Tag Archives: Theory

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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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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Posted in Curriculum Studies, Learning, Pedagogy, Student Symposia

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

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Graduate symposium on ethics in education

Posted on October 19, 2016 by | Leave a comment

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!

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#Banksy, curriculum theorist? #Dismaland, curriculum?

Posted on September 9, 2015 by | 7 comments

 

Orca Tricks at Dismaland

Orca Tricks at Dismaland

To what degree is Banksy a curriculum theorist? Par excellence? To what degree a curriculum designer? A pedagogical visionary? To what end? And is Dismaland curriculum? Is it curriculum in the best way? Worst way? To what degree and end is this public curriculum and pedagogy?

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Posted in Curriculum Studies, Dismaland, Pedagogy

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