�첥��Ƶ Faculty of Education Professor Lisa Farley and her research colleagues have developed a reflection guide for museum educators to support their efforts to discuss challenging topics and ideas with children.

The guide builds on the team’s 2025 study of programming and practices at children’s museums in Canada and the United States.

Farley says museum educators are navigating increasingly constrained environments when addressing equity, diversity, accessibility and inclusion with young audiences. Often, the idea of “childhood innocence” is cited as a reason to censor or downplay controversial and challenging ideas.

At the same time, Farley says, "children live within the social and political world, and are themselves subjects of and/or witnesses to injustices, violences and inequities."

She adds that the question then becomes "not how to protect them from difficult knowledge, but what it can mean to facilitate meaningful engagements.”

Farley and her colleagues, including York’s Gillian Parekh, associate professor of education and doctoral candidate Suad Ahmed, conducted the original study in partnership with the Association of Children’s Museums (ACM). Their research found that while many children’s museums focus on exploration, play or self-expression, addressing social and historical issues with young audiences were secondary.

Read the full article in the Friday, March 27, 2026 issue of Yfile

Article written by Elaine Smith, special contributing writer

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A new study led by Natalia Balyasnikova, associate professor in the Faculty of Education at �첥��Ƶ, is calling for a shift in how healthy aging is understood globally.

Published in the , the study responds to the United Nations Decade of Healthy Ageing, an international framework aimed at improving the lives of older adults through age-friendly environments, better care systems and efforts to combat ageism. While these priorities are important, Balyasnikova and her co-authors – all co-conveners of the Educational Gerontology Special Interest Group at the British Society of Gerontology – felt it reflected a recurring gap

“Across global health and aging policy frameworks, learning is largely absent or treated as peripheral,” she says. “We wanted to examine this omission more systematically and, importantly, to offer examples that demonstrate how participation in learning environments contributes to healthy aging and well-being.”

To do so, the researchers turned to three real-world learning initiatives in Canada and the U.K. – projects they helped design, lead or facilitate. This first-hand involvement allowed them to analyze participant experiences in depth, rather than observe programs from a distance.

In Canada, older immigrants participated in the Seniors Storytelling Club, a 10‑session, arts-based language-learning program where learners created oral, written and multimodal stories while building community with peers. In the U.K., the team examined two initiatives: a one-day intergenerational co-creation workshop that used movement, drawing and collaborative activities to explore sustainability; and the Ageing Well Public Talks, an ongoing public education series launched in 2019 that has reached more than 90,000 participants worldwide.

Read the full article in the March 20, 2026 issue of Yfile

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She’s talking about healing, community, and responsibility.

A proud member of Timiskaming First Nations, and a graduate of �첥��Ƶ’s Bachelor of Education (B.Ed) - Waaban Indigenous Teacher Education program, McGill represents the sort of educator that leads from the front: grounded in lived experienced, guided by community, and deeply committed to change starting in the classroom.

Her path to teaching began not in a lecture hall, but an elementary school classroom.

While studying Social Services at Confederation College, McGill completed a placement at a local school where she was invited to speak with students about her Kokum’s experience at a residential school, using the national education initiative .

“I completely fell in love with the work,” McGill says. “I was welcomed into classrooms to talk about the history of my Kokum’s residential school.

“And I knew I wanted to continue working in education.”

When she learned about York’s B.Ed Waaban Indigenous Teacher Education program, the fit felt immediate, and so she applied with intention, not just to become a teacher, but to learn within a community that embodied her vision.

“I wanted to learn from Indigenous educators who understood my values,” she says. “I wanted to be surrounded by peers committed to creating meaningful change in classrooms, moving beyond cultural inclusivity toward cultural advocacy and celebration.

“And that’s exactly what I got.”

For McGill, that commitment was on display daily at through the program.

She credits her professors -- Kiera Brandt, Rebecca Beaulne-Stuebing, and Andrew McConnell -- for providing the foundation in both her pedagogy and in her identity as an educator.

“Their dedication to Indigenous-led, community-informed learning, and equity-driven teaching, has helped me thrive in my role as an educator, and truly enjoy the work I am doing.”

Today, McGill teaches at North Easthope Public School with the Avon Maitland District School Board, where her classroom now reflects the values she admired through the program– student-centered learning, cultural safety, and shared knowledge.

“The program better equipped me to deliver meaningful instruction in ways that are both positive and healing,” she says. “I also learned how to find reliable resources that center Indigenous voices, which has shaped how I approach learning and teaching across cultures.”

And perhaps most transformative of all was how Waaban reframed her understanding of just what it means to teach in the first place.

