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GCE: Leadership in Social Justice (Online)

Cultivating Equitable and Ethical Leadership Skills

The GCE: Leadership in Social Justice helps leaders become agents of change by teaching them to develop policies and practices that foster equity, diversity, inclusion, and decolonization (EDID) in their professional contexts.

With a focus on cultivating equitable and ethical leadership, the curriculum focuses on developing work cultures that reflect social consciousness and commitment to inclusive spaces.

Graduates of the GCE: Leadership in Social Justice are equipped to be the pioneers, safekeepers, and advocates of socially responsible and equitable organizational policies as they bring about a cultural shift within their organizations.


Students per class



Online and Asynchronous

New Term Starts Soon




Fully Online


As few as 10.5 months*

*With full course load, year-round study and/or approved transfer credits. Contact an Admissions Advisor for more information.

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Program Benefits

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Experience Market-Leading Curriculum

Make time for full-time work and other life priorities while completing your program. To integrate learning into your busy lives, we offer flexible course scheduling and fully online course options.

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Leader in Flexible Online Education

Being consistently featured as a top online Canadian university is a testament to our dedication towards online education. Over the years, we’ve built programs that are not only more accessible compared to traditional universities, but also provide one of the most supported online communities to our students.

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Learn From Lived Experiences

We’ve assembled a team where every faculty member not only has a doctorate credential but also rich experience of working in the field. This helps up deliver a program that creates a theory-practice synergy and equips you with skills that have real-world applicability.

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Your Pathway to an M.Ed.

Update your credentials further by leveraging your graduate certificate to earn our fully online Master of Education. We offer specialization for those involved in K-12 or adult education, and for those aspiring to become leaders in education.

Career Outcomes

Graduates of the GCE: Leadership in Social Justice are equipped to be the pioneers, safekeepers, and advocates of socially responsible and equitable organizational policies and programs, in areas such as:

Public Service

Private Organizations



Social Work

Armed Forces

K-12 Equity Champions

Organizational Development

Human Resources

Higher Education


Meet the Dean

Tim Goddard

M.S.M., Ph.D. Interim Dean

Professor Goddard is the Interim Dean of the Faculty of Education at Yorkville University. He has extensive expertise in university administration and governance, including Vice Provost (International) at the University of Calgary and Dean of Education at UPEI. He served on the Board of Directors of both the Federation for the Humanities and Social Sciences and the Canadian Society for the Study of Education, and was president of the Canadian Association for the Study of Educational Administration.

Meet the Faculty

Admission Requirements

Yorkville University’s GCE: Leadership in Social Justice is offered 100% online. 

The program is administratively offered out of Fredericton, New Brunswick. 

Applicants to the GCE: Leadership in Social Justice are required to provide the following: 

  • Official undergraduate transcript and proof of obtainment of a bachelor’s degree* 
  • Resume and statement of interest 
  • Detailed course descriptions if applying for transfer credits 
  • Two letters of reference from professional or academic sources 
  • Completed online application 
  • Application fee of $150 (CAD) 

*All official transcripts need to be sealed, stamped and sent directly from the issuing institution to our Admissions Services Department for evaluation. 


In addition, applicants are required to have: 

  • A cumulative grade point average (CGPA) in undergraduate study of at least 3.0 on a 4.0 or 4.3 scale, or a GPA of at least 3.0 in the final two years of study. Applicants may be conditionally admitted with a GPA between 2.5 and 2.99 if strength of overall application is sufficient. 

Applicants who do not meet the standard admissions requirements may be considered for admission under the Faculty of Education’s Flexible Admissions Policy. Yorkville University reserves the right to refuse admission or ask admitted students to withdraw from the program in special circumstances. 

For full details of admissions requirements, please see the Academic Calendar. 

To fill out the details of your reference for admission to our GCE: Leadership in Social Justice, click here. 


English Language Requirements 

English is the primary language of instruction at Yorkville University. 

Applicants who have obtained a bachelor’s or first professional degree in a language other than English are required to submit confirmation of an official test of ability to work and study in English: 

  • Proof of obtaining any other degree at the post-secondary education level where the primary language of instruction was English. 
  • Canadian Academic English Language – Computer edition (CAEL-CE) with a score of at least 70. 
  • Confirmation of an official Test of English as a Foreign Language (TOEFL) score of 92 (Internet-based version). 
  • Confirmation of a Canadian Language Benchmark (CLB) overall score of 8 with no component below 8. 
  • Confirmation of an International English Language Test System (IELTS) overall band score of at least 7.0 with no band below 6.5. 
  • Confirmation of a Canadian Test of English for Scholars and Trainees (CanTest) with a minimum overall bandwidth of 4.5. 
  • Confirmation of a score on any other test of English language proficiency that equates to Level C1 or higher of the Common European Framework of Reference for Languages (CEFR). 
  • Confirmation of a score equivalent to these scores on another test of English language proficiency recognized by and acceptable to the University. 
  • Confirmation of a Duolingo minimum score of 115. 
  • Confirmation of Pearson Test of English (PTE) Academic score of 65 

Canadian applicants who completed their qualifying bachelor’s degree in French, but completed another post-secondary degree, certificate, or diploma or their secondary education in English, are exempted from the requirement to provide tested confirmation of English language proficiency. 

