Anisininew M.Ed. in Inclusion and Reconciliation
In partnership with the St. Theresa Point (STP) First Nation, the program structure, courses, and delivery methods are developed to meet the needs of the community. The M.Ed. cohort will have two main areas for professional development that closely align with the Faculty of Education focus on Equity, Diversity & Inclusion (EDI), Indigenous Education, and the faculty’s efforts to respond to the TRC Calls to Action; “I see it as responding to the calls for reconciliation in the sense of promoting equal educational opportunities for First Nations students and one of the best ways to do that is by ensuring that they have well-qualified teachers who can meet the needs of all students in their schools and motivate students to stay in school,” explains Charlotte Enns, professor.
By fostering collaboration between educators, community stakeholders, and academic experts, this cohort-based approach ensures that professional development initiatives are rooted in local contexts and responsive to evolving challenges.
The Faculty offers a comprehensive program including both practical and theoretical components. The Post-Baccalaureate Diploma in Education (PBDE) serves as a foundational stepping stone, providing educators with practical skills and strategies relevant to their daily practice. The Master of Education (M.Ed.) cohort offers a deeper dive into theoretical frameworks, research methodologies, and advanced topics in inclusive education and reconciliation. “STP wanted a Masters in Inclusive Education because they recognized that they were not meeting the needs of students with disabilities or with different learning needs in the community in many ways, that is why they wanted to focus on a Masters in Inclusive Education,” explains Enns.
The enthusiastic support from the Inclusive Education faculty members underscores the collective commitment to advancing the Anisininew M.Ed. Cohort in Inclusion and Reconciliation. With an anticipated completion date in Winter 2027, this program represents a milestone in the Faculty’s journey toward fostering a more equitable, inclusive, and reconciliatory education system.