“It helped me understand my role as a facilitator of learning,” she says. “We may enter the profession with excitement about the material we teach, but it is just as important to be equipped to meet students where they are. I am not the sole source of knowledge in the room, and I love that. My job would be very boring if I were.”

That philosophy reflects where education in Ontario is heading, with a strong focus on equity, reconciliation, and student wellbeing.

For McGill, the impact of York’s B.Ed Waaban Indigenous Teacher Education program extends beyond coursework. It’s a lifelong network of support.

“The small class size helped me feel supported through my courses. I am still in contact with my professors, I’m still in a book club with some of my peers from our cohort, and I know there are at least 20 people rooting for me in anything I do.”

To prospective students considering the program, her message is quite simple: “If you are open to it, you can gain so much from this program: spiritually, emotionally, physically, and mentally.”

Waaban’s vision is realized in educators like Bailey. More than preparing teachers, it builds leaders serious about leading Ontario classrooms with integrity, care, and purpose.

Story by Dennis Bayazitov, special contributing

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Carl E. James, the Jean Augustine Chair in Education, Community and Diaspora in �첥��Ƶ’s Faculty of Education, brings his expertise to a four-year Genome Canada research project focused on Canada’s Black population.

Genomic Evidence for Precision Medicine for Selected Chronic Diseases Among Black Peoples in Canada – developed through collaboration with the Centre for Applied Genomics, at SickKids Hospital and McGill Genome Centre – is an effort to sequence the genomes of 10,000 Black Canadians to ensure equitable health care for an often-understudied population.

By sequencing the nucleotides that make up the participants’ DNA and RNA, researchers will gain a better understanding of how diseases affect Canada’s Black population and develop better precision medicines to target their conditions.

“We need to encourage these approaches for research, since medical studies often miss the racial diversity of health care recipients,” says James, a renowned sociologist with a research focus on race and ethnic relations. “In fact, we need to understand differences in all populations.”

The study is led by four prominent medical researchers: Upton Allen, division head at SickKids Hospital’s Infectious Diseases and professor at the University of Toronto; Loydie Jerome-Majewska, McGill University Department of Pediatrics professor and co-founder/program lead for the Canadian Black Scientists’ Network (CSBN); Juliet Daniel, McMaster University cell biologist and cancer researcher; and OmiSoore Dryden, professor in the Faculty of Medicine, Dalhousie University.

Read the full article in the February 25, 2026 issue of Yfile

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Growing up in Scarborough, Stephanie Fearon was raised in a community with a rich tradition of Black matriarchal storytelling.

Through oration, folk tales, music, dance and even cooking, mothers have continued to impart cultural knowledge across generations.

It’s no surprise then, that as the inaugural assistant professor of Black thriving and education at �첥��Ƶ, Fearon wanted to explore the ways Black mothers come together with their children to cultivate leadership and literacy skills within education systems and beyond.

Inspired by her grandmother and grandaunts, who came to Canada from Jamaica in the 1960s with limited access to educational opportunities, Fearon’s research studies how Black mothers use storytelling in community-based literacy programs. 

With an understanding of the barriers these women face in academic research spaces, Fearon was careful to develop a collaborative approach where Black mothers feel valued.

“They’ve complained, lamented, about the extractive nature of the research process,” she says. “And when we look at the histories and the current relationships between researchers in academia and Black communities, it's not positive.”

Fearon centres Black mothers as partners in the research process, grounding her work in respect and co-creation. To honour the cultural significance of storytelling, she uses an arts-informed approach that allows her to reimagine educational research as collaborative and cultural.

Read the full article in the February 6, 2026 issue of Yfile

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Carl James holds the Jean Augustine Chair in Education, Community and Diaspora in the Faculty of Education and Distinguished Research Professor at �첥��Ƶ. His work focuses on how social systems shape the educational experiences and outcomes of Black and other racialized youth — and how those systems can be transformed. Through research, advocacy, public scholarship, and policy advising, he works in close collaboration with his community to advance more equitable education systems designed for all students to succeed.

Seeing youth success beyond the classroom

In his first summer after entering university, Carl began working as a youth worker in downtown Toronto, where he saw firsthand how young people’s lives beyond school — family responsibilities, housing conditions, and economic realities — shaped their educational paths and future opportunities.

He initially turned to social psychology to understand what motivates students, particularly Black students, to succeed. Over time, however, he realized that success could not be understood in isolation. Family, community, and the school system itself play a critical role in shaping outcomes. This realization led him to sociology — a discipline that allowed him to keep community at the centre of his work.

One early interaction continues to shape his approach. A fellow student once challenged him by asking, “What is sociology actually going to do for us?” That question sharpened Carl’s commitment to ensuring that research does more than describe inequity — it helps to change it.

