Category Archives: Curriculum Studies

Graduate Symposium on Creating Space to Conceptualize Different Families

Posted on November 3, 2017 by | Leave a comment

Matthew Isherwood and Naoki Takemura organized an extremely dynamic Symposium on Creating Space to Conceptualize Different Families last week. I really appreciated the depth of presentations and challenges to consider and celebrate different families & ways of conceptualizing mothers and fathers. As well, the audience members all deserve a raucous round of applause! Special thanks for arranging with Dr. Kedrick James to attend,  speak, and interact with us throughout!

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Posted in Curriculum Studies, Curriculum Theory, Families, Gender, Queer Theory, Student Symposia, Students

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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.
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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.

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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

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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.

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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.

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

Graduate symposium on Turning Spaces into Places of Learning

Posted on November 19, 2016 by | Leave a comment

Amanda Fritzlan, Ildiko Kovaks, Kari Marken, and Matthew Yanko organized a dynamic, experiential, embodied symposium last week on “Turning Spaces into Places of Learning.” The symposium explored the challenge of shaping places and spaces through the panelists’ research. I really appreciate the attention to various campus places and spaces and give thanks to the weather for cooperating! The pineapple express rolled through Vancouver for the day!

Thank you!

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Posted in Curriculum Studies, Environmental Education, Learning, Place & Space, Reggio Emilia, Student Symposia

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601 Graduate Symposium, Wed Nov 9, 1:00

Posted on November 5, 2016 by | Leave a comment

CURRICULUM AND PEDAGOGY WORKS
(IN PROGRESS)

Wednesday, November 9, 2016
1:00-4:00         Scarfe 1214

Turning Spaces into Places of Learning

Panelists:
Amanda Fritzlan, Ildiko Kovaks, Kari Marken, Matthew Yanko

* You are invited to a conversation that explores the thinking/being/doing of turning traditional and nontraditional spaces into learning places. Dress for all weather. Bring your student card. Wear comfortable clothing for movement.

Readings

Gandini., L. (2012). Connecting through caring and learning spaces. In C.P. Edwards, L. Gandini & G.E. Forman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed.) (pp. 317-341). Santa Barbara, CA: Praeger.

Garoian, C. (2001). Performing the museum. Studies in Art Education, 42(3), 234-248.

Hart, R. (1997). The development of children’s environmental knowledge, concern, and action. In Chapter 1, Children’s participation. The theory and practice of involving young citizens in community development and environmental care ( pp. 17-22). New York, NY: Unicef.

Sobel, D. (2005). Reconceptualising environmental education. In Place-based education: Connection classrooms and communities (pp. 9-12). Great Barringtom, MA: Orion Society.

Yeager, D.S. and Walton, G.M. (2011). Social-psychological interventions in education: They’re not magic. Review of Educational Research, 81(2), pp. 267–301.

Recommended 

Derr, V., Chawla, L., Mintzer, M., Flanders Cushing, D., & Van Vliet, W. (2013). A city for all citizens: Integrating children and youth from marginalized populations into city planning. Buildings, 3(3), 482-505.

Foucault, M. & Miskowiec, J. (1986). Of other spaces. Diacritics. 16(1), 22-27. Gruenewald, D. A. (2003b). The best of both worlds: A critical pedagogy of place. Educational Researcher, 82(4), pp.3-12.

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Posted in Curriculum Studies, Environmental Education, Gender, Learning, Place & Space, Reggio Emilia, Student Symposia, Students

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Graduate symposium on Exploring curriculum-as-plan and curriculum-as-lived

Posted on November 5, 2016 by | Leave a comment

Alexis Gonzalez, Gerald Tembrevilla, Tsubasa Saito, and Elise (Ling-Hui) Chu organized an exciting, engaging symposium last week on “Exploring Curriculum-as-plan and Curriculum-as-lived in Science and Math Education.” The balance of theory and practice had us thinking and acting throughout out. I also really liked the balance of epistemologies and philosophies, including a very attentive engagement with the work of Ted Aoki.

As well, I would like to extend a heartfelt acknowledgement and appreciation for Prof. Keith Taber, who skyped in and talked with us from Cambridge, and to Prof. Anne Phelan, who interacted with us for the entire symposium and walked us through a really interesting essay by Aoki. Thank you!

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601 Graduate Symposium, Wed Oct 26, 1:00

Posted on October 25, 2016 by | Leave a comment

CURRICULUM AND PEDAGOGY WORKS
(IN PROGRESS)

Wednesday, October 26, 2016
1:00-4:00         Scarfe 1214

Exploring Curriculum-as-plan and Curriculum-as-lived in Science and Math Education

Guest Speaker
Dr. Keith Taber (via Skype)
(On Science and Math Education)
Professor of Science Education Chair of Science, Technology & Mathematics Education Academic Group University of Cambridge

Guest Speaker
Dr. Anne Phelan Professor
(On Aoki and Curriculum)
Department of Curriculum and Pedagogy University of British Columbia

Panelists:
Alexis Gonzalez, Gerald Tembrevilla, Tsubasa Saito, (Elise) Ling-Hui Chu

Readings

Taber, K. S., Ruthven, K., Mercer, N., Riga, F., Luthman, S., & Hofmann, R. (2016). Developing teaching with an explicit focus on scientific thinking. SSR, 97(361), 75-85.

Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

Aoki, T. 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. (Original work published 1993)

References

Aoki, T. T. (2004). Teaching as indwelling between two curriculum worlds. In W. F. Pinar & R. L. Irwin (Eds.), Curriculum in a new key: The collected works of Ted T. Aoki (pp. 159- 165). New York, NY: Routledge. (Original work published 1986)

Fatah, A., Suryadi, D., Sabandar, J., & Turmudi, T. (2016). Open-ended approach: An effort in cultivating students’ mathematical creative thinking ability and self-esteem in mathematics. Journal on Mathematics Education, 7(01), 11-20.

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