Current Issues in Curriculum & Pedagogy: May 2015
Summer 2015Charles ScottThursday 16:30 – 21:20 Office: EDB 95 Classroom: EDB 8680charless@sfu.caOffice hours: Thursdays 15:00 – 16:15 Phone: 604-722-6153Note to the reader: Don’t freak out at the length of this syllabus. Don’t freak out at all the readings. They are there for you to consider; you won’t have to read them all and we’ll talk about this in the first class. I want to offer you choices, kind of like a restaurant does. Above all, I would hope this course will be exciting for you and inspire you to dwell, play, and hang out in the multiverses of curriculum and pedagogy. In the words of poet E. E. Cummings:“listen: there's a hell of a good universe next door; let's go” (“pity this busy monster, manunkind”And in the words of yet another poet, Walt Whitman: “Allons! with power, liberty, the earth, the elements,Health, defiance, gayety, self-esteem, curiosity;Allons! from all formules!From your formules, O bat-eyed and materialistic priests.” (“Song of the Open Road”)Required Resources:de Saint-Exupéry, A. (1943). The little prince [various translations; recommend translations by Richard Howard or Katherine Woods; if you read French, feel free to bring the original French version]. Orlando, FL: Harcourt. ISBN-13: 978-0156012195All other required readings and resources will be supplied in digital form or as paper copies.Recommended Resources on Curriculum: (These are resources you can consider at some time, now or later. Lots more of these later on.)de Saint-Exupéry, A. (1967). Flight to Arras. (L. Galantière, Trans.). Orlando, FL: Harcourt. de Saint-Exupéry, A. (1967). Wind, sand, and stars (L. Galantière, Trans.). Orlando, FL: Harcourt. Deng, Z., Gopinathan, S., & Lee, C. K. E. (2014). Globalization and the Singapore curriculum: From policy to classroom. New York: Springer Science & Business Media. ISBN-13: 978-9814451567Flinders, D.J. & Thornton, S. J. (Eds.), (2012). The curriculum studies reader (4th ed.). New York & London: Routledge. ISBN: 13: 978-041552075 Jardine, D., Friesen, S., & Clifford, P. A. (Eds.). (2006). Curriculum in abundance. Mahwah, NJ: Lawrence Erlbaum. ISBN-13: 978-0805856019Law, E. & Lee, C. (Eds.). (2013). Curriculum innovations in changing societies: Chinese perspectives from Hong Kong, Taiwan and Mainland China. Rotterdam, NL: Sense Publishers. ISBN-13: 978-9462093577McDermott, M. (2013). The left-handed curriculum: Creative experiences for empowering teachers. Charlotte, NC: Information Age Publishing.Ng A Fook, N & Rottman, J. (2012). Reconsidering Canadian curriculum studies: Provoking historical, present, and future perspectives. Available free from SFU library at Ornstein, Allan C. & Hunkins, F (2013). Curriculum: Foundations, principles, and issues. Boston: Pearson. LB2806.15 O76 2013 Ornstein, A., Pajak, E., & Ornstein, S. (2011). Contemporary issues in curriculum (5th Ed.). Boston: Pearson. 9780135094471Pinar, W. F. (Ed.). (2014). International handbook of curriculum research. New York & London: Routledge. ISBN-13: 978-0415804301Reiss, M., & White, J. (2013). An aims-based curriculum: The significance of human flourishing for schools. London: IOE Press, University of London.Stanley, D. & Young, D. (2011). Contemporary studies in Canadian curriculum: Principles, portraits, & practices. Calgary, AB: Detsilig/Brush.Yin, H. B. & Lee, C. K. J. (2012). Curriculum reform in China: Changes and challenges. New York : Nova Science Publishers.Zhao, Y. (2014). Who's afraid of the big bad dragon: Why China has the best (and worst) education system in the world. New York: John Wiley & Sons.Curriculum development and pedagogical practices in K-16 are undergoing radical shifts as the result of confluence of local and global forces: social justice and the celebration of cultural and epistemological diversity, the increasing globalization of education, ecological awareness and the increasing recognition of various environmental challenges, and an interpersonal and intersubjective search for meaning and spiritual fulfillment. In seeking to address these forces, and with an eye on how teachers can develop curricula and pedagogical practices to meet the needs and desires of their students, we will in this course review both contemporary and relevant past developments in curriculum and pedagogy. Our collaborative inquiry in the course will center on four questions: What are the aims of education? What shall thus we