Fall 2019 - EDUC 816 G031
Developing Educational Programs and Practices for Diverse Educational Settings (5)
Class Number: 8676
Delivery Method: In Person
Course Times + Location:
Office Hours: Appointments by request by email
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.
Sep 6/7, 27/28
Nov 1/2, 22/23
Friday, 4:30 – 9:00 pm
Saturday, 8:30 am – 4:30 pm
SFU Surrey campus, Room 3240
*The October classes are scheduled to take place SFU Harbour Centre (Vancouver) campus for October, Room 400
COURSE-LEVEL EDUCATIONAL GOALS:
Students will develop or enhance their understandings of the differing perspectives Indigenous and Settler peoples may have regarding land. This will include exploring what informs our personal world views, what assumptions might underlie them, and what trajectories we might follow to expand them.
Students will explore their relationship to place, with aesthetic considerations of place, and interactions with the land. We will consider how different places create and encourage different learning experiences and how we might capitalize on these nuances to create deeper learning experiences for our students.
Students will become familiar with the notion of two-eyed seeing, and its implications for contributing to a holistically conceived curricular praxis. We will consider how Settler ways of knowing and Indigenous ways of knowing create both complementary experiences and productive tensions within classroom and curricular landscapes.
- Engagement (in-class contributions, article presentations) 20%
- Reflective Journal 35%
- Video Essay 45%
There will be a few local field trips involved in this course, such as to the Vancouver Art Gallery, which will be discussed in the first session.
Student led discussion – On-Going
Each session, one or two students will lead us in unpacking a particular article, book, or book chapter. Discussions should take around 60 minutes, and include a brief summary of the article, some questions to promote classroom discussion, and an activity or reflective prompt to deepen our understanding. There is ample opportunity for discussions to extend beyond this time line once the formal presentation is over.
Video essay - Due November 23rd
As a summative assignment for this class, you are asked to create a video essay on an aesthetic experience of place that reflects on both the Indigenous and Settler perspectives on place we will discuss during the course. Your essay should be approximately four minutes long, to a maximum of six minutes, and should include a spoken component in addition to visual imagery. The spoken component can be drawn from your reflective journal (see below) or may be created specifically for your essay. Completed assignments can be uploaded to Canvas, and will be shared with the group during our final session together. For a few details and a fairly helpful website, please see below.
Reflective Journal – Due November 23rd
As a preparatory component to the above, please keep a reading response journal, a sort of Métissage of your thoughts about the course, guest speakers, activities, and readings. Some of this work will hopefully inform your video, perhaps providing a spoken component to your video work. The journal need not be elaborate, but you may find it useful to track your thoughts and progress as you go. This journal will be submitted electronically at the end of the course, as a supplement to your video essay project, both of which will be due on our last session, November 23rd. If you wish to include drawings or other images in your journal, please feel free to scan them in! Please note that while this writing is not required to be formal academic writing, you must still adhere to academic conventions of grammar and are expected to use APA style guidelines for citations.
Anthes, B. (2012). Ethics in a World of Strange Strangers: Edgar Heap of Birds at Home and Abroad. Art Journal, 71(3), 58-77.
Bartlett, C., Marshall, M., & Marshall, A. (2012). Two-eyed seeing and other lessons learned within a co-learning journey of bringing together indigenous and mainstream knowledges and ways of knowing. Journal of Environmental Studies and Sciences, 2(4), 331-340.
Dion, S. D. (2007). Disrupting molded images: Identities, responsibilities and relationships—teachers and indigenous subject material. Teaching Education, 18(4), 329-342.
Donald, D. (2009). Forts, curriculum, and Indigenous Métissage: Imagining decolonization of Aboriginal-Canadian relations in educational contexts. First Nations Perspectives, 2(1), 1-24.
Graham, M. A. (2007). Art, ecology and art education: Locating art education in a critical place-based pedagogy. Studies in art education, 48(4), 375-391.
Jones Brayboy, B. M., & Maughan, E. (2009). Indigenous knowledges and the story of the bean. Harvard Educational Review, 79(1), 1-21.
Kelly, V. (2011). Finding face, finding heart, and finding foundation: Life writing and the transformation of educational practice. TCI (Transnational Curriculum Inquiry), 7(2), 82-100.
Wall-Kimmerer, R. (2015). Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge and the Teachings of Plants. Minneapolis, MN: Milkweed Editions.
Kovach, M. (2013). Treaties, truths and transgressive pedagogies: Re-imagining Indigenous presence in the classroom. Socialist Studies/Études Socialistes, 9(1).
Seawright, G. (2014). Settler traditions of place: Making explicit the epistemological legacy of white supremacy and settler colonialism for place-based education. Educational Studies, 50(6), 554-572.
Tupper, J. A. (2014). The possibilities for reconciliation through difficult dialogues: Treaty education as peacebuilding. Curriculum Inquiry, 44(4), 469-488.
Wagamese, R. (1994). Keeper ‘n Me. Random House. I SBN: 9780385693257
Wagamese, R. (2015). Medicine Walk. Random House. ISBN: 9780771089213
Please read the Dion, Graham, and Kelly articles in preparation for the first class.
Abram, D. (1996). The Spell of the Sensuous: Perception and Language in a More-Than-Human World. New York, NY: Vintage Books
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.
SFU’s Academic Integrity web site http://www.sfu.ca/students/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