Department of Educational Policy Studies

Course descriptions

The following are U of A calendar descriptions of courses offered by the Department .

Please refer to the Timetables to determine if the course is scheduled for the current academic year. 

For current course outlines, please refer to Current Course Outlines.

  • EDPS 501 Conference Course on Selected Topics
    *3 (fi 6) (either term, 3-0-0). Prerequisite: consent of Department.
     
  • EDPS 509 Research Design and Data Analysis
    *3 (fi 6) (either term, 3-0-0). This course is a survey course of research design principles, concepts, and applications. Emphasis is on developing research methodologies and understanding data analyses for conducting various types of research. Prerequisite EDPS 508.
           
  • EDPS 511 Evolving Concepts in Educational Administration and Leadership
    *3 (fi 6) (either term, 3-0-0). Students may not receive credit for both EDAL 501 and EDPS 511. May contain alternative delivery sections; refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.
     
  • EDPS 512 Administrative and Leadership Process in Education
    *3 (fi 6) (either term, 3-0-0). Students may not receive credit for both EDAL 502 and EDPS 512. May contain alternative delivery sections; refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.
     
  • EDPS 513 Educational Policy and Reform
    *3 (fi 6) (either term, 3-0-0). The intent of this course is to explore and further our understanding of reforms in education over the past two decades in Canada and other selected OECD countries. Through academic readings, we examine how and why particular policy discourses (e.g. school choice, system accountability) have become accepted in recent years. We further consider the implications of policy reforms for practices within educational organizations. The design of this course reflects the view that reforms cannot be comprehended without considering the social, political, economic and historical contexts in which they arise.
     
  • EDPS 514 Gender Issues in Educational Administration
    *3 (fi 6) (either term, 3-0-0). This course explores the ways in which concepts of gender, leadership, and organizations intersect in the practices of administrators in educational settings. Using gender as an analytical perspective, the course provides an overview of the ways in which feminist and gender-based research challenges traditional theories about leadership in educational organizations. Topics for discussion and re-conceptualization include bureaucracy, power and authority, concepts and locations of leadership, administrative styles and ethics, and current educational policy as they inform practice for gendered subjects in educational settings. The implications of a gendered analysis for the work of educational administrators will be explored. Sections may be offered in a Cost Recovery format at an increased rate of fee assessment; refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.
     
  • EDPS 515 Sexual and Gender Minorities in Education and Culture
    *3 (fi 6) (either term, 3-0-0). This course examines research and educational practices designed to make sexual and gender minority (lesbian, gay, bisexual, transgender, and queer) identities, histories, voices, and cultures visible in mainstream K-12 education in North America.  Students will learn how this research, teaching and cultural work has sought to (1) interrogate hetero- and gender- normative relationships of power and identity formation, (2) engage queer pedagogy and processes of knowledge production, and (3) develop critical modes of inquiry to investigate the maintenance of the status quo in contemporary schooling.
     
  • EDPS 520 Adult Education, Popular Movements and NGOs in the Global South
    *3 (fi 6) (either term, 3-0-0). This course will examine the role and nature of adult education and learning processes in social change initiatives being undertaken by development non-governmental organizations (NGOs) and by popular subaltern social movements of pastoralists, peasants, indigenous peoples, rural women and urban poor (shack dwellers) social groups in Asia, Africa, Latin America and the Caribbean (Global South). These initiatives will be explored in terms of a critical contextual appreciation of the inter/national development project and neoliberal globalization.
     
  • EDPS 521 Adult Learning and Development
    *3 (fi 6) (either term, 3-0-0). In this course we will examine key issues in adult learning and development, using concepts discussed in the literature. Content areas include theories of adult learning and development, and related concepts such as learning styles and orientations, personality, motivation, and intelligence. Students may not receive credit for both EDAE 521 and EDPS 521.
     
  • EDPS 522 Citizenship Education: Global Contexts
    *3 (fi 6) (either term, 3-0-0). Focuses on citizenship education as a primary program for the development of societies with special reference to South countries. The concepts as well as the possible practices of citizenship and citizenship education will be analyzed to discern and critique their influence on spaces of educational and social development.

