COURSE OVERVIEW

This course provides an introduction to international education and to education in non-US. and non-western settings. Education is a powerful force that spurs national growth and development. This course explores how, and to what extent education has served critical national and international interests. Students are introduced to a variety of environments in which education takes place, some formal, some not and are asked to analyze learning, education and development in non-U.S. and non-western settings. The course also provides perspectives of Third World history and development as they relate to education and learning. Topics that you will study in this course include:

1) the diverse environments in which learning takes place,
2) Non-Western educational perspectives, traditions and approaches,
3) colonialism and its impact on education and learning,
4) recent historical trends in education and development,
5) dilemmas and issues in education and international development,
6) alternatives and opportunities to working in international education and development.

The focus of this class will be primarily on countries other than the United States, but we will also explore similar issues in US education as well as the impact of US education on other settings and vice versa. The course attempts to develop and encourage an understanding of educational problems shared through the interconnected and continuously globalizing "developed" and "developing" world, (also termed ‘the global north and south'). It is important to note that there are no easy answers to the pressing global issues examined in this class. The main objective of the course is to provide learning opportunities that challenge you to think and develop understanding – and to develop and master critical thinking skills, reflective and reflexive thinking skills, engage in constructive dialogue - and develop skills in crafting and presenting your ideas through effective oral communication and writing .

GOALS OF THE COURSE

• To develop awareness and understanding of other cultures , countries, and peoples from cultural, social, geographic, political, and economic points of view.
• To develop your ability to reflect on, understand, and respond to complex international and intercultural issues relating to education and development.
• To develop understanding of the role of education in global, social, political and economic development.
• To develop a sense of world mindedness .
• To develop the ability to think logically and critically , and to apply knowledge from multiple disciplines to many different contexts.
• To develop the ability to locate, identify, and use sources of information from multiple disciplines to understand and address issues related to education.
• To read a range of texts related to education and international development issues and to engage those texts and the issues that they raise - verbally , and in writing .

REQUIRED READINGS

Theories of Development and Non-Western Educational Traditions Alternative Approaches to Educational Thought and Practice are available at Food for Thought books in Amherst. A second text, The End of Poverty by Jeffrey D. Sachs will be available at the Textbook Annex the beginning of March. A course reader is available at Collective Copies. Most of these readings will also available on-line at http://ereserves.library.umass.edu.

COURSE FORMAT & EXPECTATIONS

This class comprises lectures and discussion in one combined session - meeting once a week for two and half hours. Each session will begin in the lecture hall (124 Hasbroucke) unless otherwise indicated. Students are expected to be in their seats promptly at 4:00 pm. Surprise quizzes may be held at the start of classes or in discussion sections. You will be assigned a discussion section that will be facilitated by one of the six TAs for the course. You are required to attend ALL discussion sections. The course schedule is designed to provide flexibility and creativity in teaching the curriculum. Therefore, the time that the lecture ends and the discussion sections begin will vary each week. There will be a ten minute break between the lecture and discussion section. You are expected to be in your discussion section after the ten minute break.

Attendance at every class and every discussion section is MANDATORY

You will be allowed ONE unexcused absence during the semester and after that, for every unexcused absence you will lose 5% from your final semester grade. If you miss more than 4 classes you will be given a failing grade. If you are ill or otherwise legitimately unable to attend, please provide appropriate written documentation (see the Handbook of Undergraduates Rights and Responsibilities, 2005-2006). For those who will be absent due to approved college work or religious observance, notify your TAs in advance in writing.

All important course materials including the syllabus, will be posted on WebCT. Educ 229 will be available at https://webct.oit.umass.edu/ Only students with valid UMASS email accounts can access the weblink. This email account is free for all UMASS students and available at the OIT office in Lederle Graduate Center. If you have not already done so, you MUST set up a UMASS email account by the end of the first week of classes to access course materials on WebCT.

It is essential that you read ALL assigned readings. The lectures do not duplicate the readings but are intended to complement the readings. You should be able to summarize the argument of each author of each reading in a few sentences and pose relevant and interesting questions about the assigned material.

The course materials, discussions and assignments are designed to teach not only content but also important skills – including critical thinking, analysis and reflection, dialogue and cooperative learning. The class and section meetings provide ample scope for discussion. You are expected to be an active learner and participate by asking relevant questions, listening to your peers, and making thoughtful comments on the topic. You will be required to co-facilitate (in small groups and with the section TA) at least one discussion session. Preparation for this session and performance in this session will form a part of your grade for attendance and participation.

The course is about diverse parts of the world. This diversity is also reflected in the classroom. This includes not only cultural, gender, ethnic etc. diversities, but also diversity of views and opinions on the issues we will explore. It is important to be respectful in listening to views different from your own, and in sharing your own views in a manner that is not confrontational, and to be aware of our own stereotypes and biases (and those of others), and to be open to considering different points of views.

Since this is a large class, the TAs are your most direct resource for information and clarification. If there is anything adversely impacting your performance in this course, please inform your TA. TAs will conduct the discussion sections, grade assignments and maintain a record of the performance of the students in their sections. You are welcome to meet with the instructor to discuss course materials or assignments by appointment. The instructor will make all accommodations necessary for students who have special needs. If you are working through the LDS office, please notify the professor and your section TA as soon as possible.

REQUIREMENTS

1. Class Attendance and Active Participation in Discussion Sessions - and small group co-facilitation (25%)

Attendance will be taken at each session. Activities under this heading include coming to and staying in class, attendance and participation in both the lecture and discussion sessions, adequate preparation for discussion sessions – and the co-facilitation of at least ONE of the discussion sections .

2. Mid-Term Paper (30%)

3. Reading and discussion questions (15%)

Each week you are required to respond (often in writing) to a series of questions to help you better understand and analyze the readings. These will be posted each week – a week in advance of the class – and questions will be posted on webct or may also be circulated to you via your section TA.

4. Research Project – paper and presentation (30%)

You are required to conduct independent research on a topic related to the course. This research will be presented (and evaluated) as a final paper – and in the form of a final class presentation to your discussion group. Research papers are due in the final class – May 16, 2006. More detail of the final research paper will be made available at a later date.

GRADING SYSTEM
We will use the current university grading framework. Grading Key:

Additional Information

All written assignments must be submitted by the due date i.e. at the beginning of the class . Unless you have a verifiable and legitimate excuse (such as a signed medical note or appropriate documentation for a family emergency), delayed submissions will result in a reduction of your grade, or in severe circumstances – a grade of zero. Five percentage points will be deducted for each day beyond the submission deadline. Email submissions are not accepted unless you have permission of the TA.

As in all other courses, standards of academic honesty are taken very seriously. You should make sure that you have read and understood the information on appropriate citation procedures and the penalties for plagiarism, available at the following University website: http://www.umass.edu/umhome/policies/honesty.html Please note that internet-based sources MUST also be appropriately cited at all times.