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Fall 2008 Course Schedule Return to Current Course Page Master list of Courses in International Education

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Fall 2008 Course Descriptions
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Most Syllabi are from previous offerings - current ones not yet available

Educ 229 Introduction to International Education
(Daniel Lincoln) – Tuesday 4-6:30 pm - Location TBA    Schedule No. 72855

This course is designed to introduce students to the role of culture in education. After exploring the theoretical basis of culture and its relationship to education, students will be exposed to a range of cultural perspectives from Africa, Asia, and Latin America. To integrate the various country presentations, students will engage in the study of the following global issues: environmental concerns, population distribution, human rights violations, socio-economic inequities, and conflicts and emergencies.

Educ 615Z Introduction to International Education
(Evans) – Monday 9-12 noon – 287 Hills South    Offline   Schedule No. 73075

This is a required introductory seminar for all new degree candidates - both masters and doctoral - in CIE. The course provides an introduction to the field of International Education and the various career options available. The seminar also will review the structure and procedures for degree programs, resources available for graduate study in the five-college area, and planning for personal and professional growth during the degree process. Students outside CIE may attend with permission of the instructor. Permission of the instructor required

Educ 623  Project Planning & Proposal Development
(Smith) – Wednesday 9-12 noon - 275 Hills South    Schedule No. 77961

This course provides an opportunity to develop knowledge and skills in planning and designing projects in various areas in international development education. Central to applying these aspects of project design and developing skills will be the development of a project proposal. The logic here is that a project proposal must include the design of the project, based on a needs assessment and problem specification; a budget and management plan; specific activities and timeline for implementation; and a

Educ 691C Adult Learning Theory & Practice
(Smith) – Thursday 1-4 pm - 275 Hills South    Schedule No. 77962

This course enables participants to develop, expand, or deepen their understanding of adult learning theories as they are practiced in social contexts. The course builds the conceptual foundations of our practice as adult educators, as well as enhances our personal experiences as learners, by examining and critiquing theory in relation to experience and social realities. Central to the course is the examination of varied cultural perspectives on adult learning theory and practice, through sources brought by the instructor and from cases and trails of inquiry developed by course participants. The course organization will reflect a basic tenet of theory – that learning is enhanced through self-organized learning within a supportive community, and is facilitated through dialogue, exploration, and self-discovery. Course participants will work individually and collectively, choosing options that include: engagement in ongoing adult education programs through service; undertaking a case study of an adult education program; selecting a specific perspective and theory to explore and apply; examining prior work at CIE on theory and practice in adult learning and development; contributing to or analyzing an adult learning project in development (such as women’s literacy and family health in Afghanistan).
monitoring and evaluation plan. Each of these elements will be covered in the course.

Educ 791O Youth and International Development
(Mosselson) – Monday 1-4 pm - 275 Hills South    Schedule No. 77548

This course examines the role of schooling in the formation of youth identity in international development. We will explore a range of theories regarding the relationship between race, class, schooling and youth identity development in the international context, including cultural-ecological theory, social reproduction theory, cultural production theory, social constructivism, critical race theory and critical psychology. Alongside this exploration of theories, students will, with youth in the area, engage in a qualitative investigation of the relationship between schooling, migration, race and identity formation for youths. In this way, we will be undertaking both a theoretical and practical approach to understanding cultural attitudes to youth and what constitutes youth. Students will learn a variety of social theories concerning international development and youth development, will apply these theories to educational settings and will learn to do basic ethnographic research, including observations and interviews

Educ 782 Teacher Education in Developing Countries
(Evans) - Wednesday 1-4PM - 275 Hills South    Schedule No. 77545

This seminar will focus on the challenges of teacher education in low-resource contexts with many examples drawn from Africa, Asia, and Latin America. The majority of the writing and research on teacher education is rooted in the context of the US or Europe. In recent years, much work has been done on problems and possible solutions to teacher development and management in the developing world. The class will focus on issues in teacher education such as: methods vs. content mastery; meaningful teaching practice in low-resource contexts; alternative models for teaching practice; the balance between in-service and pre-service approaches; teacher ability levels in the language of instruction; vernacular vs. national language instruction; teacher support; teacher supervision and upgrading; and so on. Participants will be expected to help seek out relevant research and writing from different areas of the world of interest to them. Topics will include national-level policy issues, models of implementation, and evaluations of various approaches. We expect that many participants will bring experience in developing contexts to the class which will serve as a resource for other learners.

