On February 14, Carla Bergman and Nick Montgomery will be guest speakers in class. Carla is the former director of Purple Thistle Centre and a filmmaker. We’ll have the opportunity to screen her documentary of the Purple Thistle, titled “Common Notions.” She and Nick will also discuss their new article “Joyful Militancy: Building Thriving Resistance in Toxic Times.”
Download: EDCP 562 Workbook #1.
Workbook #1 is due February 27, 2012 (before class begins).
Respond to each of the questions within the designated word limit. Submit completed workbook as Word file via email to wayne.ross[at]ubc.ca.
Please format using these parameters: 12 point font; 2.54 cm/1 inch margins; no cover page; include your name on the first page.
Also, if possible, take a look at F. W. Taylor’s Principles of Scientific Management for February 27.
Here’s the short chapter on the history of testing and curriculum reform that is one of the readings for next class (a PDF you can download):
Mathison, S. (2004). A short history of educational assessment and the standards-reform educational movement. In S. Mathison & E. W. Ross (Eds.), Defending public schools: The nature and limits of standards-based reform and assesssment. Westport, CT: Praeger.
After reading about and discussing Adler’s Paideia approach to education, take a look at these two recent newspaper columns, which seem to share many of the same values as Adler’s Paideia.
Here’s a grenade: a liberal education will be more useful to you and your employer than a job-targeted degree.
British columnist and economist John Kay, writing in the Financial Times of London— which people read to learn how to study money, make money and spend money — makes a good case that students need to be trained in synthesis more than anything else.
For what is the biggest change in our lifetime? Every piece of knowledge ever known to man is at hand on a screen near you. So the problem isn’t finding information, it’s knowing how to link different bits of knowledge, to “make connections between disparate sources of information,” as Kay writes.
He applies this to many jobs: running businesses, managing assets, advising legal clients, and, yes, writing newspaper columns. All the information you need is online, but a good trained logical mind will be able to pluck here and there for original insights and approaches.
Much as I deplore the public’s ignorance about mathematics and science — this is my shame as well — I know that a liberal arts degree has let me range widely, which has proved useful. I am also creepily aware that every advance in technology eventually sours like milk past its Best Before date and is replaced.
Job-specific skills are wonderful up to a point. But who can predict which industries will be exported to China or vanish entirely? Only recently, we thought Japan would run the world. Japan thought that too, it overextended itself and is a shadow now. Although admittedly, Nikkei just bought the Financial Times.
When you choose your degree, you’re placing a bet that the degree obtained will still be germane 25 years later, or five, who knows.
I placed my bet on people being forever able to speak English. I studied EngLit plus a minor mishmash of philosophy, film history and French. What I learned was how little I knew — this is fantastically useful — and so I started soaking it up over a lifetime.
Post-university, a journalism diploma — anything over a year is a waste of time — taught me how to organize writing in any manner that was asked for and crucially, how to summarize.
Think of literature as a pyramid, my professor used to say. If you’re a writer, you sit on the peak of everything that has ever been written and must come up with something new. There’s something terrifically discouraging about this but it’s also why good novelists are enthusiastic readers of everything. Their knowledge emits sparks, which you can use to serve creativity.
If you are specifically a digital person, it’s hugely enjoyable to toss out old skills while learning new ones. You swoop like a hawk on a new creature, but the rest of us just keep stolidly building up the pyramid brick by brick.
I took a lot of survey courses at university, they’re the polymath’s box of chocolates, full of bits, cheap and random — you love them, you hate them — and they’re always there. Here are four things I learned in survey courses that keep on giving.
1. In Psycho, when Norman Bates tries to sink Marion Crane’s car in the river after killing her, you feel sorry for him. Why? The scene is filmed from his point of view. POV is crucial. If ISIS knew this, some of their execution videos might arouse a little less sneering.
2. How much land does a man need? It’s the title of a short story by Tolstoy. If you’re money-hungry to the point of exhaustion, read it.
3. Memorize poetry in bits. It comes in useful in bad situations. “I planted him in this country like a flag.” “Margaret, are you grieving over Goldengrove unleaving?” “Then all smiles stopped together.” “The expensive delicate ship.” “Nine bean rows.” “Fear no more the heat o’ the sun nor the furious winter’s rages.” “And greasy Joan doth keel the pot.” (Yes, you win points for identifying these.)
4. Memorize comedy catchphrases, which are handy if you’re kidnapped and need a quote to reassure your family. “Whores will have their trinkets.” “We said we wouldn’t talk about Canada.” “I Hate Myself and Want to Die.” “I do sell a lot of wank, don’t I?” “I feel … unusual.”
Don’t drop your survey courses this week. Treasure them. They’re old gold.
It is hard to imagine life without digital search and the internet. This is as true for me as for anyone else: the greater ease of obtaining and checking relevant facts and data has transformed the life of the columnist. Pulling books from library shelves and turning their pages was never an efficient search technique, even if sometimes an entertaining and instructive one. But exercises that once required hours in a library, and were often unproductive, can now usually be accomplished with a few mouse clicks.
