School of Education – Northwest (Terrace) Campus
EDUCATION 446: Aboriginal Education: Epistemology
Fall Semester 2014 – DRAFT 1 (Dated: September 8, 2014)
Instructor: Marian Laval Starts: Thu, Sep 11, 2014 (this week only)
Direct: 250-615-3328 Ends: Wed, Dec 3, 2014: Schedule below
General: 250-615-5578 Times: 9:00 am – 11:30 am
Email: Website: http://blogs.unbc.ca/educ446/
Instructor’s available office hours: Mon – Fri, 10:00 am – 4:00 pm; call or email to arrange an appointment
Course Description
EDUC 446 is an introduction to Aboriginal epistemology. Central to this study is the thinking and listening processes of orality. Oral history stories provide a unique way to know and to understand the world. Topics include: Aboriginal epistemology or ways of knowing, Aboriginal education meta-theory or worldview, orality, Aboriginal spirituality and education, Aboriginal curricula, and phenomenology.
Course Objectives
In EDUC 446, the students or teacher-candidates (TCs) will continue to develop their abilities in the learning objectives and teaching standards associated with the School of Education and the teaching profession. EDUC 446 will help develop the ability to demonstrate respect for differences among students, families, and communities and demonstrate proficiency with subject-specific pedagogy, including the flexibility to design and adapt instruction, and create learning environments that are respectful of race, gender, language, beliefs, family
structure, culture, and locality. This is an experientially-based course and will involve some out-of-class activity.
Class / Dates / Times / Broad Themes1 / * Thu, Sep 11 / 9:00 – 11:30 am / Welcoming, course overview, and Our Learning Community
2 / Wed, Sep 17 / 9:00 – 11:30 am / Aboriginal Epistemology: Ways of Knowing
3 / Wed, Sep 24 / 9:00 – 11:30 am / Aboriginal Perspectives / Worldviews Explored
4 / Wed, Oct 1 / 9:00 – 11:30 am / Aboriginal History: Results, Impacts, Social Justice, Roles, Responsibilities
5 / Wed, Oct 8 / 9:00 – 11:30 am / Building Community and Resources
6 / Wed, Oct 15 (Tentative date: TB Confirmed) / EDUC446
9:00 am–11:30 am
EDUC435
12:00 pm–2:30 pm / Aboriginal Spiritual Perspectives
Tentative: Joint-field trip to Laxgalt’sap Museum in the beautiful Nass Valley. EDUC 446 will be combined with EDUC 435, Dr. Verna McDonald’s class. See: http://nisgaamuseum.ca Travel required, carpools encouraged.
3-WEEK PRACTICUM: Oct 20 – Nov 7 (To be confirmed due to BCTF Job Action)
7 / Wed, Nov 12 / 9:00 – 11:30 am / Educational Approaches: Current Trends – Where is it heading?
8 / Wed, Nov 19 / 9:00 – 11:30 am / Languaging and Cultural Revitalization and Renewal
9 / Wed, Nov 26 / 9:00 – 11:30 am / Envisioning the Future – My Vision – What I can do
10 / Wed, Dec 3 / 9:00 – 11:30 am / Closing the Circle and Feast / Potluck with invitations to our class contributors
EDUC446 Schedule
Course Texts and Reading
Reading assignments will be due weekly. Additional assigned readings to supplement the text are also a requirement. These may include (but not limited to) publicly available materials, articles, community resources, and texts. Articles and other relevant online sites will be obtained through student research.
· One required text, please acquire no later than our second class:
Resting Lightly on Mother Earth – The Aboriginal Experience in Urban Education Settings by Angela Ward and Rita Bouvier (2001).
· Additional article will be available:
Chapter 4: Aboriginal Epistemology by Willie Ermine of The Circle Unfolds: First Nations Education in Canada, edited by Marie Battiste and Jean Barman (1995)
Written Assignments
Please submit your written assignments by email to: . Please ensure that assignments are formatted in APA standards and contain your name, contact info, course name, assignment name, page numbers, double-spaced and sources are cited. A loss of marks between 10%-20% will be deducted if assignments are incomplete, and/or late, unless otherwise agreed upon with the instructor. If an assignment is returned as a “draft” quality effort on the due date, an additional 10%-20% will be deducted, unless otherwise agreed upon by the instructor. However, please do not hesitate to garner feedback on working drafts prior to the due date.
Attendance
As teacher-candidates, you are expected to attend all the classes, arrive on time, return from breaks promptly, and be prepared for class, as you would in a professional setting. Should you have any extenuating circumstances that may be affecting your performance, feel free to advise me (no need for excessive detail) as soon as issues arise. If a missed class is unavoidable, please get in touch with me immediately to discuss a student-initiated makeup assignment of equal substance and weight. Please email the details of the agreed upon makeup assignment to the instructor, no later than the 3 days after the absence. The assignment is due by the next class unless otherwise agreed upon. Note: There are no makeups or substitutions for missed group field trips.
Participation
This class will incorporate experiential and participatory-based assignments. This style will aid in exploring Aboriginal educational epistemologies. In addition, classes will include lecture, informed discussion, circles, group-work, field trip/s, and community engagement. Classroom participation will be evaluated based on the following criteria:
· Critical contribution – strong discourse on the readings during discussions. If no discussion is volunteered, an additional paper may be assigned to reflect your views, non-verbally.
· Interpersonal skills – encouraging and supportive of others; active participation, discussion, verbal and written communication, and communicating perspectives.
· Positive attitude and effort – professional attitudes becoming of a teacher-candidate, professionalism, respect for differing opinions and perspectives.
· Full participation is expected. A reduction in marks will be reflected for non-participation, lates, etc.