teach? (curriculum)How shall we best teach? (pedagogy)What are the moral and spiritual implications of our teaching that we need to address?There are four key strands to this course on contemporary curriculum in theory and practice. The first is that the aims of education are deeply and irrevocably intertwined with curriculum—what we teach—and pedagogy—how we teach. This understanding is related to the second strand: that a critical perspective towards our educational efforts both fosters this integrated understanding and is at the same time an outcome of it. Our work together will consist of an examination of theory in curriculum and a deep understanding of current theory in curriculum is vital for our work.The third strand is that curriculum and pedagogy in our nations are set within the contexts of an increasingly rapidly changing societies (in a rapidly changing world), of increasingly complex and diverse societies (within an increasingly complex and diverse world), and of a societies whose members are increasingly connected to one another and to the rest of the world, whether these connections are digital and online or face-to-face or, indeed, ontologically grounded. In short, we are required as educators to consider our societies and the world as increasingly different, complex, and connected.The fourth strand is that who we are as educators informs our educational praxis, whether we are designing curriculum, developing policy, or teaching students in classrooms or in online settings. The Socratic dictum, “Know thyself!,” repeated in various formulations through the years (“We teach who we are”—Parker Palmer; “The presence of the teacher has the greatest influence”—Jack Miller from OISE), is vital for us as curriculum designers. Who are we? Considering the nature of the self is an integral part of policy development, curriculum design, and pedagogical practice. In connection with this strand, we will begin the course with a review of William Pinar’s concept of “currere” (essentially a curriculum of self understanding and development) and how language practices—in particular writing and dialogue—can play key roles in the unfolding of currere. Pinar’s concept of currere will play a central role in the course. The four fundamental questions about education listed above underlie this course. They will likely inform all our activities and can serve as questions for consideration with regard to the readings and activities in the class. Those questions are:Aims: What are the aims of education? How is my own development connected to the overall aims of education? What are the aims of language education with respect to the overall aims of education? How is culture and its development connected to those aims?Curriculum: What shall we teach? What shall we teach in language or other subject areas in education?Pedagogy: How shall we teach? What are the effective means of enlivening student engagement? Are there particular pedagogical practices that help with language education?Ethical/Social Justice Concerns: What and how shall we teach in ways that do not violate students’ rights or well being? How can we preserve and foster a concern with social justice, particularly when we are dealing with international or minority or marginalized students? How can we teach in ways that foster physical, mental, and spiritual well being?For those of you in the M.Ed. TEFSL or M.Ed./M.A. TEAL programs, here are some basic questions about language that you might consider:What is language, anyway?Why do we use language?Should the answers to the first two questions have a bearing on how we teach a second language—on what we teach, how we teach it, and the ethical considerations of teaching language?This is our course. You will help shape to both the course content and how the course unfolds. (This will happen anyway, and always does, so I wanted to make this policy explicit to ensure that all of us are aware that we all will have opportunities to shape how this course develops. At this point, I have no idea about what you might like to pursue in your study of curriculum and pedagogy—but I can’t wait to find out—and that will be a goal for the first class and throughout the course!)Course Learning Objectives. These are possibilities; perhaps you have something different and I am happy to explore other possibilities. Indeed, some scholars are skeptical of the ‘confines’ of learning objectives. How can I possibly have the conceit that I—without even having met you!