Fall 2022 - EDUC 964 G031

Seminar in Educational Theory (5)

Class Number: 7235

Delivery Method: In Person


  • Course Times + Location:

    Location: TBA




This course is restricted to students in a Community MEd cohort program


Meeting Dates:

September             16/17

October                  7/8

October                  21/22

November              4/5

November              25/26      


Meeting Times:                    

Friday                     5:30-8:00

Saturday                 9:30-4:30


Meeting Location:              

Room A2103, Yukon University, Whitehorse


Additional Details:

This course has a CANVAS shell which will provide details per weekend regarding required readings, activities, and assignment details. CANVAS will also be the place where you submit assignments, post to discussion forums, and have opportunities to collaborate with your cohort members outside of class.

In-person attendance is expected for this course. However, given the uncertainty of the COVID-19 pandemic and ongoing global environmental crisis, the option to participate via Zoom will be made for those who need to attend remotely. It will be up to the individual to communicate with the instructor to request remote participation based on these exceptional circumstances.



The question of what is “theory” has perplexed many scholars, theorists, and practitioners alike. Yet, we know as educators across multiple sectors we have always known and recognized “theory” as part of our praxis. Within this EdD program we have four core “research” areas: Indigenous education; Educational leadership; Place-based education and Curriculum. The purpose of this course is to critically explore the relationship between the theories that inform these fields, our practices as educators, and our emerging identities as scholar-practitioners within the context of a doctoral program. Consequently, the goals of this course are three-fold: knowledge acquisition, self-reflection, and application to practice. This course will explore how we come to understand, and most importantly, enact our understandings of theory through critical engagement and self-reflection as we move forward interconnecting theory, praxis, and research in our doctoral journeys.


  1. Develop your understanding of various educational theories that inform scholarly areas of focus.
  2. Gain an appreciation for and insight into the concepts of various theories that inform educational sectors, particularly related those related to education, health, and the environment.
  3. Understand the principles of decolonization and Indigenization as part of Indigenous leadership


  1. To develop an awareness of your personal and professional positionality to inform which theories may inform your doctoral journey
  2. To share and contrast your understanding of the scholarship and theories with colleagues through discussion, assessment, and case studies.
  3. To reflect on areas of strengths and weaknesses of various theories, in relation to your area of interest for your doctoral research.

Application to practice: 

  1. To apply these theories in your professional practice in a collaborative context with your peers within the cohort.
  2. To construct a useful set of individual self-reflective tools designed to assist you in understanding how theory is a tool for informing research and practice.
  3. To enhance and refine methods which promote effective communication, both written and oral along with data management systems that will support your doctoral journey (e.g., Zotero (or other bibliographic software; Library research skills etc.).


  • Participation (both through CANVAS and in-person) 20%
  • Team Theory Presentation (Interactive presentation) 30%
  • Theory Use in Research (Individual paper) 30%
  • Reflective Learning Portfolio 20%


  • All assignments must be formatted to adhere to APA 7.
  • Please submit assignments as follows: Lastname_EDUC964.docx (word doc or pdf submissions are welcome).




As much as possible, the course readings will be available for no cost to you through the SFU Library as open-source textbooks or online articles.  Required readings will be assigned through CANVAS.


American Psychological Association. (2020). Publication manual of the American Psychological Association. (7th ed.). American Psychological Association. 

ISBN: 978-1-4338-3217-8

Luker, K. (2010). Salsa dancing into the social sciences : Research in an age of info-glut. Harvard University Press. (SFU online access: https://sfu-primo.hosted.exlibrisgroup.com/permalink/f/usv8m3/01SFUL_ALMA21155797640003611)

Kuokkanen, R. (2019). Restructuring relations: Indigenous self-determination, governance, and gender. Oxford University Press. 

ISBN: 978-0-19-091328-1

Patel, L. (2021). No study without struggle: Confronting settler colonialism in higher education. Beacon Press. ISBN: 97080807050990 (hardcover); 9780807050910 (e-book)


Flinders , D.J and Thornton, S.J. (Eds.) (2021). The curriculum studies reader (6th Edition). Taylor & Francis. (note this link is to the 2004 online edition I will update if the 2021 edition is made available: https://sfu-primo.hosted.exlibrisgroup.com/permalink/f/15tu09f/01SFUL_ALMA51261599230003611)

Lowery, C. L. & Jenlink, P. M. (2019). The handbook of Dewey's educational theory and practice. Brill | Sense. (SFU online access: https://sfu-primo.hosted.exlibrisgroup.com/permalink/f/11fcla1/01SFUL_ALMA51409154090003611)

Mayo, C. & Blackburn, M. V. (2020). Queer, trans, and intersectional theory in educational practice (1st ed.). Routledge. https://doi.org/10.4324/9780367816469 (SFU online access: https://sfu-primo.hosted.exlibrisgroup.com/permalink/f/dt8kh0/TN_cdi_askewsholts_vlebooks_9781000769067 )

McKinley, L. & Smith, L. T. (2019). Handbook of Indigenous education. Springer Singapore Pte. Limited. (SFU online access: https://sfu-primo.hosted.exlibrisgroup.com/permalink/f/1u29dis/TN_cdi_proquest_ebookcentral_EBC5924770)

Peters, M. & Tesar, M. (2018). (Eds.) Contesting governing ideologies. Volume III : An educational philosophy and theory reader on neoliberalism. Routledge. (SFU online access: https://sfu-primo.hosted.exlibrisgroup.com/permalink/f/11fcla1/01SFUL_ALMA51421825240003611)

Phillips, D. C. (2014). Encyclopedia of educational theory and philosophy / edited by D.C. Phillips, Stanford University. SAGE Reference. (SFU online access: https://sfu-primo.hosted.exlibrisgroup.com/permalink/f/11fcla1/01SFUL_ALMA51235123230003611)

Zinga, D., Lilley, S., Styres, S.,  Tomlins-Jahnke, H. (Eds.) (2019). Indigenous education: New directions in theory and practice (First edition.). University of Alberta Press. (SFU online access: https://sfu-primo.hosted.exlibrisgroup.com/permalink/f/usv8m3/01SFUL_ALMA51357623330003611)


Your personalized Course Material list, including digital and physical textbooks, are available through the SFU Bookstore website by simply entering your Computing ID at: shop.sfu.ca/course-materials/my-personalized-course-materials.

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.

Registrar Notes:


SFU’s Academic Integrity website 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