UNIVERSITY OF BRITISH COLUMBIA Department of Curriculum and Pedagogy
CUST 562: Introduction to Curriculum Issues and Theories
3 credits
Wednesday 4:30-7:30 pm Winter I, 2015
Lisa W. Loutzenheiser, Associate Professor
Office: 2303 Scarfe
Office Hours, By Appointment
Telephone: 604 822 5341
Email: lisa.loutzenheiser@ubc.ca
Sam Stiegler, Doctoral Candidate
Email: scstiegler@gmail.com
Blog: http://weblogs.elearning.ubc.ca/outofplace
We will explore some of the leading (historical and contemporary) thinkers to
offer an overview of the fields of curriculum studies and curriculum theories. My
hope is that when you leave the course with a general understanding of the
major debates in curriculum studies and theory. A goal of the course is to
contest the assumptions we hold about what is educative, mis-educative, and
non-educative, and develop multiple visions of what it means to work in the field
of curriculum studies and curriculum theory
The course seeks to complicate and ruminate on the complex and fascinating
questions of “what is curriculum” and “what is pedagogy? What should be
taught and how ought it be organized? What are the similarities and
contradictions within, amongst and between the various thinkers and
paradigms? How do we see these playing out in our educational institutions
from the classroom, the lunchroom, faculty meetings, the principal’s office and
the school board? How might we conceptualize and define notions such as
social justice, diversity, poverty, gender, sexuality and race in socially and
politically charged educational contexts?
Working Assumptions for the course:
Depth is favored over breadth. Our discussions will be recursive; that is, we will
revisit many topics and ideas but likely will not cover all readings. You will have
an opportunity to read, consider and apply much more than we can discuss in
the class. Ideas not individuals are open to challenge. The nature of the course
should produce a diversity of ideas. To insure that multiple voices are heard, the
course must foster a high degree of security to voice opinions or state questions.
As graduate students, you should feel comfortable challenging the ideas and
thinking of others. However, that challenge cannot disparage the personhood
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of others. Questions represent an opportunity to learn. Sometimes students feel
that they should not ask questions because they may “sound dumb.” On the
contrary, questions can be an indication of your engagement with the subject
matter. I am usually far more interested in questions than answers. Please do not
self-censor because your questions may lead to clearer understandings for us all.
We must rely on each other to increase our knowledge and understandings.
Participants assume responsibility for their own learning and success. This is
another way of articulating a somewhat trite (but true) expression, “You get out
of this what you put into it.” More specifically, this working assumption means
that students must make their needs known. No one course can be all things to
all students. Thus, it is incumbent upon students to “mine” the course for
experiences that suit their specific intellectual purposes. Typically, I am as
generous with my time as I am able and am willing to listen to your ideas and
concerns. However, you must make and keep appointments so that we can
discuss your issues. This assumption also means that students need to take from
this experience those things that are useful in furthering their own research and
practice interests. No one course can be all things to all students. Thus, it is
incumbent upon students to “mine” the course for experiences that suit their
specific intellectual purposes.
Expectations
As professionals and graduate students, it is my hope that all students will work to
their highest abilities in this course. I look forward to high quality work that
demonstrates in-depth comprehension of the subject. This is work that
frequently articulates original, critical insights, and includes thoughtful use of
existing knowledge in the subject. This work also reveals a willingness to engage
actively in the learning experiences of the assignment and to make personal
and meaningful connections. Each assignment should have clear evidence of
critical reflection, questioning and creativity.
As graduate students, I envisage that you have mastered most of the
compositional skills needed to write excellent essays. (If you need any
assistance in this area, do not hesitate to contact me!). I assume that each class
member will come to class having read all of the readings for that week, and
spend some time thinking about them in relation to your own experiences and
ideas. It would be most helpful if you bring the readings for each week along
with already formulated questions and queries.
Text
The text for the course is
Gibson, S. (Ed.) (2012). Canadian curriculum studies: Trends, issues and
influences. Vancouver, BC: Pacific Educational Press.
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We will also use Flinders, D.J and Thornton, S.J. (2005 The curriculum studies
reader. (2ns Ed). New York: RoutledgeFalmer which is available online through
the library.
Course Assessment According to the Faculty of Education’s Operational
Definition of Letter Grade Categories (June 1996), an assignment may be “Work
of outstanding quality” (A+: 90-100; A: 85-89; A-: 80-84), “Work of good quality
with no major weaknesses” (B+: 76-79; B: 72-75; B-: 68-71), or “Adequate work”
(C+: 64-67; C: 60-63). A minimum of 60% must be achieved in all course work
taken for graduate credit.
Policy on Instructional Modifications Students with disabilities, who need
reasonable modifications to complete assignments successfully and otherwise
satisfy course criteria, are encouraged to meet with the instructor as early in the
course as possible to identify and plan specific accommodations.
Technology Expectations All assignments are to be word-processed, single
sided, with one inch margins, 12 point font and one double space between
paragraphs. .Continuing and regular use of e-mail is expected as is regular use
of the internet as a curricular and instructional resource for this course, this
particularly applies to using the course weblog. E-mail communication with the
instructor is recommended; assignments are NOT accepted via email.