—would know in advance what precise learning outcomes are best for you? That’s hubris. Go here and here and here for more on that. As well, we may find that various learning objective never before considered emerge during our time together. But here are three to consider. As a result of taking this course and participating in the various course activities, you should be ableTo articulate an educational philosophy that integrates understandings and values of self as educator, scholar, and individual, and that addresses or answers the four fundamental questions outlined above.To develop and outline a program plan(s) or an educational philosophy based on and supported by scholarly sources on curriculum and pedagogy.To synthesize knowledge of effective and meaningful curriculum development and pedagogical practice gained in the course so that you can apply it in teaching and learning. AssessmentsGroup presentations (including attendance and participation)30%Digital Portfolio on Curriculum & Pedagogy 30%Applied Project: Developing a Program Plan or philosophy or ? 40%TOTAL 100% Group PresentationsFor many of the weeks, groups will give presentations on the readings, dividing up the readings so that each group presents on one (possibly two) reading. Your role as a group is simple: to teach us effectively. You can use any pedagogical means you feel would be suitable; I would encourage you to be bold, take chances, and, above all, help make our learning enjoyable and exciting, participatory and interactive, and meaningful and relevant. Turn us on! How to Give A Killer PresentationClarity of presentation: good review of material; depth of analysis35%Creativity of presentation: pedagogically sound and interesting; engaging; participatory30%Level of audience engagement: via presentation and discussion35%TOTAL100%Digital Portfolio on Curriculum & Pedagogy – Due July 26 11:59 pmThis is an online portfolio or journal that contains texts and artifacts outlining your educational, personal, and professional journeys here. It is an opportunity for reflection on yourself as a person/human being, as an educator, as a scholar, as a teacher. It is an opportunity to outline an educational philosophy. A good portfolio has a theme (or themes); it is an integrated and comprehensive collection of materials; it is not just a random collection of stuff. The portfolio should have an educational focus but that should not be divorced from your other roles and identities. It can include reflections on how you are growing and developing, the opportunities and challenges you are experiencing. How do the various parts of your life and your experiences and learning contribute to an educational philosophy? There are two specific, absolute requirements for the portfolio. First, you must include a posting that outlines your curricular and pedagogical creed—your fundamental beliefs and philosophy of teaching and learning, of curriculum and pedagogy, you can use John Dewey’s “My Pedagogic Creed” as a model, if you like. The other requirement is that your portfolio must include various kinds of writing, not just the standard ‘academic essay’ style of writing. Prose, descriptive writing, poetry, expository writing critical/analytic writing, writing to inform, narrative/storytelling. In both instances, your portfolio entries to meet these requirements can include artifacts, images, audio, video, hyperlinks, etc. (And this is true, of course, for the entire portfolio.) Bring your creative side to this and develop the portfolio in ways that are meaningful you as a portfolio of your learning, experiences, thoughts, and feelings. As well, use this as an opportunity to learn more about digital educational technologies. You must include various forms of writing: essay (expository, descriptive, narrative, critical/persuasive, for example), fictional prose, poetry of various kinds. Be creative; find your own voice(s)! You might (should) consider that this portfolio could become something you use in your professional work, which you could show, for example, to a prospective employer. There are many website platforms you can consider: , , , , , , Google Sites, etc. Your blog must be hosted on an English site and it must allow others to enter comments so that I can give you feedback.Portfolio examples (just for suggestions and inspiration): “A foreign language is not simply something to add