Summer 2023 - EDUC 100W D100

Selected Questions and Issues in Education (3)

Class Number: 4394

Delivery Method: In Person


  • Course Times + Location:

    May 8 – Aug 4, 2023: Tue, 2:30–5:20 p.m.



An introduction to a small but representative sample of basic questions and issues in education. Students will examine questions relating to: the concept or idea of education; learning and the learner; teaching and the teacher; and more generally, the broader contexts of education. This course also introduces students to different ways of exploring educational questions and issues from philosophical and critical analysis, to historical and cross-cultural studies, to empirical research. Cannot be taken for credit by students with credit for 300 and 400 level education courses. Writing/Breadth-Humanities.


EDUC 100W is often a student’s first and/or only Education course during their time at SFU. As a faculty, we have agreed on our core values and a broad set of related priorities that gives direction and inspiration to our practices and pedagogies: Equity, Indigeneity and a culture of Inquiry. This course aims to explore the three pillars outlined in the five-year plan through processes of dialogic and dialectic inquiry and critical reflection. We want the students to think broadly about education but particularly focus on the ways that Indigenous and Equity issues are framed and interrogated within the field of education. This focus will be framed through a lens of inquiry and will be explored predominately through the process of writing.

This course is a fully in person one, meaning we have a scheduled class time - there are times that we will host some writing workshops that you are not obligated to come. To a certain extent, you will need to be responsible for your presence and your participation in class work. However, there are deadlines for submitted work and online discussion to enable you to both pace your work and develop a sense of community with the other students in the class.


  1. Inquire into the implications of Equity and Indigeneity for learning and learners as well as teaching and teachers.
  2. Examine previous and current biases, assumptions, and values in relation to Indigeneity and Equity in Canadian society and educational contexts.
  3. Appreciate and explain the aims and goals of including Indigenous worldviews in Canadian educational contexts and how these differ from Western traditions.
  4. Develop awareness and knowledge about historical and contemporary Equity issues that surround education.
  5. Synthesize information from diverse sources to describe an orientation, clarifying values and convictions.
  6. Use both critical and reflexive writing as practices to understand course concepts, oneself, and others.
  7. Engage in meaningful and respectful conversation on complex and sensitive topics.


  • Multimodal Writing Project (broken into smaller written components) 50%
  • Extended Midterm Essay with peer review 15%
  • Weekly Summary and Journal Diaries 10%
  • Presentation 25%


There is no midterm or final exam. However, you need to complete all graded or ungraded components of this course in order to earn a letter grade.



  • Sensoy, O. & DiAngelo, R. J. (2017). Is everyone really equal? An introduction to key concepts in social justice education (2nd edition). New York, NY :  Teachers College Press.

ISBN: 978-0807758618

  • Davidson, S. F. & Davidson, R. (2018). Potlach as pedagogy: Learning as ceremony. Portage & Main Press.

ISBN: 9781553797739


Your personalized Course Material list, including digital and physical textbooks, are available through the SFU Bookstore website by simply entering your Computing ID at:

Registrar Notes:


SFU’s Academic Integrity website 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.


Students with a faith background who may need accommodations during the semester 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.