Wednesday: 10:00 am – 12:00 pm
Location: Scarfe 206
Instructor: Kal Heer
E-mail: kalheer@alumni.ubc.ca
.
Office hours: by appointment
COURSE DESCRIPTION
Ideas about curriculum and pedagogy cannot be disconnected from ideas about knowledge and truth. After all, who would argue that teachers should teach their students false ideas rather than true ones, and things they merely believe or guess rather than things they “know”? But as soon as we talk about “knowledge” and
“truth,” questions arise: Can teachers teach anything that is absolutely true, or only what hasn’t been yet proven false? How do we determine what counts as “true,” and how do we help students think critically about
“truth” and “knowledge” in relation to what they learn?
Moreover, since no school can teach everything there is to know, choices have to be made about what counts as knowledge, and what knowledge is included in and excluded from the curriculum. What knowledges have been, and/or are, considered of the most worth, and how has this shaped curriculum decisions? What kinds of knowledge production do teachers most value? Students? Publics? How do Aboriginal and Indigenous conceptions of knowledge and truth differ from Anglo-Canadian/European conceptions? What conceptions of knowledge and truth do people hold elsewhere in the world? How are ideas about knowledge, knowledge production and “truth” changing in the context of digital media (e.g. search engines, informational websites,
YouTube, Wikipedia, etc.)? What are the implications of these changes for educators and education?
COURSE OBJECTIVES
At the end of this course, students will be able to:
 recognize how curriculum choices reflect social ideas about knowledge and its value;
 articulate the difference between knowledge and belief; identify the role education plays in helping students question knowledge claims and their justification;
 understand the tensions that can arise between beliefs and knowledge in educational contexts, and begin to articulate an educational response to these tensions;
 appreciate differences between Euro-Canadian and Aboriginal ideas about knowledge and knowledge acquisition;
 recognize how digital media change our relationship to knowledge, and begin to articulate an educational response to the ethical challenges that come with this.
COURSE STRUCTURE
The course will involve a combination of lectures, media engagement, small group in-class activities, and

discussion of assigned readings. Please come prepared having deeply engaged with the required weekly reading(s) in advance.
The goal of this course is for us to think more critically about issues related to knowledge and truth, to question different knowledges, ideologies, and opinions and/or values that we may take for granted.
As with any course it is essential that we all work together to facilitate an atmosphere of trust and respect, and a classroom environment in which we can learn from each other via discussion of the topics and articles presented each week. All members of the class are asked to engage in respectful discussion and active listening at all times. Your participation in discussions and attention to course material are key to your success in this course.
REQUIRED READING
All course readings are available on-line.
Optional readings are meant to enhance your understanding of the course material; they are not required but are recommended.
COURSE ASSIGNMENT
There is one assignment for this course. Due date: Last Class
Choose one from the four options below:
Over the first five weeks of the course, track a current media story relevant to the Canadian educational context. Follow the story and examine content across multiple media sources in relation to both knowledge and “truth.” In essay format, discuss knowledge bias within the sources, if any, the implications of public knowledge production (e.g. media such as newspapers, tabloids, TV, online news channels etc.) for educators and school-based curriculums? (5-7pp)
Write a short paper (5-7pp) that answers the question: What do you believe “every Canadian needs to know” today, and why? Is there something that is currently not commonly taught that you think should be core curriculum? Make sure that you justify your answer, i.e. that you explain clearly, with references (minimum of
4 academic references), why the core curriculum that you are proposing is important to contemporary
Canadian culture (keeping in mind immigration, refugee status and indigineity).
Choose a content area lesson plan you have to teach on your long practicum. Devise a lesson which takes an event, concept, term, or idea and attempts to show the possibility of multiple knowledges which compete for prominence in sustaining it. Also, allow for students to discover, analyze or create different knowledges and express/justify their preferences within the lesson plan.
Any other idea about knowledge you wish to explore with instructor approval…..

Jan 8 The Question of Knowledge in Education: An Overview
Guiding questions:

Where does the question of knowledge emerge in education?
 What is the relationship between knowledge and power?

What is a teacher relationship to knowledge?
Required reading:
Ball, S. J. (2012). Foucault, Power, and Education. Routledge. Read pages 21 -36. Available online: http://www.ubc.eblib.com.ezproxy.library.ubc.ca/patron/FullRecord.aspx?p=1101409
Jan 15 Knowledge and Curriculum: Past and Present Influences (Gender)
Guiding questions:

What knowledge has been considered of most worth?

What is the difference between belief and knowledge?
 What does it mean to justify a belief?
Required reading:
Martino, W., Lingard, B., & Mills, M. (2004). Issues in boys’ education: A question of teacher threshold knowledges? Gender and Education, 16(4), 435-454.
Jan 22 Knowledge and Curriculum Imagining the Future
Guiding questions:
 What knowledge has more worth?

