From Culture and Upbringing, Klaus Mollenhauer
The purpose of this course is to provide students with opportunities to become familiar with current theories in curriculum design as well as historical trends and societal influences on the processes of curriculum development, implementation, and evaluation. Participants will also become familiar with current research on learning and cognition. The activities and discussions in this course will stress the design of curriculum as involving both process and content. Societal influences, such as inclusive education, rural education, and aboriginal curricula, will be explored and discussed. The concepts discussed will apply to a range of educational settings, including post-secondary. The course will provide opportunities for participants to evolve their own theories of curriculum design and apply and evaluate them in their professional settings related to their interests with the M.Ed. Program.
This is taught as a blended course. Please note that 3 classes (listed in the course schedule) will be held fully online. These will take place throughout the week in question, and expectations for attendance and participation are outlined as provided in Assignment 1, below.
This instance of the EDUC 5030 course is intended to present an international, multicultural and multimodal perspective on its subject matter.
For the full, official syllabus, please see this PDF version
To access the Moodle site (for course discussion and assignment submission) see: http://moodle.tru.ca
January 8 & January 15 - THEME: The basics of curriculum, teaching and learning: What are they and why are they important?
- Primary Text: Dewey, J. My Pedagogic Creed Read Online (please focus on articles 2 through 5)
- Documentary: Anything Can Happen (1994) View Online
- PowerPoint Presentation from January 8 Class
- PowerPoint Presentation from January 15 Class
January 22 & 29 - THEME: Aboriginal Curricula: Teaching and Learning as Daily Life and Culture
- Clarification and guidelines for online class (Note: This is just a copy of the email sent on January 17)
- Assignment: "Online reflection and responses" (Week of January 22)
- Primary Text: Armstrong, J. (1987) Traditional Indigenous Education: A Natural Process PDF Version
- Documentary: The Weeping Camel (2003) View on YouTube English-Language Subtitles
- Primary Text: Mollenhauer, K. (1983) On teaching, learning and curriculum PDF file.
- Update for class, January 29 (Note: This is a copy of the email sent on January 25)
- Secondary Text: Province of Manitoba. (2003). “Integrating Aboriginal Perspectives into Curricula: A Resource for Curriculum Developers, Teachers, and Administrators.” (pp. 1-47) http://www.edu.gov.mb.ca/k12/docs/policy/abpersp/ab_persp.pdf
- PowerPoint for Class from January 29th
February 5 and February 12 - THEME: Non-Western Curricula
- Update for class, February 5 (Note: This is a copy of the email sent on January 30)
- Primary Text: Anzar, U. Islamic Education A Brief History of Madrassas View PDF
- Documentary: Our School (2007) View online: Part 1 of 2 and Part 2 of 2 English Language Subtitles
- Secondary Text: Shen, V. (2006). Chinese Philosophy: Metaphysics and Epistemology. The Gale Encylopedia of Philosophy. Pp. 215-222.
- Assignment: 2-page draft paper on selected theme. Due Feb. 12
- PowerPoint for Class from February 5th
- PowerPoint for Class from February 12th
February 19 and February 26 and March 5 - THEME: Curriculum in the West
- Primary Text: Egan, K. What is Curriculum? PDF version
- Film: Truffaut, F (dir.) (1969) The Wild Child (Film - Paris: Artistes Associes). English language subtitles: http://learningspaces.org/files/wildchild_subtitles.pdf
- Assignment: "Online reflection and responses" (Week of February 17)
- Secondary Text: Gagne, R.M. Planning instruction. PDF Version
- Powerpoint from March 5
March 12 and March 19 - THEME: Curriculum Designs and Inclusive Curricula
- Primary Text: Causton-Theoharis, J.N., Theoharis, G.T., & Trezek, B.J. Teaching pre-service teachers to design inclusive instruction: A lesson planning template. http://www.culture-and-upbringing.com/images/e/ea/Inclusive_planning.pdf
- Secondary Text: hooks, b. (2003). “Standards.” From: Teaching Community: A Pedagogy of Hope. London: Routledge. Pp. 67-81. http://www.culture-and-upbringing.com/images/7/71/Hooks.pdf
- Documentary: Être et Avoir (To Be and to Have) (2002) English Language Subtitles: http://learningspaces.org/files/etre_subtitles.pdf
- Assignment: "Online reflection and responses" (Week of March 17)
- PowerPoint from March 12
March 26 and April 2 - Student Presentations
- Assignment 5 due: Student presentations.
- Wrap-up for course, April 2
- Assignment 6: (Due April 8): 8-page paper on selected theme.
Guidelines for Discussion
Here are some general guidelines for discussions, both in class and online:
- Show respect for others' feelings and points of view
- Try to understand points of view different from our own
- Demonstrate that we understand a point of view before challenging or critiquing it
- Risk exposing our own uncertainty or tentative understanding
- Willingness to share aspects of one’s own culture, with the reminder that we are all individuals, not necessarily spokespeople for our cultures
- Be supportive of others when they are trying out tentative understandings
- Listen attentively, and provide space for others to participate