Simon Fraser University
Engaging the World

Course Outlines

Fall 2021 - EDUC 820 G031

Current Issues in Curriculum and Pedagogy (5)

Class Number: 5157

Delivery Method: In Person

Overview

  • Course Times + Location:

    Location: TBA

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 half of the program, this course seeks to strengthen participants’ ability to examine their own teaching practices and the cultural assumptions embedded in them, and to make alternative pedagogical and curricular choices that are aligned with their values and purposes as imaginative educators. Throughout the course we will revisit readings and ideas from previous courses in the context of contemporary explorations of curriculum and pedagogy in Canada. In the midst of such educational challenges as decolonization and reconciliation, migration and diversity, the climate and biodiversity crises, and the impact of electronic media on youth culture and democratic debate, 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:
Sept 10, 11
Sept 24, 25
Oct 1, 2
Oct 29, 30
Nov 19, 20
Dec 3, 4

Meeting Times:
Fridays: 4:30 - 8:30 pm
Saturdays: 8:30 - 3:30 pm

Meeting Location:
Surrey Campus, Room 3280

Additional Details:
Course delivery is subject to public health guidelines from the Province of BC and SFU policies and directives.

COURSE-LEVEL EDUCATIONAL GOALS:

Students will:

  • Read and discuss a range of contemporary Canadian scholars inquiring into the conditions for imaginatively meaningful teaching, learning, and curriculum;
  • Identify and explore, orally and in writing, connections between these explorations and their own experiences and purposes as educators;
  • Use these insights to reassess, reframe and extend key concepts and frameworks from The Educated Mind and other writings on imaginative education;
  • Develop an imaginative expression of their evolving teaching credo, illustrated by accounts of actual classroom experiences together with a prospectus for ongoing pedagogical growth.

Grading

  • Participate actively in class discussions, including online discussions if used 20%
  • With 1-2 partners, lead/facilitate an imaginative curriculum exploration during a class 20%
  • Write up an account of that exploration including reflections on the process in light of the readings 20%
  • Present an imaginative expression of your evolving teaching credo in class 15%
  • Write up an account of your imaginative teaching credo, illustrated by accounts of actual classroom experiences together with a prospectus for ongoing pedagogical growth 25%

NOTES:

Expectations for the students:

  • regular attendance and active participation in the classes;
  • respectful and attentive interactions with others in the class;
  • active and thoughtful participation online;
  • keeping up with the readings;
  • investing time and effort in the assignments, and responding to feedback;
  • sharing and helping to address any concerns about course content, process, etc.

Expectations for the instructor:

  • facilitating the class in a respectful, inclusive and effective manner;
  • engaging knowledgeably and thoughtfully with the readings and with students’ contributions in person and online;
  • providing feedback when requested or expected, on writing, class contributions, etc;
  • responding to concerns about course context, process, etc.

REQUIREMENTS:

A/A+: Outstanding grasp of concepts and issues; evidence of careful and precise reading of required texts and of other related texts; ability to accurately  relate theoretical discussions to practice; critical evaluation of readings and discussions and lectures giving evidence of independent and consistent judgment; fluent and appropriate use of relevant concepts; careful attention to the ideas of others, and courtesy in addressing them; imaginative organization and presentation of written work.
A-: As above but at a somewhat lower level of acuteness.
B+: Clear use of relevant literature and background reading; appropriate use of relevant concepts; sound structure and good organization; sound critical evaluation; linkages with wider issues made clearly; courtesy in dealing with others’ ideas and opinions.
B: Reasonably accurate grasp of key concepts and issues; analyses and discussions relevant and appropriate; adequately clear structure to written work; readings sensibly incorporated into arguments; evaluative discussions made accurately and sensibly; courtesy in dealing with others’ ideas and opinions.
B-: As above, but at a somewhat lower level of acuteness
C/C-: Little evidence of required reading or little evidence that it has been adequately understood; limited grasp of the concepts being discussed; divergence from the main point to only peripherally or superficially related items; largely dealing with anecdotal or concrete instances rather than with the level of principles and theories; largely descriptive writing with little analysis, though showing some grasp of the main issues.
F: Solely descriptive and only peripheral points engaged; lack of evidence of reading or limited understanding of what read; conceptual confusion, irrelevant and muddled material poorly organized.

Materials

MATERIALS + SUPPLIES:

n/a

REQUIRED READING:

Jardine, David (2012). Pedagogy left in peace: Cultivating free spaces in teaching and learning. London; New York, NY: Continuum.
ISBN: 9781441163295

Kulnieks, Andrejs, Longboat, Dan Roronhiakewen, and Young, Kelly (2013). Contemporary Studies in Environmental and Indigenous Pedagogies: A Curricula of Stories and Place. Rotterdam: BRILL.
https://doi.org/10.1007/978-94-6209-293-8.
ISBN: 9789462092914

RECOMMENDED READING:

Egan, K. (1997). The educated mind: How cognitive tools shape our understanding. University of Chicago Press: Chicago.  Available online through SFU Library at https://sfu-primo.hosted.exlibrisgroup.com/permalink/f/1u29dis/TN_cdi_proquest_ebookcentral_EBC408518

Jardine, David,. Friesen, Sharon and Clifford, Patricia (2006). Curriculum in Abundance. Mahwah, N.J.: Lawrence Erlbaum Associates. Available online through SFU Library at https://sfu-primo.hosted.exlibrisgroup.com/permalink/f/15tu09f/01SFUL_ALMA51388362060003611.

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:

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 FALL 2021

Teaching at SFU in fall 2021 will involve primarily in-person instruction, with approximately 70 to 80 per cent of classes in person/on campus, with safety plans in place.  Whether your course will be in-person or through remote methods 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 fall 2021 term.