What do the answers that have been given to this question tell us about the values of the community or society in which they were given?
Assaf, L.C., Garza, R., & Battle, J (2010). Multicultural teacher education: Imagining the perceptions, practices and coherence in one teacher preparation program. Teacher Education Quarterly, 37(2), 115-135.
Jan 29 Indigenous Knowledges in Public Schools
Guiding questions:

How do Indigenous concepts of knowledge differ than Eurocentric conceptions of knowledge?

Required reading:
Dion, S. D. & Dion, M. R. (2004). The braiding histories stories. Journal of the Canadian Association for
Curriculum Studies, 2(1), 77-100.
Smith, M. U. & Siegel, H. (2004). Knowing, believing, and understanding: What goals for science education?
Science & Education, 13(6), 553.
Feb 5 Knowledge and Teachers
Guiding questions:

How do you view yourself as an active participant in the production of knowledge?

How do you see yourself as an educator as contributing to the larger social cultural landscape?

What expectations do you have of your students’ knowledge production?
In Class Activity on Knowledge Construction
Feb 12 Knowledge and Truth in the Digital Age
Guiding questions:

What is the difference between knowledge and information?
 Does more information lead to better knowledge?

When does knowledge become “intellectual property”?

How does Wikipedia work? How “good” is its knowledge?
 How do we help students to assess the credibility of sources?
Required reading:
Pusey, P., & Sadera, W.A. (2011). Cyberethics, cybersaftey, and cybersecurity: Preservice teacher knowledge, preparedness, and the need for teacher education to make a difference. Journal of Digital Learning in Teacher
Education 28(2), 82-88.
Evaluation Criteria and Assignments Guidelines
The course is graded on a pass/fail basis. In a professional faculty, passing a course entails both good academic performance as well as active participation in learning activities. Students are expected to meet all criteria to receive a passing mark in the course. Reminder: a passing mark in the Teacher Education Program is
B+ (76%) or higher. In cases where students fail to meet expected standards, they will have the opportunity to revise and resubmit the written assignments one time. However, as this is a summer course, if you have to rewrite the single assignment your progress or graduation might be delayed.
The assignment should be double-spaced using Times and New Times Roman, 12 point font. Conventions of written English language usage should be followed. All written submissions should be edited for spelling and grammar. Please proof read your work very carefully. APA style should be used for all citations, quotations and

reference lists. Please check the UBC education library (or on-line) for APA details.
Pass: (1) readable (well organized; concise, proofread for grammar, spelling, and punctuation errors); (2) provides examples; (3) makes a clear argument (e.g., supports claims, makes clear transitions); (4) highlights an important educational issue; and (5) includes your insights and conclusions.
Fail: (1) contains recurring errors of grammar, spelling, and punctuation; (2) lacks examples; (3) lacks transitions between thoughts or fails to make an argument; and (4) fails to address an important educational issue.
RELATION TO THE BC MINISTRY OF EDUCATION STANDARDS
The readings, class discussions, and assignments in this course primarily contribute to teacher candidates’ attainment of Standard 6: Educators have a broad knowledge base and understand the subject areas they teach.
This standard indicates that “Educators teach students to understand relevant curricula in a Canadian, Aboriginal, and global context. Educators convey the values, beliefs and knowledge of our democratic society.” The course helps teacher candidates understand the differing views regarding the purposes of education. Second, it enhances their awareness of current policy debates in education. Third, it helps them to explore and understand the types of institutional and attitudinal barriers that certain groups in Canadian society have experienced and how these barriers have hindered full and equitable participation in schooling.
ADDITIONAL RESOURCES

Barnhardt, R. & Kawagley, A. O. (2008). Indigenous knowledge systems and education. In D. Coulter & J. R.
Wiens (Eds.), Why do we educate? Renewing the conversation (Yearbook of the National Society for the
Study of Education, Vol. I, pp. 223-241). Boston, MA: Wiley-Blackwell. doi: 10.1111/j.1744-
7984.2008.00144.x

Bentley, M. L. & Garrison, J. W. (1991). The role of philosophy of science in science teacher education.
Journal of Science Teacher Education, 2(3), 67-71. doi: 10.1007/BF02629750

Britzman, D. (2000). Teacher education in the confusion of our times. Journal of Teacher Education, 52(3),
200-205. doi: 10.1177/0022487100051003007

Dias, P. (1992). Cultural literacy, national curriculum: What (and how) does every Canadian student really need to know? English Quarterly, 24(3-4), 10-19.

Dion, S. D. & Dion, M. R. (2004). The braiding histories stories. Journal of the Canadian Association for
Curriculum Studies, 2(1), 77-100.

