Summer 2023 - EDUC 817 G031
Policy Processes (3)
Class Number: 3173
Delivery Method: In Person
Overview
Description
CALENDAR DESCRIPTION:
This course examines three interrelated aspects of policy studies as a critical function of the educational leadership role: conceptual and theoretical foundations concerning policy, policy actors, and policy processes; current research in the field; and topical issues and problems. It also considers social, economic and political contexts (e.g. technologization, corporatization, pluralism) and how they affect education.
COURSE DETAILS:
Meeting Dates and Times:
May 12/13 – Friday – 5-9pm, Saturday – 8:30-4:30pm
May 26/27 - Friday – 5-9pm, Saturday – 8:30-4:30pm
May 31 – Wednesday – 5:00 – 8:30pm
June 2/3 - Friday – 5-9pm, Saturday – 8:30-4:30pm
Location:
517 7th Avenue, Keremeos, BC
COURSE-LEVEL EDUCATIONAL GOALS:
This course examines interrelated aspects of policy studies as a critical function of the educational leadership role: conceptual and theoretical foundations concerning policy, and current research in the field. All topics will relate to the Indigenous experience with policy as a form of settler colonization and changes to policy in a contemporary Indigenous sense.
At the end of the course, students will be able to demonstrate their learning by:
- Describing their personal understanding of effective organizational practices through policy in an Indigenous educational, organizational setting in an informed, thoughtful, and coherent way that is grounded in the values and aims of education in that setting;
- Analyzing how 05 12 can improve individual and collective capacity for constructive discourse, particularly about contentious issues, and showing how such approaches can be utilized within their organizations; and
- Providing a written response to the overall course question: “How has my awareness and understanding changed in relation to creating or extending effective policy work in the educational world and how might this awareness and understanding be applied in my own practice?” utilizing concepts and insights from course readings and discussions.
Grading
- In-class and On-line Participation 10%
- In-class Presentation 25%
- Major Project Proposal 25%
- Final Course Paper 40%
NOTES:
The student’s final grade will be based on a holistic assessment of their achievement of the course goals that draws on four demonstrations of learning.
In-Class and On-Line Participation
All students are expected to participate actively in class activities. Active participation involves empathetic listening, sharing of questions and thoughts, responding to and extending others’ questions and thoughts, and respectful turn-taking. Although all students are expected to contribute in an ongoing way, it is not the volume but the integrity and thoughtfulness of individual contributions that is desired.
Students will also participate in online classes throughout the delivery of the course.
Student inquiry and insight as demonstrated through in-class and online participation will account for approximately 10% of the course grade.
In-Class Presentation
Students will be assigned to a Team to prepare a brief presentation for the class related to a significant aspect of Policy work related to an Indigenous context.
The presentation should last no more than 20 minutes with an additional 20-30 minutes maximum set aside for discussion activities. The Team may use presentation software or other techniques and materials to support the presentation.
The Team presentation and supporting summary will account for approximately 25% of the course grade and will be evaluated in terms of: (a) adherence to time limits, (b) organization, (c) effectiveness ; (d) depth of analysis, and (e) effective facilitation of class discussion.
Major Topic – Med – Major Project
In support of completing and deepening the understanding of issues related to Educational Leadership within an Indigenous context, each student will work with a Team to prepare respective Major Project plans for consideration by the SFU Lead.
This collaborative task will account for approximately 25% of the course grade and will be evaluated in terms of: (a) the quality of the analysis of issues related to leadership in contentious contexts, (b) the clarity of the presentation of that analysis, and (c) facilitation of in-class and on-line discussion by class members not on the Team of the issues.
Major Paper
This paper, which must be no more than 5 pages in length, will provide a response to the question ‘How has my awareness and understanding changed in relation to creating or extending effective policy work within an Indigenous context - be they schools, Indigenous organizations, or provincial organizations - and how might this awareness and understanding be applied in my own context?’ utilizing concepts and insights from course readings and discussions.
The paper will be evaluated in terms its clarity of organization and expression, the sophistication of its discussion of organizational effectiveness, the integrity of its self-analysis, and the practical effectiveness of its action plan.
The statement will account for approximately 40% of the course grade.
Materials
REQUIRED READING:
There is no required text for this course. A variety of readings will be assigned that are accessible on-line free of charge, including:
Berge, S. (2020). Pedagogical Pathways for Indigenous Business Education: Learning from Current Indigenous Business Practices. The International Indigenous Policy Journal, 11(1), 1–20. https://doi.org/10.18584/iipj.2020.11.1.9374
Clarysse, L., Moore, S. (2019). Silencing Indigenous Knowledge Systems: Analysis of Canadian Educational, Legal and Administrative Practice. International Journal of Law and Public Administration, Vol. 2, No. 1.
Hargreaves, A. & Fullan, M. (2012). Professional Capital: Transforming Teaching in Every School. Teachers College Press. (Section on Collaborative Cultures, (111-126)
Pidgeon, M. (2016). More Than a Checklist: Meaningful Indigenous Inclusion in Higher Education.
Social Inclusion (ISSN: 2183-2803) 2016, Volume 4, Issue 1, Pages 77-91.
Williams, K., Umangay, U. & Brant, S. (2020). Advancing Indigenous Research Sovereignty: Public Administration Trends and the Opportunity for Meaningful Conversations in Canadian Research Governance. The International Indigenous Policy Journal, 11(1), 1–22. https://doi.org/10.18584/iipj.2020.11.1.10237
Wotherspoon, T. & Milne, E. (2020). What Do Indigenous Education Policy Frameworks Reveal about Commitments to Reconciliation in Canadian School Systems? The International Indigenous Policy Journal, 11(1), 1–29. https://doi.org/10.18584/iipj.2020.11.1.10215
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
RELIGIOUS ACCOMMODATION
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.