to our repertoire of skills, but a personalized tool that enables us to expand and express our identity or sense of self in new and interesting ways and with new kinds of people; to participate in a more diverse range of contexts and communities and so broaden our experiences and horizons; and to access and share new and alternative sources of information, entertainment or material that we need, value or enjoy (Ushioda, 2011, p. 204).” Ushioda, E. (2011). Language learning motivation, self and identity: Current theoretical perspectives. Computer Assisted Language Learning, 24(3), 199-210.Integration of personal, scholarly, professional dimensions35%Focus on educational themes; includes your creed35%Creativity, aesthetics and writing mechanics; variety of writing genres30%TOTAL100%Applied Project: Developing a Program Plan or an Educational Philosophy Due Aug 6 11:59 pmThis is a paper on applying a curricular theory to teaching/education. Using the theory and research you have learned here (and in other courses) design an educational program/subject/syllabus/lesson plan on a subject of your choosing. Support all your claims throughout the paper with citations and references from the scholarly literature and the theories you will use in developing either your program or philosophy. Your program plan or philosophy must be grounded in a theoretical orientation and it must contain and you must justify the specifics of:The program, course, or lesson plan background and/or context (an introduction)The theoretical foundations for aims, curriculum, pedagogy, and ethical considerations The program objectives, Learning outcomes, Curriculum content (material to be covered) and reasons why, Resources to be (or that could be) used and reasons why, Pedagogical approach(es) and reasons why,Lesson plans (Optional)Ethical considerations—benefitting students and avoiding harmContextual considerations: how does your program or course fit within the institutional, social and cultural, and political expectations, norms, and contexts that surround it?Challenges, implications, and recommendationsThis essay should be about 12 double-sided pages and should be properly formatted and referenced, following APA guidelines. This project does not have to include only text. Images, audio, video files may be included (they are suggested but are not required). Be sure to cite any work produced by others, but you are welcome to include your own digital creations. Essay structure: all 11 areas addressed10%Clear connection of theories to program, course, or lesson design (and to aims, curriculum, pedagogy, ethical and contextual considerations)40%Solid integration of all 11 areas—each informing and related to the other30%Writing mechanics: grammar, spelling, APA protocols, aesthetics of non-textual additions10%TOTAL100%Schedule(Don’t panic: you will not have to read every one of these articles listed for each week’s readings! There are a lot of readings listed for each of the weeks. The good news is that, generally, you will get to choose what you want to read and work with. Generally, for each week’s readings, I will divide the class into groups and each group will be responsible for reviewing and presenting.)As well, all the various readings here do not have to be used. If you come across a scholarly or professional essay or work (written or using other forms of expression) you feel we should include, then please feel free to suggest it; we can make substitutions. This is also true for other resources—videos, audio recordings, links to cool stuff; I will upload these to our website. Remember that it is your course and you can contribute toward shaping the curriculum. There is a space on our Canvas/Wordpress site where you can upload ‘readables’ and ‘watchables.’ Please feel free to do so. Also, I would rather have fewer readings but dive more deeply into them. But if you prefer more readings and a broader survey of curriculum, pedagogy, and assessment, let me know. Yes, there is a lot of ‘theory’ in the course, but as the renowned scholar Kurt Lewin once wrote “There is nothing as practical as a good theory.” Remember that praxis consists of a lived integration of theory, research, practice, and reflection. Week 1 – May 14 Welcome – Class Covenant – Course & Outline Review – Defining Curriculum: What is Curriculum? Where is Curriculum? Welcome to the class and getting to know each other. Creating a class covenant. Engaging