Summer 2021 - EDUC 718 G011
Landscapes of Practitioner Inquiry (5)
Class Number: 4766
Delivery Method: Remote
Explores the landscapes of practitioner inquiry, including its histories, affiliated paradigms and approaches, as well as ethical considerations.
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
Inquiry Journal - 20%
- You will document observations, experiences, reflections, insights, and scholarship related to their inquiries and will self-assessed their journaling practice throughout the semester.
Draft Inquiry Proposal/ Statement of Intentions - 20% and
Final Inquiry Proposal/Statement of Intentions- 60%
- You will submit a proposal outlining their plans and intentions for their teacher-inquiry project, and situating their inquiries theoretically and methodologically.
A detailed syllabus, with specific readings, themes, and activities, week by week, will be made available in our first two weeks of class. There are no books to order in advance of class. Most of our readings will be found online or through other open sources and/or will be posted to our Canvas site, SFU’s online learning platform.
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.
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.
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 2021
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 (firstname.lastname@example.org or 778-782-3112).