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

Authors

  • 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

Keywords:

interdisciplinary assessment, teacher education, culturally responsive pedagogy, student engagement, EDI

Abstract

This article reports a critical ethnographic study of a cross-course, interdisciplinary assignment that engaged teacher candidates with equity, diversity, inclusion, decolonization, Indigeneity, and anti-racism (EDIDIA) in a university teacher education program in Ontario, Canada. Thirteen faculty implemented one public service announcement (PSA) assignment across four required courses (Special Education; Multilingual Language Learners in the English-Dominant Classroom; Equity and Diversity in Schools; and First Nations, Métis, and Inuit (FNMI) Topics in Educational Contexts) to shift students from knowledge consumers to knowledge producers. Using a community-of-practice lens and self-reflection ethnography, the study examines candidates’ perspectives on the promise and complexities of equity-centred interdisciplinary learning. After the six-week courses, all participating students (n = 246) received an anonymous survey; 118 responded (48% response rate). Thematic analysis identified four interwoven growth areas spanning cross-course coherence, asset-based reorientation, power deconstruction, and multimodal technology integration.

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Author Biographies

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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Published

2026-09-16

How to Cite

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 . Canadian Journal of Education Revue Canadienne De l’éducation, 1. https://doi.org/10.53967/cje-rce.7665

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Online First

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Articles in English

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

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