Dion, S. D. (Re) telling to disrupt: Aboriginal people and stories of Canadian history. Journal of the Canadian
Association for Curriculum Studies, 2(1), 55-76.

Eisner, C. & Vicinus, M. (Eds.) (2008). Originality, imitation, and plagiarism: Teaching writing in the digital
age. Ann Arbor: University of Michigan Press.

Hare, W. & Portelli, J. (2003). Believe it or not! In Case studies for educators (3rd ed., pp. 50-52). Halifax, NS:
Edphil Books.

Hirsch, Jr., E. D. (2006). What your sixth-grader needs to know: Fundamentals of a good sixth-grade
education. New York: Doubleday.

Hirsch, Jr., E. D. (1991). What your first-grader needs to know: Fundamentals of a good first-grade education.
New York: Doubleday.

Hirsch, Jr., E. D. (1988). Cultural literacy: What every American needs to know. New York: Vintage.

Kidd, J., O'Shea, P., Baker, P., Kaufman, J. & Allen, D. (2008). Student-authored Wikibooks: Textbooks of the
Future? In K. McFerrin et al. (Eds.), Proceedings of 7


Society for Information Technology & Teacher Education International Conference 2008 (pp. 2644-2647).
Chesapeake, VA: AACE. http://www.editlib.org/p/27619.

Kohl, H. (1992). Uncommon differences: On political correctness, core curriculum, and democracy in education. The Lion and the Unicorn, 16(1), 1-16. doi:10.1353/uni.0.0216

Larsen, S. (1989). Information can be transmitted but knowledge must be induced. Innovations in Education
and Teaching International, 23(4), 331-336.

Lusted, D. (1986). Why Pedagogy? Screen, 27(5), 2-14. http://screen.oxfordjournals.org/cgi/reprint/27/5/2.pdf

Mackey, M., Vermeer, L., Storie, D., & DeBlois, E. (2012). The constancy of the school “canon”: A survey of texts used in Grade 10 English Language Arts in 2006 and 1996. Language and Literacy, 14(1), 26-58. https://ejournals.library.ualberta.ca/index.php/langandlit/article/download/10484/13114

Messeri, L. R. (2010). The Problem with Pluto Conflicting Cosmologies and the Classification of Planets. Social
Studies of Science, 40(2), 187-214.

Metcalfe, A. S., & Fenwick, T. (2009). Knowledge for whose society? Knowledge production, higher education, and federal policy in Canada. Higher Education, 57(2), 209-225.

Nakata, M. (2007). Disciplining Indigenous knowledge. In Disciplining the savages, savaging the disciplines
(pp. 182-192). Canberra, ACT: Aboriginal Studies Press.

Noddings, N. (2006). Helping students to think. Journal of Educational Controversy, 1(1). http://www.wce.wwu.edu/Resources/CEP/eJournal/v001n001/a001.shtml

Orwin, C. & Forbes, H. D. (1994). Cultural literacy: A Canadian perspective. International Journal of Social
Education, 9(1), 15-30.

Peck, C. L., Sears, A., & Donaldson, S. (2008). Unreached and unreasonable: Curriculum standards and children's understanding of ethnic diversity in Canada. Curriculum Inquiry, 38(1), 63-92. doi:10.1111/j.1467-
873X.2007.00398.x

Rowley, J. (2007). The wisdom hierarchy: Representations of the DIKW hierarchy. Journal of Information
Science, 33(2), 163-180. doi: 10.1177/0165551506070706

Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-
14.

Smith, M. U. & Siegel, H. (2004). Knowing, believing, and understanding: What goals for science education?
Science & Education, 13(6), 553-582. doi: 10.1023/B:SCED.0000042848.14208.bf

Sundin, O. & Francke, H. (2009). In search of credibility: Pupils’ information practices in learning environments. Information Research, 14(4). http://informationr.net/ir/14-4/paper418.html
ADDITIONAL WEB RESOURCES

 Spencer, H. (1884). What knowledge is of most worth? The Elzevir Library, 3(138). http://books.google.ca/
 Core Knowledge Curricular Resource http://coreknowledge.org
 CBC Digital Archives http://www.cbc.ca/archives/
 National Film Board http://www.nfb.ca/
RELATION TO THE BC MINISTRY OF EDUCATION STANDARDS
The readings, class discussions, and assignments in this course primarily contribute to teacher candidates’ attainment of Standard 6: Educators have a broad knowledge base and understand the subject areas they
teach. This standard indicates that “Educators teach students to understand relevant curricula in a Canadian,
Aboriginal, and global context. Educators convey the values, beliefs and knowledge of our democratic society.”
The course helps teacher candidates understand the differing views regarding the purposes of education.
Second, it enhances their awareness of current policy debates in education. Third, it helps them to explore and

