Term 1 - September to December 2009
CCFI 502 (3 credits) Theorizing Knowing in Education
Wednesdays, 4:30 to 7:30 pm
Dr. Carl Leggo (LLED)
The course will review the many kinds of narrative research that are used in education, as well as examine literary and research conceptions of narrative, particularly by paying close attention to post-modern perspectives. The emphasis in this course will be on exploring diverse ways to represent pedagogical stories, especially with attention to how post-modern perspectives on language and discourse inform and transform the understanding of narrative and narrative research in pedagogy.
CCFI 508A (3 credits) Review of Research in Educational Methods:
“Interview Research in Education”
Tuesdays, 4:30 to 7:30 pm
Dr. Steven Talmy (LLED)
The course will utilize topics and readings from education and across intersecting disciplines (e.g., sociology, psychology (esp. discursive psychology), and anthropology (esp. educational and linguistic anthropology)). Relevant research from these areas will be included to ensure the greatest representation of disciplinary interests in the Faculty, and to promote insights that transdisciplinarity can offer.
One estimate (Briggs, 1986) puts the number of social scientific studies that incorporate interview methods at 90%. In education, interview research is also widespread, particularly in qualitative studies, a point underscored by the strong representation of interview methods in the Faculty’s own scholarly production (graduate students and faculty). Despite this, it is not always clear that these studies have an explicit or coherent theory of interview. As a result, a more or less ‘commonsense’ perspective of the method has become prevalent in the field, one which at times puts the usually well-articulated theoretical framework of a given study at odds with its usually implicit theory of methodology. This course aims to address this problematic by considering a range of theories of interview methodology, and concomitant implications for the conceptualization, implementation, and data analysis of interview research.
CCFI 565A (3 credits) Advanced Seminar in Cross-Faculty Inquiry in Education:
“Interdisciplinary Perspectives on Early Child Development”
Tuesdays, 4:30 to 7:30 pm
Dr. Hillel Goelman (HELP)
The course will critically interrogate traditional models of “development” and present some new and emerging approaches that actively draw upon interdisciplinary perspectives. The course will review psychological, anthropological, historical and cultural notions of child development and will examine the epistemological and ontological underpinnings of developmental theory and research. Students will be
exposed to quantitative and qualitative approaches in a range of disciplines including developmental paediatrics, neonatology, epidemiology, gender studies, rehabilitation sciences, landscape architecture, developmental psychology, social work, measurement and evaluation.
The course will examine a number of recent and current programs of research that have attempted to broaden and deepen the discourse on development by including work on gender, culture and social class. Students will be expected to critique these new and emerging models and to work collaboratively to develop their own interdisciplinary programs of research.
CCFI 572B (3 credits) Advanced Seminar in Cross-Faculty Inquiry in Education:
“Theory and Research in Digital Literacy”
Mondays, 4:30 to 7:30pm
Dr. Teresa Dobson (LLED)
The introduction of digital technologies in the last few decades, from word processors to the Internet, has had considerable impact on how people read and write. Indeed, the shift in literacy practices we are now witnessing is arguably as significant as those precipitated by the transition from scroll to codex through the early centuries of the Common Era, and later by the introduction of the printing press. Accepting that we are positioned in a period of considerable flux with respect to literacy practices, this course will examine what we have learned about the impact of digital technologies to this point with a view to understanding what it means to be “literate” in a digital age. We will consider the continuing overlap of pre-print, print and post-print forms within the larger history of literacy artifacts. We will consider the effect of word processors, hypermedia, and the Internet on writing and reading practices, and we will experiment with emerging web-based social software such as wikis and weblogs. There will be frequent opportunity to experiment with writing in networked hypertext form, to explore the way in which image, sound and text converge in digital writing spaces, and to consider implications for various educational contexts.
CCFI 601B (3 credits) Doctoral Seminar:
“Indigenous Knowledge Systems and Education”
Thursdays 4:30 to 7:30 pm
Dr. Jo-anne Archibald (EDST)
This course in Indigenous Education (I.E., lifelong and lifewide) seeks transformative and transdisciplinary approaches to improve Indigenous Education. Students will learn about the nature of Indigenous knowledge systems (IKS) in order to understand how IKS can be used effectively in IE policy, pedagogy, curricula, and governance. Indigenous scholars’ research and IE sites that have achieved various successes will form the theoretical and practice foundation for the course.
Indigenous Education is a priority of the Faculty of Education and UBC (TREK 2010); of the provincial governments (Min of Ed K-12 through Aboriginal Education Enhancement Agreements & Campus 2020); and of Aboriginal governments/organizations & Educational Partners’ Group (BC First Nations Leadership Council, BCTF, BC College of Teachers). Despite a slow growth trend to improve Aboriginal high school and university complete rates across Canada, much more effort and focus is needed in order to make substantial gains. Indigenous transdisciplinary approaches based on IKS offer promising possibilities for marked IE improvement.
