EDUC Outline ?

http://www.educ.s

Wugradprogs/outlines/Educ3 11 vanderwey.html

SIMON FRASER UNIVERSITY?

SUMMER SEMESTER 2007

FOUNDATONS IN ABORIGINAL EDUCATION,

LANGUAGE & CULTURE

(D01.00)

Dolores van der We

y

. Ph.D. ?

Office: EDB 8528 ?

Phone: 291-3798?

Office hours: By appointment

?

TUESDAY 9:30-12:20 EDB 7600B

PREREQUISITE:

60 credit hours.

COURSE DESCRIPTION

An introduction to Indigenous education, primarily in Canada and BC. There will be a critical

examination of historical and contemporary issues in education and an exploration of culturally based

Indigenous education grounded in Indigenous philosophies. Students are asked to interpret and

synthesize content in the context of the education of Aboriginal peoples and in relation to educational

practice.

OBJECTIVES

-To enhance students' knowledge and understanding of how historical periods, policies and events

influenced contemporary Aboriginal educational issues.

-To heighten students' awareness of Indigenous knowledge(s) and worldviews.

*To examine and reflect on issues of racism, prejudice, discrimination, stereotyping and bias toward

Indigenous peoples, and their implications for education as well as the relationship to understandings of

the previous two objectives.

'To enable students to analyze, critically reflect, and synthesize course readings and experiences, and

engage in classroom discourses about those readings, experiences in relation to contemporary contexts.

REQUIRED TEXTS

B.C. Teachers' Federation Aboriginal Education. Beyond Words, Creating Racism-Free Schools for

Aboriginal learners. www.bctf.calsocial/FirstNations/BeyondWords.html

Sterling, Shirley (1992). My name is Seepeetza. Vancouver, Groundwood Books.

Details as to access of additional course readings from a range of sources will be provided at the first

class. Students are expected to read the articles and come to class prepared to fully participate in class

activities and discussions.

ASSIGNMENTS AND EVALUATION

Class Participation ?

10%

Attendance, promptness, and participation in small and whole group discussions is an important

component of the course. "Participation" may be defined through the enabling of other students and

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EDUC Outline ?

http://www.educ.s ?

ugradprogs/outlineslEduc3 11 vanderwey.html

through attentive listening. It does not require that students uncomfortable with speaking in class must

do so. As well, while speaking in class is encouraged, dominating or intimidating practices are not

considered participatory.

It is absolutely essential that you read assigned readings and prepare for discussions before the class in

which they will be discussed.

Learning Logs ?

30%

Students will maintain a learning log that includes an INDIVIDUAL set of one-page reviews of the

assigned readings that documents their understanding and learning. Expectations for these one-page

reviews, as well as format/ will be provided during the first class. The development of the learning log

is intended (i) to prepare individuals for meaningful interaction in small and whole group discussion, (ii)

to assist students in developing their skill at analysis and critique, and (iii) to help students in clarifying

their practical and theoretical understandings of the content and the contexts in which they may teach,

(iv) and to prepare students to write the final paper

Group Presentation

(TBA) ?

25%

Major Paper ?

35%

Students will write an essay of from 7 to 8 double-spaced pages on a topic from one of the main subject

areas of the course. Criteria for evaluation of the paper will include: critical analysis of the themes and

issues raised to clearly develop and support an original argument or point of view; demonstration of

accurate understanding and application of concepts and theories from readings with references fully

cited; relating ideas to personal experience succinctly when relevant; a well organized, concise, cohesive

paper that is carefully proofread for errors or grammar, spelling and diction. Please ensure that you

include an introduction and conclusion.

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