791N Monitoring & Evaluation in International Contexts
(Rossman) Tuesday 1-4 pm 275 Hills South    Schedule No. 77546

This seminar will address the principles and practices of monitoring and evaluation in international and domestic contexts.  International development and domestic funding agencies call for systematically conducted and thoughtful monitoring and evaluation of programs and projects.  In addition, monitoring and evaluating work-in-progress represents good practice and provides opportunities for programmatic and organizational learning.  We will review key principles of M&E, examining the processes of building relationships with key stakeholders; collaboratively understanding the theory of action embedded in programs and projects; developing valuable and interesting indicators and benchmarks; and implementing specific methods to generate useful information.  The final product for the course will be the design of a monitoring and evaluation plan for an actual project.  To be able to provide experience in the practice of M&E, we will rely on materials from foundations, international and domestic non-governmental organizations, and bi-lateral donor agencies.

Educ 797J Introduction to Inquiry
(Rossman, Rallis) -- Monday 4-7 pm           Room TBA        Offline    Schedule No. 72969

This course is intended to provide a forum to engage in sustained discussion about and reflection on the assumptions, theories, and practice of inquiry relevant for policy and leadership studies. The course will be structured as a seminar in which we explore the assumptions that shape inquiry, discuss the major research genres/theories, and examine examples of practice. We will read and critically examine relevant readings, seeking to uncover how often-tacit notions shape approaches to inquiry. We will also look at various genres of research through readings and presentations, critically analyzing the assumptions embedded in them and examining what they obscure and what they reveal about a topic. Finally, close scrutiny of examples of practice within the three concentrations – Educational Administration, Higher Education, and International Education – will provide a grounding in the real world of research. Permission of the instructor required.

Educ 818 Alternative Approaches to Education for Rural Development
(Hartwell) Thursday - 9-12 noon 275 Hills South    Schedule No. 77555

Conventional schooling as a route to human capacity development, especially in developing countries, is the subject of multiple critiques. On one hand it is seen as an imposition of an inappropriate western and post-colonial institution which undermines rather than strengthens indigenous development and well-being. Even some who fervently support formal schooling as the path to Education for All argue that current models are beyond the financial reach of many of the poorest countries. Finally, there are those who believe that conventional schooling does not well foster children’s potential as natural learners, nor does it effectively contribute to the evolution of democratic, diverse and caring communities.

This course will explore theory, research and practice in the development of alternative models of education, focusing particularly on experience in underserved areas of developing countries where some of the most innovative and successful alternatives have been established. We will define the elements of formal and non-formal learning environments, and explore the political, social and economic contexts in which alternatives to conventional schools have emerged – relating this to development theory and work with the empowerment of local communities. We will utilize case studies, in part drawn from the current research of the EQUIP 2 Project, of such alternatives as Egypt’s Community Schools, Escuela Neuva, BRAC, Baluchistan, and School for Life(Ghana), examining factors including: program organization, the role of the community, the organization of teaching and learning, support structures, learning outcomes, costs and financing, and policy implications. Each person in the course will work on a project of analysis and contribute to the development of a specific alternative school model in the world.

Educ 891P  Post-Colonial Studies & Education
(Mosselson) – Monday 9-12 pm - 275 Hills South    Schedule No. (NA)

The course provides a general overview of the highly diversified field of Postcolonial Studies – what it is, the central issues that it confronts, and its relevance to education and educators. The postcolonial agenda is guided by four primary goals 1) To revisit, remember and interrogate the colonial past from the perspective of the colonized or formerly colonized; 2) to explore and define the continuing and contemporary social and cultural effects of colonialism within the postcolonial world; 3) to reveal forms and modes of resistance by colonized and postcolonial peoples; and 4) to support political/social activism that aim at producing a more socially just/equitable world.

Throughout this course we will explore these various goals through a diverse selection of historical, theoretical, methodological and narrative texts. Thus we will review the broader historical, social and cultural implications of postcolonial studies while engaging with the very real experiences of the colonial/postcolonial subject. Finally, primary stress will be placed on making linkages between these various postcolonial viewpoints and their application to the field of international education in terms of informing research, practice and reflection.

Projected Future Course Offerings Table
under revision