Tag Archives: Masters programs

Graduate studies at OISE after disability studies

This post was written by graduate, Brittney Van Beilen.

photograph of books with mortarboard on top

Throughout my last year in the disability studies program I didn’t quite feel ready to leave my studies behind just yet, so I decided I would pursue a Master’s degree. I did some research online to find a program that would suit my needs and allow me to continue to engage in disability studies enquiry. The Social Justice Education program at University of Toronto – Ontario Institute for Studies in Education (OISE) seemed to be the perfect fit, so I went to an Open House that was held at the OISE library. There I was able to meet some of the professors, hear testimonials of current and past students, and learn more about the courses offered. It wasn’t long after that I made my decision to apply.

I began preparing my application in late fall of my final year. As part of the admissions requirements, I had to write a 2-3 page statement of academic and professional intent relevant to Social Justice Education and list one or more faculty member/s whose work is relevant to my interests and concerns I was also required to obtain two letters of reference – one academic and one professional, provide a resume, transcripts from previously attended post-secondary institutions, and provide a sample of written work related to social justice education. For this, I had many options thanks to the coursework and experience from the Disability Studies Program. Once I had all the required documents, I was able to easily apply online via OISE’s admissions application. I have to admit, it was quite a busy and stressful time, and as daunting a task it seemed to be, it was all worth it in the end. My advice for applying to grad school is to do a lot of research to find out what programs are available, which ones will work for you in terms of delivery and timing, which ones match your interests, goals and lifestyle, what the admissions requirements are, what types of courses are offered, when they’re offered, who the faculty is and who you might want to work with (especially if you plan to pursue an MA).

The Social Justice Education department offers both MA (Master of Arts) and MEd (Master of Education) degree options and students may choose to study full time or part time. This was one of the aspects that drew me to the program. It was a nice transition from the Disability Studies program, allowing me to continue to work full-time while pursuing my education part time. The MA requires less coursework but students write a thesis – something graduates of the Disability Studies program are well-equipped to do after completing the capstone project. MEd students complete more coursework but do not write a thesis. The Social Justice Education program offers studies in education, with a focus on equity and social justice from various perspectives such as history, philosophy, sociology and political science. Students are encouraged to focus their studies on one area or discipline as courses are offered in a variety of studies and I am focusing on disability studies. The Disability studies program at Ryerson helped me to think critically about my role within a “helping profession” and to consider the power relations at play that work to individualize and pathologize disability. It taught me to analyze and critique the social, cultural and political aspects of disability, giving me a solid critical framework to move forward with and at OISE I feel like I’ve picked up right where I left off at Ryerson.

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My Journey post Disability Studies at Ryerson…

This post was written by Disability Studies alumna, Katherine Ridolfo.

photograph of light skinned woman with dark hair wearing a white blouse and a black sweater.
Photograph of Katherine Ridolfo.

Though I have a long and dedicated history of working with people who have a developmental disability, I felt that I needed more post-graduate education to continue to pursue my career path, personal goals and dedication to the field. My role has largely been as a Family Support Worker and I felt that coupled with the Disability Studies and Master’s degree in Social Work would be a good fit.

For me, as a single parent, the challenge was in finding a program that would allow me to continue to work full time and pursue an education that considered my current educational background. The MSW for Working Professionals, offered through the University of Windsor was a perfect fit! The education was delivered locally (for me-Mississauga, but I understand that it is also offered in Oshawa) every other weekend starting with Friday afternoons at 3 pm to 8 pm and then all day Saturdays from 8 am to 4 pm. It was not necessary to have a BA in Social Work, however, this meant that I was making a 32 month commitment of not having a life beyond the program!

The program is generalized and is not specific to any particular counselling modalities (my understanding is that this is more the norm, all programs have taken on a broader approach) and is very fast moving. A new module is covered approximately every six weeks. The curriculum consists of lots of reading, and a combination of essays, group presentations and tests. There are two field placements consisting of 450 hours. It is difficult (and discouraged) to work throughout this time. There is also a final capstone/research project at the end of the program. In addition to the cost of books, be prepared to do lots of additional photocopying of required and recommended reading. The approximate cost of this program is about $30,000 with books in. Thankfully, the whole amount does not need to be paid upfront! (A word of caution is warranted at this point…students who pursue this avenue and are expecting to get an entry scholarship (based on a high GPA) are NOT entitled-however, the students on campus taking the same program are. I tried to advocate for the same rights but was not successful. Perhaps a fellow Ryerson alumni who pursues this avenue can take up the good fight).

