Summer 2021 - EDUC 471 D100

Curriculum Development: Theory and Practice (4)

Class Number: 2420

Delivery Method: Remote


  • Course Times + Location:

    Th 8:30 AM – 12:20 PM

  • Prerequisites:

    60 units.



Explorations of curriculum theory and processes of development with applications at different levels and in several subject areas.


This course will be taught online through remote instruction via Zoom and Canvas. We will meet virtually Thursday mornings (Pacific Standard Time) for two hours (exact time TBA). Attendance and active engagement during synchronous class time (e.g., video conferencing) is required for this course. If you are interested in taking this course, but have questions/concerns, please feel free to contact me at

What is curriculum? How do we decide what knowledge gets taught in schools? What are the values and aims of education? What does this look like in the Anthropocene? How might curriculum and pedagogy shift for remote instruction?

The following specific themes will be addressed in this course: hidden curriculum, environmental education, Indigenous perspectives and knowledge, science education, contemplative education, and arts-based learning across the curriculum.

This course will draw upon reflective practice, narrative inquiry, and experiential inquiry in a dynamic exploration of our roles as educators and arbiters of curriculum. Students will engage directly with the natural world as co-teacher, co-researcher, and as a source of pedagogical inspiration. In this process, you will be asked to reflect and analyze your own values and beliefs regarding curriculum and education. You will engage in readings, dialogue, a place-based practice, and an inquiry-based project in a specific area relevant to your teaching and/or learning. In surveying the principal philosophical and practical applications of education in Canada, we will also unfurl our own stories through creative process, reflective writing, and active learning. We will examine social justice issues, question dominant worldviews in regards to education, and evaluate pedagogical approaches to be implemented in relevant learning environments.


  1. Review the field of curriculum development and the competing aims of education.
  2. Deepen understanding of Indigenous perspectives and knowledge in relation to curriculum and pedagogy.
  3. Evaluate current curricular and pedagogical practices, and adapt content and teaching approaches for specific learning environments in our pluralistic culture.
  4. Develop a reflective, place-based practice to examine our own bias, understanding, and intentions in curriculum and pedagogy.
  5. Explore multi-modal inquiries through narrative, phenomenology, and arts-based practices.


  • Critical engagement and participation 20%
  • Canvas assignments 20%
  • Place-based practice 15%
  • Learner-centered presentation 15%
  • Inquiry-based project and reflective paper 30%


There is no final exam for this course.


Clear requirements for assignments will be made available in the full course syllabus, which will be provided, and discussed, in our first class.

Attending all classes (including the first) is required. If you are waitlisted, please email me for information on how to attend the first class.



The use of Canvas, and online video conferencing tools, is mandatory for synchronous sessions. Sharing audio is needed, video will be optional.


All course readings will be provided on Canvas and/or electronically.


Wild Pedagogies: Touchstones for Re-Negotiating Education and the Environment in the Anthropocene, edited by Bob Jickling, Sean Blenkinsop, Nora Timmerman, and Michael De Danaan Sitka-Sage
ISBN: 9783319901756


Canadian Curriculum Studies: A Métissage of Inspiration/Imagination/Interconnection, edited by Erika Hasebe-Ludt and Carl Leggo
ISBN: 9781773380551


The Courage to Teach by Parker Palmer
ISBN: 9780787996864


Storying the World: The Contributions of Carl Leggo on Language and Poetry edicted by Rita Irwin, Erika Hasebe-Ludt and Anita Sinner (this version released Sep. 21, 2020).
ISBN: 9780367641818


Pedagogia do Oprimido (Pedagogy of the Oppressed) by Paulo Freire
ISBN: 9780241301111

Registrar Notes:


SFU’s Academic Integrity web site 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.


Teaching at SFU in summer 2021 will be conducted primarily through remote methods, but we will continue to have in-person experiential activities for a selection of courses.  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 ( or 778-782-3112).