University of Regina, Faculty of Education, Fall 2012
ECS 210: Educational Core Studies: Curriculum as Cultural and Social Practice
Wiki: http://ecs210.uregina.wikispaces.net/
Instructors:
Carol Fulton
Phone: 585-4609
Office: ED 336
Schedule and Locations:
Lectures: Tues: 10-11:15
Seminars: Thurs: 10-11:15
ED 223.1
(Section 010)
ED 311
(Section 011)
ED 215
(Section 012)
ED 314
(Section 014)
Julie Machnaik
Phone: 585-4602
Office: ED 221.5
ED106 (Education Auditorium - all sections)
Katia Hildebrandt
Joy Woodard
Carol Fulton
Julie Machnaik
katia.hildebrandt@uregina.ca
woodard@accesscomm.ca
carol.fulton@uregina.ca
julie.machnaik@uregina.ca
"Common sense often makes it easy to continue teaching and learning in ways that allow the
oppressions already in play to continue to play out unchallenged in our schools and society."
(Kumashiro, 2004, p. XXIV)
Course Description:
This course will engage students in understanding education and curriculum as cultural and
social practice. The course will explore the intersections of socioeconomic, political, cultural,
geographical, religious, gender and sexual orientation differences with educational and curricular
practices as prescribed, negotiated and lived. It will also examine how different teacher,
administrator and learner identities are shaped by these practices.
This course invites students to consider multiple understandings of what curriculum might be.
These understandings include both definitions of curriculum and perspectives on curriculum. The
understandings of curriculum are also dynamic, since they emerge from teacher practices, from
interactions with students, and from the literal place(s) that we inhabit.
This course reflects the Faculty of Education’s commitment to preparing teachers who are
knowledgeable and compassionate in their professional practice and who will be guided by a
sense of social and ethical responsibility in relation to their students and the wider society. The
course is intended to stimulate prospective teachers’ critical reflection upon their personal
assumptions about educational issues in relation to understanding of identity and to contemplate
the implications of those assumptions for ethical and equitable teaching practice. This course
examines the teacher’s role as curriculum designer, someone able to construct meaningful,
supportive and intellectually challenging learning environments for all students.
Please bear in mind that this is not a course on teaching methods although it does endeavor to
encourage reflection upon enhancing equitable teaching practices.
Course Objectives:





To understand multiple definitions and perspectives on curriculum; in other words, to
understand curriculum as fluid rather than static, more a verb than a noun, a process an
interaction, an experience;
To examine how structures of education and curriculum both advance and impede
educational opportunities in a diverse pluralistic society;
To explore the implications for an anti-oppressive orientation to curriculum design;
To understand that teachers can exercise a high degree of agency in various ways in relation
to curriculum;
To explore the implications of curriculum design for teachers and learners, especially around
issues of equity.
Climate & Community Expectations:
Attendance, engagement and participation are crucial in this course. There will be opportunity
for interaction during the large group lectures (Tuesdays) and more opportunity during the small
group seminars (Thursdays). Thoughtful, thought provoking and respectful contributions to the
class discussions are expected and will assist you in becoming intellectually and personally
involved in the material covered in the course.
This class is intended to examine and develop contrasting opinions, stimulate debate and
challenge commonly held beliefs. The ideas of everyone in the class are important to our
discussion. To achieve these ends students must: critically read assigned readings prior to the
appropriate lecture and seminar; be prepared to engage with issues relating to the readings and
enter class with an open mind.
Required Texts and Readings:
Kumashiro, K. (2009). Against common sense: Teaching and learning toward social
justice. New York: Routledge Falmer.
Burant, T., Christensen, L., Salas, K.D. & Walters, S. (Eds.). (2010). The new teacher book:
Finding purpose, balance, and hope during your first years in the classroom (2nd ed.).
Milwaukie, WI: Rethinking Schools Ltd.
ECS210 Fall 2012 Evaluation
( full details posted at http://ecs210.uregina.wikispaces.net/Assignments+Fall+2012)
Assignment
1. Curriculum as Community:
Attendance, Engagement, Participation
2. Curriculum as Lived: How Places Shape Our Live
3. Curriculum as Negotiated: How Stories Shape Our Lives
4. Curriculum as Prescribed: Subject Area Inquiry Project
5. Curriculum as Becoming: Looking Back & Planning Ahead
Mark
P/F
Due Date
ongoing
25
25
25
25
Sept. 20
Oct. 18
Nov. 15, 22, 29
December 13
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Course Expectations
In order to receive a passing grade in this course, the students must successfully fulfill the
following course expectations:
1. Excellent attendance is critical and students will sign in at each lecture and seminar. Contact
your seminar leader if you will be missing a class. Missing more than 3 class periods
throughout the semester could result in your failing the course.
2. Participation is essential to the success of this class. Ensure that your participation in small
groups and in the large group is positive, productive and respectful to all the individuals.
3. The use of technology during class must be conducted in a respectful, professional manner
and be for academic purposes directly relating to class content. Please turn off PDA’s unless
required in class.
4. This is a professional course. Practice the STF Code of Ethics and conduct yourself in a
professional manner (see attached). The Saskatchewan Teachers’ Federation (STF) is
committed to supporting education students and faculty in post-secondary institutions in the
province. As “teachers in training,” all students enrolled in a teacher education program in
Saskatchewan are automatically members of the Federation (from STF website:
http://www.stf.sk.ca).
5. If you have any need for specific accommodations, please discuss this with your course
instructor and contact the Coordinator of the Disability Resource Office (RC 251.15) at
585-4631.
6. Please refer to the current University of Regina General Calendar for information regarding
grading descriptions, important dates, program requirements and plagiarism.
Writing Resources
 Student Success Centre: http://www.uregina.ca/sdc/writing
 UofR Library Guide: http://uregina.libguides.com/ECS210
 APA Style: http://www.apastyle.org
 The Purdue Online Writing Lab (OWL): http://owl.english.purdue.edu
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University of Regina & Faculty of Education
Summary of Academic Regulations & Reminders Fall 2012
As a student at the University of Regina it is your responsibility to be aware of and to follow all academic regulations
in the Undergraduate Calendar available at http://www.uregina.ca/gencal/ugcal/. Please pay particular attention to
“Responsibilities of Students” (§5.1), “Student Behaviour” (§5.13) and note the policies, expectations and information
as outlined below:
1.
Professional Conduct - Teaching is a helping profession. In order for the profession to achieve its goals and
values, to enhance the quality of public education in the Province, and protect its members and those whom it
serves the Faculty of Education has established sound and reliable criteria and procedures for evaluating the
suitability of aspiring teachers. The criteria specify appropriate conduct for students in teacher education. The
procedures specify processes for screening, regulating and monitoring their professional conduct. The Faculty of
Education has the right and responsibility to assess students' professional conduct in terms of the criteria
outlined above and in terms of criteria outlined in the following documents. It will take appropriate actions in
accordance with the following legislation, policies and guidelines:

