Fall 2021 - EDUC 100W OL02
Selected Questions and Issues in Education (3)
Class Number: 6979
Delivery Method: Distance Education
Overview
Description
CALENDAR DESCRIPTION:
An introduction to a small but representative sample of basic questions and issues in education. Students will examine questions relating to: the concept or idea of education; learning and the learner; teaching and the teacher; and more generally, the broader contexts of education. This course also introduces students to different ways of exploring educational questions and issues from philosophical and critical analysis, to historical and cross-cultural studies, to empirical research. Cannot be taken for credit by students with credit for 300 and 400 level education courses. Writing/Breadth-Humanities.
COURSE DETAILS:
Three pillars of values underlie the work around teaching and learning pursued within SFU's Faculty of Education: Indigeneity, Equity and a Culture or Inquiry. These pillars will anchor your work in EDUC 100W. The course will ask you to think broadly about education, but particularly focus on the ways that Indigenous and Equity issues are framed and interrogated within the field. This focus will be pursued through a lens of inquiry and will be explored predominately through the process of writing.
This course will be centred predominately around readings and discussions with peers. Students will be expected to check in weekly for readings, supplemental materials and announcements. Students will also be expected to contribute to discussion prompts and engage in reading responses.
Reading responses and online discussions
Every two weeks there is a two-page “Reading Response” that will be based on a reading assigned in class. This is to be handed in. Following each Reading Response will be a “Peer Discussion” that lasts one week. The discussion will be based on the Reading Response. At some point, during the semester, each student will be a moderator of a discussion.
Critical response paper(s)
There will also be one or two critical response papers that include an analysis, interpretation, and synthesis of all the readings.
COURSE-LEVEL EDUCATIONAL GOALS:
- Inquire into the implications of Equity and Indigeneity for learning and learners as well as teaching and teachers.
- Examine previous and current biases, assumptions, and values in relation to Indigeneity and Equity in Canadian society and educational contexts.
- Appreciate and explain the aims and goals of including Indigenous worldviews in Canadian educational contexts and how these differ from Western traditions.
- Develop awareness and knowledge about historical and contemporary Equity issues that surround education.
- Synthesize information from diverse sources to describe an orientation, clarifying values and convictions.
- Use both critical and reflexive writing as practices to understand course concepts, oneself, and others.
- Engage in meaningful and respectful conversation on complex and sensitive topics.
Grading
- Online discussion 25%
- Reading responses 25%
- Critical response paper(s) 50%
Materials
MATERIALS + SUPPLIES:
A computer or tablet with internet access capable of supporting uploading and downloading documents and text-based communications.
REQUIRED READING:
Sensoy, O. & DiAngelo, R. J. (2017). Is everyone really equal? An introduction to key concepts in social justice education Second edition. New York, NY : Teachers College Press.
ISBN: 9780807758618
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Davidson, S. F. & Davidson, R. (2018). Potlach as pedagogy: Learning as ceremony. Portage & Main Press.
ISBN: 9781553797739
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In addition, there will be some individual journal articles and book chapters that will be supplied through Canvas.
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 2021
Teaching at SFU in fall 2021 will involve primarily in-person instruction, with approximately 70 to 80 per cent of classes in person/on campus, with safety plans in place. Whether your course will be in-person or through remote methods will be clearly identified in the schedule of classes. You will also know at enrollment whether remote course components will be “live” (synchronous) or at your own pace (asynchronous).
Enrolling in a course acknowledges that you are able to attend in whatever format is required. You should not enroll in a course that is in-person if you are not able to return to campus, and should be aware 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 may need class or exam accommodations, including in the context of remote learning, are advised to register with the SFU Centre for Accessible Learning (caladmin@sfu.ca or 778-782-3112) as early as possible in order to prepare for the fall 2021 term.