  • EDPS 523 Education and Development Theory
    *3 (fi 6) (either term, 3-0-0). Analyzes the role of education in the development process from a global perspective, with particular attention paid to Asia, Africa, and Latin America. Explores the various explanations for social, political, and economic development put forward by selected writers. Students may not receive credit for both EDFN 523 and EDPS 523.

  • EDPS 525 Globalization, Global Education and Change
    *3 (fi 6) (either term, 3-0-0). This course will develop a critical understanding of select perspectives on globalization and the associated implications for: (a) formal, non-formal and informal education in local, national, and international contexts; and (b) pedagogical possibilities for critical global education in schools and communities addressing global issues pertaining to international development (poverty and inequality in North-South trajectories), ecology, human rights and improved prospects for peace.
     
  • EDPS 526 Race, Racialization and Education
    *3 (fi 6) (either term, 3-0-0). The course examines the concept of race and its manifestations in society and the education system. We engage with the idea of race as philosophy, race as theorized by sociologists and race as a historical discourse. Further, the course highlights how such modes of analyses and conceptual frames are theorized, utilized and legitimized. Students may not receive credit for both EDPS 501 “Race, Racialization and Education” and EDPS 526.
     
  • EDPS 527 Youth, Culture and Education
    *3 (fi 6) (either term, 3-0-0). This course explores the relationship between youth, culture and education particularly with reference to formal schooling. Students will be introduced to various critical cultural studies theories and sociological perspectives in order to understand how youth draw on cultural formations to relate to, resist, or accommodate schooling in contemporary western societies. Students may not receive credit for both EDPS 501 “Youth, Culture and Education” and EDPS 527.
     
  • EDPS 528 Global Transformations, Indigenous Knowledge and the Crisis of Sustainability
    *3 (fi 6) (either term, 3-0-0). This course examines the intersection of Indigenous peoples, Indigenous traditional and contemporary knowledge and global transformations in the early 21st century. Central to the course are changes to the conceptualization of education and knowledge and the contested nature and role of Indigenous knowledge and politics. In this context the course has particular regard to what has been designated as the ‘triple crisis of sustainability’. This course is open to all graduate students. Credit cannot be received for both EDPS 636 and EDPS 528.
     
  • EDPS 530 History of Education
    *3 (fi 6) (either term, 3-0-0). A survey of studies in the history of formal informal educational institutions and their relationship with Canadian society in a global context. Students may not receive credit for both EDFN 530 and EDPS 530.
     
  • EDPS 531 Supervision of Educational Personnel
    *3 (fi 6) (either term, 3-0-0). Students may not receive credit for both EDAL 521 and EDPS 531. May contain alternative delivery sections; refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.
     
  • EDPS 532 Selected Topics in Educational Supervision
    *3 (fi 6) (either term, 3-0-0). Students may not receive credit for both EDAL 522 and EDPS 532.

  • EDPS 535 Indigenous Research Methodologies
    *3 (fi 6) (either term, 3-0-0). This course examines various approaches, definitions, principles and practices that have been used to frame a discussion of Indigenous research methodologies. The course will provide opportunities for new insight, knowledge, and understanding about indigenous research paradigms and/or research methods, and to consider the relationship and impact of these on
    Indigenous peoples and communities. Students may not receive credit for both EDPS 601 “Indigenous Research Methodologies” and EDPS 535.
  • EDPS 537 Issues in Indigenous Education
    *3 (fi 6) (either term, 3-0-0). Course explores contemporary issues in Indigenous education as they are experienced within Indigenous communities in North America and elsewhere. The course prepares students for working in these communities as researchers and/or as practitioners. The course outcomes will inform further research, practice and training in Indigenous education. Students may not receive
    credit for both EDPS 601 “Issues in First Nations Education” and EDPS 537.

  • EDPS 538 From Oral Language to Written Text
    *3 (fi 6) (either term, 3-0-0). Course examines orality and literacy as contested concepts that historically and in the present continue to impact perceptions of Indigenous/Aboriginal thought and Indigenous/Aboriginal ways of being by scholars and educators. Students may not receive credit for both EDPS 601 “From Oral Language to Written Text” and EDPS 538.

