Simon Fraser University
Engaging the World

Course Outlines

Fall 2026 - EDUC 820 G031

Current Issues in Curriculum and Pedagogy (5)

Class Number: 4305

Delivery Method: Online

Overview

  • Course Times + Location:

    Sep 9 – Dec 7, 2026: Tue, 4:30–9:20 p.m.
    Burnaby

Description

CALENDAR DESCRIPTION:

Focuses on educational issues, trends and practices which impact teaching and learning in schools and other educational settings.

COURSE DETAILS:

Building on concepts and frameworks introduced in the first three courses of this program, this course is intended to engage participants in examining and expanding the curricular and pedagogical themes that have emerged throughout these semesters: Systems Change and Leadership; Decolonization of Practice; Relational and Community Learning; Integrating Story into our Practice; Student Voice and Agency.

This exploration will take place both reflectively and dialogically with each other, and through each person deepening their knowledge and understanding of their topic of inquiry. Throughout the course we will revisit readings and ideas from the earlier courses in the context of current readings on, and practical explorations of, the hermeneutics of curriculum and teaching in the midst of such educational challenges as decolonization and reconciliation, migration and diversity and community development. Our goal is to deepen our individual and collective understandings into what it means to teach and learn with imagination, and to discover new sources of guidance and inspiration for such work.

Meeting Dates:

Tuesdays

September 15 - December 1

Meeting Times:

4:30pm - 9:20pm

Meeting Location:

On-Line

Additional Details:

We will be co-creating the shape of this course together.

COURSE-LEVEL EDUCATIONAL GOALS:

Learning Goals:

 Learners will…

  • Deepen ways of knowing/doing/being as educators and practitioner-inquirers;
  • Deepen and extend a disposition of inquiry, ethical practice, critical and creative reflection and responsiveness to learners as well as communities
  • Develop 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
  • Theorize their practice and contribute to professional conversations, both written and oral
  • Render and complexify stories that guide teaching, and theorize one’s own professional practice;
  • Envision next steps as practitioner-scholars, teacher-leaders and change makers

Grading

  • Reflective Paper 40%
  • Book Group Engagement and Presentation 40%
  • End of Term World Café and Artifact Presentation 20%

Materials

REQUIRED READING:

Choice of one of the following books for book groups:

Chrona, WayI Wah! Indigenous Pedagogies:  An Act for Reconciliation and Anti-Racist Education

Chrona, Sagaytgawdi: Grounding Assessment in Indigenous Knowledges for Equity and Well Being (September 2026 release)

Leddy & Miller, Teaching Where You Are: Weaving Indigenous and Slow Principles and Pedagogies

Safir, Bagsik, Jaber & Watson. Pedagogies of Voice: Street Data and the Path to Student Agency

Archibald, Indigenous Storywork: Educating the Heart, Mind, Body and Spirit

Lemov, Lewis, Williams & Frazier, Building School Culture: Reconnect for Meaning, Purpose and Belonging

Wheatley, Finding our Way: Leadership for an Uncertain Time

*We will discuss and finalize book selection at our first class in September

All other readings will be posted on Canvas.


Registrar Notes:

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS

At SFU, you are expected to act honestly and responsibly in all your academic work. Cheating, plagiarism, or any other form of academic dishonesty harms your own learning, undermines the efforts of your classmates who pursue their studies honestly, and goes against the core values of the university.

To learn more about the academic disciplinary process and relevant academic supports, visit: 


RELIGIOUS ACCOMMODATION

Students with a faith background who may need accommodations during the term are encouraged to assess their needs as soon as possible and review the Multifaith religious accommodations website. The page outlines ways they begin working toward an accommodation and ensure solutions can be reached in a timely fashion.