Simon Fraser University
Engaging the World

Course Outlines

Fall 2014 - EDUC 911 G001

Colloquium in Curriculum Theory (I) (5)

Delivery Method: In Person

Overview

  • Course Times + Location:

    Sep 2 – Dec 1, 2014: Tue, 4:30–9:20 p.m.
    Burnaby

Description

COURSE DETAILS:

This course will provide a foundation from which doctoral students in education can develop a sense of education as an academic discipline (or as a field of disciplined inquiry). The course begins with a consideration of how education became a subject of university research before moving on to examine the development of curriculum studies during the 20th century and to query the continuing challenges and potential of educational research in the early 21st century. Potential topics and questions for discussion include, but are not limited to those posed by Lagemann (2000, p. x) at the beginning of her book: How was the historical character of educational scholarship defined, and how has it changed over time? Which traditions, trends, people, events, and institutions were important in establishing as well as disestablishing the most essential features of educational research? What does the history of educational scholarship suggest about the current situation of educational research? With these historical questions as our initial guides, we will then consider Latour’s (2005, p. 1) provocative challenge to the social sciences to “resume the task of tracing associations.”  

The second half of the course will provide opportunities for you to examine philosophically key questions for educationists in formal, non-formal, and informal educational contexts. Potential topics and questions for discussion include, but are not limited to: What is curriculum? What is inquiry? What are the sources of the metaphors frequently used to talk about teachers, teaching, and the education system? What do we mean by constructivism? What purpose(s) are served by the education/training distinction, or by the distinctions between formal, non-formal, and informal education? What is the purpose of teacher education? What does “accountability” mean in education?   Throughout the course, you will be expected to think about the interactions between the general themes explored in class discussions and your developing scholarly interests.

COURSE-LEVEL EDUCATIONAL GOALS:

This course is a required part of the Curriculum Theory & Implementation PhD program, which “is designed for students who wish to develop a comprehensive understanding of current educational theory and practice.” As a colloquium, the course has the goal of provoking “investigations and discussions about curriculum theory and practice.” To that end, you will have an opportunity to consider curriculum theory through the lenses afforded by the history of educational research and by your own developing interest(s) in your field.

Grading

  • Briefing Papers 40%%
  • Final Paper 60%%

NOTES:

A breakdown of marks and full assignment details will be provided in class. The first assignment will be due at the midpoint of the course, the second assignment will be due a week following the final class meeting.

This course will meet weekly face-to-face at the appointed dates, times, and locations. Supplementary work may be required in our online environment. Further details will be provided in class.

SCHEDULING NOTE: This course is offered concurrently with EDUC 921: Seminar in Philosophy and Educational Theory. The readings and course activities are selected and planned to meet the needs of students enrolled in both courses.

Materials

REQUIRED READING:

Lagemann, E. C. (2000). An elusive science: The troubling history of education research. Chicago, IL.: The University of Chicago Press. (Required) ISBN 9780226467726 

Latour, B. (2005). Reassembling the social : An introduction to actor-network-theory. Oxford, U.K.: Oxford University Press. (Required) 

Other readings will be assigned throughout the course and be made available to students through SFU Canvas.

Graduate Studies Notes:

Important dates and deadlines for graduate students are found here: https://www.sfu.ca/dean-gradstudies/current/important_dates/fall_2014.html. The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 3. 

Registrar Notes:

SFU’s Academic Integrity web site http://students.sfu.ca/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS