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UBC’s Faculty of Education, one of the world’s leading education faculties, has served the local, national, and international education community through leadership in research, teaching, service and advocacy for more than 60 years. As 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.
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 University Rankings (2021).
UBC’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, and school psychologists. With more than 57,000 alum located in 100 countries, the UBC Faculty of Education truly is a global entity.
The Faculty of Education is home to four departments (Curriculum and Pedagogy, Educational and Counselling Psychology, and Special Education, Educational Studies, and Language and Literacy Education) and two schools (the School of Kinesiology and the Okanagan School of Education).
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 UBC’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.
Many of our PhD students have been selected as UBC Public Scholars and have received other honours.
https://ivet.educ.ubc.ca/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 University Rankings (2021).
UBC’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.
This is an incomplete sample of recent publications in chronological order by UBC faculty members with a primary appointment in the Faculty of Education.
| Year | Citation | Program |
|---|---|---|
| 2021 | Dr. Sen studied the linkage between higher education and social mobility of people from rural areas in Cambodia. The study problematizes colonial legacies in educational development, critiques the application of Bourdieu's sociological concepts, and proposes an alternate conceptual model of social practice in Global South postcolonial societies. | Doctor of Philosophy in Educational Studies (PhD) |
| 2021 | Dr. Allen explored the experience of precarious faculty members in British Columbian higher education institutions. Using auto ethnographic methods and an organizational culture theoretical framework, Dr. Allen made recommendations for senior leadership to foster more inclusivity with precarious faculty within higher education organizations. | Doctor of Education in Educational Leadership and Policy (EdD) |
| 2021 | Using Poetic Inquiry and Life Writing, Dr. Nish examined how personal stories expand our understanding of Mild Traumatic Brian Injury and the profound effects of this invisible injury on an individual and those in relationship to them. Through this process she demonstrated how critical a person's identity was for recovery and finding resiliency. | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2020 | Dr. Namae explored why some secondary school teachers in Uganda choose to adopt technology and others do not. Her findings revealed that skills training and sheer attitude influenced technology use in schools. Her study also reveals that the presence of technology in school does not guarantee teacher change of attitude and use. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2020 | Dr. Glowacki co-developed the Exercise and Depression Toolkit collaboratively with individuals with depression, health care providers, researchers, exercise professionals and community partners. The toolkit aims to integrate treatment guidelines into practice, consider how exercise could be used as a treatment, and has had an international reach. | Doctor of Philosophy in Kinesiology (PhD) |
| 2020 | Dr. Coronel examined how changing response formats and scoring methods affect differences between groups based on electronic device, sexual orientation, and gender; including trans and non-binary folk. His research shows how seemingly small choices in survey research shape statistical results and shouldn't be considered obstacles to survey use. | Doctor of Philosophy in Measurement, Evaluation and Research Methodology (PhD) |
| 2020 | Through theoretical and qualitative inquiries, Dr. Clegg invited Canadian counselling psychology educators to listen deeply to Indigenous Knowledges, changing assumptions underlying curriculum and disciplinary identity, and unfolding questions of what it means for educators, students, and clients to relate to place and land. | Doctor of Philosophy in Counselling Psychology (PhD) |
| 2020 | Dr. Davis explored six ways to study the traumatic past, a unique area in curriculum studies. Indigenous practices of orality, listening to stories of Survivors, choosing to become a witness, and taking steps towards reconciliation were identified as the educational legacy of the TRC - Indian Residential Schools Truth and Reconciliation Commission. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2020 | Dr. McCartney studied the history of international undergraduate student policy in Canada since WWII. He found that policymakers often used these students to advance a racist "Canada first" agenda both economically and politically, while international students' presence has significantly reshaped post-secondary institutions and Canadian law. | Doctor of Philosophy in Educational Studies (PhD) |
| 2020 | Dr. Miled conducted an ethnographic study to explore how Muslim high school students position themselves as Muslims and/or Canadians and how they construct their belonging and unbelonging to Canada. This study highlights the complexities of their experiences and illuminates the role of schools in the identity formation of racialized students. | Doctor of Philosophy in Educational Studies (PhD) |