Once admitted, you will complete your journey with the same cohort-which is a bonus. Through these bonds I have managed to forge incredible ongoing relationships and connections. My cohort retains a FB page as well as communicates routinely through Messenger-so that we all know what is going on with our graduating class at all times.

Currently, I continue to work at a local Community Living agency, teach part time at Humber College in the CICE program (Community Integration through Co-operative Education)-which is a unique two year college experience program for young adults who have a developmental disability. It is a passion of mine and I am hoping for full time employment in the near future. I am also beginning to build a private practice as a social worker and am hoping to build a niche for working with families who have a child with a developmental disability as well as for individuals who are cognitively capable of participating and benefiting from counselling. I have a long standing vested interest in End of Life Care for people who have a disability, specifically-developmental, and as such I am also actively pursuing a PhD program though I am not sure if I’d like it to be in Social Work or Disability Studies at this time.

And… on a final note-Kathryn Church, writes phenomenal letters of support!

 

To learn more about this MA option check out the MSW for Working Professionals at University of Windsor website.

My Graduate School Experience

This post is written by Kevin Jackson. Graduate of the School of Disability Studies at Ryerson and now graduate of the Masters of Arts in Critical Disability Studies program at York University.

photograph of man in black ceremonial gown with red hood and black hat with red tassel.
Kevin at his graduate ceremony in 2016.

As a recent graduate of York University’s Critical Disability Studies (CDiS) master’s degree program (part-time), I wondered about how I should sum up all of my experiences in such a short space. Well, the first point that needs to be expressed is that I am a DST graduate (2014), and this is specifically written for Ryerson DST future/present graduates. As this piece will demonstrate, being a Ryerson DST grad gives CDiS MA students a tremendous advantage in the CDiS MA program.  

My story would have to begin on orientation day. I was terrified. We all met in our dedicated Vari Hall classroom where I met my fellow MA/PhD students. We introduced ourselves and discussed the program. Thankfully Dr. nancy halifax was familiar with me from an edited collection to which we were both contributing. She was friendly  and openly acknowledged my work. I felt this was a good way to start my MA! However, as I was delighted to discover, this was just the beginning of many outstanding experiences I would have in CDiS program.

The next thing to tackle were the actual classes. I recall the first few weeks of the mandatory disability studies overview class/tutorial with Dr. Geoffrey Reaume. I was overjoyed to learn that I was not only familiar with the themes, but that I had already read many of the assigned readings back in my DST undergrad! Although I did all of the readings again, I made sure to make notes that would allow me to make a few comments per class, which as anyone who knows can testify is a challenge for me. But with such small classes, great professors, and already being familiar with the themes/readings, I found class participation to be very manageable. In fact, I found my overall grades actually rose higher than my undergrad! Let me repeat that for DST students who might be worried about their capability to do the MA coursework: Yes, I actually received better grades in my MA than my BA. This was due to several factors—including the fact that I was academically supported (great profs), was dedicated to my academics (did all of the readings, research, and assignments), and that I was free to do my coursework. This last point cannot be overstated. One needs to consider their personal situation to determine if their job, social life, and even family can manage the amount of work that an MA requires. Certainly, doing the MA part-time could reduce the workload, but there are disadvantages to this as well. In all cases, there is a generous amount of work that you will be required to do to continue in the program (no less than a B for any course).

While CDiS is very good with accommodating disability and Madness, taking time off from the program is problematic. York University (but not CDiS itself) has a policy know as “continuous registration,” where once a student is enrolled, they cannot take time off from the program without financial penalty. That is to say, even if you have an accommodation (or even a MD’s letter) and you require time off, you will be charged for taking time off from the program. This red tape and bureaucracy were the most negative part of my grad school experience, but professors mitigate this issue by giving assignment extensions whenever possible.  

I have tried to make this piece as helpful as possible to potential CDiS MA applicants; however, my experience will not be everyone’s experience. Being in the CDiS grad school has taught me that hard work, flexibility, and self reliance is so important, and the rewards far outweigh the negatives. I have met some of the most wonderful Mad and disabled people while doing my MA with CDiS, and these close relationships have stayed with me. My graduating class ceremony on October 19th, 2016 was a milestone in my academic, activist, and personal life. This experience has changed me, and I feel my own research has somehow changed Disability Studies and Mad Studies, hopefully for the better. You too can complete an MA in CDiS. As a Ryerson DST graduate, you already have a head start in the program (Kathryn Church has well prepared us for this). I myself can attest to the fear of beginning graduate school (MA), but if I can do it, you can do it—and make your own mark upon the world you are helping to create.