The University reserves the right to refuse admission to any student whose proficiency of English is questionable and to ask any student whose written work is below acceptable standards to withdraw from the program. 

Any questions? Please contact an Admissions Advisor.

Tuition and Fees

Total Cost (including Application and Seat Fees) is $11,850*

*Note: Total program cost may be reduced when applying applicable transfer credits. Costs below assumes full program cost without applicable transfer credits applied. The cost does not include textbooks, expendable supplies, equipment, and resource fees. To understand your specific program cost, please speak with an advisor.

  • GCE Tuition: $11,700
  • Cost per credit: $780
  • Program cost includes $300 seat fee and $150 application fee
    • $300 Seat Fee is deducted from Student’s first tuition payment
  • The academic year of the GCE: Leadership in Social Justice is comprised of 2.5 academic terms of 15 weeks in length each, beginning in September. 

Assuming an average course load, tuition cost per term is $4,680

By selecting to take more or fewer courses per term, costs will be updated accordingly.

A typical course is 3 credits. Students must complete 15 study credits to graduate.



Cost Per Credit


















*As of September 2023. Please note that tuition and fees are subject to change.

Tuition Payment and Rate Information

Changes to tuition rates will be announced at least three months before the start of the term to which they apply. 

Arrangements for payment of tuition must be made at least two weeks before the start of each term (please see the Academic Schedule for deadlines). Monthly payment arrangements can also be made. 

For further information about tuition, fees and payment methods, please contact Yorkville University’s Bursar’s Office at 1-888-886-1882.

Please contact an Admissions Advisor to learn more about financial aid options.

Course Descriptions

Students must complete the 15-credit requirement to graduate by completing the four required courses (Indigenous Perspectives in Canadian Education, Ethical Leadership, Curriculum as Living Inquiry, and Diversity and Leadership) and any one of the elective courses. The rigorous curriculum of the GCE: Leadership in Social Justice includes the following courses:

EDUC 6003 – Indigenous Perspectives in Canadian Education  

Indigenous Perspectives in Canadian Education introduces students to the history of Indigenous education in Canada, Indigenous pedagogies and epistemologies, decolonization in education, while encouraging students to think about their own roles in reconciliation through the lens of education. Through selected readings, weekly discussions, and assignments, students will develop a greater understanding of the traditional, historical, and contemporary roles of education in the lives of Indigenous peoples in Canada. Because the course readings include studies that draw upon Indigenous or Indigenous-informed methodologies, students will also be introduced to some ways that Indigenous methodologies are used in educational research.  

(3 credits) 

EDEL 6153 – Ethical Leadership  

Ethical Leadership uses tenets of critical pedagogy and ethics to help students develop as critically conscious leaders guided by the notion that education can simultaneously foster the cultivation of intellect and a commitment to socially just practices.  

(3 credits) 

EDEL 6443 – Curriculum as Living Inquiry  

Curriculum as Living Inquiry introduces students to curriculum as dynamically re/conceptualized and relationally understood. Drawing from both foundational and current scholars, students will differentiate between curriculum as plan and curriculum as process as they explore the notion of currere, interrogate hidden curriculum, and investigate those made invisible by curriculum. The roles of self and self-in-relation are central considerations as students from diverse education contexts explore various approaches to including lived experience in curricular initiatives or program planning.  

(3 credits) 

EDEL 6193 – Diversity and Leadership  

Diversity and Leadership uses selected readings, weekly discussions, and assignments, to help students develop a greater understanding of diversity as a social construction in relation to the concepts of social identity and social location. The specific areas of diversity included in this course are: Identity and Intersectionality; Privilege and Power; Race and Ethnicity; Gender and Sexual Orientation; Multiculturalism; Inclusiveness and Universal Design for Learning; and Globalization and Leadership.  

(3 credits) 

EDEL 6173 – Administrators as Leaders

Administrators as Leaders focuses on developing leadership and managerial skills in school administrators. Particular attention is given to instructional leadership, developing clear, compelling, shared, and supported visions, and encouraging cultures of ongoing learning and professional development.

