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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 |
|---|---|---|
| 2013 | Dr. Lo's grounded theory study provides insights into the dynamic labelling process among gifted children with learning and behavioural challenges. His findings suggest that it is the interplay of labelling practice, individual agency, contextual factors and developmental considerations that leads those students to identify their own learning needs. | Doctor of Philosophy in Special Education (PhD) |
| 2013 | Dr. Golparian's research is an artist/researcher/teacher's post-colonial inquiry into the concepts of home, language, unbelonging, Othering, invisibility, exoticism, pain and ethics of in-between. Her aesthetic self-exploration highlights a sensitive pedagogy of representation in art education in engaging with the theme of displaced displacement. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2013 | Dr. McGillivray's study focussed on the five new teaching-intensive universities that were established in British Columbia in 2008. She studied the challenges of internal governance at those universities. Her conclusions highlighted the connection between democracy and university governance and will contribute to the literature on Higher Education. | Doctor of Education in Educational Leadership and Policy (EdD) |
| 2013 | Dr. MacIntosh studied anti-homophobia education through Vancouver youth media. She identified several issues within existing anti-homophobia discourse, including its detrimental influence on Lesbian, Gay, Bisexual, Trans and Queer self-identification. This work has substantive implications for social justice education, youth media studies and queer theory. | Doctor of Philosophy in Educational Studies (PhD) |
| 2012 | Dr. Hara examined the significance of art in the identity of Cambodian people living in the global, digital age. Her research methodology combined interviews, writing, filmmaking, calligraphy and performance. Her study contributes a critical, post-colonial lens to education and research dealing with issues of diversity and diaspora. | Doctor of Philosophy in Educational Studies (PhD) |
| 2012 | Dr. Khan critically analysed the film "All is Number". The study raised concerns regarding representations of mathematics, the learning of mathematics from film, and the work of ideology in the popularization of mathematics. This findings from this research offer a way to re-conceive mathematics education. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2012 | Dr. Skourtes investigated everyday practices of working-class, teenage girls, living on the urban fringe. She studied ways in which classist, racist, and sexist institutions work to reproduce the negative social positioning of the girls, and keep them in poverty. This research shows how the symbolic and tangible elements of social class affect the lives of young people. | Doctor of Philosophy in Educational Studies (PhD) |
| 2012 | Dr.Kozey examined historical,colonialist, and professional practices that have contributed to a high rate of Aboriginal children being placed in the protective custody of the state in Canada. His research demonstrates that the inclusion of local Indigenous knowledges and cultural practices can transform child welfare services to Aboriginal children and families. | Doctor of Education in Educational Leadership and Policy (EdD) |
| 2012 | Dr. Iqbal studied departmental practices that contribute to professional growth in teaching among tenure-track university professors. She found that, although summative peer review of teaching makes little contribution to professional growth, there are numerous informal and formal departmental practices that are conducive to a culture that values teaching. | Doctor of Philosophy in Educational Studies (PhD) |
| 2012 | Dr. Carter's arts based research led to understandings that include the connections between developing consciousness and having a noetic experience; the new a/r/tographic rendering of residue used to describe the way that having an illuminating experience in theatre school affects individuals; and how an immanent curriculum can be understood by theatrical engagement. | Doctor of Philosophy in Curriculum Studies (PhD) |