· Overall participation should be evidenced by verbal discourse, questioning, equitable group-work, active listening, body language, collegiality, preparedness, well-balanced workload distribution in group work, etc.
· Please be aware of behaviours unbecoming of a student and teacher-candidate (not limited to): Missed or late assignments, non-participation, chronic distractedness, work lacking in quality or attention, non-collegiality, inopportune use of technology (computers, mobile devices), and plagiarism and lack of citing. (See guidelines: http://www.unbc.ca/assets/asc/writing_support/plagiarism_030112_copy1.pdf).
If you have any concerns, please feel free to speak privately with Marian Laval and/or Dr. Ed Harrison, the B.Ed. Coordinator. Students, who believe they require other special accommodations due to issues that may limit their full participation and/or overall academic success, are encouraged to contact the UNBC Access Resource Centre (ARC). ARC is “committed to the goal of creating and maintaining physical, intellectual and social access to the University for students with disabilities.” ARC advisors are accessible to regional students, toll free: 1-888-960-5682 during office hours: Monday to Friday from 8:30 am - 4:30 pm. (See: http://www.unbc.ca/access-resource-centre/regional-students)
Assignment Summary
Assignments 100 % Timelines
· Class activities and participation 30% Weekly
· Readings and written assignments 30% Weekly
· Class Presentation 15% TBA
· Community Engagement & Learning 20% TBA
· Exemplary collegial leadership and achievement 5% Weekly
Assignment Summary Details (above)
· Class Activities and Participation: 30 marks; TRB Standards 1, 3, 4, 5, 6, & 8
Weekly class activities will include: lectures, group activities, research activities, experiential learning, guest-speakers, etc. These activities will put an emphasis on the teaching standards, help facilitate active learning and engagement with the materials, and achieve the goals of the course and the teacher-candidates.
· Reading and Written Assignments: 30 marks; TRB Standards 1, 3, 4, 5, 6, & 8
These assignments provide students with the opportunity to analyze historical and current issues related to Aboriginal educational epistemology and phenomenology. Students need to come prepared to summarize and critically analyze the important points in the assigned readings and other written work. Sample analysis may include: What points did you agree/disagree with and why? What new understandings did you acquire? How did this material contribute to your understanding of Aboriginal education and epistemology?
· Class Presentation: 15 marks; TRB Standards 1, 3, 4, 5, 6, & 8
Students will present on the topic of Aboriginal Educational Epistemology having reflected and integrated the perspectives and insights they have gained from the course content, activities, readings, and community experiences. Marks for the presentation will be based on the following criteria:
Content: Knowledgeable, clear, cited research, provocative, original, insightful, connected to teaching standards, reflective of Aboriginal epistemology, and is values-based. / 9Mechanics of Delivery: Audible, engaging body language, well-organized, written outline, use of presentation technology, copy made available, etc. / 3
Engagement: Creative opening or “hook”, encouraged audience involvement and discussion, invited questions, evidence of critical thinking, and provided a concise summary or closing. / 3
· Community Engagement & Learning: 20 marks; Standards 1, 3, 4, 5, 6, & 8
Student and collegial engagement is central to fully integrating, exploring, and learning from the course content. The activities and assignments will encourage gaining insight into the Aboriginal worldview and philosophy.
· Exemplary collegial and community leadership and achievement: 5 marks; Standards 4, 5, 6, 8
Students will have ample opportunity to expand their personal and professional goals as a culturally-attuned teacher-candidate. These marks give particular recognition to those individuals who demonstrate exemplary collegial and community leadership and achievement.
Teacher Regulation Branch (TRB) Teaching Standards
All of the Teacher Regulation Branch (TRB) Standards will guide the learning outcomes of the course; however an emphasis is on Standards 1, 3, 4, 5, 6, & 8 in conjunction with Aboriginal educational approaches and epistemologies. Website: http://www.bcteacherregulation.ca/Standards/StandardsDevelopment.aspx
Teacher Regulation Branch (TRB) Standards 1 thru 81 / 2 / 3 / 4 / 5 / 6 / 7 / 8
Educators value and care for all students and act in their best interests. / Educators are role models who act ethically and honestly. / Educators understand and apply knowledge of student growth and development. / Educators value the involvement and support of parents, guardians, families and communities in schools. / Educators implement effective practices in areas of classroom management, planning, instruction, assessment, evaluation, and reporting. / Educators have a broad knowledge base and understand the subject areas they teach. / Educators engage in career-long learning. / Educators contribute to the profession.
Other Helpful Contacts and Resources
· EDUC 446 Website/Blog: http://blogs.unbc.ca/educ446/
· Campus and Student Assistants Coordinator, Deidre Quinlan or email:
· Front Reception, see Alma Avila or email:
· IT Support at the Terrace campus, Alex Ippel or email:
· Northwest Regional Chair, Dr. Phil Burton or email:
· Practicum Placement Coordinator, Lynn Turner or email:
· School of Education Administrative Assistant, Teresa Bartel or email:
· UNBC Academic Success Centre (ASC), readily accessible at: http://www.unbc.ca/asc
· UNBC Awards and Financial Aid: http://www.unbc.ca/finaid/
· UNBC Bookstore: http://www.bookstore.unbc.ca/default.asp?
· UNBC Current-Student Services: http://www.unbc.ca/current-students
· UNBC Library and librarian services: http://library.unbc.ca
· British Columbia Ministry of Education Curriculum: http://www.bced.gov.bc.ca/irp/irp.htm
· Primary Program: A Framework for Teaching (2000) : Current research and best practices to support children’s learning and development.
If you have any questions or concerns, please do not hesitate to discuss them with me, Marian Laval or email: .
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