Dr. Christopher Martin, Associate Professor, is hosting a Canadian Philosophy of Education Society seminar. 

Chris England will be presenting on Equality and Educational Justice. In this session, England will analyze the concept of equality and its relevance to discussion of education justice. By “educational justice” he is referring to what students deserve regarding their compulsory education in liberal democracies. Some current approaches to justice in education focus on statistical inequalities of outcome. Outcome-based approaches are often concerned about equal participation across designated groups. Critics of outcome-based approaches advocate instead for equality of opportunity. Advocates for equality of opportunity tend to be more supportive of standardized testing or recruitment practices that focus on selecting for talent. England argues that both of these approaches to educational justice are misguided because they tend to see equality as educationally valuable, for its own sake. He argues that the solution to this debate is to abandon the concept of equality in fields of educational justice and advance more precise criteria about what students deserve. He argues that students in liberal democracies deserve access to the Razian conditions of personal autonomy: adequate life options, the skills to participate in them, and adequate independence.

Thursday, November 18
9:00 a.m. to 10:15 a.m.
Via Zoom

The event is open for all to attend. While attendance is free, you still need to register to receive the Zoom link.

REGISTER

About the Speaker

Chris England is a high school English teacher working in Cranbrook, BC. He recently completed his MA with a thesis entitled Personal Autonomy and Educational Justice. His academic interests include topics of ethics, epistemology, values, social and cognitive science. His thesis, “Personal Autonomy and Educational Justice’, was awarded Best MA Thesis (2021) in the Okanagan School of Education, Faculty of Education (UBC).

About the Canadian Philosophy of Education Society Seminar Series

The Canadian Philosophy of Education Seminar Series aims to create a space to support in-progress work in the philosophy of education, provide opportunities for pre-tenure/early career and graduate students, and contribute to the cultivation of scholarly community. Anyone working at the intersections of philosophy and education are welcome to contribute to the series.

If you are interested in presenting a paper in future events, contact Dr. Christopher Martin at christopher.martin@ubc.ca.

Ronan Scott, an English Language Instructor at Okanagan College, left Dr. Scott Douglas’s, associate professor in the Okanagan School of Education, language book presentation feeling inspired to pursue his Master of Arts in Education.

“I’ve always been interested in the creation of language learning materials and I was excited to finally meet an author,” says Scott. “Following the presentation, I was speaking to Dr. Douglas and as we went further into conversation, I realized if I wanted to create effective language learning materials, I needed to know more about languages and how people learn.”

***

After four years of studying at the University of Ireland, Galway Ireland, Scott received his Bachelor of Education with teachables in religion and history.

“My first teaching position was at a high school in Norway, and I realized I didn’t want to teach religion and history, and I didn’t enjoy teaching children as much as I enjoyed teaching adults.”

Scott decided to pursue a Cambridge Certificate in Teaching English to Speakers of Other Languages (CELTA) in Prague, Cz. After obtaining CELTA, he spent 18 months travelling and working around Europe at various language schools before eventually deciding to move to Canada.

“I started working at a private language school in Toronto, and my partner and I found the city wasn’t for us. When you picture Canada, you picture the Rockies. We heard about Kelowna and decided to pack up and move.”

Three years and one presentation later, he began the School’s Master of Arts in Education program and immersed himself in the language learning field. With Dr. Douglas as his supervisor, they focused on education and languages together. Not only looking into how people learn language, but how can people learn languages using materials.

“As a language instructor, you will pick up a book and have to make a decision whether to use it or not,” says Scott. “And when you go through it how do you decide if it’s effective? How do you examine it with a critical eye? That is what I wanted to figure out.”

To develop the theoretical framework for his thesis, he researched second language acquisition and general education theories, and material development principles.

Based on this research, Scott developed a set of ten principles for language learning materials:

1. The language learning material or activity is as authentic as possible.
2. The language-learning material or activity actively reduces classroom anxiety.
3. The language-learning materials use language which is thought to be in the +1 area of the students’ additional language.
4. The language-learning material or activity helps students become valued members of the community.
5. The language-learning material or activity promotes controlled and free production of communicative speech.
6. The language-learning material or activity provides a rich recycled exposure to the target language.
7. The language-learning material fosters critical thinking, empowerment, and motivation.
8. The language-learning material utilizes engaging and relevant content and objectives.
9. The assessments in the language-learning materials provide several options for competition and are relevant to the context of the situation and content of materials.
10. The language-learning materials are based on the relevant curriculum or guidelines adopted for whom the materials will be used.

