Spring 2022 - EDUC 830 G031

Implementation of Educational Programs (5)

Class Number: 7052

Delivery Method: In Person


  • Course Times + Location:

    Location: TBA



Problems and practices associated with innovation and implementation including the nature of change in the educational context, the roles of teachers, administrators, change agents, and evaluators.


In this course we explore: diverse epistemological and cultural foundations of knowledge; distinct worldviews or perspectives on ways of knowing, being and doing; different orientations to health, wellness and healing philosophies; numerous models of health education programming; and a variety of wellness teaching and learning practices as well as the various implications for implementing healing education.

This course explores the reciprocal relationship between the biosphere and the ethno-sphere or the role of bio/cultural diversity and our respectful understanding of place-based learning or the pedagogy of place. It explores the Indigenous practice of honouring both the environmental ecology and the spiritual or cultural ecology of a place and its people within Indigenous participatory pedagogy. Within the framework of the course we engage in the various discourses, perspectives and practices on the future sustainability of the earth’s bio/cultural diversity, health and wellbeing.

This course explores environmental ecology and spiritual ecology as a reciprocally related deep ecology of being and inquires into its implications for health and wellness education. It asks: How do we educate to meet the current global environmental, social justice and health crisis’s as well as the future sustainability of the earth’s bio/cultural diversity? What kind of knowledge systems are to be found in our various ethno-sciences and how can they combine and complement each other in an integrated approach to today’s health and environmental issues? In other words what role do the Indigenous worldviews and Indigenous knowledges play in ecological and wellness education? What are the various pathways or ways of knowing, being, and doing that nurture capacities for understanding diverse and complex ecologies, wellness and healing? How can ecological knowledge support the cultivation of ecologies for life-long learning and wellbeing? How can our understanding of deep ecologies of health inform our approaches to the diverse ecologies of wellness in our classrooms? And how does ecological wellness knowledge impact the curriculums we envision, the creative pedagogies we enact, and the inventive practices we implement in health education?

Off Campus Classes

***Please note that certain classes (or portions of classes) will be held off campus, primarily in order to learn within and through the natural environment, and will involve travelling to a different location. The level of risk associated with these activities will be similar to those encountered in our everyday lives, including the potential for uneven surfaces, sunburn, dehydration, bug bites, and animal encounters. Locations, expectations, start and end times for such outings will be discussed in advance, as will appropriate precautions and preparations. Please come dressed for the weather, as we will be spending some classes outside rain or shine. The instructor welcomes conversations regarding any questions or concerns in this regard.

Class Dates:
Jan 14/15
Jan 28/29
Feb 11/12
Mar 4/5
Mar 18/19
Apr. 1/2 

Class Times:

Fridays 4:30pm-9:00pm 
Saturadys 8:30am-4:30pm

Location: SFU Surrey Campus, Room #5140


Addressing problems and practices associated with innovation and implementation including the nature of change in the educational context, the roles of teachers, administrators, change agents, and evaluators. This course will be of interest to educators interested in health and wellness education as it applies to both school-based and informal or alternative learning environments. The course engages in a multi-disciplinary approach to health education, and the implications for curriculum theory, pedagogical practice and program development as well as impimentation. It explores these from the perspective of multiple epistemological orientations including western worldviews and Indigenous knowledge systems. This course is appropriate for educators of all subjects and grade levels and for informal educators and/or health care practioners.

The course readings and pedagogical activities are organized with attention to the following learning objectives:

  • Analyze one’s own worldview, value system, cultural orientation to environmental ecology and health
  • Think critically about how historical and cultural perspectives on knowledge impact the conceptions of curriculum and ultimately influence orientations to health education
  • Explore Indigenous Knowledges and the acknowledgement of the role of environmental and spiritual ecologies in Indigenous ecological and wellness education.
  • Gain proficiency with key concepts and perspectives on issues in the field of health education and its implementation
  • Examine competing orientations to curriculum, educational models, conceptual frameworks, and educational materials in health education
  • Consider emerging visions of ecological wellness education as transformative education
  • Explore integrated and holistic practices in ecological and wellness learning
  • Develop the thinking, writing, and speaking skills with which to cogently articulate and communicate the complexity of health and wellness education
  • Study a variety of teaching and learning models/strategies for health and wellness education that integrate embodied sensory awareness, participatory pedagogy, contemplative approaches, holistic learning, arts-based research methodologies, as well as multiple literacies and modes of representation.
  • Engage in an arts-based narrative inquiry into one’s own lived curriculum of ecological and wellness education


***This course is designed to: honour a multi-disciplinary approach to teaching and learning; explore ethno-science and integrative science as well as arts-based approaches to ecological knowledge and wellness; integrate various worldviews, orientations and cultural perspectives on health education; and intends to involve immersion in experiential learning or participatory pedagogy as well as critical reflection.


