Overview

Description

CALENDAR DESCRIPTION:

Explores the landscapes of practitioner inquiry, including its histories, affiliated paradigms and approaches, as well as ethical considerations.

COURSE DETAILS:

Drawing on the spirit and practices of the Diploma program you have completed, this course is intended to help you further explore your understandings of your practice, and the possibilities for your practice, with the aim of deepening, broadening, and sustaining an inquiry stance.

On a more pragmatic level, this course is designed to offer you a space to propose and develop a line of inquiry that you will undertake through this coming year, and which will serve as a key focus for your explorations of self and practice in context.

As well, given that the course is the jumping off point for your M Ed EP program, it is also aimed at revisiting, regrounding, and re-engaging with ideas about scholarship and study, and with the notion of learning in, and supporting others in, a scholarly community of practitioners.

Given that we are doing this work in the midst of a global pandemic, the implications of these current circumstances that we find ourselves in, for learning, teaching, educational practice, educational structures and institutions, society at large, and most to the point, how we live a life together, will be topics of significance and relevance to us all.

Teacher-learners in this course will explore dispositions, worldviews, paradigmatic assumptions, and approaches affiliated with diverse forms of practitioner inquiry, including (but not limited to) the self-study of practice, living inquiry, arts-based research, action-oriented research, and transformative inquiry. Working collaboratively, we will situate ourselves personally, professionally, theoretically and methodologically, locating our inquiry practice within communities of scholarship. The course aims to acquaint participants with a broad spectrum of ethical considerations, issues, and methods, with an eye toward being able to thoughtfully draw from theories, practices, and perspectives in developing their own inquiry projects to be conducted in the following term.

COURSE-LEVEL EDUCATIONAL GOALS:

The MEd EP program aims to develop teachers-learners’ capacity to:

• Deepen and extend a disposition of inquiry, ethical practice, critical and creative reflection and responsiveness to learners, as well as communities
• Develop and theorize their own inquiry practice through the investigation of multiple educational theories, philosophies, paradigms, and methodologies
• Inform and articulate their scholarly understanding of various world views and orientations in relation to their educational perspectives
• Critically and creatively engage in learning communities to situate, further develop, and align their inquiry practice within personally relevant and related paradigms

Collaborate with multiple communities to extend and augment their relationships and enable an active voice and presence within and beyond the classroom

Grading

Materials

MATERIALS + SUPPLIES:

Texts will be drawn from (but are not limited to):

Babione, C. (2015). Practitioner teacher inquiry and research. New York: Jossey-Bass.

Brookfield, S.D. (1995). Becoming a critically reflective teacher. San Francisco: Jossey­ Bass Publishers.

Cajete, G. (2005). American Indian epistemologies. New Directions for Student Services, 109, 69-77.

Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as stance: Practitioner research in the next generation. New York: Teachers College Press.

Davies, B. (2014). Listening to children: Being and becoming. New York: Routledge.

Fels, L. (2012). Collecting Data Through Performative Inquiry: A Tug on the Sleeve. Youth Theatre Journal, 26 (1), 50–60.

Fichtman-Dana, N., & Yendol-Hoppy, D. (2014).The reflective educator's guide to classroom research. Thousand Oaks, CA: Corwin Press.

Groundwater-Smith, S. & Mockler, N. (2007). Ethics in practitioner research: an issue of quality. Research Papers in Education, 22. 199-211.

Hauver James, J. (2008). Autobiographical inquiry, teacher education, and (the possibility of) social justice, Journal of Curriculum and Pedagogy, 4(2), 161-176.

Heron, J. & Reason, P. ( 1997). A participatory inquiry paradigm. Qualitative Inquiry, 3(3), 274-294.

Ingold, T. (2013) Making: Anthropology, Archaeology, art and architecture. New York: Routledge.

Kuby, C. R. (2017). Why a paradigm shift of ‘more than human ontologies’ is needed: putting to work poststructural and posthuman theories in writers’ studio, International Journal of Qualitative Studies in Education, DOI: 10.1080/09518398.2017.1336803

Ladkin, D. (2005). 'The enigma of subjectivity': How might phenomenology help action researchers negotiate the relationship between 'self', 'other' and 'truth'? Action Research, 3(1), 108-126.

Meyer, K. (2010). Living Inquiry: Me, My Self, and Other. Journal of Curriculum Theorizing, 26(1) 86-96.

Miller, J. & Seller, W. (1990) Curriculum: Perspectives and Practices. Toronto, Ontario: Copp Clark Pitman Ltd.

Pinnegar, S., & Hamilton, M. L. (2009). Self-study of practice as a genre of qualitative research. Dordrecht, Heidelberg: Springer.

Richardson, L. (1994). Writing: A method of inquiry. In N. K. Denzin & Y. S Lincoln's The handbook of qualitative research.Thousand Oaks: Sage Publishing.

Schön, D. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco, CA: Jossey-Bass.

Samaras, A. P. (2011). Self-study teacher research: Improving your practice through collaborative inquiry. Thousand Oaks, CA: Sage.

Samaras, A. P., & Freese, A. R. (2009). Looking back and looking forward: A historical overview of the self-study school. In C. A. Lassonde, S. Galman, & X. Kosnik (Eds.), Self-study research methodologies for teacher educators (pp. 3–20 ). Rotterdam, The Netherlands: Sense Publishers. 

Spector, K. (2015). Meeting pedagogical encounters halfway. Journal of Adolescent & Adult Literacy, 58(6), 447-450.

Stanford, K., Williams, L., Hopper, T. and McGregor, C. (2013). Indigenous principles decolonizing teacher education: What we have learned. in education, 18, 18-34.

Strom, K. J. & Martin, A. D. (2017). Thinking rhizomatically in an era of neolibalism. In Becoming-teacher: A rhizomatic look at first year teaching, pp. 1-10). Boston: Sense Publishers.

Tanaka, M. (2015). Finding courage in the unknown: Transformative Inquiry as Indigenist Inquiry. in education, 21, 65-88.