  • EDPS 539 Revitalizing Indigenous Language
    *3 (fi 6) (either term, 3-0-0). Course studies the impact of the loss of Indigenous languages and strategies, policies and practices aimed at the revival and maintenance of Indigenous languages locally and internationally. Students may not receive credit for both EDPS 601 “From Oral Language to Written Text” and EDPS 538.
  • EDPS 541 Organizational Learning and Change
    *3 (fi 6) (either term, 3-0-0). Introduces various theoretical and conceptual orientations to organizational learning and organizational change, and involves students in practical projects exploring learning and change in organizational contexts such as workplaces, communities, schools, and post-secondary institutions.
          
  • EDPS 544 Critical and Feminist Pedagogical Research
    *3 (fi 6) (either term, 3-0-0). Examines historical and contemporary perspectives shaping critical and feminist pedagogies, both of which support inclusive and holistic teaching and research practices. Explores how these perspectives can inform research designs and methods for studying policy development, program design, and professional practice. Intent is to have students conduct analysis in
    relation to their own educational projects and professional interests.

  • EDPS 545 Learning and the Workplace
    *3 (fi 6) (either term, 3-0-0). This course will focus on critical analysis of trends, policies and issues related to informal and formal learning of adults in, for, and through the workplace.
     
  • EDPS 547 Leadership and Social Justice
    *3 (fi 6) (either term, 3-0-0). This course explores theoretical frameworks of social justice and practical experiences of social justice issues in schools, higher education institutions, and their communities. Students will critically examine concepts of social justice, exclusion, and inclusive education from the perspective of the educational leader as part of a wider educational community.
     
  • EDPS 548 Global Governance and Issues in Educational Administration and Leadership
    *3 (fi 6) (either term, 3-0-0). This course offers a critical comparative analysis of issues related to the organization and leadership of educational institutions and organizations viewed within a global context. A key focus of the course is on governance and the structures and roles of multilateral and transnational
    economic, political, social, and environmental organizations, institutions and systems in establishing discursive parameters for educational policy and practice. Students may not receive credit for both EDPS 501 Global Perspectives and Issues in Educational Administration and Leadership and EDPS 548.

  • EDPS 551 Governance and Administration of Education in Canada
    *3 (fi 6) (either term, 3-0-0). Students may not receive credit for both EDAL 551 and EDPS 551. May contain alternative delivery sections; refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.
     
  • EDPS 553 Legal Aspects of Educational Administration
    *3 (fi 6) (either term, 3-0-0). Students may not receive credit for both EDAL 553 and EDPS 553. May contain alternative delivery sections; refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.
     
  • EDPS 554 The Philosophy of Educational Research
    *3 (fi 6) (either term, 3-0-0). Provides opportunity to explore philosophical issues that arise both in the conduct of educational research and in its application to practice.
     
  • EDPS 556 Seminar in Philosophy of Education
    *3 (fi 6) (either term, 3-0-0). This course will explore many of the philosophical questions that arise in educational settings, including those concerning the nature and aims of education, the curriculum, teaching, testing, equity and diversity, religious schooling, and moral education. The objectives are: to introduce a wide range of educational issues that are informed by philosophical thought; and to foster the skills and dispositions associated with philosophical thinking. 
     
  • EDPS 558 Teaching Practicum I
    *1.5 (fi 6) (Fall term 0-3-0) This 20 hour practcium will provide students enrolled in the Post Baccalaureate Certificate in Teaching and Learning in Higher Educaiton with opportunities to apply and reflect on the content provided in EDPS 560.  Students must also be enrolled in, or have already received credit for, EDPS 560.
     
  • EDPS 559 Teaching Practicum II
    *1.5 (fi 6) (Fall term, 0-3-0)  This 20 hour practicum will provide students enrolled in the Post Baccalaureate Certificate in Teaching and Learning inHigher Education with opportunities to apply and reflect on the content provided in EDPS 561.  Students must also be enrolled in, or have already received credite for, EDPS 561.
     
  • EDPS 560 Philosophies, Theories and Methods of Teaching and Learning in Adult and Higher Education
    *3 (fi 6) (either term, 3-0-0). This course examines the theoretical, conceptual, philosophical and practical aspects of teaching and learning in adult and higher education, private or public institutions and community organizations.
     