in dialogue. Reviewing the course: assignments, activities. Defining and describing curriculum. Week 2 – May 21 – Currere—Self (others, and the world) as Curriculum and Life Writing as a Tool of Inquiry—Part 1—the radical idea of currere, with a twist of the BohemianDeLuca, C. (2011). The bohemian curriculum: Expanding consciousness, evolving culture. Journal of the Canadian Association for Curriculum Studies, 9(2), 30-53.Pinar, W. (1975). The method of currere. Presentation at the Annual Meeting of the American Educational Research Association. Washington, DC THIS IS A CORE READINGPinar, W. (2011). Introduction. In The character of curriculum studies: Bildung, currere, and the recurring question of the subject (pp. 1-21). New York: Palgrave/Macmillan.Pinar, W. (2004). Autobiography: A revolutionary act. In What is curriculum theory? (pp. 35-64). Mahwah, NJ: Lawrence Erlbaum.Pinar, W. (2004). "Too little intellect in matters of soul": On the education of teachers. In What is curriculum theory? (pp. 23-26). Mahwah, NJ: Lawrence Erlbaum.Week 3 – May 28 – Currere—Self (others, and the world) as Curriculum and Life Writing as a Tool of Inquiry—Part 2—implications for language teachersHuang, S. Y. (2012). The integration of ‘critical’and ‘literacy’education in the EFL curriculum: Expanding the possibilities of critical writing practices. Language, Culture and Curriculum, 25(3), 283-298.Kelly, V. (2010). Finding face, finding heart, and finding foundation: Life writing and the transformation of educational practice. Transnational Curriculum Inquiry 7(2), 81–100.Leggo, C. (2006). End of the line: A poet’s postmodern musings on writing. English Teaching: Practice and Critique, 5(2), 69–92.Leggo, C. (2008). Narrative inquiry: Attending to the art of discourse. Language and Literacy, 10(1), 1–21.Mamchur, C. and Apps, L. (2009). On the edge of chaos: In search of a process. Complicity: An International Journal of Complexity and Education, 6(2), 115–123.Mamchur, C., Apps, L., Nikleva, S., Kurnaedy, K. (2010). Discovering a subject: An intimate affair. ENCOUNTER: Education for Meaning and Social Justice, 24(4), 34–42.Week 4 – June 4 – The Aims of Educationhooks, b. (2010). Critical thinking. Teaching critical thinking: Practical wisdom. New York: Routledge.Whitehead, A. (1967). The aims of education. In The aims of education and other essays (pp. 1-14). New York: The Free Press. THIS IS A CORE READING Orr, D. (2004). What is Education For? In Earth in Mind: On education, environment, and the human prospect. Washington, DC: Island Press.Eisner, E. (2001) What does it mean to say a school is doing well? Phi Delta Kappan, 82(5), 367–372.Week 5 – June 11 – Historical Foundations of Curriculum in the West—Part 1, Early 20th CenturyBobbit, F. (1918). Scientific method in curriculum-making. In The Curriculum. Cambridge, MA: The Riverside Press. Dewey, J. (1897). My pedagogic creed. The School Journal, 54(3), 77–80.Tyler, R. (1949/2004). Basic principles of curriculum and instruction. In D. Flinders & S. Thornton (Eds.), The curriculum studies reader (2nd ed.). New York: Routledge. Montessori, M. (1912). A critical consideration of the new pedagogy in its relation to modern science. In The Montessori method (pp. 1-17) (Trans. A. E. George). New York: Frederick A. Stokes Company.Week 6 – June 18 – Historical Foundations of Curriculum in the West—Part 2“Competing” Models of Curriculum in the late 20th Century; Learning in DepthEgan, K., & Madej, K. (2009). Learning in depth: Students as experts. Education Canada, 49(2), 18-23.Egan, K. (1999). Education's three old ideas, and a better idea. Journal Of Curriculum Studies, 31(3), 257-267. doi:10.1080/002202799183115Egan, K. (2008). Learning in depth. Educational Leadership, 66(3), 58-63.Egan, K. (2011). Satisfying the 'learning in depth' criterion. Irish Journal of Education, 39, 5-18.Eisner, E. (1985). Five basic orientations to the curriculum. In The educational imagination: On the design and evaluation of school programs (2nd ed., pp. 62-82). New York: MacMillan.Eisner, E. (2005). The three curricula all schools teach. In The educational imagination: On the design and evaluation of school programs (3rd ed.). Upper Saddle River, NJ: Prentice Hall.Gardner, H. (2008). The five minds for the future. Schools: Studies in Education, 5(1/2), 17-24. Hargreaves, A. and Shirley, D. (2008). Beyond standardization: Powerful new principles for improvement. Phi Delta