Lessons from a Unified Interdisciplinary Assignment Across Four Courses in a Teacher Education Program

Auteurs-es

  • Keri Ewart Wilfrid Laurier University https://orcid.org/0009-0000-6138-8545
  • Ardavan Eizadirad Wilfrid Laurier University
  • Steve Sider Wilfrid Laurier University
  • Ryan Neepin Wilfrid Laurier University
  • Stephanie Ledger Wilfrid Laurier University
  • Dale Petruka Schoffro Wilfrid Laurier University
  • Mary Marshall Wilfrid Laurier University
  • Sarrah Beemer Wilfrid Laurier University
  • Jessica Frias Wilfrid Laurier University

DOI :

https://doi.org/10.53967/cje-rce.7665

Mots-clés :

évaluation interdisciplinaire, formation des enseignants, pédagogie adaptée à la culture, engagement des étudiants, EDI

Résumé

Cet article rend compte d’une étude ethnographique critique portant sur un travail interdisciplinaire et transversal qui a permis à de futurs enseignants de se pencher sur les thèmes de l’équité, de la diversité, de l’inclusion, de la décolonisation, de l’indigénéité et de la lutte contre le racisme (EDIDIA) dans le cadre d’un programme universitaire de formation des enseignants. Treize enseignants ont mis en place un projet consistant à réaliser un message d’intérêt public (MIP) dans le cadre de quatre cours obligatoires (« Éducation spécialisée », « Apprenants multilingues dans une classe où l’anglais est la langue dominante », « Équité et diversité à l’école » et « Thèmes relatifs aux Premières Nations, aux Métis et aux Inuits (FNMI) dans les contextes éducatifs »), afin de faire passer les étudiants du statut de consommateurs de connaissances à celui de producteurs de connaissances. En s’appuyant sur une approche axée sur les communautés de pratique et sur l’ethnographie de l’autoréflexion, cette étude examine les points de vue des candidats sur les perspectives et les complexités d’un apprentissage interdisciplinaire centré sur l’équité. À l’issue des six semaines de cours, tous les étudiants participants (n = 246) ont reçu un questionnaire à remplir de manière anonyme, auquel 118 ont répondu (taux de réponse de 48 %). Une analyse thématique a permis d’identifier quatre domaines de progression étroitement liés : la cohérence entre les cours, la réorientation axée sur les atouts, la déconstruction des rapports de pouvoir et l’intégration des technologies multimodales.

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Bibliographies de l'auteur-e

Keri Ewart, Wilfrid Laurier University

Keri Ewart, PhD, is an Assistant Professor and Chair of the Bachelor of Education Program at Wilfrid Laurier University. Her research focuses on literacy, teacher education, and ethical, equity-centred AI integration, with particular attention to culturally responsive pedagogy, multimodal learning, and student voice.

Ardavan Eizadirad, Wilfrid Laurier University

Ardavan Eizadirad, PhD, is a Canada Research Chair in Innovation and Inclusion in Education for Thriving School-Community Ecosystems and an Associate Professor in the Faculty of Education at Wilfrid Laurier University.  He is the co-author of DEI Undone: The Rise, Fall, and Rebirth of Diversity, Equity, and Inclusion (2026). https://orcid.org/0000-0002-5821-1076

Steve Sider, Wilfrid Laurier University

Steve Sider, PhD is a professor in the Faculty of Education at Wilfrid Laurier University. He is the University Research Professor (2026-27) with a focus on research at the intersection of school leadership, inclusive education, and comparative education.  

Ryan Neepin, Wilfrid Laurier University

Dr. Ryan Neepin is an Assistant Professor in the Faculty of Education at Wilfrid Laurier University. His work focuses on Indigenous education, curriculum, literacies, and pedagogy. A member of Fox Lake Cree Nation, he collaborates with communities, educators, and researchers to advance Indigenous Knowledge systems, support reconciliation, and strengthen culturally responsive teaching and learning.

Stephanie Ledger, Wilfrid Laurier University

Stephanie Ledger, MEd, is a contract teaching faculty member in the Faculty of Education at Wilfrid Laurier University. She teaches courses related to Multilingual Learner (ML/MLL) education. Her research and practice focus on early literacy instruction and trauma-sensitive pedagogy for refugee Students with Limited or Interrupted Formal Education (SLIFE).

Dale Petruka Schoffro, Wilfrid Laurier University

Dale Petruka Schoffro, PhD is a retired teacher and principal who is now a contract teaching faculty member at Wilfrid Laurier University in Brantford with an interest in Inclusive Education, School and Society, and teacher preparation programs.

Mary Marshall, Wilfrid Laurier University

Mary Marshall, MEd, is an experienced education professional with a career spanning classroom teaching, educational leadership, teacher development, and post-secondary education. She is currently a contract teaching faculty member at Wilfrid Laurier University instructing a variety of courses including Multilingual Learners in the English-dominant Classroom.   

Sarrah Beemer, Wilfrid Laurier University

Sarrah Beemer, M.Ed., has spent over 20 years in diverse roles within public education. She currently serves as faculty in the Faculties of Education at Wilfrid Laurier University and Brock University. She also leads an online private high school, bringing extensive experience in educational leadership, teaching, and curriculum development.

Jessica Frias, Wilfrid Laurier University

Jessica Frias, M.Ed., is a teacher educator and ESL Program Head in Ontario, with faculty appointments at Wilfrid Laurier University, Nipissing University, and Trent University. Her research and teaching focus on supporting multilingual language learners in K–12 and generative AI integration in language teaching. 

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16-09-2026

Comment citer

Ewart, K., Eizadirad, A., Sider, S., Neepin, R., Ledger, S., Petruka Schoffro, D., … Frias, J. (2026). Lessons from a Unified Interdisciplinary Assignment Across Four Courses in a Teacher Education Program . Revue Canadienne De l’éducation, 1. https://doi.org/10.53967/cje-rce.7665

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© Keri Ewart, Aravan Eizadirad , Steve Sider, Ryan Neepin, Stephanie Ledger, Dale Petruka Schoffro, Mary Marshall, Sarrah Beemer, Jessica Frias 2026

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Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Pas de Modification 4.0 International.

La Revue canadienne de l’éducation utilise la licence CC BY-NC-ND de Creative Commons.