Monthly Archives: October 2017

601 Graduate Symposium, Wed Oct 25, 1:00

Posted on October 24, 2017 by | Leave a comment

601 Graduate Symposium, Wed Oct 25, 1:00

Creating Space to Conceptualize Different Families

Panelists: Matthew Isherwood and Naoki Takemura with Special Guest Dr. Kedrick James

Program

  • 1:00-1:10 Introduction to topic and objectives
  • 1:10-1:50 Dr. Kedrick James w/ Q&A
  • 1:50-2:10 Break
  • 2:10-2:50 Matthew w/ Q&A
  • 2:50-3:30 Naoki w/ Q&A
  • 3:30-4:00 Discussion

Readings

  1. Sedgwick, E. K. (1994). Chapter 1: Queer and now. In Tendencies (pp. 1-20). London, UK: Routledge.
  2. Pinar, W. F., Reynolds, W. M., Slattery, P., & Taubman, P. M. (1995). Chapter 7: Understanding curriculum as gender text. In Understanding curriculum (pp. 358-403). New York, NY: Peter Lang.

Resource

  1. Ueno, C. (2009). The modern family in Japan: Its rise and fall. Melbourne, Vic: Trans Pacific Press.
Email, RSS Follow

Leave a comment

Posted in Curriculum Studies, Curriculum Theory, Gender, Place & Space, Queer Theory, Student Symposia, Students

Graduate Symposium on Re-Engaging the Method of Currere: Teachers’ Perspectives

Posted on October 18, 2017 by | Leave a comment

Kiera Brant-Birioukova, Emmanuel Amoah & Scott Robertson organized a productive Symposium on Re-engaging Currere last week. I really appreciated the range of presentations and articulation of various facets of the topic. As well, the discussion was superb! Special thanks for arranging with Dr. William F. Pinar and Anton Birioukova to attend and speak.

Email, RSS Follow

Leave a comment

Posted in Curriculum Studies, Curriculum Theory, Indigeneity, Student Symposia, Students

601 Graduate Symposium, Wed Oct 11, 1:00

Posted on October 10, 2017 by | Leave a comment

CURRICULUM AND PEDAGOGY WORKS
(doctoral student symposium)

Wednesday, November 11, 2017
1:00-4:00         Scarfe 1209

Re-engaging the Method of Currere: Teachers’ Perspectives

Panelists: Kiera Brant-Birioukova, Emmanuel Amoah & Scott Robertson with Special Guest Dr. William F. Pinar

Program

1:00pm -1:05pm – Introduction and program
1:05pm – 1:45pm – Guest speaker, Dr. William Pinar
1:45pm – 2:05pm – Whose Memory? Interrogating Grand Narratives in Canadian History Education — Anton Birioukova & Kiera Brant-Birioukova
2:05 – 2:20pm – Break
2:20pm – 2:40pm – Re-engaging the Method of Currere through Mathematical and Personal Synthesis — Emmanuel Amoah
2:40 – 3:00pm – Where the One Ends and the Next Begins: Anecdotes from English Class — Scott Robertson
3:00 – 4:00pm – Discussions

Readings 

Pinar, W. (2010). Currere. In C. Kridel (Ed.), Encyclopedia of curriculum studies (pp. 177-178). Thousand Oaks, CA: SAGE.

Suggested Readings

Aoki, T. (2004). Legitimating lived curriculum: Toward a curricular landscape of multiplicity. In W. F. Pinar & R. L. Irwin (Eds.), Curriculum in a new key: The collected works of Ted T. Aoki (pp. 199-215). New York, NY: Routledge.

Pinar, W. (2004). What is curriculum theory? Mahwah, NJ: Lawrence Erlbaum.

Resource

Petrina, S. (2014). Currere: The method. Retrieved on October 2, 2017 from: http://blogs.ubc.ca/educ500/files/2014/06/CurrereNotesPetrina2014.pdf

Email, RSS Follow

Leave a comment

Posted in Curriculum Studies, Curriculum Theory, Student Symposia

Graduate Symposium on Re-Signifying Curriculum Studies from Indigeneity in the Mexican and Kenyan Contexts

Posted on October 10, 2017 by | Leave a comment

Maria Jose Athie-Martinez & Philip Kimani Karangu organized a thoughtful, engaging, symposium last week on “Indigeneity in the Mexican and Kenyan Contexts.” The symposium provided an overview of the students’ MA theses and hosted Dr. Samson Nashon as a discussant on the Dadaab refugee camp teacher education programs. I appreciate Maria Jose and Philip’s lead here and the outstanding analysis of issues. As well, thanks so much everyone for engaging with the presenters and readings.

Email, RSS Follow

Leave a comment

Posted in Curriculum Studies, Indigeneity, Pedagogy, Student Symposia

601 Graduate Symposium, Wed Oct 4, 1:00

Posted on October 3, 2017 by | Leave a comment

CURRICULUM AND PEDAGOGY WORKS
(doctoral student symposium)

Wednesday, November 4, 2017
1:00-4:00         Scarfe 1209

Re-signifying Curriculum Studies from Indigeneity in the Mexican and Kenyan Contexts

Panelists: Maria Jose Athie-Martinez & Philip Kimani Karangu with Special Guest Dr. Samson Nashon

Program

  • 13:00-13:10 Introduction and program
  • 13:10-14:00 Re-signifying Curriculum through Culturally Responsive Education on Indigenous Context in Canada and Mexico (Athie-Martinez)
  • 14:00-14:30 Two Small Group Discussion activities about readings and relation to students’ PhD thesis
  • 14:30-14:45 Break
  • 14:45-15:45 Re-signifying through Social Constructivism the Curriculum in Refugee camps in Kenya  (guest speaker Dr. Samson Nashon from 15:00-15:30) (Karangu)
  • 15:45-16:00 Class Discussion activity as closing and concluding symposium

Readings 

Furlan, A. (2011) “Curriculum studies in Mexico: Key scholars”. In W. Pinar (Ed.), Curriculum studies in Mexico: intellectual histories, present circumstances (pp. 111-136). New York, NY, Palgrave.

Dei, G. J. S. (2000). African development: The relevance and implications of ‘Ìndigenousness’. In G. J. S Dei, B. L. Hall & D. G. Rosenberg (Eds.), Indigenous knowledge in global contexts: Multiple readings of our world (pp. 70-86). Toronto, ON: University of Toronto Press.

Additional readings or resources:

Athie-Martinez, M.J. (2010). Learning from inside: The perspective of Elders, teachers, math educators and mathematicians in the process of developing culturally responsive education (Unpublished MA Thesis). University of British Columbia, Vancouver, BC.

Karangu, P. (2017). Hidden curriculum Revealed: A case study of Dadaab refugee camps schools (Unpublished MA Thesis). University of British Columbia, Vancouver, BC.

Email, RSS Follow

Leave a comment

Posted in Curriculum Studies, Indigeneity, Learning, Student Symposia, Students