Fall 2019 - EDUC 820 G001
Current Issues in Curriculum and Pedagogy (5)
Class Number: 1098
Delivery Method: In Person
Focuses on educational issues, trends and practices which impact teaching and learning in schools and other educational settings.
This course provides students with an opportunity to critically examine current issues and pedagogical approaches related to the theory and practice of curriculum in schools and other educational settings. We will explore historical influences that have shaped contemporary practices and consider the connections between curriculum, power, identity, knowledge, and culture. The following topics are examples of what may be investigated through readings and discussion: vision and purposes of education; social and cultural contexts; critical pedagogy; the role of the “moral” and ethics of care; contemplative practices; indigenous perspectives; online and social networking challenges; Restoratie Justice approaches in schools; democratic/participatory pedagogy.
We will primarily focus on the K-12 context, although there will be considerable opportunity for students to investigate post-secondary and community-based educational contexts.
- Three 500-word critical/reflective responses to three of the course readings (articles or chapters) 15%
- Field study interview related to a “current educational issue” 10%
- Group oral presentation on a current and/or controversial educational issue or practice 25%
- Individual project or paper 35%
- Participation in class activities and discussion + attendance 15%
The assignments are designed to involve both collaborative and individual work. Because the course is seminar-driven, students are expected to come to class having read the material and willing to engage in thoughtful discussion. *Further information on grading will be provided on the first day of class.
Flinders, D.J. & Thornton, S.J. (Eds.) (2017). The Curriculum Studies Reader, 5th Edition. New York & London: Routledge. [The paperback version]
10-1138121460 or 13-978-1138121461
Stanley, D. & Young. K (Eds.) (2011). Contemporary Studies in Canadian Curriculum: Principles, Portraits & Practices. Calgary: Brush Education. [Paperback version: ISBN-10-1550593994 or 13-9781550593990]
A list of required journal articles will be posted on Canvas.
Please make sure that you purchase the same edition listed above in time for the first class.
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