Spring 2025 - EDUC 811 G011
Fieldwork I (5)
Class Number: 3951
Delivery Method: Online
Overview
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Course Times + Location:
Jan 6 – Apr 9, 2025: Wed, 4:30–9:20 p.m.
Location: TBA
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Instructor:
Lynn Fels
lfa9@sfu.ca
1 778 782-3529
Description
CALENDAR DESCRIPTION:
Graded on a satisfactory/unsatisfactory basis.
COURSE DETAILS:
Welcome to EDUC 811!
Professor Lynn Fels lynn_fels@sfu.ca.
January 15: 4:30-9:20pm —April 9: 4:30-9:20pm
Writing Your Inquiry: Praxis of Entanglement
Not walls of cement,...
but the melodies of your temperatures.
—Barba 1995
Karen Barad (2007) is a physics professor turned philosopher who has introduced concepts of physics, into play in diverse fields, notably Education. Entanglement, diffractions, and materialism, like rhizome plants, have emerged into the midst of educational research theory, enlivening the pot pourri of existing theories. Agential Realism joins post-human and post-post-human theories; Robin Wall Kimmerer's Braiding Sweet Grass, a holistic Indigenous understanding of the inter-relationship between; chaos theory with its attention to butterfly's wing induced typhoons; and complexity theory in Education that attends to small glitches that disrupt systems. Agential realism attends to the intraplay between relationships, environment, materials, contexts, all fluid and dynamic and inseparable.Then, there is the Third Space, the generative space, the performative space of Aoki's backlash slash, the intertidal zone, and Victor Turner's liminal space. And of course, the invitation of the etymological meaning of performance, which we will explore together our first class —which begins with a wooden chair....
Such is the challenge of educational scholarship: a multitude of languages, world views, theories, practices and philosophers who seek to name the world(s) of living experience. Our hope through practitioner inquiry is to illuminate educational practices that tug on our sleeve, ignite resistance, and reimagine what might be possible. Our guiding questions as you journey through your inquiry/writing is one of Hannah Arendt's natality: Who shall I become in your presence? What matters? Who will we become in the presence of our students? As we transgress, transport, transform inquiry through writing, attend to your moments of resistance, surprise, tugs on sleeves, awakening.
What we will do:
During our time together, which is a continuation and exploration of your inquiry, you will create a visual map of your journey, complete your inquiry and its written offering, and prepare for your MED comprehensive presentation. Writing is inquiry, so you will be offered a variety of writing forms within which you may share your inquiry, arriving at a temporal stopping place, April 2 & 9, at which time, you will collaboratively create and share a presentation of your learning.
Each class will be a writing workshop, where I will be available for consultations, one-on-one, small groups, and/or collective sharing. Break-out rooms will be set up where you can write together, and share your inquiries. The completed written portion of your inquiry is due March 26th.
Deep breath. Release. You lay down your path in walking, one tug on the sleeve after another.
EVALUATION/RUBRICS
How to evaluate the assignments and activities which are all designed to assist you in your research inquiry and your learning journey as researchers?
We will continue in the spirit of the first two courses, which sees this course as a continuation of your research inquiry. All assignments, readings and activities are equally of value, and require completion so that you can be fully engaged and successfully complete your MEP Investigating your Practices.
We will focus on peer and instructor feedback in order to create high quality work. If there is a concern, we will work together to achieve graduate level inquiry and reflection, while embracing risk-taking and "enlarging the space of the possible" (Sumara & Davis, 1997).
This course is designed for you to try on different hats as a researcher/writer: willingness to play, explore, create, and understand who you are as an educator, researcher, and collaborative learner is what matters.
“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/policies/teaching/t10-02.htm
“Simon Fraser University is committed to creating a scholarly community characterized by honesty, civility, diversity, free inquiry, freedom from harassment, mutual respect and individual safety. Each student is responsible for his/her conduct which affects the University community.” Please review the Policy at http://www.sfu.ca/policies/teaching/t10-01.htm
Materials
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 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.