Spring 2018 - EDUC 842 G001

Sociocultural Perspectives on the Psychology of Development and Education (3)

Class Number: 10333

Delivery Method: In Person

Overview

  • Course Times + Location:

    Jan 3 – Apr 10, 2018: Mon, 4:30–7:20 p.m.
    Vancouver

Description

CALENDAR DESCRIPTION:

Sociocultural criticisms of traditional views of psychological development and learning are examined, and alternatives advanced by an array of sociocultural theories and research pertaining to individual and collective development are explored with particular attention to their relevance for educational contexts, practices, and aims.

COURSE DETAILS:

SOCIOCULTURAL PERSPECTIVES ON THE PSYCHOLOGY OF DEVELOPMENT AND EDUCATION (3)

Given the nature of the course content, students will need to have previous coursework at the undergraduate level in educational psychology, psychology or other relevant social sciences


Over the past four decades, sociocultural theories and research have become increasingly influential in developmental and educational psychology. Sociocultural theories of human psychological development and education question and criticize many traditional assumptions regarding human psychological capabilities and offer alternative conceptions that presuppose the contingent and historical constitution of persons, knowledge, and development. When transferred to theory and research in the psychology of development and education, these alternative assumptions and theoretical formulations result in dramatically different conceptualizations of the person and the learning process. For socioculturalists, the possibility of multiple developmental pathways is admitted; development is understood as inextricable from the social, cultural, historical, moral, and political contexts in which it occurs; the values implicit in forms of inquiry are recognized; and the difficulties with referring to change as development and/or progress are addressed. In this course, sociocultural views of psychological development and education are examined with attention to their relevance for educational contexts, practices, and aims.

Grading

  • Students are required to participate in and lead class discussions, and submit brief reaction papers 25%
  • Subit an extended paper 50%
  • Present their work 25%
  • Details will be provided in class

Materials

REQUIRED READING:

Frie, R. (Compiler) Courseware: Educ 842: Sociocultural Perspectives on the Psychology of Development and Education.

Lindholm, C. (2007). Culture and identity: The history, theory and practice of psychological anthropology. Oxford: Oneworld Publications.
ISBN: 13:978-1-85168-528-8

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