Source: The perceived benefits of using English as an additional language learning materials created according to a principled framework (2021)  

Scott believes that if an instructor follows these principles it will guide them in creating, choosing or editing their own language learning materials.

“I really want this research to be the start of a very focused conversation about effective language learning materials, and I want it to motivate other people to create their own principles of material development.”

Not only was Scott writing a thesis on the topic, he was working with members of the School of Education’s EAL department to develop Open Education Resource (OER) materials. The materials were created based on Scott’s principles and covered three topics: business, geography and technology.

All of the materials are based on the BC articulation guide for English as an additional language schools. This guide covers what goals that must be achieved in order to help prepare students for post-secondary education in Canada.

“The goals are focused on what skills do students need in order to thrive,” says Scott. “For example, they need to be able to take notes, be able to paraphrase, express themselves, and agree and disagree in a respectful manner. You pick all these goals you want and then you start thinking how do you move your student from here to here.”

The idea is that a student will be able to come into the classroom, use the materials and by the end of those materials they should be able to accomplish those goals.

For Scott, this project meant occasionally reminding himself that he wasn’t creating lessons. He was creating materials for people he’s never met and will likely never meet. He needed to ensure that someone would be able to pick up these materials and know exactly what to do.

“Dr. Douglas said that it takes about 100 hours to create one hour of classroom materials, and after this project I have a much greater appreciation for those materials,” says Scott. “I would love for people to use them and let us know what they think, and also to be inspired to create their own language learning materials.”

On Tuesday, Sept. 28, Central Okanagan School District educators, syilx Elders and Okanagan Nation Alliance (ONA) members, university faculty, and community educators from across the Okanagan came together in shared commitment to the intents of a five-year research project, Co-Curricular-Making – Honoring Indigenous Connections to Land, Culture, and the Relational Self. The Social Sciences and Humanities Research Council funded partnership project is facilitated by Dr. Margaret Macintyre Latta, Director of the Okanagan School of Education.

Held in Bertram Park, Kelowna, BC, the first gathering focused on the ONA Water Declaration as Pedagogy. Participants learned from and alongside Elder Rose Caldwell, Elder Pamela Barnes, and Elder Grouse Barnes, Pauline Terbasket, Executive Director of the Okanagan Nation Alliance, Kelly Terbasket, Program Director of IndigenEYEZ, and Dr. Bill Cohen, Associate Professor, Okanagan School of Education. The gathering closed with a smudging and water ceremony led by Elder Rose Caldwell and Elder Grouse Barnes.

Participating educators are taking up the challenge of decolonizing their pedagogies. But, in striving to embrace this curricular responsibility, many are confronted with the need to deepen their understandings of decolonization and local Indigenous Knowledge alongside negotiating the complexities of reconciling conversations with their students, colleagues, and extended communities. The project invests in habits, practices, and ways of being that embody curricular Indigenization for a voluntary group of educators with long-term commitment to project intents and to fostering these efforts in their school and community sites.

By the end of the five-year project, teachers and their students will have gained deeper understandings of syilx culture with teachings that connect land, culture and understandings of self-in-the-world.

Learn more about the partnership project.

Whether you’re interested in applying for the Bachelor of Education program this year, or in the future, here are a few tips to guide you along the way.

1. Admission requirements

The most often asked question is ‘what courses do I need to get into the program?’ While we have the admission requirements listed for each pathway on our Bachelor of Education page, we have also developed self-assessment worksheets to assist you in reviewing (and checking off) the academic admission requirements for your chosen pathway: Teaching Children and Teaching Adolescents.

