Download the Call for Contributions
Yang, Aine Yanyan
Aine Yanyan Yang is a PhD student in EDST with a focus on Philosophy and Education. Her research interests lie in philosophy of education, focusing on democracy, conflict, and freedom, with particular attention to how neoliberalism reshapes freedom and absorbs forms of resistance in higher education. She is currently developing a research question that will guide her doctoral work. Before joining UBC, she completed her master’s degree in Philosophy and Education at Teachers College, Columbia University in 2025.
Supervisor: Dr. Claudia Ruitenberg
Cheng, Siyi
I am a PhD candidate in Educational Studies at the University of British Columbia. My work lives at the intersection of student development, higher education internationalization, and global migration.
My doctoral research investigates the identity transformation of Chinese International Doctoral Students in Social Sciences and Humanities in Western academy. My dissertation employs narrative inquiry to explore how these students navigate the discourse dissonance and troublesome knowledge encountered in Western academia. I am particularly interested in “identity as becoming”, a framework that views this as an iterative process of self-making influenced by personal biography, migration, and academic self-formation.
My professional practice is deeply informed by my doctoral research on academic/professional socialization, adult learning theories, and SSHRC project experience with immigrant engineers in BC. Currently, I serve as an cooperative education faculty at Northeastern University Vancouver, where I support the engineering students through industry partnerships and co-op curriculum.
I am full of curiosity and seeks to understand the world through new perspectives. Previously, I studied across multiple disciplines, including M.A. in Pacific & Asian Studies from University of Victoria and dual Bachelor’s degrees in English Education and Sociology from East China Normal University. Recently, I have discovered dancing and embodied movement as a new way of seeing and relating to myself and the world.
SESSIONAL LECTURER POSITION for Summer Session 2025-2026 – EDST 428/951
The Department of Educational Studies will offer the following Sessional Lecturer position for the 2025-2026 summer session.
Summer Term 2 – 3.0 credits per section, July 2nd – July 24th, 2026.
The Social Foundations of Education
EDST 428/951: MTWRF: 8:00am – 10:00am
To be eligible to teach courses at 400 level, applicants must hold a doctoral degree (or have achieved doctoral candidacy) in a discipline relevant to the course title. Preference will generally be given to applicants with relevant elementary or secondary teaching experience or with other demonstrated achievement in interpreting the content of the disciplines in relation to the concerns of beginning teachers. Course instructor duties may include: teaching, holding regular office hours, marking assignments and exams, reporting grades and attending orientation meetings as well as follow-up sessions, where applicable. Duties may also involve some or all of the following functions: preparation and involvement in seminars, lectures, discussion periods and tutorials; invigilation duties; and academic counseling of students during office hours.
Application Procedure
Letters of application should contain the following items: the Department Sessional application form, a current CV, the Post Secondary Teaching Experience Form and teaching evaluations if available. New applicants should also include the names, e-mail addresses and phone numbers of three referees. Forms are obtainable from the department website at http://edst.educ.ubc.ca/jobs/
Please note that, as per the Germaine Agreement on the conditions of appointment for sessional and part-time faculty members (February 29, 2012), doctoral candidates and applicants with completed doctoral degrees will be adjudicated together in one pool of applications http://www.hr.ubc.ca/faculty-relations/files/115-5-Jan-2012-Agreement-re-Sessional-Agreement.pdf
The offers made to doctoral candidates are subject to permission from the research supervisor and Graduate Advisor.
All positions are subject to enrollment minimums and budgetary approval, and are governed by
Part 7 of the Collective Agreement on Conditions of Appointments for Sessional Faculty Members. The remuneration for the assignment will be paid at the sessional pay scale at http://www.hr.ubc.ca/faculty-relations/collective-agreements/salary-agreement/#4
Please send applications electronically to: edst-jobs.educ@ubc.ca
Deadline for applications: Wednesday March 25th, 2026 – 12pm noon.
Equity and diversity are essential to academic excellence. An open and diverse community fosters the inclusion of voices that have been underrepresented or discouraged. We encourage applications from members of groups that have been marginalized on any grounds enumerated under the B.C. Human Rights Code, including sex, sexual orientation, gender identity or expression, racialization, disability, political belief, religion, marital or family status, age, and/or status as a First Nation, Metis, Inuit, or Indigenous person. All qualified candidates are encouraged to apply; however, Canadians and permanent residents of Canada will be given priority.
If you require any accommodations during the application or hiring process, please contact Holly-Kate Collinson-Shield.
Due to the number of applications we receive, we are not able to confirm receipt of submissions over the phone or by mail, nor can we provide the status of applicants except for those who are selected.
New Article: Mona Gleason and Tamara Gene Myers, “Settler Stalling: Integrated Schooling and the “Native Conferences” of the Royal Commission on Family and Children’s Law in British Columbia”
Mona Gleason and Tamara Gene Myers, “Settler Stalling: Integrated Schooling and the “Native Conferences” of the Royal Commission on Family and Children’s Law in British Columbia,” Historical Studies in Education/ Revue d’histoire de l’éducation 37, 2 (Fall, 2025): 161-181.