Course Requirements
Assignment 1: Class participation (20%)
Your active participation is vital for this course to work well. Therefore, it is
imperative that you not only complete the readings for the day, but also spend
some time thinking about and working with the concepts that are presented.
Participation will include three components: participation in class generally (see
note above on expectations) and participation in creating and carrying out a
reading extension activity..
Reading extension and activity: You will be assigned a group and it will be the
group’s responsibility to present an activity or lesson that utilizes that a portion of
that Week’s reading. This should be something that clarifies, analyzes and/or
extends the readings, but should not be a recitation of the main points of the
readings themselves. You will have 30 minutes for this presentation. Please
notify Lisa by email 2 full days prior to your class what your plan is.
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Assignment 2: Critical /Guiding Questions (25%)
Weekly questions:
a) Each week (at a minimum 9 weeks of the term) please post an
approximately 200 word response to the reading in the comment section
of the blog. (Must be on the blog by Monday at 5pm) This is a short
response to what the reading makes you think about or your reaction to
the readings. I am looking for critical responses not a summary of the
readings. With your critical response, post two critical questions for the
readings of the week. As often as possible try to create a question that
synthesizes the readings for the week, and/or draws on readings already
completed with a weekly article, rather than a question that addresses
only one reading. The desire here is to start a conversation with your
colleagues across the readings
b) In 300-400 words (single spaced, 12 point font). Two times a term, answer
one of the presenter’s guiding questions (other than your own) for the
week. This is due at the beginning of the seminar the week following the
reading. The first must be completed by the start of class of week 6
(October 7); the second by the start of class of week (October 28) .
Assignment 3: Reflective Writing (25%)
Cultural School Autobiography
This assignment is an opportunity for you to think about where you come
(broadly defined including most aspects of identity) and how this background
(positively and/or negatively) influenced your schooling experiences in K-12
environments (and please don’t tell me you can’t remember). This paper asks
you to grapple with the ways your identities as you see them, as well as how
others view you, have had an impact on your educational background. This
assignment asks you to ground the paper in cultures, it is reasonable and likely
that race, ethnicity, gender, class, sexuality and/or ability might work in tandem
and should therefore be discussed both singularly and/or in intersecting fashions.
The following questions can be used as a guide to begin to think about issues
you might want to address in this autobiography. These will probably not be the
only issues addressed and the questions (in and of themselves) should not be
answered explicitly. What have you gained or lost educationally from being who
you are? What kind of impact has this had on how you feel about school,
schooling and teaching? Were you given opportunities that other students or
teachers were not, or denied opportunities? Why do you believe this occurred?
What significance did this hold for you? Thinking back to how students outside of
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the school's mainstream were treated, how might your experiences have been
altered if you were a different race, ethnicity, gender, class or sexuality?
I am looking for a cohesive essay. The paper will be a tightly drawn, organized
essay of 1250 words . It should not be written as stream of consciousness; rather it
should have developed major concepts and examples of how your experiences
back up those themes. This paper may be informed by the class readings or
readings from other courses.
The assignment will be assessed on how well you are able to reflect on your own
experiences (that is please don’t focus on your best friend or your brother). A
clear description and analysis of your own views of these issues in educational
settings will be the basis of the assessment, not how closely your ideological
views might match those of the instructor. Your work will be evaluated on the
quality of the organization, grammar, and structure, as well as on how
successfully you are able to incorporate the class materials and your own
experiences to draw a cogent picture of how who you are impacts or impacted
your schooling. Due September 30, paper copies please in class. If you miss
class then deliver to my office
Assignment 4: Scholarly Paper (30%)
Use ideas from the course to prepare a paper on ONE of the following:
Critical review essay: choose a theme or topic from the course, find a recent
book and one article or at least 6 articles from curriculum journals or edited
volumes related to the topic. In 2500 words briefly present and discuss the issue,
critique the articles / text and present your stand on it. You should include a
summary of the content, the major arguments, and then comment on the
credibility or validity of the arguments, the quality of the evidence provided to
support the arguments. Identify any questions raised by the articles and link
them to other pertinent course readings and discussions as they seem
appropriate. Use APA style. Include a list of references. Topic and materials
must be approved by instructor by week 6
OR
Critical analysis of an innovation: initiate, promote and critique, or just explore
and critique an innovation in your school / classroom.
OR Curriculum Design (Group project— groups of two and twice as long) —
Design a critical module to introduce students to a controversial issue. Choose
a controversy and design a module for a specific subject area or grade level.
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Remember, a module is comprehensive, meaning that basically everything that
the student and teacher needs is in the module.. Include a list of references.
OR
Other options discussed with instructor
Criteria for evaluation of the assignment include: Clarity of communication /
writing Is the writing clear and concise? Are the ideas focused and organized? Is
the paper proofread for grammar, spelling, and diction errors Development of
argument / thesis Are the ideas developed in depth? Is the argument coherent?