Kappan, 89(October), 135-143.Martin, J. (1981). The ideal of the educated person. Educational Theory, 31(2), 97-109. Moran, S., Kornhaber, M., & Gardner, H. (2006). Orchestrating multiple intelligences. Educational Leadership, 64(1), 22-27.Week 7 – June 25 – Pedagogy and Relational EducationCohen, A., Porath, M., & Bai, H. (2010). Exceptional educators: Investigating dimensions of their practice. Transformative Dialogues: Teaching & Learning Journal, 4(2), 1-13.Freire, P. (1970/2006). Chapter three. Pedagogy of the Oppressed. New York: Continuum. (Minimum reading of pp. 87-97).hooks, b. (2010). Conversation. Teaching critical thinking: Practical wisdom. New York: Routledge. hooks, b. (2010). Engaged pedagogy. Teaching critical thinking: Practical wisdom. New York: Routledge.hooks, b. (2010). To love again. Teaching critical thinking: Practical wisdom. New York: Routledge.Jones, K. (2012). Wringing the neck of the swan: Second language learning as a tool for conviviality. Journal of Curriculum Theorizing, 28(1), 231–241.Scott, C. (2009). Hanging out: One of the high arts of dialogue. SFU Educational Review, 3(1), pp. 3-21.Week 8 – July 2 –Diversities in learning 1For this week, you will review practical methods for what might be more effective pedagogical approaches. We will identify the kinds of diversity that exist among our students (and ourselves) and considered in curriculum and pedagogy. Your group presentation for this class should include approaches you could use in addressing diversity in learning. Bergmann, J. & Sams, A. (2011). How the flipped classroom is radically transforming learning. Retrieved from Bergmann, J. & Sams, A. (2011). The flipped class: Myths vs. reality. Retrieved from Bennet, B. et al. (2011). The flipped class manifest. Retrieved from Brame, C., (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved Tuesday, March 17, 2015 from McTighe, J. and Wiggens, G. (2012). Understanding by design framework. Alexandria, VA: Association for Supervision and Curriculum Development. Moran, S., Kornhaber, M., & Gardner, H. (2006). Orchestrating multiple intelligences. Educational Leadership, 64(1), 22-27.Tomlinson, C., & Kalbfleisch, M. (1998). Teach me, teach my brain: A call for differentiated classrooms. Educational Leadership, 56(3), 52-55.Tomlinson, C. (2012). What Heather taught me. Educational Leadership, 70(1), 88-89. ARTICLES ON ASSESSMENTDarling-Hammond, L. & McCloskey, L. (2008). Assessment for learning around the world: What would it mean to be internationally competitive? Phi Delta Kappan, 90(4), 263-272.Popham, J. (2008). Chapter 1. Formative assessment: Why, what, and whether. In Transformative assessment. Alexandria, VA: Association for Supervision & Curriculum Development. Retrieved from: , R. (2014). Improve assessment literacy outside of schools too. Phi Delta Kappan, 96(2), 67-72. doi:10.1177/0031721714553413Stiggins, R. (2008). Assessment for learning, the achievement gap, and truly effective schools. Paper presented at the annual Educational Testing Service and College Board Conference, Washington, DC, September 8, 2008. Week 9 – July 9 – International and Cultural Dimensions of Curriculum: Indigenous, Asian, African, South American, and other Perspectives—Others and Otherness in Education—Diversities in Learning 2Battiste, M. & Henderson, J(S.). (2009). Naturalizing indigenous knowledge in Eurocentric education. Canadian Journal of Native Education, 32(1), 5-18,129-130.BC Ministry of Education. (2008). Making space: Teaching for diversity and social justicethroughout the K-12 curriculum. Victoria, BC: BC Ministry of Education. Cajete, G. (2006). It is time for Indian people to define indigenous education on our own terms. Tribal College Journal, 18(2), 56-57.Cajete, G. A. (2005). American Indian epistemologies. New Directions For Student Services, (109), 69-78. doi:10.1002/ss.155Cohen, A., & Bai, H. (2007). Dao and Zen of teaching: Classroom as enlightenment field. Educational Insights, 11(3), 1-14.DiAngelo, R., & Sensoy, O. (2010). “OK, I Get It! Now Tell Me How to Do It!”: Why We Can't Just Tell You How to Do Critical Multicultural Education. Multicultural Perspectives, 12(2), 97-102. doi:10.1080/15210960.2010.481199Guo, Y. (2011). Perspectives of immigrant Muslim parents advocating for religious diversity in Canadian schools. Multicultural Education, 18(2), 55-60.Jones, K. D. (2012). Wringing the neck of the swan: Second language learning as a