Simon Fraser University
Engaging the World

Course Outlines

Fall 2017 - EDUC 911 G200

Colloquium in Curriculum Theory (I) (3)

Class Number: 8479

Delivery Method: In Person

Overview

  • Course Times + Location:

    Sep 5 – Dec 4, 2017: Mon, 4:30–7:20 p.m.
    Vancouver

Description

COURSE DETAILS:

Course Details:   This course proposes to explore various understandings of, and historical developments in, curriculum while also tracing the conceptual and theoretical foundations of curricular and instructional practices. It seeks to situate relevant philosophical, as well as historical, political, cultural and sociological issues which impact teaching and learning today in both formal and more informal educational settings.  Participants will be expected to read widely, to contribute actively to class discussions, and to develop their ability to think theoretically about curriculum issues of practical significance in their professional lives.    Throughout the course we will be concerned to understand the metaphors and values that underlie competing theoretical claims, to evaluate various kinds of empirical evidence and research methodology, and to examine the roles of teachers, administrators and learners as portrayed in curriculum theory.  One focus might be interrogating curriculum, pedagogy, and assessment conceptions as they appear currently. A send focus might include the role of relationships in our educational offerings: relationships with self, others, and the more-than-human world.  We understand these particular foci to be potentially generated by the course participants themselves and will encourage that kind of engagement in both the design and content thereof.

The Class will meet Mondays at Harbourcentre (Rm: 3122), from 16:30-19:20


We will engage in a few field trips. Possible locations and sites include the downtown area surrounding the campus or within a few kilometers of the campus, possibly including a walk through the forest at a site like Stanley Park. These field trips will not require any extraordinary preparation beyond what would be required for a walk in such an environment.

Grading

  • This topic of grading/assessment is clearly a component of education writ large and will become a part of the conversation to be had amongst participants throughout the course with a particular focus on it during our first evening together.

NOTES:

A final paper is expected.  Participants in the course will likely be asked to submit first an outline and then at least one draft for feedback before providing a full, “publish ready”, paper at the end of the course.

Participation Requirements: Participants are expected to have prepared for class (readings, supplementary readings, other explorations). In class, we will aim for a dialogical ethos of scholarship (whilst exploring what that might mean), openness to new and varied ideas, respect, critical collegiallity, shared learning where we co-construct knowledge, risk-taking and vulnerability. Participants will have opportunities to provide feedback to each other’s work as opportunities to engage in scholarly peer review.

Materials

MATERIALS + SUPPLIES:

Resource Texts:
 Doll, W., Fleener, M., Truet, D., & Julien, J. (2005). Chaos, complexity, curriculum, and culture. New York: Peter Lang. 978-0820467801
Flinders, D. & Thornton, S. (2012). (Eds.). The curriculum studies reader (4th ed.). New York: Rutledge. 978-0415520751   Pinar, W.F., Reynolds, W.M., Slattery, P. & Taubman, P.M. (1995) Understanding Curriculum: An Introduction to the Study of Historical and Contemporary Curriculum Discourses. New York: Peter Lang.
Beyer, L.E. & Apple, M.W. (eds., 1998). The Curriculum: Problems, Politics, and Possibilities (Suny Series, Frontiers in Education). Albany: State University of New York Press.
Wideen & Grimmett. Changing times in Teacher Education: Restructuring or Reconceptualization. London: Falmer Press. ISBN: 075070183-8 (paperback).
Slattery, P. (2013). Curriculum development in the postmodern era. New York: Routledge. 978-0415808569
Stanley, D., & Young, K. (2011). Contemporary studies in Canadian curriculum. Calgary: Detselig/Brush Education.  978-1550593990

REQUIRED READING:

Required Texts: Given that this course is designed as a more emergent curriculum we have provided a short/initial list below of resources which participants can explore as they desire, but are of course are not limited to; participants’ are encouraged to notice the existing gaps and bring in other texts and conversations.  Particular required readings will be generated as the course progresses.  

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://students.sfu.ca/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

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS