Simon Fraser University
Engaging the World

Course Outlines

Spring 2018 - EDUC 904 G033

Fieldwork III (5)

Class Number: 3532

Delivery Method: In Person

Overview

  • Course Times + Location:

    Location: TBA

Description

COURSE DETAILS:

Meeting Days/Times:
Fridays, 5:00 - 9:20 pm
Saturday, 8:30 am - 4:20 pm

Meeting Dates:
January 12/13 and 26/27*
February 2/3
March 2/3
April 6/7

Meeting Location(s):
515 West Hastings St, Vancouver - SFU Harbour Centre Campus
Rooms: Fridays Room 1530 (*Jan 27 in Room 1315) and Saturdays Room 1525

We will engage in a few field trips. Possible locations and sites include the downtown area surrounding the campus or within a two-kilometre distance of the campus. These field trips will not require any special preparation beyond what would be required for a walk in the surrounding environment.

Course Details:
This course, usually taught near the end of this MEd program, serves in this earlier iteration to introduce the philosophy and design of research, in particular, of “mixed methods research.” We will examine what it means to engage with research (read and understand) and to perform heuristic, autobiographical/narrative, spiritual/integral, empirical/objective, quantitative or qualitative, intersubjective, or arts-based research with a particular focus on contemplative pedagogy. This is an opportunity for students to engage in inner and outer research: subjective, intersubjective, or objective; contemplative inquiry works in all three domains. The course aims both to integrate previous learning with students’ lived understanding of their educational practice, and to encourage and support students’ ongoing professional growth during and after the program ends. As a central part of the course, each student will design and carry out a mixed method research project in an educational setting of their choosing.

There are four major themes for this course: Consolidate, Connect, Collaborate, and Continue:

Consolidate: The readables and watchables are aimed at consolidating your learning from the first term (EDUC 833), a selection of reference materials selected to complement your knowledge, understanding and practice of contemplative education acquired throughout the program;
Connect: The learning activities are designed to deepen your links—with each other, with the guest speakers, with us, your instructors, and of course, with yourselves;
Collaborate: As you build your sense of community, support one another and use these opportunities to work and research together. Joint projects are encouraged, if these can work for you, but are of course not mandatory. Regardless, by definition, scholarship is a collaborate endeavor, so work as a community of scholars, as a professional learning community, bringing your diverse talents, forms of knowledge, and ways of being into the mix.
Continue: We hope you share our view that this course represents a milestone along your contemplative journey, and a means to deepening the work you will do in subsequent courses. We want to provide the impetus and the foundation for you to move forward in your professional and personal lives with deepened awareness, gratitude, joy, insight and resilience. We will build time into the course to help you plan what lies on your contemplative path!

Materials

REQUIRED READING:

The Zajonc is the only required textbook.  All other readings are available online.

The Goal
Readables

DeLuca, C. (2011). The bohemian curriculum: Expanding consciousness, evolving culture. Journal of the Canadian Association for Curriculum Studies, 9(2), 30-53.

Pinar, W. (1994). The Method of "Currere" (1975). Counterpoints, 2, 19-27. Retrieved from http://www.jstor.org.proxy.lib.sfu.ca/stable/42975620

Pinar, W. (2011). Introduction. In The character of curriculum studies: Bildung, currere, and the recurring question of the subject (pp. 1-21). New York: Palgrave/Macmillan.

Pinar, W. (2004). Autobiography: A revolutionary act. In What is curriculum theory? (pp. 35-64). Mahwah, NJ: Lawrence Erlbaum.

Pinar, W. (2004). “Too little intellect in matters of soul”: On the education of teachers. In What is curriculum theory? (pp. 23-26). Mahwah, NJ: Lawrence Erlbaum.

Zajonc, A. (2009). Meditation as contemplative inquiry: When knowing becomes love. Great Barrington, MA: Lindisfarne Books.
ISBN: 978-1584200628

Watchables/Audibles

Moody Blues—“Question”

The Incredible String Band—“ The Half Remarkable Question”

Alanis Morissette—“Incomplete”

Methods and Means: Re-search Methods

Altobello, R. (2007). Concentration and contemplation: A lesson in learning to learn. Journal of Transformative Education, 5(4), 354-371.

