Simon Fraser University
Engaging the World

Course Outlines

Summer 2020 - EDUC 820 G031

Current Issues in Curriculum and Pedagogy (5)

Class Number: 3781

Delivery Method: In Person

Overview

  • Course Times + Location:

    Location: TBA

Description

CALENDAR DESCRIPTION:

Focuses on educational issues, trends and practices which impact teaching and learning in schools and other educational settings.

COURSE DETAILS:

MEETING DATES:
May 15th - July 3rd

LOCATION:
Zoom https://sfu.zoom.us/j/3964941679

*NOTE REGARDING LAND BASED LEARNING ACTIVITIES: 
Land based learning activities to be done individually due to COVID. Please note due to changing circumstances the course outline may change as needed.   

COURSE OVERVIEW:
 This course will focus on engaging Indigenous educational issues by supporting learning opportunities to recognize the tensions that exist between Indigenous knowledge(s) and existing hegemonic systems that work to generate “official curriculum” or colonial sanctioned knowledge. The course will also highlight and provide opportunities for students to engage in Skwxwú7mesh exemplary knowledge making, teaching, and learning practices. The course is organized through the following four inter-related themes:

  1. Looking Forward, Looking Back: Indigenous Educational Vision(s)
  2. Tracing the Discursive Roots in the “Official Curriculum” and Competing Knowledge Making Practices
  3. Wholistic Knowledge Making Practices & Healing
  4. Engaging Exemplary Land Based Practices in the Skwxwú7mesh Úxwumixw

COURSE-LEVEL EDUCATIONAL GOALS:

  • Collectively explore historical and contemporary vision(s) for Indigenous education with a focus on deepening understandings of a Skwxwú7mesh educational vision(s) that will support the on-going development of MEd capstone projects.
  • Critically detail how colonialism, racism, assimilation are embedded in multicultural and neo-liberal discursive orientations in ‘official knowledge’ making practices (i.e. curriculum).
  • Deepen understandings of how anti-racist and Indigenous scholarship challenges hegemonic orientations to colonial violence and knowledge making, teaching and learning practices.
  • Engage in exemplary Skwxwú7mesh pedagogical practices that reflect w/holism and land based education.
  • Work collaboratively in groups to deepen understandings of all four of the course themes, readings, and activities by leading a portion of the class in dialogue through a case story assignment. In doing so compare and contrast learning techniques, educational understandings, teachings, oralities, tensions and ethical dilemmas in other Indigenous educational contexts that will help us explore learning processes that support or hinder successful knowledge making and pedagogical practices.
  • Continue developing and applying protocols for gathering and sharing teachings from knowledge keepers and Elders.

Grading

  • Group Case Story Package 25%
  • Learning Statement from Case Story Discussion 15%
  • Final Assignment-Learning Contract 50%
  • Participation 10%

NOTES:

GRADING NOTES:  This course will be evaluated upon SFU’s Standard Graduate Grade System https://www.sfu.ca/students/calendar/2019/spring/fees-and-regulations/grading- policy/grad- grading-policy.html

PARTICIPATION: Our participation will be guided by the 4 Rs developed by Verna J. Kirkness and Ray Barnhardt (1991) “Respect, Relevance, Responsibility and Reciprocity”. Note that there are a lot of readings for this class. You should read and be prepared to discuss all articles and page excerpts in the designated reading materials. All reading materials should be brought to the class for which they are the assigned reading. Other readings may be added as needed.

ATTENDENCE: Since class participation is an essential part of educational experience and Indigenous pedagogical practices, regular attendance is necessary. Missing 15% or more of the course may require you to withdraw the course. Please also send an email note to me prior to the missed class. We will co-create an additional assignment for your missed class.

LATE ASSIGNMENTS: Assignments are due as indicated. If you are unable to meet a deadline, an extension is only possible due to serious medical illness (with a Dr.’s note) or a cultural leave. We will discuss in class Skwxwú7mesh protocols for cultural leaves. Late presentations will not be accepted.

Materials

REQUIRED READING:

Theme 1

Kirkness, V. (1999). Aboriginal Education in Canada: A Retrospective and a Prospective. Journal of American Indian Education, 39 (1), 14-30.  

North Vancouver Aboriginal School District Aboriginal Education Enhancement Agreement  https://www.sd44.ca/Board/AEEA/Documents/AEEA2016_21.pdf  

Sea to Sky District Aboriginal Enhancement Agreement https://sd48seatosky.files.wordpress.com/2013/01/signed-enhancement-agreement-2014.pdf

Theme 2

St. Denis, V. (2011). Silencing Aboriginal curricular content and perspectives through multiculturalism: “There are other children here.” Review of Education, Pedagogy, and Cultural Studies, 33(4), 306-317. [please access on-line]  

Donald, D. (2019). Homo economicus and forgetful curriculum: Remembering other ways to be a human being? In Huia Tomlins-Jahnke, Sanda Styres, Spencer Lilley and Dawn Zinga (Eds) Indigenous education: New directions in theory and practice, pp 103-128. [available on Canvas]  

Penitito, W. (2019). Contested Places in Education: The Radical Potential for Being Maori. In Huia Tomlins-Jahnke, Sanda Styres, Spencer Lilley and Dawn Zinga (Eds) Indigenous education: New directions in theory and practice, pp 129-148.

Theme 3

Absolon, K., Absolon, J. &  Brasher, L. (2019). Indigenous/Anishinaabek Wholistic Healing. P.A. Dunn’s (Ed.), Holistic Healing Theories, Practices, and Social Change (pp. 35-62). Canadian Scholars [See Canvas]

Baker-Wiliams, K. (2006). Na mi k'anatsut ta Sk̲wx̲wu7mesh snichim chet : Squamish language revitalization : from the hearts and the minds of the language speakers. [Unpublished Master thesis]. University of British Columbia. [available on-line or click link] Thesis link.

Theme 4

Readings/Viewings will be uploaded to Canvas once presenter has been confirmed.

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:

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 SUMMER 2020

Please note that all teaching at SFU in summer term 2020 will be conducted through remote methods. Enrollment in this course 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.

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) as soon as possible to ensure that they are eligible and that approved accommodations and services are implemented in a timely fashion.