tool for conviviality. Journal of Curriculum Theorizing, 28(1), 231-241.Li, X. (2012). Daoism and feminism: Identity through life stories of Chinese immigrant women. TCI (Transnational Curriculum Inquiry), 8(1), 69-82.Sensoy, ?. & DiAngelo, R. (2009). Developing social justice literacy: An open letter to our faculty colleagues. Phi Delta Kappan, 90(5), 345-352.Stonebanks, C.D. & Sensoy, ?. (2011). Schooling identity: Constructing knowledge about Islam, Muslims, and people of the Middle East in Canadian schools.?International Journal of Critical Pedagogy, 3(3), 71-88.Tu, Weiming (2001). The ecological turn in new Confucian humanism: Implications for China and the world. Daedalus, 130(4), 243-264.Tu, Weiming (2011). Keynote address at the National Chinese Language Conference, April 15, 2011. Retrieved from Wang, H. (2006). Speaking as an alien: Is a curriculum in a third space possible? Journal of Curriculum Theorizing, 22(1), 111-126.Wang, H. (2007). Self-formation in a creative third space. Studies in Philosophy and Education, 26(4), 389-393.Week 10 – July 16 – Environments and Our ConnectionsBai, H. (2012). Reclaiming our moral agency through healing: A call to moral, social, environmental activists. Journal of Moral Education, 41(3), 311-327. doi:10.1080/03057240.2012.691628Bai, H., & Scutt, G. (2009). Touching the earth with the heart of enlightened mind: The Buddhist practice of mindfulness for environmental education. Canadian Journal of Environmental Education, 14, 92-106.Jardine, David W., LaGrange, Annette, and Everest, Beth. (1998). "In these shoes is the silent call of the earth": Meditations on curriculum integration, conceptual violence, and the ecologies of community and place. Canadian Journal of Education / Revue Canadienne de l'éducation, 23(2), 121-130. Cole, P., & O'Riley, P. (2010). Coyote and Raven (P)re-visit environmental education, sustainability, and run-away capitalism. Canadian Journal of Environmental Education, 15, 25-46.Li, H. (2007). Ecofeminism as a pedagogical project: Women, nature, and education. Educational Theory, 57(3), 351-368.Week 11 – July 23 – Complexity and Chaos Aoki, T. T. (1993). Legitimating lived curriculum: Towards a curricular landscape of multiplicity. Journal Of Curriculum & Supervision, 8(3), 255-268.Aoki, T. T. (2003). Locating living pedagogy in teacher "research": Five metonymic moments. Counterpoints, 193, 1-9.Davis, B. and Sumara, D. (2007). Complexity as a theory of education. Transnational Curriculum Inquiry 5(2), 33–44.Davis, B. and Sumara, D. (2007). Complexity science and education: Reconceptualizing the teacher’s role in learning. Interchange, 38(1), 53–67.Davis, B., Sumara, D. and Luce-Kapler, R. (2008). Chapter One. Engaged minds: Changing teaching in complex times (2nd ed.). New York: Routledge. Doll, W. (2008). Complexity and the culture of curriculum. Educational Philosophy and Theory, 40(1), 190–212.Luo, L. (2005). Letter to my sister about Doll's 4 Rs. TCI (Transnational Curriculum Inquiry), 1(1), 28-42.Snowber, C. (2004). Chapter 11: Leaning absolutes. In D. Denton & W. Ashton (Eds.), Spirituality, action, & pedagogy: Teaching from the heart (pp. 124-135). New York: Peter Lang.Week 12 – July 30 – Arts in the Curriculum and PedagogyChen, R. H. (2014). Pedagogy without pedagogy: Dancing with living, knowing and morale. Educational Philosophy and Theory, 1-16. DOI: 10.1080/00131857.2014.914876Eisner, E. (2009). What education can learn from the arts. Art Education, 62(1), 6-9. doi:10.2307/27696324Eisner E. (2003). The arts and the creation of mind. Language Arts, 80(5), 340-344. Eisner, Elliott on Arts in EducationGreene, M. (2007). Democratic vistas; renewing a perspective. Retrieved from Greene, M. (2008). Education and the arts: The windows of imagination. LEARNing Landscapes, 1(3), 17-21. Retrieved from Greene, M. (2013). The turning of the leaves: Expanding our vision for the arts in education. Harvard Educational Review, 83(1), 251-252.Pinar, W. (2011). Subjective reconstruction through aesthetic education. In The character of curriculum studies: Bildung, currere, and the recurring question of the subject. New York: Palgrave Macmillan.Snowber, C. (2012). Dance as a way of knowing. New Directions For Adult & Continuing Education, 2012(134), 53-60. doi:10.1002/ace.20017Harvard Educational Review, Volume 83, Number 1 / Spring 2013—Issue on Arts EducationWeek 13 – August 6 – Curriculum in Being: The Presence of the