Spring 2023 - EDUC 816 G031

Developing Educational Programs and Practices for Diverse Educational Settings (5)

Class Number: 4448

Delivery Method: In Person

Overview

  • Course Times + Location:

    Location: TBA

  • Instructor:

    Vicki Kelly
    vickik@sfu.ca
    1 778 782-7226
    Office: Burnaby EDB 8563; Surrey SRYC 5140

Description

CALENDAR DESCRIPTION:

Investigates theories and issues associated with developing educational programs and practices in various educational contexts. Addresses the development of new programs and their implementation in schools and other educational settings.

COURSE DETAILS:

Meeting Dates:          
Jan 13/14, 27/28;
Feb 10/11, 24/25;
Mar 10/11, Mar 31/April 1.

Times:
Fridays: 4:30- 9:00pm
Saturdays: 8:30- 4:00pm

Location:        
Surrey Campus, Room: SRYC 5140

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.

COURSE RATIONALE

This course will be of interest to educators interested in environmental or ecological education as it applies to both school-based and informal or alternative learning environments. The course engages in a multi-disciplinary approach to ecological education, and the implications for curriculum theory, pedagogical practice and program development. 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 of various persuasions.                                                                            

COURSE DESCRIPTION

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 eco-philosophy; numerous models of environmental programming; and a variety of environmental teaching and learning practices as well as the various implications for ecological 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 pedagogy. Within the framework of the course we engages in the various discourses and perspectives on the future sustainability of the earth’s bio/cultural diversity.

This course explores environmental ecology and spiritual ecology as a reciprocally related deep ecology and inquires into its implications for ecological education. It asks: How do we educate to meet the current global environmental crisis 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 environmental issues? In other words what role do the Indigenous worldviews and Indigenous knowledges play in environmental education? What are the various pathways or ways of knowing, being, and doing that nurture capacities for understanding diverse and complex ecologies? How can ecological knowledge support the cultivation of ecologies for life long learning? How can our understanding of deep ecology inform our approaches to the diverse ecologies of our classrooms? And how does ecological knowledge impact the curriculums we envision, the creative pedagogies we enact, and the inventive practices we employ in environmental education?

COURSE OVERVIEW

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 ecological education; and intends to involve immersion in experiential learning or participatory pedagogy as well as critical reflection.

COURSE-LEVEL EDUCATIONAL GOALS:

GOALS AND LEARNING OUTCOMES

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

  • Analyze ones own worldview, value system, cultural orientation to environment ecology
  • Think critically about how historical and cultural perspectives on knowledge impact the conceptions of curriculum and ultimately influence orientations to environmental education
  • Explore Indigenous Knowledges and the acknowledgement of the role of environmental, and spiritual ecologies in Indigenous ecological education.
  • Gain proficiency with key concepts and perspectives on issues in the field of environmental education
  • Examine competing orientations to curriculum, educational models, conceptual frameworks, and educational materials
  • Consider emerging visions of ecological education as transformative education
  • Explore integrated and holistic practices in ecological learning
  • Develop the thinking, writing, and speaking skills with which to cogently articulate and communicate the complexity of ecological education
  • Study a variety of teaching and learning models/strategies for environmental 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 ones own lived curriculum of environmental education

Grading

  • 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. Métissage 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%

NOTES:

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

REQUIREMENTS:

GRADING REQUIREMENTS:
*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.

Materials

MATERIALS + SUPPLIES:

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

COURSE OUTLINE AND SYLABUS to be distributed at first session.

REQUIRED READING:

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

Wall-Kimmerer, Robin. (2003). Gathering Moss: A Natural and Cultural History of Mosses. Corvallis, OR: Oregon State University Press.

Wall Kimmerer, Robin. (2013). 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: 978-1-77162-275-2

***Note: A collection of various articles and additional videos will be provided on-line or distributed in class.


RECOMMENDED READING:

Kulnieks, A., Longboat, D., Young, K. (2013) Contemporary Studies in Environmental and Indigenous Pedagogies: A Curricula of Stories and Place. Rotterdam, Netherlands: Sense Publishers. 
ISBN: 978-94-6209-291-4

Abram, D. (1996). The Spell of the Sensuous: Perception and Language in a More-Than-Human World. New York, NY: Vintage Books. 
ISBN: 978-0-679-77639-0

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
ISBN: 13-978-0393322477

REQUIRED READING NOTES:

Your personalized Course Material list, including digital and physical textbooks, are available through the SFU Bookstore website by simply entering your Computing ID at: shop.sfu.ca/course-materials/my-personalized-course-materials.

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 website 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