Fall 2020 - EDUC 311 D100

Foundations in Aboriginal Education, Language, and Culture (3)

Class Number: 5044

Delivery Method: Remote

Overview

  • Course Times + Location:

    Tu 2:30 PM – 5:20 PM
    REMOTE LEARNING, Burnaby

  • Prerequisites:

    60 units.

Description

CALENDAR DESCRIPTION:

An introduction to Aboriginal education in Canada and BC. There will be a critical examination of historical and contemporary issues in education and an exploration of culturally based Aboriginal education grounded in Aboriginal philosophies. Breadth-Humanities.

COURSE DETAILS:

Students are expected to meet online through Zoom (a real-time conferencing platform) for lectures, group discussions, and cooperative learning activities. Online meetings will take place on Tuesday afternoons from 2:30 – 4:00 pm. The additional weekly class time will be conducted asynchronously (at your convenience) through text and video resources on Canvas.



Because of the on-line nature of this course, it will take place simultaneously on numerous traditional, unceded and Treaty territories throughout Turtle Island.

The intention of this course is to serve as an introduction to critical issues in Aboriginal education. In many respects, this moment seems to be a watershed moment for education in what is know as British Columbia as it pertains to First Nations, Métis, Inuit peoples and the settlers. The 2020-21 school year marks the completion of a revised K-12 curriculum, throughout which the Ministry of Education, having taking up the Calls to Action of the Truth and Reconciliation Commission (2015), has purported to have explicitly and implicitly addressed Indigenous knowledge and perspectives. Some might claim that Murray Sinclair’s prediction that “Education got us into this mess and education will get us out of it” is poised to come to fruition. However, these kinds of institutional shifts are meaningless unless we who inhabit educational systems consider our ethical accountability to each other and the specific actions that we can take to continue to move reconciliation ahead in Canada. Therefore, the goals of this course will be three-fold: broadening our understanding of the context out of which this moment has emerged; reflecting on our individual and collective roles within this ecology; considering teaching and learning practices that can take place in a good way. By layering Indigenous pedagogies and scholarship we will examine how we, as either settlers or Indigenous peoples, can develop philosophies and practices around teaching in all its myriad forms.

COURSE-LEVEL EDUCATIONAL GOALS:

This inquiry will be conducted against the backdrop of the revised BC curriculum and four broad themes. Through each of these themes we will think self-reflexively, comparatively, and historically about dominant cultural assumptions and the relation to education:

  1. Who are “Aboriginal” peoples of Canada and how is this related to understanding Indigeneity, ourselves and Canadian society?
  2. How has Indigenous education been enacted historically and contemporarily in different contexts?
  3. What are Indigenous knowledge systems and pedagogies? What are successful practices in K-12 Aboriginal education in B.C.?
  4. How can we engage in an on-going inquiry process to deepen understandings of Indigenous content, perspectives, pedagogies, languages, and knowledge to influence our current/future professional practice?

Grading

  • Critical Response paper 25%
  • Personal Ecology reflection 25%
  • M├ętissage Assignment 30%
  • Class Participation* 20%

NOTES:

* Please note that weekly attendance and self-assessment will be taken into account in determining this grade.

Blended Instruction: Students are expected to meet online through Zoom (a real-time conferencing platform) for lectures, group discussions, and cooperative learning activities. Online meetings will take place on Tuesday afternoons from 2:30 – 4:00 pm. The additional weekly class time will be conducted asynchronously (at your convenience) through text and video resources on Canvas.

Invitations to the conferencing platform will be sent out weekly via email.

Materials

REQUIRED READING:

A course reading list will be provided at the first week of class. We will be co-constructing the themes we explore together in this course. All course readings will be available on CANVAS (accessible for free online through the SFU Library) or provided in class.

Registrar Notes:

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS

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

TEACHING AT SFU IN FALL 2020

Teaching at SFU in fall 2020 will be conducted primarily through remote methods. There will be in-person course components in a few exceptional cases where this is fundamental to the educational goals of the course. Such course components will be clearly identified at registration, as will course components that will be “live” (synchronous) vs. at your own pace (asynchronous). Enrollment acknowledges that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes. To ensure you can access all course materials, we recommend you have access to a computer with a microphone and camera, and the internet. In some cases your instructor may use Zoom or other means requiring a camera and microphone to invigilate exams. If proctoring software will be used, this will be confirmed in the first week of class.

Students with hidden or visible disabilities who believe they may need class or exam accommodations, including in the current context of remote learning, are encouraged to register with the SFU Centre for Accessible Learning (caladmin@sfu.ca or 778-782-3112).