Simon Fraser University
Engaging the World

Course Outlines

Fall 2025 - EDUC 718 G011

Landscapes of Practitioner Inquiry (5)

Class Number: 4645

Delivery Method: In Person

Overview

  • Course Times + Location:

    Sep 3 – Dec 2, 2025: Fri, 4:30–9:20 p.m.
    Location: TBA

  • Prerequisites:

    Acceptance into the MEd in Educational Practice program.

Description

CALENDAR DESCRIPTION:

Explores the landscapes of practitioner inquiry, including its histories, affiliated paradigms and approaches, as well as ethical considerations.

COURSE DETAILS:

Dates:
Sept 19 & 20
Oct 3 & 4; Oct 17 & 18
Nov 7 & 8; Nov 21 & 22

Dec 5 & 6  2025.

Times: Fridays 4:45pm - 9:15pm EDB 7600.     Saturdays 9:00am – 4:00pm EDB 7610

Pre-requisite: Acceptance into the MEd in Educational Practice program.

Explores the landscapes of practitioner inquiry, including its histories, affiliated paradigms and approaches, as well as ethical considerations. Pre-requisite: Acceptance into the MEd in Educational Practice program.

With a focus on Indigenous Education and Indigenous Inquiry teacher-learners in this course will explore dispositions, worldviews, paradigmatic assumptions, and approaches affiliated with diverse forms of practitioner inquiry, including (but not limited to) the self-study of practice, living inquiry, arts-based research, action-oriented research, and transformative inquiry. Working collaboratively, we will situate ourselves personally, professionally, theoretically and methodologically, locating our inquiry practice within communities of scholarship. The course aims to acquaint participants with a broad spectrum of ethical considerations, issues, and methods, with an eye toward being able to thoughtfully draw from theories, practices, and perspectives in developing their own inquiry projects to be conducted in the following term.

COURSE-LEVEL EDUCATIONAL GOALS:

The MEd EP program aims to develop teachers-learners’ capacity to:

  • Deepen and extend a disposition of inquiry, ethical practice, critical and creative reflection and responsiveness to learners, as well as communities
  • Develop and theorize their own inquiry practice through the investigation of multiple educational theories, philosophies, paradigms, and methodologies
  • Inform and articulate their scholarly understanding of various world views and orientations in relation to their educational perspectives
  • Critically and creatively engage in learning communities to situate, further develop, and align their inquiry practice within personally relevant and related paradigms
  • Collaborate with multiple communities to extend and augment their relationships and enable an active voice and presence within and beyond the classroom

PROTOCOLS AND PRINCIPLES FOR COURSE PROCESSES:

  • Reverence for Life, Land, Law – Wonder
  • Respect for the Diversity of Worldviews and Knowledge Systems -- Humility
  • Reciprocal Recognition—Responsibility to All Our Relations
  • Ethical Relationality— Honouring Kinship Relations

 

Grading

NOTES:

Inquiry Journal and Portfolio

Self-assessment of Inquiry Portfolios and Journal - 20%

  • Teacher-learners will document observations, experiences, reflections, insights, and scholarship related to their inquiries in relation to the course texts and other readings. Students will self-assess their journaling and portfolio practice throughout the semester.
  • Teacher-Learners will engage in a Indigenous Land-based Practice and create a portfolio of writings and artifacts to represent this inquiry process
  • Teacher-Learners will engage in an Indigenous knowledge practice or Arts-based Practice and create a portfolio of writings and artifacts to represent this inquiry process

Presentation of Inquiry Proposal/ Statement of Intentions - 20%

  • Presentation of Inquiry Proposal/Statement of Intentions

Final Inquiry Proposal/Statement of Intentions- 60%

  • Teacher-learners will submit a proposal outlining their plans and intentions for their teacher-inquiry project, and situating their inquiries theoretically and methodologically.

REQUIREMENTS:

Course Expectations:
As our collaborative process within our community is a foundational aspect of our work, attendance and active participation in our shared curriculum is a programmatic requirement. Please let me know in advance if you are not able to attend a class due to an unavoidable professional responsibility, important family event, or an unforeseen circumstance. If a class is missed, members should check in with a colleague about the class, work through all reading and activities (or engage in an approved alternative activity), and contribute back to the cohort in a meaningful way. Please note that making up for any missed classes is part of our responsibility as members of the cohort. Missing multiple classes may delay your program progression and completion. 

Based on a Community of Practice approach (Lave & Wenger, 1991), all members hold a shared responsibility for their own learning, as well as the learning of others. Diverse contributions to our community are welcomed and encouraged, and we will actively work to support our colleagues in advancing their writing. 

Please note that there is a certain amount of discomfort that often accompanies meaningful learning, and some learning activities may not be familiar or comfortable for you. That said, if you have a condition or disability that makes an activity difficult, risky, or not feasible, please let me know and I will work with you to devise an alternative activity. 

All members of the University community share the responsibility for the academic standards and reputation of SFU. Academic honesty is a condition of continued membership in the university community. Please review the Policy at http://www.sfu.ca/content/sfu/policies/gazette/student/s10-01.html

More information can be found on the Student Learning Commons website: http://learningcommons.sfu.ca/strategies/academic-integrity

Course Meeting Locations and activities:
Please note that certain classes or portions of classes will be situated within the natural environment, and may involve travelling to different locations. The level of risk associated with these activities will be similar to those encountered in our everyday lives and may include walking on uneven surfaces, exposure to bugs and animals, sunburn, and dehydration. 

