The relationships between schools and society are complex and contradictory. Students examine
the changing relationships between schools and society, this course will provide insights into
individuals and groups that have determined both what kinds of schools should exist and what
should happen in them. This course considers Indigenous perspectives and ways of knowing and the
calls to action of the Truth and Reconciliation Commission. Lenses relevant to social justice
issues including, cultural, ethnic, gender, sexual orientation, religion and socioeconomic
diversity will be explored.
- Examine the roles schools have played and continue to play in British Columbian society;
- Understand the evolution of decision-making bodies and processes in British Columbia’s
- Observe the (in)congruent relationship between educational policies and educational
- Critically appreciate the increasing professionalization of teachers;
- Consider the historic roles of children in British Columbian society and acknowledge the
diversity of childhood experiences;
- Recognize the relevance and application of education theory to the practice of teaching;
- Judge and contextualize primary education documents; and,
- Review current research on the history of education in British Columbia.
Module 1 : Introduction to Educational Foundations
Module 2 : Why study history?
Module 3 : Introduction to Indigenous Issues
Module 4 : Gender/Sexuality
Module 5 : Culture/Ethnicity
Module 6 : Culture/Teacher Beliefs
Module 7 : Social Justice
Module 8 : Schooling in Different Times and Contexts
Module 9 : Transformative Teacher Development
Module 10 : 21st Century
Required text and materials
Students will receive the following:
- Barman, J, Gleason, M. (2003). Children, Teachers and Schools in the History of British
Columbia (2nd ed.). Brush Education.
To successfully complete this course, students must achieve a passing grade of 50% or higher on
the overall course, and 50% or higher on the final mandatory project.
|Assignment 1: Online Discussions and Critical Responses
|Assignment 2: Historical Novel Critique
|Assignment 3: Weblinks Project
|Assignment 4: Presentations
|Final Project : Narrative Essay (mandatory)
Open Learning Faculty Member
An Open Learning Faculty Member is available to assist students. Primary communication is
through the Learning Environment's "Mail" tool or by phone. Students will receive the necessary
contact information at the start of the course.