Courses Taught (since 2010)
EDSE 373 Curriculum & Teaching for Secondary School Studies Majors is a curriculum and pedagogy course that will introduce you to the theory and practice of social studies education in junior and senior high schools in Alberta. Attention will be given to the program of studies, complementary resources, and a range of topics and issues related to the teaching of social studies in secondary school settings.
EDSE 473/474 Curriculum & Teaching in Secondary Social Studies. The purpose of the on-campus component of the term is to develop understandings and skills related to social studies teaching. There will be some theoretical examination of the social studies, as well as the development of a working understanding of the Alberta Social Studies Program of Studies. We will explore a variety of approaches to teaching social studies. This on-campus component has a course weight of six credits. Evaluation is on the letter grade system.
EDFX 450 Field Experience. There is a nine-week field experience placement in either a junior or a senior high school. Students will start with planning and teaching individual lessons then move to longer units of work. The evaluator is the mentor teacher who discusses the evaluation with the student-teacher and the assigned university facilitator. Please note the website for the Field Experience Handbook is . The field experience has a course weight of six credits. Evaluation is on a pass/fail basis.
EDSE 451 The focus here is to recognize practical classroom needs by meaningful integration of theoretical understanding with practical experience. This course seeks to foster understanding about one’s growth as a teacher, and the relationships between the curriculum-as-planned and curriculum-as-lived in the classroom. This course has a weight of three credits. Participation will be the major criterion. Evaluation is on a pass/fail basis.
EDSE 405 Introduction to Curriculum and Teaching.
EDSE 501 Curriculum Seminar: The Inner Life & its Significance to Practice, Research & Ethics. This course is framed around the Jungian concept of an inner life and its ethical relationship to living both individually and collectively. In exploring this multi-layered relationship, key Jungian concepts will be addressed in applying an analytic psychological perspective to practice, research (writing) and ethics. For example, we will look at complexes (perfectionist, over-achiever, inferior, etc.) and their influence on research questions and at archetypes (warrior, helper, clown, etc.) and their influence on the way one teaches (counsels, manages, leads). We will consider the ways in which Jungian and post-Jungian perspectives contribute to individual development in the ongoing work of uncovering and attending the unconscious. This process asks that we acknowledge and understand the dynamics between our inner and outer worlds. Regardless of the vocation, this means “the expansion of consciousness and the working toward a meaningful integrated life as evidenced in authentic relationships with self and others” (Boyd & Meyers, 1988, p. 261).
Keywords: ego, shadow, persona, complex, psyche, unconscious, projection, archetype, anima/animus, symbol, pedagogy, curriculum, practice, ethics, subjectivity, individuation
EDSE 501 LX04 Curriculum Seminar: Jungian Psychology & Its Significance to Relationships. This course (pre-study requisite necessary) offers a space to explore, apply and question Jungian concepts and theories wherein they intersect with lived experience, vocation, and research. In exploring this multi-dimensional relationship, emphasis will be given to self-expression, transformation, creativity and the development of consciousness. Further, we will look to the potentials and limitations of Jungian psychology in contemporary contexts. This course includes experiential, somatic and expressive activities within a dynamic learning community.
EDSE 501 Curriculum Seminar: Culture, Memory & Meaning. This course examines cultural dynamics, in particular the concept of cultural complex which applies to religious, ethnic, gender, social even geographical identities. Through the use of psychodynamic concepts and theories we will consider new ways to understand and address not only current conflict, but also historical memory, relations to place and patterns of culture. We will question assumptions about belonging and identity delving into issues related to group memories of specific traumas, historical assumptions that operate with in the individual’s connection to present conditions, shadow processes related to “otherness” and affective responses for comprehending stereotypes, racism and genocide.
EDSE 504 Curriculum Inquiry – Contemporary Issues. The overall aim of this course on curriculum inquiry is to provide the means through curriculum scholarship to become more fully involved in discussions and decisions that concern teaching, learning, the social good, and public education. Details to follow.
EDUC 910 Directed Reading Course (Depth Psychology & Education), Simon Fraser University
Directed Reading Course (Independent Study) Sample: This directed readings course explores the intersections in the literature in education (holistic, arts, transformative, poetic and depth psychological education). Its focus examines, for example, the student’s research question: What is the role of image in the relationship between perception and consciousness (awareness)? This exploration includes an inquiry into the dialogue between known and unknown; conscious and unconscious; visible and invisible; archetypal image and archetype per se, recognizing “the stop” (Appelbaum) where/when a new possibility enters the field, another archetype or myth has presented its potential influence and the necessity to “listen” for this pause; create room for it; practice “deep democracy” Mindell) where each voice has resonance, where its particular pattern of energy has room to influence and help in the shaping capacity of transformation. The literature search seeks parallels, gaps, absences and the ways the disciplines of Education and Depth Psychology inform each other.
Independent Study courses will be tailored to the unique interests of the student(s) enrolled.