(3 credits) (elective)

EDEL 6113 – Perspectives and Practices in Educational Leadership

Educational Leadership: Perspectives and Practices is a foundational course that is attentive to the ways theoretical knowledge and applied practice can inform each other. A prerequisite for further studies in the field, it explores major theoretical perspectives on leadership in relation to current practices in educational administration and leadership. 

(3 credits) (elective) 

EDEL 6143 – Change and Transformation

Change and Transformation prepares students to successfully manage and champion personal, professional, and organizational change. Collaborative and interest-based approaches are foundational as are discussions of dynamic change theory and the avoidance of change fatigue. 

(3 credits) (elective) 

EDEL 6223 – Supervision of Instruction

Supervision of Instruction introduces students to various institutional settings for instructional supervision as well as supervisory techniques that support professional development. 

(3 credits) (elective) 

EDEL 6433 – Leadership & Community Engagement

Leadership and Community Engagement teaches students to engage a range of community stakeholders in ways that benefit all those with vested interests. Identifying leaders as integral to this process, this course focuses on the complexities of community engagement and the various forms this engagement might take. The skills required of successful leaders of community engagement are explicitly connected to critical reflection and thoughtful praxis. Particular attention is given to students developing their own leadership capacity to strengthen professional connections within their K-12 school communities and/or community-based non-profit organizations. 

(3 credits) (elective) 

EDEL 6453 – Leadership in Higher Education

Leadership in Higher Education encourages students to develop the skills, knowledge, innovative thinking that is required of leaders within various post-secondary contexts. Under the impacts of internationalization and 21st century technological advances, individuals in multi-faceted leadership positions across colleges and universities are being challenged to consider emerging models of leadership and their implications for the design and organization of post- secondary educational environments. The specific areas of leadership in higher education included in this course are: strategic planning; communication, collaboration, and partnership development (within and beyond the institution); leadership commitment to diversity; supporting intellectual curiosity; recruitment, retention, and student support; financial leadership; change leadership and crisis management. 

(3 credits) (elective) 

EDEL 6463 – Leadership & Online Pedagogies

Leadership and Online Pedagogies explores the evolution of education in our online, digital world. The online environment is heralding contemporary learning theories and novel pedagogies that allow educators to provide person-centric, socially supported learning. This transition increasingly requires educators to demonstrate a desire to move towards an open, equitable, instructional role in technologically supported contexts. It also requires visionary educational leaders who critically examine their choices for implementation of educational technologies. This course prepares students to be effective leaders and educators in online contexts as they work to advance educative practice, support student engagement, and transform learning. 

(3 credits) (elective)

EDUC 6013 – Research Methods

Research in Education familiarizes students with methods of educational research. Its primary focus is to help them understand both quantitative and qualitative research and to acquire the knowledge and skills necessary to read, understand, and critically evaluate published research. Mixed methods and critical approaches are also explored. Research methods, information gathering strategies, and analysis procedures are examined. Students will begin to think about possible topics for their capstone projects. 

(3 credits) (elective)

EDUC 6033 – Action Research

Action Research provides students with an in-depth study of the action-oriented ways adult educators, teachers and educational leaders can systematically examine their own practices. Emphasis is placed on developing skills related to research focus, project design, information gathering, and interpretation. This course is grounded in reflexive practice. 

(3 credits) (elective) 

EDUC 6043 – Learning and Organizations

Learning and Organizations provides an opportunity for students to examine the emergence of the learning organization and explore ways to build sustainable learning dynamics and foster spaces where people flourish. Attention will be given to the ways knowledge management and technology help organizations become learning organizations. 

(3 credits) (elective) 

EDUC 6063 – Assessment and Evaluation in Education

Assessment and Evaluation in Education allows students to explore various diagnostic, formative, and summative methods from both theoretical and practical perspectives. Students will learn how to develop and use assessment to promote student learning within a positive knowledge-curation culture (i.e., classroom, department, working unit, etc.). A focus on how to build efficacious and self-regulated learners through pedagogical assessment strategies that utilize accurate and ethical interpretation will be a focus. Students will also explore and differentiate between assessment and evaluation principles for both individual and program performance. A final culminating learning experience will be to reflect upon an assessment and evaluation architecture that aligns to an area of professional interest. 

(3 credits) (elective) 

EDAE 6323 – Foundations of Adult Education

Foundations of Adult Education presents an overview of the major societal purposes of adult education by exploring and examining the conceptual, historical, and philosophical foundations that inform current practices in the field. Students are encouraged to examine the relationship between theory and practice, and to identify their own ideas and practices in relation to these theories and practices. 

(3 credits) (elective) 

EDAE 6343 – Program Development and Planning

Program Development and Planning provides a theoretical and conceptual foundation in contemporary approaches to program development and planning for adult learners. Students apply newly‐acquired knowledge and skills in designing a program. Topics include: designing and developing programs; assessing needs; setting learning objectives and outcomes; designing instructional plans; and developing evaluation strategies. 