This change, which has taken place in the 20 years since I first wrote a column for the Financial Times, highlights wider shifts in the nature of knowledge and corresponding methods of education. Today it is less important to know, and more important to know what is known. The options trader need not be familiar with Black-Scholes equations, though he must know that they exist, and that others give them weight: the lawyer need not recall the judge’s reasoning in Bloggs v Bloggs, but must still have the higher-level knowledge that guides her search for relevant cases.
That is why the widespread belief that education should be focused more on the acquisition of job-specific knowledge is especially misconceived in the 21st century. Those who argue that more resources should be devoted to teaching Stem subjects (science, technology, engineering and mathematics) have a point, but not the point they generally make. It is beyond scandalous that so many people in positions of influence, especially in Britain and the US, are not only functionally innumerate, but do not feel embarrassed by that innumeracy. But this is because education is excessively specialist, not because it is insufficiently vocational. In England it is possible, and common, to abandon the study of any scientific subject at the age of 15, and the knowledge that they can opt out of any quantitative discipline allows young people to avoid applying themselves to these subjects at an earlier age.
Fareed Zakaria’s book this year defending liberal education — a tradition that introduces undergraduates to a wide range of subjects and approaches to knowledge — is very much to the point. And so is his refutation of philistine Republican governors (just Google Rick Scott, Rick Perry, or Patrick McCrory), who draw cheap laughs at the expense of philosophy and anthropology. A little capacity for reflection might reveal that morality is not simply a matter of common sense or reading a sacred text, and that an understanding of other cultures — or simply an acknowledgment that there are other cultures — might have led to better outcomes in, for example, Iraq.
It is a mistake to focus basic education on job-specific skills that a changing world will render redundant in a few years. The objective should be to equip students to enjoy rewarding employment and fulfilling lives in a future environment whose demands we can neither anticipate nor predict. In 20 years, we will probably not be using the Black Scholes model, or referring to the case of Bloggs v Bloggs. But the capacities to think critically, judge numbers, compose prose and observe carefully — the capacities that education can and should develop — will be as useful then as they are today.
“Anthropology as Subversive Art: A Review of Through These Eyes” by Jay Ruby: Download file
Also, please take at least a quick look at some of the materials on Man: A Course of Study, which is the subject of the film “Through These Eyes,” which we will watch next week. You can find MACOS materials online in the course archives as well as in the course image galleries and research links at: http://www.macosonline.org/
I suggest you read the short introductory MACOS pamphlet, which gives a concise overview of the course and also examine some of the materials from the Netsilik Inuit sections of the course, Part V (Netsilik Eskimos at the Inland Camp) and Part VI (Netsilik Eskimos on the Sea Ice), click here and scroll down for these sections.
You can stream a number of the short documentary films from the Netsilik film series on the National Film Board website, see: https://www.nfb.ca/explore-all-directors/quentin-brown/
Exploring Images of Teaching and Learning about Education: A Reflective Account. A Curriculum/Pedagogical Autobiography.
You are at an important stage in your formal study of and work in education by virtue of your enrollment in graduate studies and work in a classroom with students. This is a time when you may find it useful to think about your reasons and perspectives for your work in education and your thoughts about what teaching and learning in schools are, will be, or ought to be. One strategy to uncover your thinking may lie in examining your own life story. Think, for example, of the first point at which you thought about becoming an educator. Do particular people, experiences, or incidents come to mind? Who or what was it that influenced you? How might these have an effect on your views of curriculum? schooling? If no particular incidents stand out, was it a general feeling you had? In what situations did these thoughts emerge over time? What might these have to do with your educational beliefs? With the curriculum experiences you design for students as their teacher?
The purposes of this writing assignment lie in several areas. First, this serves as a way of getting to know each other. Part of the “curriculum” of the course, of any course of study, is the relationships we form with one another – not just the topics or concepts we read, discuss, and construct meaning about. Our discussion in this assignment can be a good beginning. The assignment is also a record for you of your thoughts right now, a place to begin the semester. By reconstructing the events and processes by which you have arrived to this place, by identifying key events and influences that contributed to your decision to teach and study education, and by examining the connections of these to your beliefs about curriculum, teaching, and schools, you may discover important aspects of your knowledge, skills, and dispositions which may prompt you to continue to learn over this semester. Linked together, these form part of your teaching and learning biography or story. These also often carry with them your own implicit or personal theories and philosophy about education, which a teacher must be in touch with in order to design effective, meaningful, relevant, and satisfying curriculum for students.
Using the following framing questions –- and please feel free to add your own or modify these –- (re)generate the incidents and insights that led you to where you are today.