Rather than placing responsibility solely on students to “work harder,” Carl argues that meaningful equity requires society to work harder — by addressing the structural barriers that limit opportunities outside of the classroom.

COVID-19 as a lens on inequity

In 2021, Carl became Co-Chair of the . The role built on his long-standing research into education and inequity and offered a stark reminder of how crises expose and deepen existing disparities.

His findings were clear. Black and other racialized students were disproportionately affected by the pandemic — not because of individual choices, but because of the social and economic conditions shaping their lives.

Many lived in high-density housing, relied on public transportation, and had parents working in frontline jobs that could not move online. These realities increased exposure to the virus while reinforcing harmful narratives that framed racialized communities as inherently “high-risk,” rather than structurally vulnerable.

School closures further strained families. Parents were suddenly expected to support learning at home while juggling work, caregiving responsibilities, and financial stress. The loss of school-based food programs increased food insecurity, while limited access to computers and reliable internet left some students disconnected from school altogether — raising the risk of disengagement and dropout.

At the postsecondary level, the effects carried forward. Many students entered university already feeling behind. Remote learning limited opportunities to build relationships, access support, and develop a sense of belonging. Some delayed or withdrew from their studies entirely, compounding financial pressures on themselves and their families.

As Carl emphasizes, COVID-19 revealed how racism intersects with class, language, gender, and immigration status — and how the consequences of disruption extend well beyond the height of the pandemic.

“COVID-19 highlighted that racism is not just simply racism.”

The inequalities shaping the lives of Black and other racialized youth existed long before the pandemic. COVID-19 simply made them more visible — and more severe.

When recommendations meet resistant systems

As part of the task force, Carl authored Racial Inequity, COVID-19 and the Education of Black and Other Marginalized Students, which outlines nine recommendations for addressing educational inequities. These include reforming education policy, strengthening partnerships between schools and community organizations, engaging parents without shifting teaching responsibilities onto them, improving curriculum accessibility, collecting and using data to advance equity, and better preparing educators to support student well-being.

Yet Carl is realistic about the limits of recommendations when systems themselves resist change.

“We can always make recommendations, but if the system is not ready for that big change — if those systemic issues are not dealt with — then the recommendations become just simply that: recommendations.”

Although COVID-19 has faded from everyday conversation, its effects continue to shape students’ educational and career paths. As Carl notes, we must continue to take into account the long-term impacts of the pandemic and the ongoing role of racism in shaping young people’s trajectories.

Black History Month — and the importance of systems

For Carl, Black History Month is not only about commemoration — it is an opportunity to examine the systems that shape present-day realities. He emphasizes the importance of understanding Canada’s racial history, including colonialism, the experiences of Indigenous peoples, and the fact that Black people are not recent immigrants, but were originally brought to Canada through enslavement, not immigration.

These histories are not peripheral. They are central to understanding how race operates in Canadian institutions today, including schools.

“We need to think of the social, political, and cultural situation of Black people beyond just a month — and beyond just Black people. If we’re thinking of Black people, we should also be thinking of other racialized groups, and how race operates more widely in our society.”

A path toward change

When asked to describe his work in one word, Carl offers two — change and path. Change speaks to the possibility of transformation. Path speaks to movement — how people navigate shifting conditions that shape opportunities, risks, and possibilities over time.

“People are constantly moving and travelling. You can be travelling along a path, but the weather might change — it might be icy and –10 degrees, or it might be sunny and warm. What matters is that we pay attention to these changes and adapt as we continue to walk our paths.”

Carl’s work makes one thing clear — to understand the path, we must understand the systems that shape it. And for real change to occur, those systems must be ready to change as well.

“How we deal with change is important — but so is paying attention to the context of that change.”

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Fresh off a recent speaking tour at Harvard University, author and professor David Townsend visited assistant professor Lorin Schwarz’s Teaching English in the Intermediate/Senior Division courses  to speak with students about his book “The Ram in the Thicket".

Townsend led an interactive seminar exploring the responsibility, philosophy and ethics of teaching historical fiction in literature classes, providing students with a perspective on how art and historical research can work together to provide humane and sensitive perspectives. "Imagination is not the opposite of History," argued Townsend, suggesting that reading creative work provides a kind of depth and understanding textbooks often lack.

Discussing his novel, which imagines a meeting between Medieval mystics Margery Kempe and Julian of Norwich, Townsend shared his own journey from academic researcher to internationally-acclaimed author and offered a unique perspective on how teaching and the writing can feed one another in ways that enrich both creativity and pedagogy. 

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This past November, the Faculty of Education Students’ Association (FESA) hosted its annual Professional Development Conference, this year, titled SHIFT 2025, bringing together teacher candidates, faculty, and education professionals from across the GTA for a powerful day of learning, dialogue, and connection.