ABSTRACT:
In this article, we examine Indigenous responses to educational integration in British Columbia through the 1974 “Native Conferences” held by the Royal Commission on Family and Children’s Law. In the 1950s, Canadian policy on Indigenous education shifted from segregation to integration and by the late 1960s organizations such as Union of British Columbia Indian Chiefs and the Native Indian Brotherhood rejected both approaches, demanding Indigenous control over schooling. The royal commission, chaired by Justice Thomas Berger, provided Indigenous communities across BC a platform to articulate how public schooling harmed their youth and families. Although the commission’s findings have received scant attention from historians of education, its consultations with Indigenous people through Native Conferences held in the spring and summer of 1974 reveal valuable insights into Indigenous demands for better educational support. These demands aligned with those made by the Native Indian Brotherhood in Indian Control of Indian Education, yet colonial governments largely ignored them for decades. We introduce the concept of “settler stalling” to describe colonial governance that promises reform while deferring meaningful, Indigenous-defined change. Though integration promised equality following the 1951 Indian Act amendments, it failed to address colonial structures, curriculum, and racism within schools, points clearly articulated by Indigenous participants of the conferences.
Congratulations to Chieh Lü for the PESA Doctoral Award
- Awarded to: Chieh Lü
- Supervisor: Taylor Webb
- Award: PESA Doctoral Award
- Issuing authority: Philosophy of Education Society of Australasia
- Award amount: $20,000 Australian Dollars ($AUD)
- About the award: The Philosophy of Education Society of Australasia (PESA) Doctoral Award offers a $20,000 annual scholarship to support a PhD student advancing educational philosophy and theory. More information here.
- Research title submitted in the application: Unsettling The Governance of Language: Higher Education, Subjectivity, and Power in Control Societies
- Summary of the research: This manuscript-based dissertation theoretically investigates how control societies govern human capital through academic language education in higher education, examining the ways such language education shapes learners’ subjectivization and objectification as measurable resources. It further explores how individuals may confront these discourses of control by rethinking language and language learning through the idea of the polyglot. By doing so, the dissertation aims to highlight alternative possibilities for living and subjectivity that resist homogenizing regimes of assessment and governance of language education in higher education.
INSTRUCTOR POSITION, EDST 552 – Summer 2A
INSTRUCTOR POSITION, EDST 552: School Law (Synchronous Online)
Summer Session 2A: Jul. 06 – Jul. 26 2026
Mon Tue Wed Thu Fri | 1:30 p.m. – 4:00 p.m.
The Department of Educational Studies (EDST) has an opening for an instructor to teach an online graduate course in School Law (EDST 552) in the Master of Educational Leadership and Administration program (EDAL).
Object of the Course:
Education law issues of today are more diverse and complicated than ever before. Increasingly, those involved in education, whether teachers, administrators or educational assistants, are facing complex legal issues that impact the field of public education. Participants will examine, discuss, and analyze education law issues, including those arising from student discipline, negligence and liability, human rights, school staff rights and responsibilities, freedom of information, diversity, and special education. More specifically, this course covers a wide range of topics including: the Canadian Charter of Rights and Freedoms; the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) and the Province’s Declaration on the Rights of Indigenous People Act (DRIPA); the BC School Act; the rights and responsibilities of principals and teachers; the rights and responsibilities of parents and students; gender equality and gender expression, religious accommodation ; bullying and cyberbullying in schools; professional misconduct; collective agreements and grievances; suspension and expulsions; religious diversity and inclusion; liability, and special education and rights of students with disabilities.
Qualifications:
To be eligible to teach this course, the applicant must hold a completed or near completed doctoral degree (PhD or EDD) with, preferably, a focus on the area of education law or a related field. Experience in practicing law would be considered an asset. The applicant must have excellent communication and teaching skills with the ability to effectively convey complex legal concepts to students with diverse backgrounds and experiences. In addition, the applicant must be committed to fostering a diverse and inclusive learning and teaching environment. Applicants with online teaching experience will be preferred.
Responsibilities:
Course instructor’s duties will include the following: Setting up the course learning platform using Canvas; creating learning and teaching experiences that encourage critical thinking , analysis of legal issues, and application of legal concepts to real-world scenarios in education; preparation and involvement in seminars, lectures, discussion periods and tutorials; marking assignments; holding regular office hours; academic counseling of students during office hours; reporting grades and attending orientation meetings as well as follow up sessions where applicable.
