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ÑÇÖÞÌìÌÃ’s Faculty of Education,Ìýone of theÌýworld’s leadingÌýeducationÌýfaculties,Ìýhas served the local, national, and international education community through leadership in research, teaching, service and advocacyÌýfor more than 60 years.ÌýAs the largest Faculty of Education in British Columbia, it plays a critical and influential role in the advancement of education in the province, shaping and participating in education’s possibilities and potential as a social good.Ìý
Today, the Faculty of Education creates conditions for transformative teaching, innovative learning, and leading-edge research guided by the highest standards of scholarship and the principles of collaboration, social justice, inclusion and equity. Offering undergraduate and graduate programs, as well as professional development opportunities, the Faculty of Education enrolls thousands of students each year on two campuses and ranks 10th in the world, according to QS World UniversityÌýRankings (2021).
ÑÇÖÞÌìÌÃ’s Faculty of Education prepares more than 45% of the elementary and the majority of secondary educators in British Columbia, and a significant proportion of British Columbia’s school counsellors, administrators, special education professionals, andÌýschool psychologists.ÌýWith more than 57,000ÌýalumÌýlocated in 100 countries, the ÑÇÖÞÌìÌà Faculty of Education truly is a global entity.Ìý
The Faculty of Education is home to four departments (, ,, , and ) and two schools (the School of Kinesiology and the Okanagan School of Education).
Research Centres
Research Facilities
We provide outstanding research facilities for faculty and graduate students that promote leading-edge research. Our Education Library is a specialized resource with access to all of ÑÇÖÞÌìÌÃ’s research and special collections, including the X̱wi7x̱wa Library with materials produced by Indigenous organizations, tribal councils, schools, researchers and publishers.
The Faculty’s Education Research and Learning Commons at Ponderosa Commons features technology-enhanced teaching and learning spaces and also informal learning spaces. A number of faculty manage their own research labs, situated throughout campus.Ìý
Many of our PhD students have been selected as ÑÇÖÞÌìÌà Public Scholars and have received other honours.
Research Highlights
Notable strengths are in literacy education and multilingualism; struggling and marginalized youth; Indigenous education, decolonization, and research; transformational program and curriculum design and inclusive pedagogies for schools, community organizations and higher education; sexual orientation and gender-identity inclusive education; social-emotional learning and well-being; autism; exercise physiology, socio-cultural aspects of health; neuromechanical studies; and multidisciplinary research in diversity, health, early childhood education, and digital media. The School of Kinesiology ranks 1st in Canada and 4th in the world by QS World UniversityÌýRankings (2021).
ÑÇÖÞÌìÌÃ’s Faculty of Education is the national leader in the number of education graduate student fellowships received from the Social Sciences and Humanities Research Council (SSHRC). Additionally, the Faculty of Education is home to six Canada Research Chairs, one CIHR chair and nine donor-funded research chairs and professorships.Ìý
Schools / Departments
Graduate Degree Programs
Graduate Student Stories
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Recent Publications
This is an incomplete sample of recent publications in chronological order by ÑÇÖÞÌìÌà faculty members with a primary appointment in the Faculty of Education.
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Recent Thesis Submissions
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(CUST - PHD)
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(LLED - PHD)
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(EDST - PHD)
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(LLED - PHD)
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(LLED - PHD)
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(LLED - PHD)
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(CUST - PHD)
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(SPED - PHD)
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(EDLP - EDD)
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(CUST - PHD)
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(KIN - MA)
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(SACP - MA)
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(CUST - PHD)
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(CNPS - PHD)
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(CUST - PHD)
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(CUST - PHD)
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(CNPS - PHD)
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(CUST - PHD)
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(HDLC - MA)
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(EDLP - EDD)
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(CNPS - PHD)
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(EDLP - EDD)
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(KIN - MSC)
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(KIN - MSC)
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(KIN - MSC)
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(SACP - MA)
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(SACP - PHD)
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(KIN - MSC)
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(EDST - MA)
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(CNPS - PHD)
Doctoral Citations
| Year | Citation | Program |
|---|---|---|
| 2024 | Dr. McCabe's research explored ableism in higher education, examining collective agreements and institutional policies governing academic responsibilities showing that ableism is strongly entrenched and condoned in university policies and governance. | Doctor of Education in Educational Leadership and Policy (EdD) |
| 2024 | Dr. Ramachandran explored the history of body classification systems in health and sport-focused areas, through the example of the somatotype. She found that the somatotype was used to characterize race, class, athletic ability, and intelligence biologically, demonstrating how measurement methods are value laden and warrant critical exploration. | Doctor of Philosophy in Kinesiology (PhD) |
| 2024 | Dr. Baker's work focuses on the impact that Indigenous Knowledge and Indigenous Ways of Knowing had on settler educators in the North Vancouver School District and found that educators have the responsibility to infuse Indigenous Knowledge and Indigenous Ways of Knowing into practice. All learners will benefit as Indigenous Education is for all. | Doctor of Education in Educational Leadership and Policy (EdD) |
| 2024 | Through the methodology of a/r/tography - art, research, teaching - Dr. Filippelli presents a writing practice for aesthetic encounters with visual art that interweaves poetry, fiction, creative non-fiction with research on art, literacy, aesthetic, and museum education scholarship. It, thus, contributes to all these fields of education. | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2024 | Dr. Santos investigated how teachers resist the deprofessionalization of teaching caused by neoliberal educational reforms. Dr. Santos' research shows how teachers reclaim their pedagogical authority using different tactics of resistance and how narratives can serve as political resources for teachers under situations of oppression. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2024 | Dr. Bridger interviewed Hard of Hearing (HoH) students transitioning to their neighbourhood high school. She created a theory of the transition that highlights parallels with typically hearing peers, but also amplifies barriers faced by HoH students. The theory informs HoH teens and teachers of HoH students' struggles and ways to support them. | Doctor of Philosophy in Counselling Psychology (PhD) |
| 2024 | Dr. Kawamura examined the intergenerational transmission and cultural memory practices in museums. She showed the particular importance of the relational elements of museum work, and how shared memory and the representations of group identity in museums both influence and are influenced by those that work in these institutions. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2024 | Dr. Baugh studied the barriers and facilitators of coping among women veteran survivors of military sexual trauma. Illustrated in the women veterans' narratives is the importance of safety and support to move beyond survival strategies and towards meaningful facilitators of coping, and the crucial need for systemic reformation in military culture. | Doctor of Philosophy in Counselling Psychology (PhD) |
| 2024 | Dr. Miller studied the role of collaborative, inquiry-oriented teacher professional development related to social and emotional learning (SEL). Results showed the potential for collaborative professional development to support educators as they explore, develop, and apply practices that promote SEL beyond the typical conventions of SEL programs. | Doctor of Philosophy in Human Development, Learning, and Culture (PhD) |
| 2024 | Dr. Ji's research proposed a flexible and practical methodology to improve the validation practice for complex assessments. He demonstrated how validation can be undertaken as an exercise of identifying and explaining the desired and undesired effects. | Doctor of Philosophy in Measurement, Evaluation and Research Methodology (PhD) |