Anderson, E. B. (2013). Stop, look, listen: Contemplative teaching and learning. Christian Education Journal, 10(2), 392.

Atkins, L. & Wallace, S., 2012. Qualitative research in education, London: SAGE Publications Ltd. Available online at: https://sfu-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=TN_sageknowb10.4135/9781473957602&context=PC&vid=SFUL&search_scope=default_scope&tab=default_tab&lang=en_US

Cohen, Louis; Manion, Lawrence; Morrison, Keith, 2007. Research methods in education. New York: Taylor & Francis. Available online at: https://sfu-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=TN_ingram_myilibrary9786610858538&context=PC&vid=SFUL&search_scope=default_scope&tab=default_tab&lang=en_US

Dencev, H., & Collister, R. (2010). Authentic ways of knowing, authentic ways of being: Nurturing a professional community of learning and praxis. Journal of Transformative Education, 8(3), 178-196.

Denton-Borhaug, K., & Jasper, D. (2014). Memoir as contemplative practice for peace and justice. The International Journal of Critical Pedagogy, 5(2).

Denzin, N, & Lincoln, Y. (Eds.). (2005, 2011, 2018). The SAGE handbook of qualitative research (3rd, 4th, 5th eds.). Thousand Oaks, CA: Sage Publications.

Foucault, M. (1988). Technologies of the self. In L. Martin, H. Gutman, & P. Hutton (Eds.), Technologies of the self: A seminar with Michel Foucault. Amherst, MA: University of Massachusetts Press.

Groen, J. (2004). The creation of soulful spaces and the organizational context. Organization Development Journal, 22(4), 19.

Hadot, P. (1995). Philosophy as a way of life: Spiritual exercises from Socrates to Foucault. Malden, MA: Blackwell.

Leggo, C. (2006). End of the line: A poet’s postmodern musings on writing. English Teaching: Practice and Critique, 5(2), 69–92.

Leggo, C. (2008). Narrative inquiry: Attending to the art of discourse. Language and Literacy, 10(1), 1–21.

Leggo, C. (2012) Poetic inquiry. In A. Cohen, M. Porath, A. Clarke, H. Bai, C. Leggo, & K. Meyer (Eds.), Speaking of teaching: Inclinations, inspirations, and innerworkings (pp. 85–87). Rotterdam, Netherlands: Sense Publishers.

Mamchur, C. and Apps, L. (2009). On the edge of chaos: In search of a process. Complicity: An International Journal of Complexity and Education, 6(2), 115–123.

Mamchur, C., Apps, L., Nikleva, S., Kurnaedy, K. (2010). Discovering a subject: An intimate affair. ENCOUNTER: Education for Meaning and Social Justice, 24(4), 34–42.

Meyer, K. (2010). Living inquiry: Me, my self, and other. JCT (Online), 26(1), 85.

Meyer, K. (2012). Living inquiry. In A. Cohen, M. Porath, A. Clarke, H. Bai, C. Leggo, & K. Meyer (Eds.), Speaking of teaching: Inclinations, inspirations, and innerworkings (pp. 110–113). Rotterdam, Netherlands: Sense Publishers.

Robbins, B. D. (2005). New organs of perception: Goethean science as a cultural therapeutics. Janus Head, 8(1), 113-126.

Seamon, D., & Zajonc, A. (Eds.). (1998). Goethe's way of science: A phenomenology of nature. Albany, NY: SUNY Press.

Tanaka, M. T., & Vanessa, V. T. (2015). Touching the inexplicable: Poetry as Transformative Inquiry. JCT (Online), 30(3), 45.

Watchables/Audibles

The Beach Boys—“In My Room”

George Harrison—“The Inner Light”

Maxine Greene - Inside the Academy: on imagination and education

Other readings (journal articles and book chapter excerpts) and audiovisual resources will be made available to students.

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