Simon Fraser University
Engaging the World

Course Outlines

Spring 2018 - EDUC 816 G031

Developing Educational Programs and Practices for Diverse Educational Settings (5)

Class Number: 10483

Delivery Method: In Person

Overview

  • Course Times + Location:

    Location: TBA

Description

CALENDAR DESCRIPTION:

Investigates theories and issues associated with developing educational programs and practices in various educational contexts. Addresses the development of new programs and their implementation in schools and other educational settings.

COURSE DETAILS:

Meeting Days/Times:
Fridays, 4:30 - 9:00 pm
Saturdays, 8:30 am - 4:30 pm

Meeting Dates:
January 12/13, 26/27
February 9/10, 23/24
March 9/10

Room:
Surrey, Room 5140

COURSE DESCRIPTION:
In this course we explore: diverse epistemological and cultural foundations of knowledge; distinct worldviews or perspectives on ways of knowing, being and doing; different orientations to health, wellness and healing philosophies; numerous models of health education programming; and a variety of wellness teaching and learning practices as well as the various implications for healing education.  

This course explores the reciprocal relationship between the biosphere and the ethno-sphere or the role of bio/cultural diversity and our respectful understanding of place-based learning or the pedagogy of place. It explores the indigenous practice of honouring both the environmental ecology and the spiritual or cultural ecology of a place and its people within Indigenous pedagogy. Within the framework of the course we engage in the various discourses and perspectives on the future sustainability of the earth’s bio/cultural diversity and wellness.  

This course explores environmental ecology and spiritual ecology as a reciprocally related deep ecology and inquires into its implications for health and wellness education. It asks: How do we educate to meet the current global environmental and health crisis as well as the future sustainability of the earth’s bio/cultural diversity? What kind of knowledge systems are to be found in our various ethno-sciences and how can they combine and complement each other in an integrated approach to todays health and environmental issues? In other words what role do the Indigenous worldviews and Indigenous knowledges play in ecological and wellness education? What are the various pathways or ways of knowing, being, and doing that nurture capacities for understanding diverse and complex ecologies, wellness and healing? How can ecological knowledge support the cultivation of ecologies for life long learning and wellness? How can our understanding of deep ecologies of health inform our approaches to the diverse ecologies of wellness in our classrooms? And how does ecological wellness knowledge impact the curriculums we envision, the creative pedagogies we enact, and the inventive practices we employ in health education?

COURSE-LEVEL EDUCATIONAL GOALS:

The course readings and activities are organized with attention to the following learning objectives:

  • Analyze ones own worldview, value system, cultural orientation to environmental ecology and health.
  • Think critically about how historical and cultural perspectives on knowledge impact the conceptions of curriculum and ultimately influence orientations to health education.
  • Explore Indigenous Knowledges and the acknowledgement of the role of environmental and spiritual ecologies in Indigenous ecological and wellness education.
  • Gain proficiency with key concepts and perspectives on issues in the field of health education.
  • Examine competing orientations to curriculum, educational models, conceptual frameworks, and educational materials in health education.
  • Consider emerging visions of ecological wellness education as transformative education.
  • Explore integrated and holistic practices in ecological and wellness learning.
  • Develop the thinking, writing, and speaking skills with which to cogently articulate and communicate the complexity of health and wellness education.
  • Study a variety of teaching and learning models/strategies for health and wellness education that integrate embodied sensory awareness, participatory pedagogy, contemplative approaches, holistic learning, arts-based research methodologies, as well as multiple literacies and modes of representation.
  • Engage in an arts-based narrative inquiry into ones own lived curriculum of ecological and wellness education.
This course is designed to: honour a multi-disciplinary approach to teaching and learning; explore ethno-science and integrative science as well as arts-based approaches to ecological knowledge and wellness; integrate various worldviews, orientations and cultural perspectives on health education; and intends to involve immersion in experiential learning or participatory pedagogy as well as critical reflection.

Grading

  • Arts-based Portfolio: Maintain a notebook/journal/ arts-based portfolio with ongoing reflexive life writing, journaling, drawing, etc. to be gathered into an arts-based portfolio. 20%%
  • Presentation: An oral presentation on your inquiry into a health and wellness curriculum, program, project, or practice that you intend to implement. 40%%
  • Paper: an arts-based narrative inquiry into your own lived ecologies of health and wellness curriculum in relation to other health perspectives, programs, and practices. 40%%

NOTES:

Further details will be given during the presentation of the full course outline and throughout the course.

REQUIREMENTS:

*Note: Each student is expected to have completed all the course reading, assignments, and to actively contribute to class discussions as well as other group processes. It is also recommended that each student maintain a journal or field notebook, which can serve as a forum for on going critical reflection, lyrical writing, observations, sketches, rumination, and as place for noting ideas and insights. The students are also expected to engage in multi-disciplinary learning, participate in various forms of inquiry, and present or represent their work in multiple modalities or literacies.

Materials

REQUIRED READING:

Hasebe-Ludt, E., Chambers, C,. Leggo, C. (2009). Life Writing and Literary Métissage: an Ethos for Our Times. New York, NY: Peter Lang.
ISBN: 978-1-4331-0306-3

Cajete, G, (1994). Look to the Mountain: Ecology of Indigenous Education. Skyland, NC: Kivaki Press.
(Note:***This text wil be available through the Instructor.)
ISBN: 1-882308-65-4

Ross, R. (2014). Indigenous Healing: Exploring Traditional Paths. Toronto, ON: Penguin Random House Company.
ISBN: 978-0-14-319110-0

Greenwood, M., de Lecuw, S., Lindsay, N., Reading, C. (2015). Determinants of Indigenous Peoples’ Health in Canada: Beyond the Social. Toronto, ON: Canadian Scholars Press.
ISBN: 978-1-55130-732-9

Lederach, J., & Lederach, A. (2010). When Blood & Bones Cry Out: Journey through the Soundscape of Healing and Reconciliation. Toronto, ON: Oxford University Press Ltd.
ISBN: 978-0-19-983710-6

Hogan, Linda. (1995). Dwellings: A Spiritual History of the Living World. New York, NY: Touchstone Books. (ISBN-10: 0393322475)
ISBN: 978-0393322477

*Note: A collection of various articles and additional readings will be provided on line or distributed in class.

RECOMMENDED READING:

Davis, Wade. (2009) Wayfinders: Why Ancient Wisdom Matters in the Modern World. Toronto, ON: Anansi Press Inc.

King, Thomas. (2003). The Truth About Stories: A Native Narrative. Toronto, ON: Anansi Press Inc.

Kinew, Wab. (2015). The Reason You Walk. Toronto, ON: Penguin Canada Books.

Wagamese, Richard. (2008). One Native Life. Vancouver, BC: Douglas & McIntyre.

Wagamese, Richard. (2012). Indian Horse. Vancouver, BC: Douglas & McIntyre Publishers Ltd.

Wagamese, Richard, (2014). Medicine Walk. Toronto, ON: Random House of Canada Ltd.

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