The University of Regina Academic Regulations

The Canadian Teachers' Federation Code of Ethics

The Saskatchewan Teachers' Federation Code of Ethics

The Education Act, 1995, Saskatchewan

The Board of Teacher Education and Certification, Guiding Principles and Beliefs

Student Review Policy, Faculty of Education.
2.
Attendance (§5.3) - Regular and punctual attendance at classes provides a foundation for academic success,
and is expected of all students. When the persistent lateness or absence of a student jeopardizes the learning or
the evaluation of the work of other students in the course, the student may be subject to penalty, including being
dropped from the course or being barred from writing the final examination. One written warning will be provided
to the student before such action is taken.
3.
Progress in the Program (§11.5.2) - Under current faculty regulations, progress in the program is based on
academic standing and professional progress. Faculty selection and review committees determine students'
eligibility to progress into all professional semesters, including internship. It is the responsibility of each student to
become familiar with the selection criteria and procedures.
Faculty Action: At the end of each semester, students with poor academic records and/or unsatisfactory
professional development will be subject to faculty action. Students will be required to discontinue or will be
placed on faculty probation.
4.
Late Assignments - Action regarding late assignments may vary from instructor to instructor. Expectations or
due dates for assignments, as well as the marks that may be deducted for late assignments are noted in the
course syllabus. (For example, some instructors deduct one mark for each day late.) Normally, all required
elements of the program must be successfully completed by each student.
5.
Withdrawal from a Course - Students who are not attending but haven’t formally withdrawn are still registered,
are liable for fees, and will be assigned a grade of NP for failing to complete the course. Students may drop
classes in UR Self-Service up to the deadline for withdrawing from a course without a failing grade. Changes
after the deadline, must be made in their Faculty or College office, or students may mail, fax or email registration
requests (students should check with their Faculty or College office). Please consult §1.2.1 of the Undergraduate
Calendar for refund deadlines and §3.3.4 for making changes to course registration.
6.
Deferrals (§5.7) - If you become unable to complete your term work or final exams (i.e. due to illness, accident,
or a death in the family), you may be eligible to apply for a deferral of final examinations and/or term work.
Please consult section §5.7 and contact the Faculty of Education’s Student Program Centre (ED 354, phone
585-4537) or your faculty student services office as soon as possible for advice regarding deferrals.
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7.
Academic Misconduct (§5.13.2.2) - Acts of academic dishonesty or misconduct include acts which contravene
the general principles described in §5.13.1. In this section, some of these acts are described. Others which are
not explicitly described here may also be considered academic misconduct. All forms of academic misconduct
are considered serious offences within the University community. For the penalties, see §5.13.5.
Cheating - Cheating constitutes academic misconduct. Cheating is dishonest behaviour (or the attempt to
behave dishonestly), usually in tests or examinations. It includes:
 unless explicitly authorized by the course instructor or examiner, using books, notes, diagrams,
electronic devices, or any other aids during an examination, either in the examination room itself or when
permitted to leave temporarily;
 copying from the work of other students;
 communicating with others during an examination to give or receive information, either in the
examination room or outside it;
 consulting others on a take-home examination (unless authorized by the course instructor);
 commissioning or allowing another person to write an examination on one’s behalf;
 not following the rules of an examination;
 using for personal advantage, or communicating to other students, advance knowledge of the content of
an examination (for example, if permitted to write an examination early);
 altering answers on an assignment or examination that has been returned;
 taking an examination out of the examination room if this has been forbidden.
Plagiarism - Plagiarism is a form of academic dishonesty in which one person submits or presents the work of
