Overview

Description

CALENDAR DESCRIPTION:

Surveys the philosophical and sociological dimensions, moral and ethical considerations, and empirical findings of action research. Only students admitted by Field Programs are allowed to enrol for this course.

COURSE DETAILS:

“To know things you have to grow into them, and let them grow into you, so that they become a part of who you are” (Ingold, 2013, p. 1).

Description

This course builds on the philosophical and methodological foundations developed in Education 866, extending and deepening our understanding of what it means to engage in rhizomatic research (MacDonald), to participate in the world’s unfolding (Barad, 2007), and to inquire into our becomings as teachers (Strom, & Martin, 2017). Central to our work is the concept of relations and the notion of boundary crossing. We will explore Barad’s (2007) relational ontology, in which phenomena are continuously constituted and reconstituted through the entanglement of various bodies; Indigenous principles of holism and relationality, the understanding that all life forces are inextricably connected (Wilson, 2008); as well as relational pedagogies in which positive relationships are viewed as the foundation of pedagogy (Bingham & Sidorkin, 2010). As a community of inquirers we will support each other in making meaning of teaching and learning in our contexts through multiple methods, including art-based and diffractive methods. Our goal is to critically and creatively investigate our practice as teachers, imagine relations that go beyond normative categories, and reconfigure our lives in schools.   Please note that certain classes (or portions of classes) may be held off campus, and may involve travelling to a different location. The level of risk associated with these activities will be similar to those encountered in our everyday lives. If anyone is uncomfortable with an outing, an alterative on campus activity will be arranged. Locations, expectations, start and end times for such outings will be discussed in advance, as well as any necessary precautions or preparations. Group members will be responsible for arranging their own transportation to off campus activities. I welcome conversations regarding any questions, or concerns in this regard.  

Assignments: Inquiry journal - 20% of final mark Other forms of “data” (broadly defined) - required but not graded Description of methodology - 20% of final mark Learning statements - 60% of final mark Presentation of inquiry in progress - required but not graded  

Readings: Readings will be provided on canvas.  

Expectations: As our programs are based on community of practice approach, members of our cohorts are expected to contribute to the development of the community, and support the learning of others through engaging in professional dialogue with colleagues, participating in collaborative analysis, sharing drafts of inquiry write-up and providing feedback to others, and the like. Diverse contributions to our community are welcomed and encouraged.   As we highly value the process of our learning (as well as the products of our learning), attending all classes, complete readings and engaging with them in thoughtful, meaningful ways, and participating in learning activities are expected.

Please note that there is a certain amount of discomfort that often accompanies meaningful learning, and some learning activities may not be familiar or comfortable for you. That said, if you have a condition or disability that makes an activity difficult or risky, please let me know and I will work with you to devise an alterative activity.   

All members of the University community share the responsibility for the academic standards and reputation of SFU. Academic honesty is a condition of continued membership in the university community. Please review the Policy at http://www.sfu.ca/content/sfu/policies/gazette/student/s10-01.html More information can be found on the Student Learning Commons website: http://learningcommons.sfu.ca/strategies/academic-integrity

Simon Fraser University is committed to creating a scholarly community characterized by honesty, civility, diversity, free inquiry, mutual respect, individual safety and freedom from harassment and discrimination.