Summer 2023 - EDUC 820 G031

Current Issues in Curriculum and Pedagogy (5)

Class Number: 3171

Delivery Method: In Person


  • Course Times + Location:

    Location: TBA



Focuses on educational issues, trends and practices which impact teaching and learning in schools and other educational settings.


Meeting Dates:
May 5, 6
May 12, 13
May 26, 27
Jun 9, 10
Jul 7, 8
Jul 21, 22

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

Meeting Location:
Surrey Campus, Room 5080 except May 26, 27, July 21 and 22 in Room 3280

Additional Details:
Building on concepts and frameworks introduced in the first two courses 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 the earlier courses in the context of readings on, and practical explorations of, the hermeneutics of curriculum and teaching. 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.


Students will:

  • read and discuss a range of contemporary Canadian and other 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;
  • carry out a personal, imaginative self-study of some aspect of their professional practice and identity that they see as central to their further growth as imaginative educators.


  • Participate actively and creatively in class discussions and explorations of the readings and assignments 30%
  • With a partner, conduct and write up an account of a hermeneutic exploration of an unfamiliar curriculum topic 30%
  • Conduct and write up a self-study of a key aspect of your professional practice and identity 40%


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.


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.





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

ISBN: 9781441163295

Lyle, E. ((Ed.) 2018). Fostering a relational pedagogy: Self-study as transformative praxis. BRILL.

ISBN: 9789004388710


Egan, K. (1997). The educated mind: How cognitive tools shape our understanding. University of Chicago Press: Chicago.  Available online through SFU Library at

Jardine, David,. Friesen, Sharon and Clifford, Patricia (2006). Curriculum in Abundance. Mahwah, N.J.: Lawrence Erlbaum Associates. Available online through SFU Library at


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

Graduate Studies Notes:

Important dates and deadlines for graduate students are found here: 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 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.