EDST 403 Section 110 – Education, Knowledge and Curriculum

Course Description

Ideas about curriculum and pedagogy cannot be disconnected from ideas about knowledge and truth. After all, who would argue that teachers should teach their students’ false ideas rather than true ones, and things they merely believe or guess rather than things they “know”? But as soon as we talk about “knowledge” and “truth,” questions arise: Can teachers teach anything that is absolutely true, or only what hasn’t been yet proven false? How do we determine what counts as “true,” and how do we help students think critically about “truth” and “knowledge” in relation to what they learn?

Moreover, since no school can teach everything there is to know, choices have to be made about what counts as knowledge, and what knowledge is included in and excluded from the curriculum. What knowledges have been, and/or are, considered of the most worth, and how has this shaped curriculum decisions?  What kinds of knowledge production do teachers most value? Students? Publics? How do Aboriginal and Indigenous conceptions of knowledge and truth differ from Anglo-Canadian/European conceptions? What conceptions of knowledge and truth do people hold elsewhere in the world? How are ideas about knowledge, knowledge production and “truth” changing in the context of digital media (e.g. search engines, informational websites, YouTube, Wikipedia, etc.)?  What are the implications of these changes for educators and education?