(3 credits) (elective) 

EDAE 6373 – Learning and Teaching Online

Learning and Teaching Online explores the theory underlying the development and application of new interactive educational technologies, how they might fit with instructional design, learning and assessment strategies, and infrastructures. The course provides hands-on experience with a range of learning technologies and enables students to explore the processes of designing, implementing, and critiquing technology-based learning. The course will introduce students to current debates around the concept of openness. By the end of the course, students will have developed the ability to act as creative and critical professionals within the broad field of technology-based learning, teaching, and training. 

(3 credits) (elective) 

EDAE 6383 – Transformative Learning in Adult Education

Transformative Learning in Adult Education involves an examination of transformative learning. This course will help students to understand what transformative learning is, distinguish it from other forms of learning, and foster it in their practice. The course will cover five broad areas: history; theory; research; practice; and future perspectives of transformative learning. 

(3 credits) (elective) 

EDAE 6523 – Adult Education for Sustainability and Global Citizenship

Adult Education for Sustainability and Global Citizenship is designed to provide students with the knowledge and skills to integrate with depth and creativity the principles of sustainability and global consciousness into classrooms, colleges, and community contexts. Students will explore sustainable development and global citizenship to understand their alignment with adult education theory and practice, in particular affective and dialogic learning, inclusivity, and systemic thinking. 

(3 credits) (elective) 

EDAE 6533 – Coaching and mentoring in Adult Education

Coaching and Mentoring in Adult Education will introduce students to coaching and mentoring strategies that they can utilise in their workplaces. Students will learn about the underlying theory as well as explore current models. They will also be encouraged to reflect on what coaching and mentoring strategies may work best for them and their organisation. This course will aid students in helping others toward continuous professional development. 

(3 credits) (elective) 

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GCE: Teaching and Learning


Designed for educators with advanced skills or trades backgrounds, the program provides practical approaches to program development, pedagogical strategy, and assessment and evaluation.

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M.Ed. in Adult Education


Emerge not only as experts in adult learning theory and practice, but also as reflective practitioners capable of making meaningful contributions to the field and the growth of adult learners with our fully online program.

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M.Ed. in Educational Leadership specializing in Educational Administration


Become a dynamic and effective leader or school administrator, equipped to champion initiatives, lead departments, and contribute to positive educational change within K-12 settings.

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M.Ed. in Educational Leadership specializing in Leadership in Learning


Build a career navigating challenges, championing initiatives, and leading transformative change in post-secondary education, community education, corporate learning and development, and non-profit organizations.


Learn more about Yorkville University’s partnerships and how they can save you money and help you graduate faster.


Articulation Partners

Graduate faster by transferring credits from previously completed programs with one of our articulation partners.

Learn More


Canadian Forces

Special tuition bursaries and military training credit transfer options are offered to current and former Canadian Forces members and their families.

Learn More


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Lorie Wright

Master of Education

Lorie Wright took the Contexts of Adult Learning course as part of her M.Ed.

“The [Contexts of Adult Learning] course helped me explore the multitude of ways in which we learn, and address the social, political and technical aspects of learning to better support adult learners.”


Lorie Wright

Master of Education

Headshot of Canute Lawrence

Canute Lawrence

Master of Education

Canute Lawrence took the Ethical Leadership course as part of his M.Ed.

“The [Ethical Leadership] course taught me, a curriculum leader, how to consider diverse student perspectives, make them feel included, and show them that they matter – which they do.”


Canute Lawrence

Master of Education


How much does the GCE: Leadership in Social Justice cost?

Please see here for current tuition rates. Yorkville University is committed to helping you evaluate different financial aid options and payment schedules. Please contact an Admissions Advisor for more information. 

How much time will I need to dedicate to each course?

Students can expect to dedicate approximately 16 to 20 hours per week to successfully complete the requirements for each academic course. 

What is the application process for the GCE: Leadership in Social Justice?

Please see here for more information or contact an Admissions Advisor if you have further questions. 

Does Yorkville University offer any scholarships?

Yorkville University is committed to helping you evaluate different financial aid options and payment schedules. Please contact an Admissions Advisor for more information. 

Can I apply for Canadian provincial student loans?

Only domestic students can apply to Canadian provincial student loan programs such as the Ontario Student Assistance Program (OSAP), New Brunswick Student Loans (NBSL) or StudentAid BC. 

Yorkville University is committed to helping you evaluate different financial aid options and payment schedules. Please contact an Admissions Advisor for more information. 

What if I have more questions?

If you can’t find your questions addressed on this web page, please contact an Admissions Advisor. 

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