attention is given to how theory addresses embodied differences, such as disability, impairment, illness, or the vulnerable body. The course ends by raising the issue as to how vulnerable and ambiguous embodiment teaches something about the limits and possibilities of contemporary social theories by asking: How do, and how might, we embody theory? SES2999 H Special Topics in Sociological Research in Education: Equity and Education This course enables students to examine issues of equity in education. It looks at the relationship between current global dynamics and processes, education and learning within formal institutions of education and in broader non formal or informal settings where learning takes place. The first objective will be to develop a critical understanding of social inequalities through race, class, gender, sexuality, language, ability and other interlocking systems of oppression, and on how such systems unfold in the education domain. The second objective is to better understand and critically challenge the politics of meaning in education and explore how education may also be structured as a resource within an equity framework. Students will be encouraged to draw on their experiences as teachers, learners, parents, school administrators, and/or community activists. SES2999 H Special Topics in Sociological Research in Education: Centering Indigenous-Settler Solidarity in Theory and Research What sets of intellectual and intercultural relationships exist between settler, diasporic, and Indigenous populations in Canada, and what possibilities, challenges, and limitations surround the building of these alliances in both theory and research? This course will examine these questions by exploring scholarly,