ECS 210 Syllabus
Please read the following documents:
Academic Regulations & Reminders:


STF Professional Code of Ethics Read the ethical ideals for SK teachers as well as the View Commentary link for further information.

Lectures
Wednesdays, 2:30 to 3:45, CL126

Seminars & Seminar Leaders:

Section 012: Joy Woodard, ED318, Fridays 8:30-9:45
Section 013: Gerry Cozine, ED312, Fridays 11:30-12:45
Section 014: Katia Hildebrandt, ED311, Thursdays 1:00-2:15
Section 015: Mike Cappello, ED438, Fridays 11:30-12:45

Calendar Description:
This course will engage students in understanding education and curriculum as a social and cultural practice. The course will explore the intersections of socio-economic, political, cultural, geographical, religious, gender and sexual orientation differences with educational and curricular practices as prescribed, negotiated and lived. It will also examine how different teacher, administrator and learner identities are shaped by these practices.

Course Description:
This course will engage students in understanding education and curriculum as cultural and social practice. The course will explore the intersections of socioeconomic, political, cultural, geographical, religious, gender and sexual orientation differences with educational and curricular practices as prescribed, negotiated and lived. It will also examine how different teacher, administrator and learner identities are shaped by these practices.

This course invites students to consider multiple understandings of what curriculum might be. These understandings include both definitions of curriculum and perspectives on curriculum. The understandings of curriculum are also dynamic, since they emerge from teacher practices, from interactions with students, and from the literal place(s) that we inhabit.

This course reflects the Faculty of Education’s commitment to preparing teachers who are knowledgeable and compassionate in their professional practice and who will be guided by a sense of social and ethical responsibility in relation to their students and the wider society. The course is intended to stimulate prospective teachers’ critical reflection upon their personal assumptions about educational issues in relation to understanding of identity and to contemplate the implications of those assumptions for ethical and equitable teaching practice. This course examines the teacher’s role as curriculum designer: someone able to construct meaningful, supportive and intellectually challenging learning environments for all students.

Please bear in mind that this is not a course on teaching methods although it does endeavor to encourage reflection upon enhancing equitable teaching practices.

Course Objectives:
  • To understand multiple definitions and perspectives on curriculum; in other words, to understand curriculum as fluid rather than static, more a verb than a noun, a process, an interaction, an experience;
  • To examine how structures of education and curriculum both advance and impede educational opportunities in a diverse pluralistic society;
  • To explore the implications of an anti-oppressive orientation to curriculum design;
  • To understand that teachers can exercise a high degree of agency in various ways in relation to curriculum;
  • To explore the implications of curriculum design for teachers and learners, especially around issues of equity.

Required Text:

There is no required text for this course.

Required Readings will be posted.