For students interested in teaching French, you will also need to:

• Successfully complete the Diplôme d’études en langue française (DELF) OR
• Demonstrate completion of all of your education in the French language OR
• Provide a letter from a Francophone Education Authority indicating your proficiency OR
• Provide a written assessment by Faculty of the French Department of a Canadian university, acceptable to the Teacher Regulation Branch, attesting that you have demonstrated knowledge of the French language to indicate you are capable of conducting all French language teaching

TIP: We recommend completing the DELF by your third or fourth year of your undergraduate degree as there are limited seats and dates available for the exam.

2. Experience

A minimum of 75 hours of practical experience (volunteer or paid) working with children or youth is required. We recommend you work/volunteer with the age group that you wish to teach. You will be asked about your experience when you submit your Supplemental Application Form. On this form, you will also be asked to write a personal essay on what your goals as an educator are, and examples of the qualities and experience you bring.

TIP: We understand you might change your mind about what you’ve written. We do allow you to re-submit a Supplemental Application Form. However, you must resubmit as a fully completed application. We recommend you save copies of your written answers in a word document, so if you wish to modify your answers, you don’t have to re-type everything.   

A range and variety of instructional experiences is encouraged to better prepare for the program. Typical experiences for applicants include but are not limited to working in school classrooms as a volunteer or assistant, teaching dance, coaching team sports or working as a summer camp counselor.

TIP: Not sure where to go for experience? You can contact your local school district, recreation/community centre, youth group, art gallery or museum to see if they have any opportunities.

You can also visit the UBC Okanagan job and volunteer board to see if there are relevant experiences.

3. References

You will need two professional references from individuals who have personally observed you working with children and/or youth in a face-to-face or online instructional capacity, either in a group or with an individual.

References must be credible authorities who can speak to your abilities, experiences and interests relevant to the teaching profession. They cannot be a family member or a personal friend.

Examples of appropriate references:

• An individual who has personally observed you in a face-to-face (as opposed to an online) context where your primary role was to instruct or interact with children and/or youth
• School administrator (e.g., principal, vice-principal)
• Teacher at an elementary, middle or secondary school
• Camp director
• Daycare program coordinator
• TA-supervising professor

You will send each of your references the link to the Reference Form, your student number, name and email as provided in your BEd application, and the pathway you are pursuing.

This form is confidential and is only used for admission purposes. As the applicant, you should not see the completed form. You will receive an automatic email when your reference has submitted the form.

4. Status

You can check the status of your application through the Student Service Centre. Prospective students will be notified of admission between March and June.

5. Need help?

If you have questions about your application or need assistance please visit the Student Advising Services webpage to contact them or book an appointment.

The Okanagan School of Education is pleased to share that Dr. John-Tyler Binfet has received a Social Sciences and Humanities Research Council (SSHRC) grant.

Dr. Binfet and his collaborators, Central Okanagan Public Schools’ Alan Lalonde and Sherri McKinnon, were awarded $24,994 for their project: Advancing and Enriching Social and Emotional Instruction in the Central Okanagan Public School District.  

The aim of the research is to enhance the teaching of social emotional learning (SEL) within school district 23 and to ensure consistency around the opportunities for students to practice and develop their social and emotional competencies.  The team will work together to co-create a series of SEL training modules to fortify teachers’ foundation knowledge and ability to create SEL-rich learning opportunities for students.

Congratulations to Dr. Binfet and his collaborators!

Learn more about current research grants in progress.

Alyssa Koziol is this year’s recipient of the Kelowna Kiwanis Legacy Major Entrance Award in Education – an award accompanied by $11,450.  Established by the Central Okanagan Kiwanis Community Service Society, the award is presented to a student pursuing the Teaching Children (Kindergarten to Grade 5+) pathway.

“I’m very happy and grateful to receive this award,” says Alyssa. “It is such an honor to be recognized by an organization that is dedicated to improving the lives of children one community at a time.”

***

Alyssa grew up in Whitby, Ontario. As an active individual with a passion for sports and getting outdoors, she knew she wanted to pursue a degree in health sciences, but hadn’t decided on a university yet.

“I came to Kelowna for the first time with Destination UBC. They offered a travel subsidy to fly potential students out, so I thought why not check out the campus – basically a free trip to BC, how could I turn that down?” she joked. “Then of course, I just fell in love with the city and the campus.”