A class may be held in a longhouse with an open fire and risks may include exposure to smoke. A subsequent class may involve being in a natural setting at locations near water gather plants and/or plant trees and/or may involve working with tools. Finally we have plans to work with Elders and Knowledge Holders  with traditional knolwedge practices which will involve tool use. 

If anyone is uncomfortable with an outing, an alternative activity can be arranged. Locations, expectations, start and end times for such outings will be discussed in advance, as well as any necessary precautions or preparations. Group members will be responsible for arranging their own transportation. I welcome conversations regarding any questions or concerns in this regard

Materials

MATERIALS + SUPPLIES:

Suggested: Journal, Drawing paper, pencils or pastels and supplies for the making projects.

REQUIRED READING:

Cajete, G. (2000). Native Science: Natural Laws of Interdependence. Santa Fe, NM: Clear Light Publishers. ISBN 1-57416-041-9

Wilson-Raybould, J. (2022). True Reconciliation: How to Be a Force of Change. McClellend & Stewart/Penguin Random House.

Chrona, J. (2022). WAYI WAH! Indigenous Pedagogies: an Act for Reconcilliation and Anti-Racist Education.Winnipeg, MB, Portage & Main Press.

Dion, S. (2022). Braided Learning: Illuminating Indigenous Prescence through Art and Story. Vancouver, BC: Puich Books UBC Press.

Grenz, J. (2024). Medicine Wheel for The Planet. Toronto, ON: Alfred A. Knopf/ Penguin Random House Canada.

Wagamese, R. (2021). What Comes From Spirit. Madeira Park, BC: Douglas & McIntyre.

George, D. (2025). The Best of Chief Dan George. Hancock House.

***Required Readings***

From Graduate Diploma in Indigenous Education:

Wholistic Teachings and Transforamtive Pedagogies Program

Cajete, G. (1994). Look to the mountain. New Mexico: Kivaki Press.

Kimmerer, R. (2013). Braiding sweetgrass. Minneapolis, MN: Milkweed.

Johnson, P. (2023). Legends of the Capilano. Winnipeg.Mb: Universoity of Manitoba Press.

Cajete, G. (2015). Indigenous Community: Rekindling the Teachings of the Seventh Fire. St. Paul. MN:Living Justice Press.

Davidson, S. & Davidson, R. (2018). Potlatch as Pedagogy: Learning Through Ceremony. Winnipeg, Mb: Portage & Main Press.

Leddy, S. & Miller, L. (2024). Teaching Where You Are: Weaving Indigenous and Slow Principles and Pedagogies. Toronto, ON: University of Toronto Press.

Wagamese, R. (2016). Embers: One Ojibway’s Meditations. Madeira Park, BC: Douglas & McIntyre.

Wagamese, R. ( 2019). One Drum:Stories and Ceremonies for a Planet. Madeira Park, BC. Douglas & McIntyre.

Vukelich, J. (2023). The Sesen Generations and the Seven Grandfater Teachings. Burnsville, MN:Published byJ. Vukelich.

***Additional Readings***

 Suggested Books:

Asch, M.,  Borrows, J., & Tully J. (2018). Resurgence and reconciliation:Indigenous-settler relations and earth 

teachings . Toronto: University of Toronto Press. 

Hasebe-Ludt, E., Chambers, C. M., & Leggo, C. (2009). Life writing and literary Métissageas an ethos for our times. New York: Peter Lang. 

Kovach, M. (2009). Indigenous methodologies: Characteristics, conversations and contexts. Toronto: University of Toronto Press

Wilson, S. (2008). Research is ceremony: indigenous research methods. Black Point, N.S: Fernwood Publishing.

Wilson, S., Breen, A., & Dupre,L. (2019). Research & Reconcilation: Unsettling Ways of Knowing Through Indigenus Relationships.Toronto, ON: Candian Scholars Press.

Archibald, J. (2008). Indigenous Storywork: Educating the Heart, Mind, Body, and Spirit. Vancouver, BC UBC Press.

Simpson, L. (2017). As We have Always Done: Indigenous Freedom Through Radical Resistance. Toronto, ON: University of Toronto Press.

Wagamese, R.(2008). One Native Life. Vancouver, BC: Douglas & McIntyre.

Wagamese, R. (2015). One story one song.Vancouver BC: Douglas & McIntyre


RECOMMENDED READING:

Suggested Articles:

Meyer, K. (2010). Living Inquiry: Me, My Self, and Other. Journal of Curriculum Theorizing, 26(1) 86-96.

Miller, J. & Seller, W. (1990) Curriculum: Perspectives and Practices. Toronto, Ontario: Copp Clark Pitman  Ltd.

Richardson, L. (1994).  Writing: A method of inquiry. In N. K. Denzin & Y. S Lincoln's The handbook of qualitative  research.Thousand Oaks: Sage  Publishing.

Tanaka, M. (2015). Finding courage in the unknown: Transformative Inquiry as Indigenist Inquiry. in education, 21, 65-88.


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

At SFU, you are expected to act honestly and responsibly in all your academic work. Cheating, plagiarism, or any other form of academic dishonesty harms your own learning, undermines the efforts of your classmates who pursue their studies honestly, and goes against the core values of the university.

To learn more about the academic disciplinary process and relevant academic supports, visit: 


RELIGIOUS ACCOMMODATION

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