Designed around the idea that education is constantly evolving, SHIFT challenged future educators to think critically about how classrooms, curriculum, and teaching identities must evolve alongside students and society. Through workshops, panel discussions, and networking opportunities, participants explored how to build more responsive, inclusive, and forward-thinking learning environments.Throughout the day, attendees participated in sessions that addressed some of the most pressing issues in education today. Workshops explored Culturally Relevant and Responsive Teaching, identity-affirming practices to support student mental health, and supporting multilingual learners in the age of artificial intelligence. These sessions offered practical tools and frameworks that teacher candidates could take directly into their practicum placements and future classrooms.

One of the most impactful moments of the conference was the Alumni panel discussion, “What They Don’t Teach You in Your B.Ed.” York alumni working in different facets of education shared honest reflections about their early teaching experiences, offering resources, strategies, and insights that helped bridge the gap between theory and practice. For many participants, it was an opportunity to ask the questions they didn’t even know they had yet — and to leave feeling more prepared for the realities of teaching.

SHIFT 2025 was not just about professional learning — it was also about connection. The conference brought together teacher candidates from �첥��Ƶ and other post-secondary institutions, alongside educators and facilitators from organizations such as �첥��Ƶ, OCAD University, the York Region District School Board, and the Toronto District School Board.

By gathering diverse voices from across the education community in one space, the conference created meaningful opportunities for networking, mentorship, and collaboration. Participants were able to exchange ideas, build professional relationships, and see themselves as part of a broader community of educators working toward shared goals. These connections form the foundation for continued collaboration long after graduation.

Several sessions stood out for their high attendance and strong engagement. Anna Jupp’s workshops — “Making the Shift from Student-Teacher to Teacher-Learner: Everything You Need to Know About Learning After Graduation and AQ Courses” and “MPT: Everything You Need to Know to Prepare for the Test” were especially popular, offering clear guidance on professional pathways beyond the B.Ed.

Other well-attended sessions included “Interviewing and Beyond” led by Annette Livi, which helped teacher candidates prepare for hiring processes, and “Teaching Against the Grain: SHIFTing to Disrupt Curriculum Violence in Ontario Schools” led by Dr. Shamiga Arumuhathas, which challenged participants to critically examine how curriculum can both reflect and perpetuate systemic inequities. Dr. Lorin Schwarz’s “Our Own Language: A Clinical Investigation of Classroom Experiences” further deepened conversations about identity, communication, and learning in schools.

The theme of SHIFT continues to resonate beyond the conference itself. As education systems respond to changing student needs, new technologies, and evolving social realities, today’s teacher candidates must be equipped not just with content knowledge, but with the ability to adapt, reflect, and grow.

SHIFT 2025 provided participants with both the tools and the community to do exactly that. By connecting future educators with innovative ideas, experienced professionals, and one another, the conference reinforced the importance of lifelong learning and collaboration in teaching.

As graduates move into classrooms across Ontario and beyond, the lessons and connections formed at SHIFT will continue to shape their practice, helping them create learning spaces that are inclusive, responsive, and ready for the future.

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A  led by �첥��Ƶ follows Class of '73 high school graduates over the span of five decades in The Story of a Generation, a book that offers powerful insights on the baby boomer generation.

Culminating in a new book titled , the research marks the longest-running Canadian generational study of its kind, following nearly 50 years in the lives of a cohort of high school students who graduated in 1973. 

The project originated with Paul Anisef, professor emeritus at York’s Faculty of Liberal Arts & Professional Studies who began with a survey of high school students to help the Ontario Ministry of Colleges and Universities understand and project post-secondary enrolment.

“I didn’t have in my mind at all that this would become a long-standing longitudinal study,” says Anisef. “It started as a ministry-sponsored survey of high school students, and one thing led to another.” 

Encouraged by colleagues after the initial survey, Anisef returned repeatedly to the same group of students – just under 2,500 members of the class of 1973 – surveying and interviewing them in seven waves, from adolescence through midlife and into their early to mid-'60s. 

The final phase, conducted between 2019 and 2021, captured their reflections as many approached retirement, offering a rare, lifespan perspective on Canadians. 

The newly released book is co-authored along with York Faculty of Education professors Paul Axelrod and Carl James, as well as York PhD student Erika McDonald, and includes contributions from Wolfgang Lehmann, Karen Robson and Erica Fae Thomson. It’s a follow-up to an earlier volume, Opportunity and Uncertainty: Life Course Experiences of the Class of ’73 (2000). 

Read the full story in the January 16, 2026 issue of Yfile

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