Simon Fraser University
Engaging the World

Course Outlines

Fall 2018 - EDUC 911 G001

Colloquium in Curriculum Theory (I) (3)

Class Number: 1961

Delivery Method: In Person

Overview

  • Course Times + Location:

    Sep 4 – Dec 3, 2018: Tue, 4:30–9:20 p.m.
    Vancouver

Description

COURSE DETAILS:

Course Details:    Beginning with the 20th-century roots of modern curriculum theory, this course traces some important and challenging currents in educational thoght regarding the organization of teaching and learning in both formal and less formal settings.  Participants will be expected to read widely, to contribute actively to class discussions, and to develop their ability to think theoretically about curriculum issues of practical significance in their professional lives.    Throughout the course we will be concerned to understand the metaphors and values that underlie competing theoretical claims, to evaluate various kinds of empirical evidence and research methodology, and to examine the roles of teachers, administrators and learners as portrayed in curriculum theory.  As the course proceeds, the themes and questions to be explored in depth will increasingly be generated by the course participants themselves, and the design and conduct of the classes may incorporate ideas from readings and discussions.

In keeping with the broad scope of the course, some classes may entail field trips in the downtown area surrounding the campus or within a few kilometers of the campus, possibly including a walk through the forest at a site like Stanley Park. These field trips will not require any extraordinary preparation beyond what would be required for a walk in such an environment.

COURSE-LEVEL EDUCATIONAL GOALS:

  • Through readings and discussion, develop and demonstrate a critical appreciation of a range of works in contemporary curriculum theory, along with with their historical, cutural, political and institutional contexts
  • Develop skills of scholarly critique and exploration in group settings
  • Develop skills of critical self-reflection using the intellectual tools of curriculum theory
  • Develop a position on a selected topic in curriculum theory and explicate that position in writing, following appropriate scholarly norms

Grading

  • Conceptions of assessment are part and parcel of conceptions of curriculum. Accordingly the topic of assessment in the course will be revisited from time to time as the course unfolds. A final grade will be allocated according to an agreed-upon process. Formative feedback will be provided on individual written pieces during the course.
  • A final paper is expected.  Participants in the course will likely be asked to submit first an outline and then at least one draft for feedback before providing a full, “publish ready”, paper at the end of the course.

NOTES:

Participation Requirements: Participants are expected to have prepared for class (readings, supplementary readings, other explorations). In class, we will aim for a dialogical ethos of scholarship (whilst exploring what that might mean), openness to new and varied ideas, respect, critical collegiallity, shared learning where we co-construct knowledge, risk-taking and vulnerability. Opportunities to provide feedback on each other’s written work may be provided if desired.

Materials

MATERIALS + SUPPLIES:

Core Readings (we will draw substantially on these works in the first two thirds of the course):
Flinders, D. & Thornton, S. (2004). (Eds.). The curriculum studies reader (2nd ed.). New York: Routledge. 978-0415520751. Available online through SFU Library. This second edition is very similar to the fifth edition currently available.
Stanley, D., & Young, K. (2011). Contemporary studies in Canadian curriculum. Calgary: Detselig/Brush Education.  978-1550593990.
Sandlin, J. A., & Garlen, J. C. (Eds.). (2016). Disney, culture, and curriculum. New York: Routledge. 978-1138957688. Available online through SFU Library. Paperback version to come out in August 2018.

Other readings will be provided by the instructor and/or course participants as the course progresses.

REQUIRED READING:

Flinders, D. & Thornton, S. (2017). (Eds.). The curriculum studies reader (5th ed.). New York: Routledge.
ISBN: 978-1138121461

Stanley, D., & Young, K. (2011). Contemporary studies in Canadian curriculum. Calgary: Detselig/Brush Education.
ISBN: 978-1550593990

Sandlin, J. A., & Garlen, J. C. (Eds.). (2016). Disney, culture, and curriculum. New York: Routledge.
ISBN: 978-1138341845

Graduate Studies Notes:

Important dates and deadlines for graduate students are found here: http://www.sfu.ca/dean-gradstudies/current/important_dates/guidelines.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