  • EDPS 561 Design and Development of Learning, Teaching and Assessment in Adult and Higher Education
    *3 (fi 6) (either term, 3-0-0). The course examines the theory, methods and practice of instructional design in adult and higher education, private or public institutions, and community organizations.
     
  • EDPS 562 Social Theory and Education
    *3 (fi 6) (either term, 3-0-0). Students may not receive credit for both EDFN 562 and EDPS 562.
     
  • EDPS 565 Sociology of Higher Education
    *3 (fi 6) (either term, 3-0-0). Students may not receive credit for both EDFN 565 and EDPS 565.
  • EDPS 567 Education and Community
    *3 (fi 6) (either term, 3-0-0). The organization and processes of community education at the local, provincial and national levels of social interaction as seen from the theory and research of contemporary sociology.  Students may not receive credit for both EDFN 561 and EDPS 567.
  • EDPS 571 The Organization of Postsecondary Education
    *3 (fi 6) (either term, 3-0-0). Students may not receive credit for both EDAL 571 and EDPS 571.
     
  • EDPS 572 Administration of Postsecondary Institutions
    *3 (fi 6) (either term, 3-0-0). Prerequisite: EDAL 571 or EDPS 571 or consent of Department. Students may not receive credit for both EDAL 572 and EDPS 572. 

  • EDPS 575 Indigenous Knowledge & Anti-Racist Education
  • *3 (fi 6) (either term, 3-0-0). The course will examine the relationship between anti-racism (practice & theory) and indigenous knowledge in the context of Indigenous survival and beyond.  The course will engage with various perspectives, knowledge and strategies in realizing anti-racism.
  • EDPS 577 Foundations of Adult and Higher Education
    *3 (fi 6) (either term, 3-0-0). This survey course examines the various interpretations and paradigms of adult and higher education. Ways of studying adult and higher education are presented using concepts, analysis, theories, and methodologies from the various foundational disciplines. Students may not receive credit for both EDAE 577 and EDPS 577.
     
  • EDPS 578 Learning in Social Movements
    *3 (fi 6) (either term, 3-0-0). This course deals with historical and contemporary theories and practices of adult education as it is practiced in social movements and social action, both locally and internationally. The study of the pedagogical dimension includes experiential, transformative, social and political learning and teaching in diverse social movements. Students may not receive credit for both EDPS 501 “The Community Practice of Adult Education” and EDPS 578.
     
  • EDPS 579 Transformative Learning
    *3 (fi 6) (either term, 3-0-0). This course provides an overview of the theory and practice of transformative learning within the field of adult education. Theories of education and social change and the radical tradition in adult education will be reviewed prior to an in-depth critique of the historical and contemporary transformative learning theories, key debates among them, and practices in specific socio-economic contexts. Students may not receive credit for both EDPS 501 “Transformative Learning” and EDPS 579.
     
  • EDPS 580 Contemporary Issues in Education: Perspectives on Policy and Practice
    *3 (fi 6) (either term, 3-0-0). Introduces students to foundational approaches to contemporary issues in Canadian and international education contexts. Introduces multidimensional approaches associated with the history, sociology, and philosophy of education to help students understand and critically assess educational policy and practice. May contain alternative delivery sections; refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

  • EDPS 581 Introduction to Evaluating Educational Research
    *3 (fi 6) (either term, 3-0-0). Introduces students to a critical interpretation and evaluation of research in the specializations within the Department of Educational Policy Studies, using a wide range of orientations and approaches. Students may not receive credit for both EDPS 508 and EDPS 581. May contain alternative delivery sections; refer to the Fees Payment Guide in the University Regulations
    and Information for Students section of the Calendar. 

  • EDPS 585 Needs Assessment and Program Evaluation
    *3 (fi 6) (either term, 3-0-0). Students may not receive credit for both EDAE 585 and EDPS 585.  

  • EDPS 590 Foundations of Education: Perspectives on Canadian Issues
    *3 (fi 6) (either term, 3-0-0). Focuses on a critical examination of Canadian educational issues from philosophical, historical, sociological and cultural perspectives. Themes may include multiculturalism, educational reform and governance, the global economy and new technologies, changing nature of
    educational goals, and transformations in teaching.
       
  • EDPS 591 Foundations of Education: Perspectives on International Issues
    *3 (fi 6) (either term, 3-0-0). Critically examines the role of education in the problems and prospects of international development. As an inclusive construct, development comprises enhancements in the economic, social, political, cultural and technological well-being of people’s lives. Examines contemporary societal issues that influence and/or are influenced by educational policies and programs.
    Perspectives from regions and groups such as Africa, Asia, Latin America, Europe, the Oceania-Pacific, the Caribbean, the Middle East, and communities indigenous to different parts of the world will be included.
     
  • EDPS 594 Group Processes in Educational Leadership
    *3 (fi 6) (either term, 3-0-0). Prerequisite: consent of Department. May contain alternative delivery sections; refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar. Students may not receive credit for both EDAL 594 and EDPS 594.
     
  • EDPS 595 The School Principalship: Seminars and Simulations
    *3 (fi 6) (either term, 3-0-1). Applied activities and academic studies which enable the student to learn skills and knowledge pertinent to the responsibilities of the principal, by disciplined reflection on their performance in simulated administrative situations. Prerequisites: EDAL 501 and 502 or EDPS 511 and 512 or consent of Department. Students may not receive credit for both EDAL 595 and EDPS 595. May contain alternative delivery sections; refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.
     
  • EDPS 606 Supervised Individual Study I
    *3 (fi 6) (either term, 3-0-0).
      
  • EDPS 612 Research Methods II
    *3 (fi 6) (either term, 3-0-0). Students may not receive credit for both EDAL 612 and EDPS 612.
          
  • EDPS 635 Organization Theory I
    *3 (fi 6) (either term, 3-0-0). Students may not receive credit for both EDAL 635 and EDPS 635.
     
  • EDPS 636 Indigenous Ontologies in the Global Context
    *3 (fi 6) (either term, 3-0-0). This course is concerned with the impact of the multifaceted processes of globalization on the lived realities of indigenous peoples with particular reference to education and schooling. These issues will be engaged across macro and micro levels to examine the international arena, the nation state and new forms of regionalism in the context of the reshaping of global order.
    Open to doctoral students. Other students require consent of the instructor.   
  • EDPS 656 Politics of Education II
    *3 (fi 6) (either term, 3-0-0). Students may not receive credit for both EDAL 656 and EDPS 656.
        
  • EDPS 671 Issues in Administration of Postsecondary Education I
    *3 (fi 6) (either term, 3-0-0). Students may not receive credit for both EDAL 671 and EDPS 671.
     
  • EDPS 672 Issues in Postsecondary Education
    *3 (fi 6) (either term, 3-0-0). This course examines the challenges and opportunities posed by the complex environments in which postsecondary institutions operate. Various theoretical lenses will be used to study such aspects of colleges and universities as the institutional mission, values and societal/cultural role, teaching and research, accessibility, lifelong learning, equity and diversity, changing faculty and student roles, and curriculum. Students may not receive credit for both EDAL 672 and EDPS 672.
     
  • EDPS 680 Policy Research and Education
    *3 (fi 6) (either term, 3-0-0). Focuses on a critical and disciplined examination of education and policy issues by drawing on a variety of theoretical orientations. Identifies the centrality of policy research within different educational contexts: adult education, K-12, post-secondary, and aboriginal schooling in Canada and internationally. Students will explore a multiplicity of ways to combine the study of policy with the study of practice, politics, culture and power.

  • EDPS 681 Research Frameworks and Qualitative Methodologies
    *3 (fi 6) (either term, 3-0-0). This course explores the philosophical/epistemological underpinnings of selected research frameworks as well as relevant qualitative methodologies within the specializations of the Department of Educational Policy Studies. Students may receive credit for only one of EDAL 611, EDPS 611 and EDPS 681.
     
  • EDPS 690 Social Learning and Responsibility in Adult Education
    *3 (fi 6) (either term, 3-0-0). Extends opportunities for advanced study in adult learning, focusing upon social learning and responsibility. Participants will explore situative and socio-cultural understandings of the learning process from different theoretical perspectives, and apply these to contexts of adult learning in formal settings, community action, and workplace organizations. Prerequisite: EDPS 521
    or equivalent or consent of Department.
     
  • EDPS 900 Directed Research Project
    *3 (fi 6) (either term, unassigned). May contain alternative delivery sections; refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.