Through structured experiences, small-group sharing and support, students have opportunities to explore their own perspectives on curriculum, teaching and learning (CTL) as well as theories of curriculum design and development in the field of education. In addition, the course is designed to support students becoming advanced academic learners in education.
We recognize that students enter the MEd program from diverse backgrounds and that they intend on using their MEd degrees for different purposes. Therefore, each student’s learning in EDUC 5030 is viewed as a unique journey. For example, some students will approach curriculum from a leadership perspective and may wish to learn more about curriculum, teaching, and learning in that context. Others may approach this course from the point of view of a teacher/practitioner and may wish to focus on the implementation of curriculum in the context of their own teaching. Thus, flexibility within the assignments for the course is aimed at supporting the learning of all students.
EDUC 5030 is based on the theoretical perspective that there are many understandings of CTL — each developing within its own particular social context. Moreover, various approaches to CTL present different perspectives, ways of thinking, languages, communities, and cultures. This course introduces students to Western theories of CTL, Indigenous knowledge and other ways of knowing. Thus, we strongly support students providing transcultural bridges to other CTL approaches. In this course, we learn together through the rich exchange of perspectives made possible by the diversity of our students. In EDUC 5030, CTL is critically analyzed through 4 Frameworks: Indigenous Ways of knowing, International Perspectives, Inclusive Education & Culturally Responsive Pedagogy, and Critical Pedagogy.
- Teacher: Ted Howe