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.
