Spring 2022 - EDUC 820 G031
Current Issues in Curriculum and Pedagogy (5)
Class Number: 7887
Delivery Method: In Person
Course Times + Location:
Office: EDB 8659 (Burnaby)
Office Hours: Thurdays, 10:00 am - 12:00 pm. Available to meet via Zoom as well.
Focuses on educational issues, trends and practices which impact teaching and learning in schools and other educational settings.
Jan 14, 15
Jan 28, 29
Feb 11, 12
Mar 4, 5
Mar 11, 12
Apr 1, 2
Fridays: 5:00 - 9:00 pm
Saturdays: 8:30 - 4:30 pm
Harbour Centre Campus, Vancouver, Room 1525
COURSE RATIONALE: Curricula of Contemplative Cosmopolitans in VUCA Anthropocene
Curriculum development and pedagogical practices in education and various social service agencies and learning organizations are undergoing radical shifts as the result of confluence of local and global forces; education itself is tasked with addressing new and emerging political, economic, sociocultural forces and pressures. Canadian scholarship in curriculum, pedagogy, and assessment is at the forefront of this revolution.
A relevant, meaningful education today might (as ever) centre on a reflective curriculum of self, others, and the world. In a world now characterized as Volatile, Uncertain, Complex and Ambiguous (VUCA) (Lemoine, Hackeet, & Richardson, 2017), what kinds of curriculum, pedagogy, and assessment will best prepare students (and teachers) not only to survive but thrive and to heal? How shall we identify ourselves? Can we come to identify ourselves “authentically and spontaneously” (Merton, 1979, p. 9)? Can we be contemplative cosmopolitans? Can we develop curricula, pedagogies, and assessments that nurture the whole self—body, mind, heart, and spirit (Miller, Nigh, Binder, Novak, & Crowell, 2018)—and holistically develop well-being and promote justice among students and teachers? Can these be curricula of connectedness, meaning, hope, and flourishing? Can we see curriculum itself as a life journey (Pinar, 1994)? Finally, what would comprise a contemplative curriculum (and pedagogy) in contemporary education?
In this course, we will cover both the theoretical and practical foundations and fundamentals of curriculum, pedagogy, and assessment and also how these can be relevant to you as both educators and citizens living in a rapidly changing, uncertain world. Our collaborative inquiry in the course begins with a simple but profound question: What is the nature of contemplation itself? The course will also center on five, overarching questions: What are the aims of education? What shall we then teach? How shall we best teach? How can we best assess learning? What are the ethical and spiritual implications and outcomes of our teaching and learning that we need to address?
In this course, we have an opportunity to explore an ‘integral’ approach to education: “The cultivation of body, mind, and spirit in [the contexts of] self, culture, and nature” (Wilber, 2006, p. 26). That is, we will examine curriculum theory that focuses on individual development of self to Self while also examining our development in relation to the current, collective—local and global—challenges we face: material, existential, intersubjective, political, economic, and environmental.
A primary focus of the course is putting theory into practice in a reflexive spirit—what we refer to as praxis. I hope the course can help you to develop your own educational philosophy —curricular, pedagogical, and evaluative—the foundation upon which you can construct your educational programs (you will explore developing educational programs in EDUC 816).
A more detailed outline and syllabus/schedule will be available for collective review and possible revision in our first class, including details of suggested assignments.
Lemoine, P. A., Hackett, P. T., & Richardson, M. D. (2017). Global higher education and VUCA–Volatility, uncertainty, complexity, ambiguity. In S. Mukerji, and P. Tripathi (Eds.), Handbook of Research on Administration, Policy, and Leadership in Higher Education (pp. 549-568). IGI Global. ISBN13: 9781522506720
Merton, T. (1979). Learning to live. In Love and living. Farrar, Straus, Giroux. ISBN: 9781429966726
Miller, J. P., Nigh, K., Binder, M. J., Novak, B., & Crowell, S. (Eds.). (2018). International handbook of holistic education. Routledge. ISBN: ISBN 9781138082656
Pinar, W. F. (1994). The method of “currere” (1975). Counterpoints, 2, 19-27.
Wilber, K. (2006). Integral spirituality: A startling new role for religion in the modern and postmodern world. Shambhala Publications. ISBN: 9781590305270
COURSE-LEVEL EDUCATIONAL GOALS:
In and as a result of our joint explorations and learning in this course, students will:
- Further develop their understandings into the nature of contemplation and the abilities to articulate those understandings orally and in writing.
- Continue their work in contemplative inquiries and explorations of contemplative education.
- Continue their work in developing communities of practice characterized by kindness, generosity, dialogue, and presence and compassion for self and others.
- Develop and be able to articulate deeper understandings of the theoretical foundations of curriculum development, pedagogical practice, and practices of assessment.
- Develop insights into and express understandings of local and global approaches and practices in education and the political, sociocultural, historical, economic, environmental, ethical, and spiritual dynamics that shape these.
- Create meaningful connections between what they learn from their academic inquiries and their own, lived experience.
