Fall 2019 - EDUC 911 G002

Colloquium in Curriculum Theory (I) (3)

Class Number: 10926

Delivery Method: In Person


  • Course Times + Location:

    Sep 3 – Dec 2, 2019: Tue, 4:30–7:20 p.m.



Colloquium in Curriculum Theory: This course focuses on the conceptual foundations of curricular and instructional practices and addresses relevant philosophical, as well as historical, political, cultural and sociological issues and trends which impact teaching and learning in various educational settings.  Topics covered pertain to: materiality and curriculum design; goals, standards and measures of curricular intention; competencies, dispositions and capabilities of curricular enactment; embodied, reflective practices; and instruction, didactics and pedagogy as experiential and critical features of curricular engagement.


Understand the history of curriculum theory in the 20th century as formative of contemporary curricular and instructional practices;  
Critically situate your pedagogical practices within this curricular landscape;  
Articulate a curricular perspective in relation to your doctoral research topic.


  • 1. Development of an experientially-referenced question of educational praxis: Eight to ten pages, double-spaced, and due week three of the course. 20%
  • Seminar presentations: Selection of two course readings for detailed deliberation in class time. A write-up will accompany the seminar and provide extension of the selected article to matters of individual scholarly relevance. The seminar will run for approximately one hour with the write up between 5-10 pages, and be scheduled between the third and last week of the course. 30%
  • Major paper crafted through a series of peer-reviewed and instructor-reviewed drafts, which addresses a course topic germane to the writer’s anticipated doctoral research. First, the topic will be indicated through first-person description of an event, incident or encounter that illustrates the issue or question at hand. (The part of the major paper may include assignment one.) Second, a review of the research literature will be conducted to flesh out the issue or question. And third, the curricular and pedagogical implications of pursuing the issue or question will be detailed. The final course copy of approximately 30 pages is due at the last class. 50%



Flinders, David J. (2013).  The curriculum studies reader (4th edition).  New York: Routledge. ISBN-13: 978-0-415-52075-1 (pbk). This text is not substantially different from the 5th edition.


In addition to the course text, weekly course readings will be available through the SFU library databases or provided as on-line references and PDF copies. 

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://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