The summer before she began her Bachelor of Human Kinetics, she lived with family in Edmonton and worked in the city’s Parks and Recreation department.

“I was a program leader for Green Shacks – it’s a full-day program where children and youth can come to their local park to play games and activities. It was such a fun summer job I came back the next four years!”

During the fourth year of her undergraduate degree, Alyssa decided to start working in the City of Kelowna’s recreation department – teaching and coaching toddlers to teens in hockey, t-ball, soccer and basketball. At the same time, as part of her degree, she began volunteering with Dr. Ali McManus in the Pediatric Exercise Research Laboratory.  She volunteered in the lab throughout her last year, and when the opportunity to pursue her Master of Health and Exercise Science under the supervision of Dr. McManus presented itself, she jumped at the challenge.

“The research focused on how children were growing up in Kelowna, both mentally, digitally, and physically. We partnered with the Psychology department to assess elementary and middle school students within the Central Okanagan School District, and in total we gathered data from 346 youth.”

An outcome from this research was the launch of the website, “Young Kelowna,” which offers a collection of resources for youth, parents, and community members to learn about themselves.

While Alyssa enjoyed the research and the interaction with youth, it was her experience as a teaching assistant and mentor that ignited her interest in pursuing her Bachelor of Education.

“I really enjoyed my time as a teaching assistant, and initially I was thinking about becoming a professor,” says Alyssa. “But then I thought about my time coaching young children in sport development, and pursuing my B.Ed seemed like a natural fit.”

In recognition of her teaching support contributions, she received the Provost Award for Teaching Assistants & Tutors during the 2018-2019 and 2019-2020 academic years.

Alyssa is looking forward to being in the classroom and starting to help guide elementary students as they navigate their early years through school.

“Elementary school is where students start to build their foundations, and are introduced to all these new subjects and topics,” says Alyssa. “There can be this look of confusion on a kids’ faces when you present them with a new concept, and then as you teach and guide them, you can see that spark in their eyes like, ‘oh I actually understand this!’ and seeing that spark is so rewarding.”

Congratulations Alyssa!

The Okanagan School of Education is pleased to welcome Dr. Jessica Chan (Pronouns: she/her/hers) to the faculty in the position of Assistant Professor in Language Arts and Literacy Education.

Dr. Chan is a reading researcher and teacher educator committed to advancing the science of reading for language diverse learners. The goal of her research program is to understand how language and literacy develops in diverse learners including children from different cultural and linguistic backgrounds, and children with and without learning disabilities. Her current research investigates the relationship between language, reading, and mathematics development in school-aged children.

“I am excited to join the Okanagan School of Education because of the faculty’s commitment to building and fostering community-based partnerships in diverse educational contexts,” says Dr. Chan. “I look forward to contributing to the development of scholar-practitioners in the areas of language and literacy development. Specifically, my program in reading research leverages interdisciplinary approaches to improve educational outcomes for all learners.”

Dr. Chan earned her Ph.D. and M.Ed. in the Faculty of Education at Queen’s University at Kingston in the areas of language and literacy education, and cognition and learning, and a Bachelor of Science (Hons.) in Psychology and Employment Relations at the University of Toronto.

She is joining us from the Department of Communication Sciences and Disorders, University of South Carolina where she completed a postdoctoral fellowship funded by the Social Sciences and Humanities Research Council (SSHRC).

Dr. Chan is eager to learn about the histories and traditions of the Syilx Okanagan Peoples, and the history of Kelowna. She looks forward to creating community connections, and getting outside to enjoy the natural beauty of the Okanagan by exploring new hiking trails.

She will be teaching in our Bachelor of Education program starting in January, and will be teaching a graduate-level winter term 2 course. Her graduate course, EDUC 517: Perspectives on Reading Foundations, focuses on the role of the educator in supporting language and literacy development for learners across educational contexts.

Dr. Christopher Martin, Associate Professor, is hosting a Canadian Philosophy of Education Society seminar. 