- Consider and develop in project work personal educational philosophies and practices (‘credos’) that promote holistic learning, eco- and social justice, well-being, and flourishing for all—both human and more-than-human beings.
- Be able to articulate a personal philosophy and principles of teaching and learning.
- Essay: What is Contemplation 40%
- Group Presentations 20%
- Final Project: Personal Philosophy of (Contemplative) Teaching & Learning 40%
Each student is expected to complete all the course readings and assignments, and to actively contribute to class discussions as well as other class activities and processes.
MATERIALS + SUPPLIES:
Freire, P. (2018). Pedagogy of the oppressed. Bloomsbury.
(This is a classic: the most widely read book on education, globally. Earlier editions, published by Continuum, are also acceptable. Readily available through sites like Amazon, AbeBooks.com, VitalSource.com, Chegg.com, RedSelf.com
The following are resources you might find useful in doing your research; most of these are available in the SFU library. I am happy to help in finding additional resources you might wish to use.
de Saint-Exupéry, A. (1943). The little prince (R. Howard, Trans.). Orlando, FL: Harcourt. ISBN-13: 978-0156012195 [if you read French, feel free to explore the original French version].
Esbjorn-Hargens, S., Ed, Reams, J., Ed, & Gunnlaugson, O., Ed. (2010). Integral education: New directions for higher learning. State University of New York Press. ISBN-13: 978-1438433486
Flinders, D.J. & Thornton, S.J. (Eds.) (2022). The curriculum studies reader (6th ed.). Routledge. ISBN 9780367648398 Forthcoming January 2022. I will make a copy available to anyone who wishes to use the book; will also order the book for the library. The 5th edition is also acceptable.
Hasebe-Ludt, E., & Leggo, C. (Eds.). (2018). Canadian curriculum studies: A métissage of inspiration/imagination/interconnection. Toronto, Canada: Canadian Scholars Press. ISBN: 978773380551
Hurren, W., & Hasebe-Ludt, E. (Eds.). (2013). Contemplating curriculum: Genealogies/times/places. New York, NY: Routledge. ISBN: 9780203082676
Jardine, David (2012). Pedagogy left in peace: Cultivating free spaces in teaching and learning. Continuum. ISBN: 9781441163295
Keator, M., & Watson, V. (2022). The soul of learning: Rituals of awakening, magnetic pedagogy, and living justice. Routledge. ISBN 9781032053455
Kirylo, J. (2020). Reinventing pedagogy of the oppressed: Contemporary critical perspectives. Bloomsbury. ISBN: 9781350117174
Kress, T., Emdin, C., & Lake, R. (Eds.) (2021). Critical pedagogy for healing: Paths beyond ‘wellness,’ toward a revival of teaching and learning. Routledge. ISBN: 9781350192690
Kumar, Ashwani. (2013). Curriculum as meditative inquiry. Palgrave Macmillan. ISBN: 9781137315816
Miller, John P.; Nigh, Kelli; Binder, Novak, Bruce; and Crowell, Sam. (Eds.). (2019). International handbook of holistic education. Routledge. ISBN: 9781315112398
Pinar, W. (2012). What is curriculum theory? (2nd ed.). Routledge. ISBN: 9781138649835
Seidel, J., & Jardine, D. W. (2013). Ecological pedagogy, Buddhist pedagogy, hermeneutic pedagogy: Experiments in a curriculum for miracles. Peter Lang Inc. ISBN: 9781453912331
Slattery, P. (2012). Curriculum development in the postmodern era: Teaching and learning in an age of accountability. New York, NY: Routledge. ISBN: 9780415808569
Stanley, D. & Young. K (Eds.) (2011). Contemporary studies in Canadian curriculum: Principles, portraits & practices. Brush Education. ISBN: 9781550593990
Walsh, S., Bickel, B., & Leggo, C. (Eds.). (2014). Arts-based and contemplative practices in research and teaching: Honoring presence. Routledge. ISBN 9781315813387
Wearing, J., Ingersoll, M., DeLuca, C., Bolden, B., Ogden, H., & Christou, T. M. (Eds.) (2019). Key concepts in curriculum studies. Routledge. ISBN: 9781351167086
Wenger, C. (2015). Yoga minds, writing bodies: Contemplative writing pedagogy. WAC Clearinghouse/Parler Press [Open Access]. ISBN 978-1-64215-063-6
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 SPRING 2022
Teaching at SFU in spring 2022 will involve primarily in-person instruction, with safety plans in place. Some courses will still be offered through remote methods, and if so, this will be clearly identified in the schedule of classes. You will also know at enrollment whether remote course components will be “live” (synchronous) or at your own pace (asynchronous).
Enrolling in a course acknowledges that you are able to attend in whatever format is required. You should not enroll in a course that is in-person if you are not able to return to campus, and should be aware 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.
Students with hidden or visible disabilities who may need class or exam accommodations, including in the context of remote learning, are advised to register with the SFU Centre for Accessible Learning (firstname.lastname@example.org or 778-782-3112) as early as possible in order to prepare for the spring 2022 term.