  • 1. Arts-based Portfolio based on your Land Practice and Making Practice: Maintain a notebook/journal/ arts-based portfolio with ongoing reflexive life writing, journaling, , poetry, drawing, photography etc. to be gathered into an arts-based portfolio throughout the term. 20%
  • 2. Presentation: An oral presentation on your arts-based narrative inquiry based on your land practice and making practice and their implications for your understanding of health and wellness, pedagogy and curriculum, as well as the programs or projects or practices that you intend to implement. 40%
  • 3. M├ętissage Paper: an arts-based narrative inquiry into your own lived ecologies of health and wellness and their impact on your lived curriculum in relation to other health perspectives, programs, and practices. 40%


Further details will be given during the presentation of the full course outline and throughout the course.


*Note: Each student is expected to have completed all the course reading, assignments, and to actively contribute to class discussions as well as other group processes. It is also recommended that each student maintain a journal or field notebook, which can serve as a forum for on-going critical reflection, lyrical writing, observations, sketches, rumination, and as place for noting ideas and insights. The students are also expected to engage fully in multi-disciplinary participatory pedagogies and learning processes, participate in various forms of inquiry, and present or represent their work in multiple modalities or literacies.



Life Writing journal and/or sketchbook and Art Supplies for your individual Making & Place-based Practices.


Cajete, G, (1994). Look to the Mountain: Ecology of Indigenous Education. Skyland, NC: Kivaki Press.

(Note: ***This text will be available as a PDF through the Instructor)

ISBN: 1-882308-65-4

Cajete, G. (2015). Indigenous Community: Rekindling the Teachings of the Seventh Fire. St Paul, MN: Living Justice Press.
ISBN: 978-1-937141-17-2

Davidson, S. (2018). Potlatch as Pedagogy. Winnipeg, Manitoba: Highwater Press.
ISBN: 978-1553797739

Wall Kimmerer, Robin. (2015). Braiding Sweetgrass: Indigenous Knowledge, Scientific Knowledge and the Teachings of Plants. Minneapolis, Minnesota: Milkweed Editions.
ISBN: 978-1-57131-356-0

Van Horn, G., Wall Kimmerer, R., Hausdoerffer Eds. (2021). Kinship: Belonging in a World of Relations. Libertyville, Il: Center of Humans & Nature Press.

(you can purchase the volume you are presenting separately)

ISBN: 978-1-7368625-5-1

Wagamese, R. (2016) Embers: One Ojibway’s Meditations. Toronto, ON: Douglas & McIntyre.
ISBN: 978-1-77162-133-5

Wagamese, R. (2019). One Drum : Stories and Ceremonies for a Planet. Toronto, ON: Douglas & McIntyre.
ISBN: 978-1-77162-229-5

Optional---Wagamese, R. (2021). Richard Wagamese Selected: What comes From Spirit. Toronto, ON: Douglas & McIntyre.
ISBN: 978-1-77162-27


Marya, R., Patel, R. (2021). Inflamed: Deep Medicine and the Anatomy of Injustice. New York, NY: Farrar, Straus & Giroux.

Ross, R. (2014). Indigenous Healing: Exploring Traditional Paths. Toronto, ON: Penguin Random House Company.
ISBN: 978-0-14-319110-0

Hasebe-Ludt, E., Chambers, C,. Leggo, C. (2009). Life Writing and Literary Métissage: an Ethos for Our Times. New York, NY: Peter Lang.
ISBN: 978-1-4331-0306

Greenwood, M., de Lecuw, S., Lindsay, N., Reading, C. (2015). Determinants of Indigenous Peoples’ Health in Canada: Beyond the Social. Toronto, ON: Canadian Scholars Press.
ISBN: 978-1-55130-732-9

Lederach, J., & Lederach, A. (2010). When Blood & Bones Cry Out: Journey through the Soundscape of Healing and Reconciliation.  Toronto, ON: Oxford University Press Ltd.
ISBN: 978-0-19-983710-6

Asch, M., Borrows, J., Tully, J. Eds. Resurgence and Reconciliation: Indigenous-Settler Relations and Earth Teachings. Toronto, ON: University of Toronto Press.

Davis, Wade. (2009) Wayfinders: Why Ancient Wisdom Matters in the Modern World. Toronto, ON: Anansi Press Inc.

King, Thomas. (2003). The Truth About Stories: A Native Narrative. Toronto, ON: Anansi Press Inc.

Kinew, Wab. (2015). The Reason You Walk. Toronto, ON: Penguin Canada Books.

Wagamese, Richard. (2008). One Native Life. Vancouver, BC: Douglas & McIntyre

Wagamese, Richard. (2012). Indian Horse. Vancouver, BC: Douglas & McIntyre Publishers Ltd.

Wagamese, Richard, (2014). Medicine Walk. Toronto, ON: Random House of Canada Ltd.

Hogan, Linda. (1995). Dwellings: A Spiritual History of the Living World. New York, NY: Touchstone Books. ISBN-10: 0393322475 & ISBN-13: 978-0393322477

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 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 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 (caladmin@sfu.ca or 778-782-3112) as early as possible in order to prepare for the spring 2022 term.