-racism, race, and intersectionality
• Cultural humility
• Pedagogies that support teaching for social justice
• Integrating global perspectives into the classroom
• Assessment to support the learning of all students in multiple sociocultural contexts

Program Capacities

Program capacities provide a reflective focus for documenting and self-assessing learning. At frequent intervals throughout the program, participants and their mentors refer to the capacities to assess progress, to set new goals and to create direction for further learning in field studies. At the end of the program, each participant’s comprehensive portfolio includes a synthesis of learning and self-assessment of growth in these capacities, supported by evidence of learning. This program provides opportunities to develop these capacities:

• Develop orientations of inquiry and critical reflection that foster understanding of social justice with a view to developing one's practice.
• Investigate and evaluate educational theories and philosophies in equity studies to inform and transform one's practice
• Foster dispositions of pedagogical sensitivity and relationality in multicultural, multilingual contexts
• Cultivate teaching, learning and assessment practices to support the learning of all students in multiple sociocultural contexts
• Collaborate within and provide support to learning communities and demonstrate teacher leadership through mentoring opportunities
• Engage in innovative practices, encourage risk-taking and develop capacities to create inclusive and just communities.

Faculty Members

• Kumari Beck

District Partners

• Jovo Bikic, Assistant Superintendent of SD 42 (Maple Ridge – Pitt Meadows)