Dr. David Bakhurst, Queen’s University will be presenting on Après le déluge: Teaching and learning in the age of COVID. In his 2020 paper ‘Teaching, telling and technology’, Bakhurst explored the essentially second-personal, I-thou, relation between teacher and student—a relation he takes to be essential to teaching at its most effective and inspiring. He concluded that essay with a critique of web-based instruction in universities, arguing that there are features of online courses that undermine dimensions of the teacher-student relation that are profoundly valuable. ‘Teaching, telling and technology’ appeared just as the COVID-19 pandemic disrupted the completion of the 2019–20 academic year and forced many schools and colleges around the world to teach part or all of the 2020–21 academic year online. In this paper, Bakhurst considers whether the experience of teaching remotely during the pandemic vindicates or refutes the position he took in his earlier paper. He finds that, while we all have reason to be grateful that remote learning platforms made it possible for formal education to continue during the pandemic, there remain reasons to be wary of online courses, particularly when taught asynchronously. This, he argues, is particularly, though not exclusively, true of teaching in the humanities. More concerning still is that many problematic features of web-based instruction are symptoms of deleterious trends in higher education in general. Drawing on such diverse thinkers as Oakeshott, Kant and Coetzee, Bakhurst maintains that, if we are to initiate pupils into the conversation of humanity, enable them to think for themselves, and to understand what learning is and how it occurs, then educational encounters must foster and exhibit the creative movement of thought in conditions of uncertainty and controversy, and that the ideal medium for this is real-time, in-person intellectual engagement between embodied beings in shared physical space.

Thursday, October 7
9:00 a.m. to 10:15 a.m.
Via Zoom

The event is open for all to attend. While attendance is free, you still need to register to receive the Zoom link.

Register

About the Speaker

Dr. David Bakhurst is George Whalley Distinguished University Professor and John and Ella G. Charlton Professor of Philosophy at Queen’s University, Ontario.  His book, Consciousness and Revolution in Soviet Philosophy (Cambridge, 1991), represents the first critical history of Soviet philosophical culture. The primary research was conducted in Moscow under the mentorship of Felix Mikhailov. Since then, in addition to continuing his work on Russian thought, Bakhurst has written on epistemology, metaphysics, Wittgenstein, ethics and philosophy of education. Recent publications include The Formation of Reason (Wiley-Blackwell, 2011) and the edited collection, Teaching and Learning: Epistemic, Metaphysical and Ethical Dimensions (2020), which appeared as a special issue of Journal of Philosophy of Education. He has held visiting positions at All Souls College, Oxford; Exeter College, Oxford; UCL Institute of Education; the Australian National University. He is presently a participant in an international research project on the philosophy of Kant, based at the Akademia Kantiana of the Baltic Federal University in Kaliningrad. Bakhurst is a Fellow of the Royal Society of Canada.

About the Canadian Philosophy of Education Society Seminar Series

The Canadian Philosophy of Education Seminar Series aims to create a space to support in-progress work in the philosophy of education, provide opportunities for pre-tenure/early career and graduate students, and contribute to the cultivation of scholarly community. Anyone working at the intersections of philosophy and education are welcome to contribute to the series.

If you are interested in presenting a paper in future events, contact Dr. Christopher Martin at christopher.martin@ubc.ca.

Whether you’re interested in applying for one of our graduate degrees this year or in the future, here are a few tips to guide you along the way! We recommend starting your application two months in advance of the application deadline to ensure you have time to submit all the requirements documents.

1. Admission Requirements

Master of Education

Applicants to the MEd program normally hold a bachelor’s degree in Education or related field, with a minimum overall average in the B+ range (76-79%) in third- and fourth-year courses, academic standing with at least 12 credits of third-or fourth-year courses in the A- grade range (80% or higher at UBC) in a four-year baccalaureate degree or its academic equivalent.

Applicants who do not meet the requirements stated above, but who have had significant formal training and relevant professional experience to offset such deficiencies, may be granted admission on the recommendation of the Director of Graduate Programs in Education.

Master of Arts in Education

Applicants to the MA program must have a minimum overall average in the B+ range (76-79%) in third- and fourth-year courses, academic standing with at least 12 credits of third-or fourth-year courses in the A- grade range (80% or higher at UBC) in a four-year baccalaureate degree or its academic equivalent. Background training and previous experience must be sufficient to demonstrate ability or potential for advanced research in the chosen field.

