Spring 2021 - EDUC 311 D100
Foundations in Aboriginal Education, Language, and Culture (3)
Class Number: 3813
Delivery Method: Remote
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.
Please be advised that this course will have weekly classes during the above scheduled class time over video conferencing. It is expected that you will attend these meetings as there will be a rich discussion on each of our core topics. Participation in our classes over these conferences will be a part of your participation mark. We will also have a discussion board for furthering our understandings on our topics that will also be a part of our participation marks.
This course is hosted on the traditional, unceded and overlapping territories of the Squamish, Tsleil-Waututh Peoples and Musqueam Peoples. This course is intended to be an introduction to Indigenous education in Canada with a particular focus on British Columbia. It is intended to provide an opportunity for us to pause, think and plan with regard to respectfully and meaningfully engaging in an inquiry process to deepen understandings of Indigenous knowledges, perspectives and pedagogies. This goal is pursued to help us make meaningful contributions to transforming Indigenous education so as to improve educational experiences for all learners. This course is developed in response to the Truth and Reconciliation Commission (2015) and the Canadian Association of Dean’s of Education Accord on Indigenous Education that all Faculties of Education make a commitment to advance Indigenous identities, cultures, languages, values and knowledge systems in all Canadian learning settings. The course works towards ensuring that you will have a better understanding of the complex social and political context of Canadian society in relation to Indigenous perspectives and concerns; be prepared to work with Indigenous learners and communities; assist you to engage in an on-gong inquiry process to understand Indigenous perspectives and knowledges. Within this course we will investigate four broad themes from the perspective of ourselves as future /current educators. Through each of these themes we will think self- reflexively, comparatively and historically about dominant cultural assumptions and commitments and the relation to education: This course will require looking at Canadian society and our own assumptions and commitments quite closely. This is required in order to understand the historic and contemporary relationships between Canadian society and Indigenous Nations and peoples that frame the topic of Indigenous Education in a Canadian nation-state foundedin settler-colonialism. This course is meant to ensure that notions of history and power are taken into consideration so as to provide a thoughtful place to understand the challenges and opportunities within the concerns of this course.
COURSE-LEVEL EDUCATIONAL GOALS:
Our class format will be a combination of lecture, video conference meetings, small-group discussion, possible guest speakers and an opportunity to explore ideas experientially. As co-investigators, we are responsible for the tone of our discussions. In order for them to be successful, we all must endeavour to explore and question each other’s ideas and positions without either attacking the other person or taking their comments personally.
As a result, I expect:Patience with differing or new views expressed in the class.Willingness to express and explore your reactions, questions and viewpoints with others.Respect for each other, accompanied by the commitment to express our views in a respectful, constructive manner.Openness to having our own views respectfully challenged and a willingness to genuinely consider these new ideas. Please do not hesitate to let us know if you believe we - or one of your other co- investigators - are failing to meet any of these requirements.
Your expectations …· Prefer small group discussion to larger group discussion in order to build and expand dialogue (assists people who are uncomfortable speaking in the larger group) · Important for everyone to respectfullylisten · We are all responsible for holding space by being mindful of not talking too much. If someone is talking too much, can you politely let themknow. · Collaborative community-honours diverseperspectives
- Attendance/Participation 20%
- Invisible Backpack Self-reflection 20%
- Reconciliation Project 40%
- Individual Reflective Learning Portfolio 20%
Please be advised that this course will have weekly classes over video conferencing. It is expected that you will attend these meetings as there will be a rich discussion on each of our core topics. Participation in our classes over these conferences will be a part of your participation mark. We will also have a discussion board for furthering our understandings on our topics that will also be a part of our participation marks.
Details on assignments will be handed out on the syllabus in class. Since this class is based in Indigenous pedagogy, attendance is of utmost importance.
MATERIALS + SUPPLIES:
You must purchase the course textbook as it is a continual talking point within the class work as well as a book club groups.
Vowel, C. (2016). Indigenous writes: A guide to First Nations, Métis & Inuit issues in Canada.
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 SPRING 2021
Teaching at SFU in spring 2021 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 (firstname.lastname@example.org or 778-782-3112).