The Curriculum Studies program is designed to promote students’ exposure and engagement with a variety of perspectives, orientations, and research related to the field of Curriculum Studies. It supports students in pursuing inquiries and research in curriculum studies, curriculum theory and teacher education.

In the Department of Curriculum and Pedagogy, curriculum studies refers to studies in single subjects (mathematics, science, art etc.), studies in the history and politics of curriculum, studies in teaching (Indigenous pedagogies etc.), technology (Artificial Intelligence, digitalization etc.), and teacher education. Courses invite graduate students to extend their understanding of curriculum beyond a strictly organizational sense in order to appreciate its broader links to society (e.g., curriculum as instrument of settler colonialism and patriarchy), historical periods and movements (e.g., globalization, neoliberalism), subjectivity (i.e., how curriculum influences what it is possible to think and feel) and popular culture (e.g., mass media as curriculum). As such, inquiry in curriculum studies draws on an array of perspectives including anti-oppressive education, decolonial studies, post structuralism, semiotics and feminism. Drawing on these and other orientations, the goal is to advance student knowledge while deepening understanding and critical engagement with what curriculum is up to and what it makes of us as we navigate K-12 schooling, continuing and third-level education, and public discourse. A key strength of the program is its flexibility and ability to meet the interests of prospective students in a variety of frameworks, approaches and potential research projects.