understand the types of institutional and attitudinal barriers that certain groups in Canadian society have experienced and how these barriers have hindered full and equitable participation in schooling.
--------------------------- UBC POLICIES THAT APPLY TO TEACHER EDUCATION STUDENTS --------------------------
Evaluation
Most of UBC’s Teacher Education Program uses a pass/fail grading system, including EDST 402. For this course, only “pass” or “fail” will appear on a student’s transcript. In a professional faculty, passing a course entails both good academic performance as well as active participation in learning activities. Students are expected
to meet all criteria to receive a passing mark in the course. Reminder: a passing mark in the Teacher
Education Program is B+ (76%) or higher. In cases where students fail to meet expected standards, they will have the opportunity to revise and resubmit written assignments. In such cases, the EDST instructor will ask students to attach the first draft of their assignment and highlight the changes they have made to it in response to the instructor’s comments. If students have two assignments that do not meet expectations or they continue not to meet expectations in participation or attendance, the instructor is required to complete an
Interim Report, a copy of which is signed by the teacher candidate and the instructor and then filed with the
Teacher Education Office (TEO) and the Department of Educational Studies. (A copy of the Interim Report
Form is available from TEO.)
Attendance
This is a very short course. The expectation is that you will not miss any classes. Please schedule all doctor
appointments, job interviews, etc. at times that do not conflict with the course. Because class participation is an essential part of the educational experience, students should note that regular attendance, including special lectures, is expected. In accordance with the Bachelor of Education Program Policy Handbook: 2012-2013, students who must miss a class should notify the instructor as soon as possible. Any absence should be discussed with the instructor. “Teacher candidates who miss a significant amount of class time (i.e. more than
15% of course hours) are normally required to repeat the course. Teacher candidates are not able to proceed
to practicum or to graduation from the program until all prior courses are successfully completed” (p. 14). If you are absent for an assignment, or unable to complete an assignment due to illness, you must obtain a statement from your physician or from Student Health Services. The statement must be submitted to the instructor and the Teacher Education Office as soon as possible. Students requiring an academic concession due to illness or extenuating circumstances should contact the instructor as soon as possible. If for some reason you are seriously ill on the last day of class, the assignment must still be submitted electronically on that day during class time.
Academic Integrity, Academic Honesty
For more information on Academic Misconduct please visit www.vpacademic.ubc.ca/integrity/policies.htm.
It is expected that students will abide by the UBC policy on plagiarism and academic misconduct. Ignorance of the appropriate standard of academic honesty is no defense to an allegation of Academic Misconduct.
Academic Misconduct that is subject to penalty includes, but is not limited to, the following:

Plagiarism. Plagiarism occurs where an individual submits or presents the work of another person as his or her own. Scholarship quite properly rests upon examining and referring to the thoughts and writings of others.
However, when excerpts are used in paragraphs or essays, the author must be acknowledged in the text, through footnotes, in endnotes, or in other accepted forms of academic citation. Plagiarism extends from where there is no recognition given to the author for phrases, sentences, or ideas of the author incorporated in an essay to where an entire essay is copied from an author, or composed by another person, and presented as original work. Students must ensure that when they seek assistance from a tutor or anyone else that the work they submit is actually their own. Where the instructor permits collaborative work, students must ensure that they comply with the instructor's requirements for such collaboration. Students are responsible for ensuring that any work submitted does not constitute plagiarism. Students who are in any doubt as to what constitutes plagiarism should consult their instructor before handing in any assignments.
Cheating. Cheating includes, but is not limited to: falsifying any material subject to academic evaluation; having in an examination any materials other than those permitted by the examiner; and using unauthorized means to complete an examination (e.g. receiving unauthorized assistance from a fellow student).
Submitting the same, or substantially the same, essay, presentation, or assignment more than once is not permitted (whether the earlier submission was at this or another institution), unless prior approval has been obtained from the instructor(s) to whom the assignment is to be submitted.
Students should familiarize themselves with, and comply with, UBC’s Copyright Guidelines and applicable copyright laws. See: http://copyright.ubc.ca
Academic Accommodations for Students with Disabilities
To request academic accommodations due to a disability, students should be in contact with a TEO Program
Coordinator and arrange to meet with an Access & Diversity Office advisor to determine what accommodations/services you are eligible for. Students can find more information in the Bachelor of Education
Program Policy Handbook: 2012-2013 and at: http://www.students.ubc.ca/access/disability-services/ . If you have a letter from the Access & Diversity Office indicating that you have a disability that requires specific accommodations, please present the letter to your EDST instructor so that they can discuss the accommodations that you might need for class.