Spring 2024 - EDUC 837 G001

Seminar in Education, Equity, and Social Theories (5)

Class Number: 5651

Delivery Method: Blended


  • Course Times + Location:

    Jan 8 – Apr 12, 2024: Tue, 4:30–9:20 p.m.
    Location: TBA



An in-depth study of selected topics in education, equity, and social theories.


 This course offering is designed with the MA/MEd program in Educational Theory and Practice (eTAP) in mind. The eTAP program is focused on developing your educational practice in curriculum design and pedagogy applicable to a wide range of formal and informal educational settings. Through this course, we will engage in a variety of living inquiries as we explore issues of inclusion, equity, justice, diversity, and belonging within school and other educational communities. Together we will learn about diverse inquiry traditions and research methodologies that contribute to social justice initiatives and will come to understand how they allow us to see our worlds in new ways. At the heart of this course is the sharing of equity-related research stories that enable us to imagine education differently and create more just and flourishing communities.   


  • Situate yourself in the landscapes of equity and social justice; 
  • Develop awareness of current conversations in different areas of research related to equity and social justice; 
  • Explore and familiarize yourself with diverse qualitative research strategies (and methods of data collection and analysis) that could contribute to social justice initiatives; 
  • Develop capacities to enact relational and anti-colonial ways of being as researchers and educators; 
  • Practice/experience with different forms of living inquiry. 


  • Participation: Weekly responses to readings; active engagement in the different activities organized on Tuesdays and Thursdays 20%
  • Social justice inquiry project: MILESTONE 1 Situating your work in the landscape of social justice. CHER 20%
  • MILESTONE 2 Developing a methodological approach for a research in social justice. ANA 20%
  • Comprehensive Portfolio: Presentation and Paper - Compilation of your learning over the course of the semester, including weekly self-directed learning (Tuesdays), living inquiry assignments, and other demonstration of learning. Paper due by April 19th 40%


Note: In this Spring 2024, EDUC 864 and EDUC 837 will be taught together and in an integrated manner for the MA/MEd program in Educational Theory and Practice (eTAP). This integration applies to classes, activities, and assignments. As such, you will receive a single grade that will be then reflected for both courses. Please see details about the assignments and grades below.  



"Celhcelh suggests that person is responsible for his or her own learning, for finding and taking advantages of all opportunities to learn, and maintaining openness to learning. Each person must find their place in the community, and offer what knowledge and expertise they have to benefit the communal work being carried out” (Stanford, Williams, Hopper, & McGregor, 2012, p. 24). From: Indigenous Principles Decolonizing Teacher Education 

Drawing upon Lil’wat pedagogical principle of celhcelh (which literally translates to “hard working”) as articulated by Elder Dr. Lorna Williams, all members of our community are responsible for their own learning, as well as for assuming a shared responsibility for supporting the learning of others. Diverse contributions to our community are welcome, and you are encouraged to share your unique gifts and passions with our cohort. 

As our learning is process-oriented and embodied, active and engaged participation in our shared and individual work, is a programmatic requirement. Please let us know if you encounter challenging or unforeseen circumstances that interfere with your responsibilities to your learning or to our community. If a meeting must be missed due to illness, please inform the instructors, check in with a colleague, and work through all readings, activities, and reflections, and contribute back to the cohort in some way. Extending care, support, respect for others is central to our roles as educators, practitioner-scholars, and community leaders. 



Your personalized Course Material list, including digital and physical textbooks, are available through the SFU Bookstore website by simply entering your Computing ID at: shop.sfu.ca/course-materials/my-personalized-course-materials.

Graduate Studies Notes:

Important dates and deadlines for graduate students are found here: http://www.sfu.ca/dean-gradstudies/current/important_dates/guidelines.html. The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 3.

Registrar Notes:


SFU’s Academic Integrity website http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the university community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the university. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the university. http://www.sfu.ca/policies/gazette/student/s10-01.html


Students with a faith background who may need accommodations during the term are encouraged to assess their needs as soon as possible and review the Multifaith religious accommodations website. The page outlines ways they begin working toward an accommodation and ensure solutions can be reached in a timely fashion.