Summer 2014 Special Topics Course Listing with Descriptions (Term 1 & 2)

Summer 2014 Research Methods Course Listing Calendar (Term 1) (Term 2)

These documents will continue to be updated as information becomes available.  The most up-to-date versions can always be found at the OGPR website: http://ogpr.educ.ubc.ca/grad/current-students/.

EDCP has added the following (Summer Scholars) courses to the EDCP 2014 summer schedule:

Special Course in Curriculum and Pedagogy: Indigenous Knowledge Systems in Education

Indigenous Knowledges Systems (IKS), ways of knowing, being, teaching and learning draws on social science theory, law, Indigenous intellectuals, and creative essays in order to examine the ways that Indigenous people and communities engage in the act of knowing, being, and teaching and learning.  This course is largely driven by the following questions: How do Indigenous communities come to know things and how does this process of knowing influence the ways in which individuals and communities interact with the world? We will largely draw upon the work of Native scholars.

There are myriad ways of teaching and learning (pedagogies) as well as ways of knowing (epistemologies) and ways of being (ontologies) in the world.  There are also multiple sites where these interactions and actions take place, including, but certainly not limited to communities, schooling institutions and families.  We will begin by addressing notions of what makes Indigenous peoples in North America unique in the manner in which they interact with larger societal structures by examining American Indian Law.  We will move into the ways that knowledges (epistemology) are addressed by both Indigenous and non-Indigenous scholars and ask what this means for the ways in which these knowledges then get taken up in formal schooling and in Indigenous communities.  There is a special emphasis on redefining what counts as “real” knowledge by larger U.S. society and by Indigenous communities; this examination includes rethinking research methods and methodologies and rethinking the ways that individuals and communities interface with the world.

This course is broadly configured around Indigenous Knowledge Systems, ways of being, and teaching and learning with a special focus on North America.  Additionally, there is an emphasis on examining what this might mean for students and educators.  Students taking this course will have a sense of what we mean by Indigenous Knowledge Systems, but the course is not exhaustive. Students will be able to address basic elements of North American Indigenous Knowledge Systems and will have a solid foundation for future explorations of the ways that communities come to know, learn, be, and engage the world.

Special Course in Curriculum and Pedagogy: East Wisdom Traditions, John Dewey, and Teacher Education

Couse Contents: East wisdom traditions are mainly formed by Confucianism, Taoism, and Buddhism. Among them, Confucianism is the leading one. What is the philosophical essence and era meanings of these wisdom traditions? What is the Confucian, Taoist, and Buddhist visions of curriculum, pedagogy, and teacher education? To understand education based on east wisdom traditions has twofold significance of theory and practice. John Dewey’s philosophy is right at the connecting point between east and west civilizations. So, to explore the relationship between John Dewey’s philosophy and east wisdom traditions is of special significance to construct international theories of curriculum and teacher education.

Posted: 03|5|14 at 1:07 pm. Filed under: Courses.
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