Graduate symposium on ethics in education

Bruce Moghtader, Phuong Huynh, Kshamta Hunter and  Lesley Liu organized an excellent, engaging symposium on Ethics and Education last week. I really liked the scope of the engagement, from ancient history and theory, Buddhist, Confucian, Greek & Taoist, to experimental pedagogy to ethnographic reports of affinity space designs for youth peer relations.

I am grateful for the insightful participation of the 601 PhD students! Special thanks to Professor Samson Nashon for helping us work through ethical questions and dilemmas related to research!

601 Graduate Symposium, Wed Oct 12, 1:00

CURRICULUM AND PEDAGOGY WORKS
(IN PROGRESS)

Wednesday, October 12, 2016
1:00-4:00         Scarfe 1214

Chained to the Chariot: Bridging Ethics in Education

Guest Speaker: Dr. Samson Nashon

Panelists:

Bruce Moghtader
Ethics from Socrates and Foucault

Phuong Huynh
Morality in Confucianism, Taoism, and Buddhism

Kshamta Hunter
Ethics to Social Change

Lesley Liu
Ethics of Affinity Spaces

Readings

  1. Aoki, T. T. (2005). Imaginaries of “East and West”: Slippery curricular signifiers in education (1996). In W. Pinar & R. L. Irwin (Eds.), Curriculum in a new key: The collected works of Ted T. Aoki (pp. 313-320). Mahwah, NJ: Erlbaum.
  2. Fornet-Betancourt, R., Becker, H., Gomez-Muller, A., & Gauthier, J. D. (1987). The ethics of care for the self as a practice of freedom: An interview with Michel Foucault on January 20, 1984. Philosophy & Social Criticism, 12, 112-131.

Graduate symposium on Queer Theory in Education

Hector Gomez, Joanne Ursino, Kevin Day, Nicole Lee, and Xinyan Fan designed, hosted, and presented a superb symposium on Queer Theory in Education this week. In all dimensions, from queering the Scarfe 310 space to the exhibition of artifacts and texts to reflective analyses to an extreme engaging dialogue with Professor Pinar and all the participants the symposium was superb.

I am grateful for the insightful participation of the 601 PhD students and visitors, including the 601 students from 2015! Special thanks to Professor William F. Pinar for helping us work through analytical questions of LGBTQ and queer history and theory, and for the generous interaction for the entire symposium!

Congratulations to 601 students, Elise and Lesley

Congratulations to 601 students, Elise and Lesley, for the successful defence of their MA Thesis in September:

(Elise) Ling-Hui Chu

Exploring Curriculum as an Experience of Consciousness Transformation

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Lesley Liu

Tweens, Teens, and Digital Texts:
Designing Affinity Spaces to Understand Cyberbullying

601 Graduate Symposium, Wed Oct 5, 1:00

CURRICULUM AND PEDAGOGY WORKS
(IN PROGRESS)

Wednesday, October 5, 2016
1:00-4:00         Scarfe 310

Lost in Queer
A Symposium on Queer Theory in Education: Pedagogy, Curriculum and Visual Art

Guest Speaker: Dr. William F. Pinar

Panelists:
Hector Gomez, Joanne Ursino, Kevin Day, Nicole Lee, Xinyan Fan

Readings

  1. King, T. L. (2016). Post-indentitarian and post-intersectional anxiety in the neoliberal corporate university. Feminist Formations, 27(3), 114-138.
  2. Luhman, S. (1998). Queering/queering pedagogy? Or, pedagogy is a pretty queer thing. In Pinar, W (Ed.). Queer theory in education (pp. 141-155). New York, NY: Routledge.
  3. Muñoz, J. (1995). The autoethnographic performance: Reading Richard Fung’s queer hybridity. Screen, 36(2), 83-99.
  4. Pinar, W. F. (2015). Queer theory. Unpublished Work.
  5. Popkewitz, T. S. (1997). The production of reason and power: Curriculum history and intellectual traditions. Journal of Curriculum Studies, 29(2), 131-164.

Resource

  1. Chang, D. (2016, Winter). Shout, shout let it all out. C Magazine, 128, 34–37.
  2. Kher, B. (2016). Matter. Vancouver, BC: Vancouver Art Gallery. (Exhibit, July 9 – October, 10, 2016). Retrieved from: https://www.vanartgallery.bc.ca/the_exhibitions/exhibit_kher.html

Students “are not here to worship what is known” #ubc #ubcnews #highered

“It is important that students bring a certain ragamuffin, barefoot irreverence to their studies; they are not here to worship what is known but to question it.”
(Bronowski, 1973/2011, pp. 341-342)

“… barefoot irreverence to their studies”? “not here to worship what is known”?

Is this true? What does it mean?

postcard_an_85In Chapter 11 of The Ascent of Man— yes, ascent, not descent– Bronowski makes a point about the “irony of history:”

When the future looks back on the 1930s it will think of them as a crucial confrontation of culture as I have been expounding it, the ascent of man, against the throwback to the despots’ belief that they have absolute certainty. (p. 348)

Heisenberg was a graduate of the University of Göttingen, so Bronowski wants to make a point of the culture that eventually shaped the “uncertainty principle.” “The symbol of the University,” he says,

is the iron statue outside the Rathskeller of a barefoot goose girl [the Gänseliesel] that every student kisses at graduation. The University is a Mecca to which students come with something less than perfect faith. (p. 341)

Now comes the famous pronouncement on academic expectations: “It is important that students bring a certain ragamuffin, barefoot irreverence to their studies; they are not here to worship what is known but to question it.”

