Bridging equity gaps in teacher education
December 18, 2024
Rylee Zondervan had never imagined she would end up facilitating a classroom, let alone become an advocate for change in the education system. But as she completed her first degree, the equity gaps she became aware of were too significant to ignore.
A graduate of UVic’s Bachelor of Arts in Physical and Health Education program, Rylee is now completing the Bachelor of Education Post-degree Professional (PDP) program in elementary curriculum, which will make her eligible for a BC teaching certificate.
During her studies, Rylee has led and supported several equity-based community initiatives and impressively managed to take on a directed study research project focused on decolonial practices in physical and health education. She’s since presented her research findings at multiple conferences, has co-authored her first published research chapter and is committed to advocating for equity-informed changes to the BC teacher education curriculum.
“I never saw myself as a teacher, but when I began to notice the inequities and gaps in education, particularly in physical and education, I felt compelled to act. It became clear to me that something needed to change.”
Beyond physical geography
Growing up on unceded Sinixt territory in Nelson, BC, Rylee thrived in the outdoors and was deeply involved in recreational sports, which led her to enroll in the Physical and Health Education program at UVic after high school.
She ventured into different subject areas through elective courses, including GEOG 309: Geography of British Columbia, with instructor Neil Nunn. Rylee credits this course with introducing her to equity-based terminology and different areas within the field of geography.
Rylee felt her world expand as she immersed herself in the diverse facets of geography, leading her to add social studies as a second teachable subject to her degree. As she explored topics like colonialism and racism in her courses, she was struck by how little she knew about these issues. “It was a wake-up call for me,” she says. A second teachable subject is not required at UVic but is recommended.
"I was always drawn to sports and physical activity, but it was that geography course that really opened my eyes,” she recalls. “I was learning about social and political geography, and I thought, ‘How have I not been exposed to this before?’ It made me realize that there’s so much more to education than I’d been taught."
A spark ignited
Another transformative course Rylee took at this time was EPHE 352: An Introduction to Instructional Techniques for Physical and Health Education, with instructor Dr. Tim Hopper. The course explores and implements .
These six principles inform a shift away from an individualistic, competition-based learning environment and instead, positions students as active participants and community members. “They enable us to see our interconnectedness and that we are all responsible for each other's learning,” says Rylee.
Rylee says the course pushed her to think critically and grow. “After I had some time to digest and process the class, I saw the significance of the content,” she says.
After the course was complete, Rylee asked Dr. Hopper about opportunities to work with him as a teaching assistant, and he suggested a directed study instead. In a directed study, undergraduate students can work on a research project with a faculty member.
Rylee agreed, deciding this was a good opportunity to explore how she could incorporate social justice and equity into her studies, responding to the lack of conversation she witnessed within the physical and health education discipline.
Researching social justice and health education
Over the summer between her third and fourth year of study, Rylee completed her directed study in the form of a literature review. She analyzed existing research to see if anyone had studied the ways that social justice intersects with physical and health education. She was surprised by the lack of research that focused on including diverse perspectives.
After completing the literature review and illuminating this gap in curricula, Rylee was eager to share her findings. “I was determined to address the issues that I saw reflected in my program and in the literature through tangible change,” she says.
Proceeding the literature review, Rylee and Tim explored ways that they could further amplify and integrate Indigenous perspectives into physical education curricula. Rylee’s research focused on how non-Indigenous teachers could better engage with Indigenous students by incorporating equity and social justice principles into their teaching.
“Physical education has historically been such a Eurocentric, ableist field,” Rylee explains. “I wanted to explore how we could make it more inclusive, particularly for underrepresented groups.”
This work has not only shaped Rylee’s studies but also led her to present her research at national and international conferences, including the 2024 UVic Association of Graduate Education Students (AGES) Conference and the 2024 World Federation of Associations of Teacher Education (WFATE) conference.
Her efforts have already made an impact, with EPHE 352 now incorporating her revisions to foster a more inclusive learning environment. She and Tim have co-authored a chapter on their research called ‘,’ which was published in November 2024.
"It’s been incredibly rewarding to see how even small changes in curriculum can create a ripple effect, helping future educators think critically about inclusivity."
Nurturing community
Rylee noted that her university experience was deeply enriched by the strong sense of community she felt around her. From getting involved in student clubs to volunteering with local initiatives, she made an effort to foster relationships on campus, which she says made all the difference. When balancing five classes, multiple jobs and commitments and an independent research project became daunting, she credits those strong relationships and close community as essential support.
As a queer student, Rylee is a passionate advocate for representation and inclusion within the education system. Her commitment led her to propose new roles, like a Sexual Orientation and Gender Identity (SOGI) representative in the Faculty of Education Students’ Association, where she now organizes and facilitates a mentorship program for queer teacher candidates to ensure that they feel seen and supported.
"There were moments I didn’t feel represented as a queer student, so I decided to create that space for others. If something doesn’t exist—that doesn’t mean it shouldn’t. You have the power to make it happen."
Looking ahead
As Rylee prepares for her next chapter, she’s considering pursuing a master’s degree. Her goal is to continue to identify and address gaps in education and to ensure all students receive comprehensive, inclusive education.
“I’ve realized that I thrive in spaces where I can challenge norms and work collaboratively to build something better,” she says.
Congratulations, Rylee!
Written by Meg Winter