Application Procedure:
Letters of application should contain the following items: the Department Sessional application form, a current CV, the Post-Secondary Teaching Experience Form and teaching evaluations if available. New applicants should also include the names, e-mail addresses and phone numbers of three referees. Forms are obtainable from the department website at http://edst.educ.ubc.ca/jobs/
If you would like further academic information, please contact:
Dr. Bathseba Opini
Coordinator
Educational Administration and Leadership (EDAL) Program
e-mail: bathseba.opini@ubc.ca
All positions are subject to enrollment minimums and budgetary approval, and are governed by Part 7 of the Collective Agreement on Conditions of Appointments for Sessional Faculty Members. The remuneration for the assignment will be paid at the sessional pay scale at http://www.hr.ubc.ca/faculty-relations/collective-agreements/salary-agreement/#4
Please send applications electronically to:
Holly-Kate Collinson-Shield, Administrative Manager
Deadline for applications: Sunday March 22, 2026
Equity and diversity are essential to academic excellence. An open and diverse community fosters the inclusion of voices that have been underrepresented or discouraged. We encourage applications from members of groups that have been marginalized on any grounds enumerated under the B.C. Human Rights Code, including sex, sexual orientation, gender identity or expression, racialization, disability, political belief, religion, marital or family status, age, and/or status as a First Nation, Metis, Inuit, or Indigenous person. All qualified candidates are encouraged to apply; however, Canadians and permanent residents of Canada will be given priority.
If you require any accommodations during the application or hiring process, please contact Holly-Kate Collinson-Shield.
Due to the number of applications we receive, we are not able to confirm receipt of submissions over the phone or by mail, nor can we provide the status of applicants except to those who are selected.
INSTRUCTOR POSITION, EDST 593 – Summer 2B
INSTRUCTOR POSITION, EDST 593: Ethics in Educational Leadership and Policy (Synchronous Online)
Summer Session 2B: July 27- Aug. 13, 2026
Mon Tue Wed Thu Fri | 1:30 p.m. – 4:00 p.m.
The Department of Educational Studies (EDST) has an opening for an instructor to teach a graduate course in ETHICS IN EDUCATIONAL LEADERSHIP AND POLICY (Online) (EDST 593) in the Master of Educational Leadership and Administration program (EDAL).
Objectives of the Course:
A humanities-based study of questions of ethics using examples from history, current events, literature, films, television, novels, and social media. These questions will interrogate contested notions of professionalism, ethics, “professional ethics,” the school, leadership, and “school leadership.” Engage in self-reflexivity and learn to draw meaningful connections between texts and one’s life in ethical matters using a decolonial and analogical and thematic reasoning and analysis. Explore disputed questions and objections to one’s claims and arguments on ethical matters. Appreciate and respect the complexities and gravity of ethical concerns that educators face. Examine theories and apply leadership examples to develop ethical frameworks for making equitable and ethical decisions that promote high professional and ethical leadership standards and epistemic justice in schools.
Qualifications:
To be eligible to teach this course, the applicant must hold a completed or nearly completed doctoral degree (PhD or EDD) in educational leadership or ethics and philosophy or a closely related field. Experience in educational/school leadership would be considered an asset. The applicant must have excellent communication and teaching skills with the ability to effectively convey ethics theories and concepts to students with diverse backgrounds and experiences. In addition, the applicant must be committed to fostering a diverse and inclusive learning and teaching environment. Preferrably, the applicant has prior experiences teaching online courses at the graduate level.
Responsibilities:
Course instructor’s duties will include the following: setting up the online learning platform for the class using Canvas; creating learning and teaching experiences that encourage critical thinking, analysis of ethical issues and dilemmas and application of ethical principles and concepts to education and educational leadership; preparation and involvement in seminars, lectures, discussion periods and tutorials; marking assignments; holding regular office hours; academic counseling of students during office hours; reporting grades and attending orientation meetings as well as follow up sessions where applicable.
Application Procedure:
Letters of application should contain the following items: the Department Sessional application form, a current CV, the Post-Secondary Teaching Experience Form and teaching evaluations if available. New applicants should also include the names, e-mail addresses and phone numbers of three referees. Forms are obtainable from the department website at http://edst.educ.ubc.ca/jobs/
If you would like further academic information, please contact:
Dr. Bathseba Opini
Coordinator, Educational Administration and Leadership (EDAL) Program
e-mail: bathseba.opini@ubc.ca
All positions are subject to enrollment minimums and budgetary approval and are governed by
Part 7 of the Collective Agreement on Conditions of Appointments for Sessional Faculty Members. The remuneration for the assignment will be paid at the sessional pay scale at http://www.hr.ubc.ca/faculty-relations/collective-agreements/salary-agreement/#4
Please send applications electronically to:
Holly-Kate Collinson-Shield, Administrative Manager
Application Deadline: Sunday March 22, 2026
Equity and diversity are essential to academic excellence. An open and diverse community fosters the inclusion of voices that have been underrepresented or discouraged. We encourage applications from members of groups that have been marginalized on any grounds enumerated under the B.C. Human Rights Code, including sex, sexual orientation, gender identity or expression, racialization, disability, political belief, religion, marital or family status, age, and/or status as a First Nation, Metis, Inuit, or Indigenous person. All qualified candidates are encouraged to apply; however, Canadians and permanent residents of Canada will be given priority.
If you require any accommodations during the application or hiring process, please contact Holly-Kate Collinson-Shield.
Due to the number of applications we receive, we are not able to confirm receipt of submissions over the phone or by mail, nor can we provide the status of applicants except to those who are selected.