another person as his or her own, whether from intent to deceive, lack of understanding, or carelessness. Unless
the course instructor states otherwise, it is allowable and expected that students will examine and refer to the
ideas of others, but these ideas must be incorporated into the student’s own analysis and must be clearly
acknowledged through footnotes, endnotes, or other practices accepted by the academic community. Students’
use of others’ expression of ideas, whether quoted verbatim or paraphrased, must also be clearly acknowledged
according to acceptable academic practice. It is the responsibility of each student to learn what constitutes
acceptable academic practice. Plagiarism includes the following practices:
 not acknowledging an author or other source for one or more phrases, sentences, thoughts, code,
formulae, or arguments incorporated in written work, software, or other assignments (substantial
plagiarism);
 presenting the whole or substantial portions of another person’s paper, report, piece of software, etc. as
an assignment for credit, even if that paper or other work is cited as a source in the accompanying
bibliography or list of references (complete plagiarism). This includes essays found on the Internet.
Students who are uncertain what plagiarism is should discuss their methodology with their instructors.
Note: The Department of English Style Guide is available inexpensively from the University Bookstore. Students
may also consult online resources such as the University of Toronto Writing Centre’s “How Not to Plagiarize”:
http://www.writing.utoronto.ca/advice/using-sources/how-not-to-plagiarize
8.
Invigilators’ Rights - An invigilator who suspects a student of cheating has the authority to ask the student to do
such things as empty pockets, pencil cases, etc., and roll up their sleeves. The invigilator should ensure they
have a witness when asking the student to perform the request. The invigilator should not badger the student or
unduly disrupt that student’s (or other students’) ability to complete the examination. If the student refuses to
cooperate, the invigilator cannot do more except to make written note of the students’ refusal when reporting on
the matter under the disciplinary regulations.
9.
Students with Special Needs - The University of Regina strives to provide a fair and supportive learning
environment for academically qualified students with special needs. To this end, the University seeks ways to
develop and provide services which support the endeavors of students with special needs. Students requiring
accommodations are to first contact the Centre for Student Accessibility (Dr. William Riddell Centre, RC 251;
phone 585-4631; or email accessibility@uregina.ca). Please discuss this with your instructor as soon as
possible.
For further information, please see: http://www.uregina.ca/presoff/vpadmin/policymanual/students/901020.html
10. Harassment & Discrimination Prevention Policy (§8.4.6) - All members of the University community are
entitled to a professional working and learning environment free of harassment and discrimination. This
entitlement, however, carries with it the expectation that all members of the University community will conduct
themselves in an appropriate and responsible manner, with due respect and regard for the rights of others. No
member of the university community shall cause or participate in discrimination against or harassment of another
person.
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11. U of R Email Accounts - Please check your U of R email account regularly because the university will send any
official correspondence to that address. Students have a 25MB quota for email, one large attachment may fill up
your inbox. If you are not receiving email, you can check to see if you are over quota. Also check to see if you
have enabled email forwarding. Your University email can be forwarded to a commercial account like Hotmail by
using following the instructions at http://www.uregina.ca/is/student/email/index.html. If you do so, however, be
sure to check your junk folder for the first while, since some commercial email accounts classify Universityoriginated emails as junk.
12. Personal Information - Please update your personal information at the beginning of each semester (address,
telephone
number,
etc.)
if
anything
has
changed
at
the
following
link:
https://banner.uregina.ca/prod/sct/twbkwbis.P_WWWLogin
13. Language Competence - Students are expected to meet recommended standards of language competence as
part of graduation requirements in the Faculty of Education.
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