1. Biography and Social Context
Has your upbringing – or your present home and family life – influenced your choices to be an educator and study education, or your views about it? If so, how? If not, why not? Think about the whole context – personal, social, political, cultural, and economic – in which you became an adult. What factors might have influenced your decision to become a teacher? What did your decision mean to you at the time? What does it mean now? If there have been changes (you may define “changes”), what might have affected your thoughts and decisions?
Consider events that may seem to be outside your immediate world (e.g. public opinion, societal and world events), but consider also your own schooling experiences – the kinds of teachers you had, other children with whom you had relationships, the kind of student you were in elementary, secondary, and higher education. Did these, what we might call an “apprenticeship of observation”, influence you? If so, in what ways?
2. Formal Preparation
If you are a teacher or have been a teacher, what was your formal preparation for teaching? Do any courses or field experiences particularly stand out? Can you recall your impressions of teacher education and how well it prepared you for teaching? Do you remember what you thought teaching would be like based on your preservice experiences?
How did you learn to plan, develop, and craft curriculum in your preservice teaching experiences? Were these experiences meaningful and applicable to the “real world” of teaching?
If you are not presently teaching, address your undergraduate education. What was it like? What courses stand out? What impressions did you have of how well this educational experience prepared you for your chosen profession?
3. On the Job Experience
Recall your first job (in teaching, if applicable, or in other areas). What was this like? Were there helpful colleagues to rely on or mentor you? Did you have to “go it alone”? What did you learn during your first year of work, and how has it shaped the kind of teacher/other worker you have become? If you are a teacher or have taught, how did these shaping influences connect to curriculum work?
If you have been in teaching or another career/job for awhile, how have you changed over the course of your career? What professional experiences or continued education have influenced your development as a teacher? Do you teach/work now in the same manner you did at an earlier time in your career? Why or why not? What growth or evolution has occurred? What contributions have inservice or continuing education activities made to growth and learning in your work? Have particular assignments or colleagues been salient? How has educational reform affected your professional practice? What leadership roles do you play in your school related to reform agendas? What more have you learned about curriculum and curriculum matters as these relate to teaching, relationships with students and peer teachers, or other?
What other experiences or contexts might have been involved in your quest to complete this reflective assignment? Have other jobs you have undertaken influenced you? Do you have children of your own? Are you close to children of family members or friends? Do these relationships enter into your vision of education, teaching, and learning? A particular cause or advocacy? Have you undertaken jobs or engaged in volunteer work (either involving children/students or not) that have influenced your decisions to teach and further study education? Include, too, experiences at the university. What has there been in the form and content of coursework, social experiences, part-time work, or other experiences, that continues to contribute to your plans, views, and goals about teaching and education?
Family life, friendships, jobs, and other life and educational experiences – these are some of the possible rich sources of influences on your professional choice and on your views of teaching and learning. What stands out for you?
Write a paper—roughly 8-12 pages, or 2000-3000 words in length—that is your curriculum/pedagogical autobiography. There is no set format for the paper. You could:
- Organize your account chronologically, devoting a section to each phase of the continuum that brought you here. However you do this, please use headings to indicate what you have addressed.
- Or, you could approach the task as a biographer, selecting an event to serve as the outcome of your story and arranging and linking critical incidents together to produce an intelligible account of how you came to teach and study education.
Be specific! Work in your writing to showcase:
- What your experiences have been like.
- How these experiences have helped form and shape the kinds of views, philosophies, and beliefs about education, curriculum, teaching, and learning that you hold.
- The ways in which you have evolved or changed over time and the influences or impetuses for those changes.
Using the grading rubric in the course syllabus, write a brief self-assessment at the end of your paper and assign yourself a mark between 0-20.
As background for this assignment, please read: Kanu, Y., & Glor, M. (2006). ‘Currere’ to the rescue? Teachers as ‘amateur intellectuals’ in the knowledge society. Journal of the Canadian Association for Curriculum Studies, 4(2), 101-122. (Available from: http://pi.library.yorku.ca/ojs/index.php/jcacs/article/view/17007/15809). In addition, you can read a version of this assignment, which I have written, here.
Due Date: January 30 (please email curriculum autobiography paper and self assessment as a single Word file to firstname.lastname@example.org)
 This activity was originally developed by Dr. Ann Larson at the University of Louisville.
University of British Columbia
Faculty of Education
Department of Curriculum and Pedagogy
INTRODUCTION TO CURRICULUM STUDIES
EDCP 562 (032)
January 9 – April 3, 2017
Location: Scarfe 207
University Catalog Description
History and development of the curriculum emphasizing the underlying perspectives that inform curricular choices and activities; principles and issues related to organization, development and evaluation.
Texts, Readings, and Activities
Selected handouts, articles, and in-class activities as assigned. This course is text and project-based. Readings as well as some projects will be concurrent. Individual and collaborative work are required.
Flinders, D. J., & Thornton, S. J. (Eds.). (2012). The curriculum studies reader (4rd Ed.). New York: Teachers College Press.