In exceptional cases, applicants who do not meet the requirements stated above, but who have had significant formal training and relevant professional experience, may be granted admission on the recommendation of the Education Graduate Program Committee.

 TIP: Not sure if you want to pursue your Master of Arts in Education or Master of Education? Read this story.

2. Find a Supervisor (MA students only)

Prospective MA students are required to find a supervisor before starting their application. Admission to the program requires the support of a faculty supervisor as well as satisfying program-specific criteria.

MEd applicants can indicate on their application a preference for a supervisor (optional). The review committee will take this under advisement, but it is not a guarantee.

3. Select and ask your references

Three academic references are requested for all applicants; however, professional references will be allowed in place of academic references if your credential was received:

• less than five years ago: up to one professional reference letter
• between five and 10 years ago: up to two professional reference letters
• more than 10 years ago: up to three professional reference letters

An academic reference is provided by a college or university instructor, usually holding a PhD. The academic referee will have instructed or supervised you during your academic studies. The academic referee will be asked to comment, where applicable, on your academic preparation, originality, skill at research, industry, intellectual capacity, and teaching ability.

A professional reference is provided by an individual who has worked with you in the field of your intended graduate study in a supervisory capacity. The professional referee will be asked to comment, where applicable, on your academic preparation, practice competence, creativity, working relationships, work ethic, critical thinking skills, research skills, intellectual capacity, and teaching ability.

All other references are considered “personal” and are not accepted.

You will provide the College of Graduate Studies with your references email addresses, please ensure you provide their professional email from an institution or organization. We recommend asking your reference to be your reference prior to submitting their email.

References will be sent an email with instructions as to how to submit their reference form or letter.

For more information, including what to do if your reference is retired, please visit gradstudies.ok.ubc.ca

4. Required Documents Check List

A complete application package will contain:

• Online application and application fee
• Official transcripts for all post-secondary institutions attended
• English Language Proficiency Requirements(for applicants where English is not your primary language)
• Statement of Intent (see guidelines and tips)
• Curriculum Vitae (CV) or resumé (see Career Resource support on writing CVs)
• Three reference letters (see #3 for details)

Review our graduate programs page for more details.

Dr. Karen Ragoonaden was honoured with a blanket wrapping ceremony, facilitated by Jordan Coble, Westbank First Nations (WFN) Councilor, in recognition of her efforts to support Indigenous teacher education and the Indigenization of post-secondary education as well as strengthen ties between WFN and the Okanagan School of Education.

“This ceremony was held in recognition of Karen and her commitment to bettering our community ties through education, specifically her commitment to interconnecting indigenous education in meaningful and transformative ways,” says Jordan Coble, WFN Councilor, “The program introduces localized indigenous teachings early and throughout the journey and this is largely due to Karen’s excitement for working with all involved. The ceremony itself is a binding agreement between our community and those in attendance to continue her legacy through education with respect, energy and inclusiveness.”

Dr. Karen Ragoonaden, with her daughters and nephew behind her, Terry-Lee Beaudry (left) and Rachel Marchand (right).

The ceremony was held in late June on Westbank First Nation beach with a small group of Dr. Ragoonaden ‘s colleagues and family. The event was filled with emotional speeches as it provided an opportunity to reflect on Dr. Ragoonaden ‘s accomplishments and impact during her time in the Okanagan. On July 1, she transitioned to the role of Dean for the Faculty of Education, University of Manitoba.

“I am so very humbled by this recognition, especially now, as the truth in the TRC Calls to Action have become so very significant,” says Dr. Karen Ragoonaden. “I continue to listen, to learn and to unlearn.  Thank you to Jordan Coble, Terry Beaudry and Bill Cohen.”

The blanket presented to Dr. Ragoonaden portrays a coyote howling at the sky, a grizzly fishing and incorporates pictographs of an eagle and a kokanee skeleton symbolizing the cycle of life and death. In each corner of the blanket is a WFN logo, which features a grizzly pawprint with a coyote silhouette in the middle and a serpent in the waves underneath, representing n’haitik (Ogopogo).

Special thanks to Jordan Coble, Terry-Lee Beaudry, Bill Cohen and members of the Indigenous Education Council for organizing this event.