Thoughtful? Analytical? Critical? Is there evidence to support the claims? Is there
evidence of the required literature and articles? Understanding of the course
content Is there evidence of understanding of course readings and discussions?
Were the ideas synthesized, extended or applied? Are there new insights and
conclusions? Are there links to practice? Due December 2 paper copies in
class.
LATE WORK AND INCOMPLETES: Late work will be accepted at my discretion and
only if discussed prior to an assignment due date. If you are unable to meet a
deadline you should discuss the situation with me as soon as possible.
Course Schedule Subject to Change
Week 1 Introduction; What are schools for? (September 9)
Week 2–What is Curriculum, What are Curriculum/pedagogies (September 16)
Kanu & Glor
“Currere” to the Rescue? Teachers as “Amateur Intellectuals” in
a Knowledge Society (Gibson)
Tuck, E., & Yang, K.W. (2012). Decolonization is not a metaphor. Decolonization:
Indigeneity, Education & Society, 1(1). (library on line)
Cooper, K When curriculum is a stranger (Gibson)
Week 3 (September 23)
Egan, K. What is curriculum? (Gibson)
William Watkins (1993) Black Curriculum Orientations: A Preliminary Inquiry.
Harvard Educational Review. 63 (3),321-339. (available in the library)
Week 4 –Setting the Historical Field (September 30)
Bobbitt, F., Scientific method (Flinders & Thornton available online)
MacKay B and Firmin, M The historical development (Gibson)
Dewey, J My pedagogic creed (Flinders & Thornton)
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Week 5 –Curriculum History continued (October 7)
Tyler, R. W, Basic Principles of Curriculum and Instruction (Flinders & Thornton)
Speer Lemisko, L. & Clausen, K. W. Connections, contrarieties, and convolutions
(Gibson)
Week 6 –Reconceptualists (October 14)
McLean, L. “There is no magic whereby such qualities will be acquired at the
voting age”: Teachers, curriculum, pedagogy and citizenship. (Gibson)
Pinar, W.F., The reconceptualization of curriculum studies (Flinders and
Thornton)
Green, Maxine Curriculum and Consciousness, (Flinders and Thornton)
Week 7–Critical Theory and its discontents (October 21)
Friere, P, Pedagogy of the oppressed (Flinders and Thornton)
Pratt, D. Characteristics of Canadian curricula (Gibson)
Week 8 – Critical Theory and its discontents 2 (October 28)
Apple , M. To be announced
Ellsworth, Elizabeth, (1989). “Why doesn’t this feel empowering? Working through
the repressive myths of critical pedagogy, “ Harvard Educational Review
59(3), 297-324. (with letters, available on line)
Week 9 –Remembrance Day (November 11)
Week 10 Introduction to Multicultural Education (November 4)
Anna Kirova, Critical and Emerging Discourses in Multicultural Education
Literature: A Review ((Gibson))
Schick C. & St. Denis, V. (2005). Troubling nationalist discourses in anti-racist
curricular planning. Canadian Journal of Education,28(3), pp. 295-317.
(library)
Week 11 Postcoloniality and Current Challenges ( November 18)
Chambers, C. A topography for Canadian curriculum theory. (Gibson)
Kanu, Y. Curriculum as cultural practice: Postcolonial imagination. (Gibson)
Week 12 Contemporary Issues- (November 25)
Week 13 Contemporary Issues (December 2)
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The Art of Reading Critically.- For those new to graduate school or theory
For many of you these notions will seem straightforward, but for others the
exploration of text will be newer and less clear. I offer these suggestions
(adapted from Feminist Pedagogy and Resources http://www.womensstudies.ohio-state.edu/pedagogy/Reading/default.html)
A critical reader: Endeavours not to accept things at face value. Looks at issues
from a variety of perspectives in an interdisciplinary manner. Agrees AND
disagrees with issues until ready to position herself or himself . Asks her/himself to
question his/her own individual assumptions as well as the authors while reading
A critical reader will:
Understand that reading through a particular set of lens offers the reader an
avenue not to be swayed by popular opinions and common sense notions
Learn how to say "yes," "no," "maybe" to ideas. That is, do not only concentrate
on the words and their explicit meanings but what is going on behind the text.
Will not rely on “I feel” but rather “I analyse”.
Be open to reevaluation of current personal beliefs and values.
Not overlook ideas that are not understood.. Read for class the way you would
read a love letter-read between the lines, read each word individually and then
read those words collectively. Ask yourself: why has the author chosen these
words for her or his argument? What does it mean that the author appears to
have a certain point of view?
Analyze, analyze, analyze. I cannot stress this enough. Does it matter who the
author is? From what epistemological or theoretical frame is the person
coming? How does that impact the work?
If you are new to this process, you might: Annotating by taking notes in the
margins as you read. Summarizing the main points. Rereading quickly to go
over any questions or to see what you might have missed. Formulate one or two
critical questions in response. What questions does this reading make you
wonder about particularly in relation and in conversation with the other course
readings and other readings you are completing.
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