Teacher and a Spiritual Groundingde Saint-Exupéry, A. (1943). The little prince [various translations; recommend translations by Richard Howard or Katherine Woods; if you read French, feel free to bring the original French version]. Orlando, FL: Harcourt. ISBN-13: 978-0156012195Glithero, L. & Ibrahim, A. (2012). Pedagogy of the moment: A journey on becoming wide-awake. Transnational Curriculum Inquiry 9(2), 3–17.Leggo, C. (2005). Pedagogy of the heart: Ruminations on living poetically. Journal of Educational Thought, 39(2), 175-195. Leggo, C. (2011). Living love: Confessions of a fearful teacher. Journal of the Canadian Association for Curriculum Studies, 9(1), 115–144.Meyer, K. (2010). Living inquiry: Me, my self, and other. Journal of Curriculum Theorizing, 26(1), 85–96.Palmer, P. J. (2003). Teaching with heart and soul: Reflections on spirituality in teacher education. Journal of Teacher Education, 54(5), 376-385.Palmer, P. J. (2009). Transforming teaching and learning in higher education: An interview with Parker J. Palmer. Spirituality in Higher Education Newsletter, 5(2), 1-8.Tucker, L. M. (2010). Quest for wholeness: Spirituality in teacher education. ENCOUNTER: Education for Meaning and Social Justice, 23(2), 1-10. Zajonc, A. (2006). The name assigned to the document by the author. This field may also contain sub-titles, series names, and report numbers.Love and knowledge: Recovering the heart of learning through contemplation. Teachers College Record, 108(9), 1742-1759.Some Other Possible Resources—and I encourage you to bring your resources to the classJim Neyland. (2010). Rediscovering the spirit of education after scientific management. Rotterdam: Sense Publishers. ?LB 41 N49 2010 ??Suzanne Majhanovich, Christine Fox, Adila Pa?ali? Kreso. 2009. Living together [electronic resource in SFU library] : Education and intercultural dialogue. Doredrecht: Springer. ONLINENeil Hooley. 2009. Narrative life [electronic resource in SFU library] : democratic curriculum and indigenous learning. Dordrecht : Springer. ONLINEJack C. Richards, Anne Burns (Eds.). 2012. The Cambridge guide to pedagogy and practice in second language teaching. Cambridge; New York: Cambridge University Press. ON ORDERDavid W. Jardine.2012. Pedagogy left in peace: Cultivating free spaces in teaching and learning. New York, NY : Continuum. NOT IN LIBRARYCurry Stephenson Malott and Bradley Porfilio (Eds.). 2011. Critical pedagogy in the twenty-first century: A new generation of scholars. Charlotte, N.C. : Information Age Pub. ?LC 196 C7568 2011 ??Cole Reilly (Ed.). 2011. Surveying borders, boundaries, and contested spaces in curriculum and pedagogy /. Charlotte, N.C. : Information Age Pub LC 191.4 S86 2011 Joao J. Rosa and Ricardo D. Rosa. (2011). Pedagogy in the age of media control : language deception and digital democracy / New York : Peter Lang, c2011. LB 1575.8 R67 2011 ?Jeff Halstead. (2011). Navigating the new pedagogy : Six principles that transform teaching /. Lanham, Md. : Rowman & Littlefield Education. ?LB 1025.3 H355 2011 ?Andrew O'Shea and Maeve O'Brien. (Eds.). (2011). Pedagogy, oppression and transformation in a 'post-critical' climate : the return of Freirean thinking / edited by. London ; New York : Continuum. ?LB880 F732 P43 2011Sheryl V. Taylor, Donna M. Sobel. (2011). Culturally responsive pedagogy [electronic resource in SFU library] : teaching like our students' lives matter. Bingley, England : Emerald Group Pub Ltd.Michael Stephen Schiro. (2011). Curriculum theory : conflicting visions and enduring concerns. Thousand Oaks, Calif. : SAGE Publications. ?LB 1570 S333 2013Eppert, C. & Wang H. (2004). Cross-cultural studies in curriculum: Eastern thought, educational insights. New York: Lawrence Erlbaum.Wang, H. (2004). The call from the stranger on a journey home: Curriculum in a third space. New York: Peter Lang.Anwei Feng (Ed.). (2011). English language education across greater China / edited by. Bristol, UK ; Tonawanda, NY : Multilingual Matters. PE 1068 C5 E54 2011 ?Field Trips—Possibilities (each having something to do with curriculum and pedagogy)UBC Museum of AnthropologyVancouver Art GallerySFU Art Gallery—BurnabySFU Art Gallery—Audain GallerySurrey Art GalleyBurnaby Art GalleryCentre A (Vancouver International Centre for Contemporary Asian Art)The forest surrounding SFU campusThe Dance CentreVancouver Symphony Orchestra ................
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