Is this true?

Jo-ann Archibald to lead 601 seminar on TRC’s Honouring the Truth, Reconciling for the Future

For Wednesday’s EDCP 601 meeting (25 November), Associate Dean for Indigenous Education, Jo-ann Archibald, will join us to lead a seminar on the Truth and Reconciliation Commission of Canada‘s summary Report, Honouring the Truth, Reconciling for the Future.

How do we respond to the Call to Action for Education for Reconciliation? The question for us is then how do we ethically, meaningfully and thoughtfully address this Call? The truths of Honouring the Truth, Reconciling for the Future are extremely difficult and the Call extremely important.

Readings for the Seminar

  1. Truth and Reconciliation Commission of Canada. (2015). Honouring the truth, reconciling for the future: Summary of the final report of the Truth and Reconciliation Commission of Canada. Ottawa, CA: Author.
  2. Democracy Now! (2015, June 30). “Cultural genocide:” Landmark report decries Canada’s forced schooling of indigenous children [Interview transcript]. Democracy Now!
  3. Fontaine v. Canada (Attorney General). (2014, January 14) Ontario Superior Court of Justice, 283.
  4. Marker, M. (2016). Borders and the borderless Coast Salish: Decolonising historiographies of Indigenous schooling. History of Education, 45, 1-23.

601 Graduate Symposium, Wed Nov 18, 1:00

CURRICULUM AND PEDAGOGY WORKS
(IN PROGRESS)

Wednesday, November 18, 2015
1:00-4:00         Scarfe 1214

Exploring The Relationships and Roles Of Technology, Community, Schools and Families in Children’s Mathematics

Kwesi Yaro & Ting Zhang

1:00pm Welcome everyone, Introduction
1: 05 – 1:45pm Presentation on Constructivism by Dr. Samson Nashon (Guest Speaker)
1:45 – 2:15pm Presentation on Parental Involvement in Children’s math learning by Kwesi Yaro
2.15pm – 2:30pm Break
2:30 – 3:00pm Presentation on Robotics in Math Classrooms by Ting Zhang
3:00-3:45pm

  • Presentation on Families Involvement in Children’s mathematics learning by Dr. Ann Anderson (Guest Speaker)
  • Presentation on Community-based Learning by Dr. Cynthia Nicol (Guest Speaker) 

3:45 – 3:55pm Large group feedback/Reflections -Experience with the speakers and presenters -how does this topic apply to YOUR research / interests?
3:55 – 4:00pm Wrap-up and housekeeping for the class for the upcoming week(s)
4:00pm End of class

Oct 28 Symposium was awesome

Thanks again to everyone in the cohort for participating so fully during the three hours last week. Thank you to the speakers, Ms. Burk, Ms. MacLeod, Dr. Banack, Dr. Renwick, and Dr. Nashon for providing such rich experiences and discussions. Thank you Dr. Petrina and Ms. Ralph for opening up this assignment in this way so we could schedule it as such.

At our conclusion I got the feeling that everyone came away with something. We learned about the importance of “how” and “why,” explored the outdoors (from indoors), considered why knowing the difference between fruits and vegetables really matters, and saw STEM as more than just integrated topics. I am more enthralled with how I create community as an educator. The community and subsequent culture that gets established is very important in the work that I do.

We look forward to the fourth symposium in a couple of weeks 🙂 Surely it will provide a good closure to our graduate student symposia for the term.

601 Graduate Symposium, Wed Oct 28, 1:00

CURRICULUM AND PEDAGOGY WORKS
(IN PROGRESS)

Wednesday, October 28, 2015
1:00-4:00         Scarfe 1214

Gender Education through Health, Science, and Environmental Education Lenses

Mashael Alharbi, Angela R. Katabaro & David Strich

1:00pm Welcome everyone, Introduction
1:05 Video: My journey to start a school for girls in Kenya: Kakenya Ntaiya at TEDxMidAtlantic 2012 https://www.youtube.com/watch?v=3OMgvtWNHp4
1:15 Presentation by Andrea Burk & Kate MacLeod (Looking Glass Foundation) (guest speakers), Q&A
1.45 Presentation by Hartley Banack (guest speaker) on research experience, Q&A
2:00 Break
2:15 Presentation by Kerry Renwick and Sandra Scott (guest speakers) on Health, Science and Environment Education, Q&A
2:45 Presentation on STEM by Samson Nashon (guest speaker), Q&A
3:15 Small group discussion– Respond to a quote from: -the reading/ websites / video / speakers -Sharing
3:35 Large group analysis: [1 min each] -Experience with the speakers -the introductory video -other experiences to share -how does this topic apply to YOUR research / interests?
3:55 Wrap-up and housekeeping for the class for the upcoming week(s)
4:00pm End of class