Updated December 28, 2009
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
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
Current international educational policy in Africa, Asia and Latin America is centered on strategies necessary to achieve the global agenda of Education for All. Central to those policies is the establishment of measurable objectives, country strategies, plans of action, and the means to monitor progress. The course will begin with an overview of the nature of policy formation and implementation at national and international levels, drawing on the theory and practice of policy analysis.
This course will address two major questions related to the provision of basic literacy education. One, why is literacy important for individuals and communities, and what role does it play in development? Two, what makes a literacy program successful? The course will cover the following issues:
Throughout the course, participants will be asked to consider how these issues are relevant in their own contexts. At the beginning of the course, class participants will be asked to write their current theory of why literacy is important and what elements they believe critical to successful literacy programs. The final project assignment will be a description of what the literacy system should look like in a participants’ own context--along with supporting theory and rationale.
This seminar/workshop will develop the skills needed to design and implement training programs for personnel in nonformal education, human services, and community development. Content areas will include: the writing of objectives; the selection of appropriate training strategies, techniques, and materials; sequencing and scheduling; implementation of the training program; and formative evaluation methods. Through the use of workshop methods, the course will provide some direct experience in designing and running training exercises and assessing their outcomes. Emphasis will be given to non-classroom settings which contain cross-cultural components. A balance between theory and practice in applying the theory will be sought.
Educ 678 Cultural Studies in International Development
The course provides a general overview of the highly diversified field of “cultural studies” – what it is, the evolving relationships between its various approaches and concerns, the central issues that it confronts, and its importance to international development education. Primary stress will be placed on the relation between knowledge and power, ethnicity/class/gender and culture, and the attempts within cultural studies to embrace a variety of disciplines in a transdisciplinary critique of intellect and institution. The class will review basic readings in history, theory, and method, and then proceed to special topics in spatial and temporal organization of contemporary institutions, the politics of knowledge, and personality formation. The major governing paradigms in cultural studies will be reviewed and then put to use in the examination of topics currently in the public eye, in regards to international education.
Educ 721 Research Design in International Education
This seminar provides a mixture of group planning, support and guided individual study for those students in international education who are ready to work on a specific research topic for their M.Ed. thesis/project. Prior to enrollment, students should have completed CIE form one and clarified preliminary ideas for project or thesis with their advisor. In the seminar’s first phase, students are introduced to selected research and design models, procedures for developing a study design, and use of documentary sources. Steps and targets help participants to identify and refine their study plans and to complete form two. In the second phase, small working groups are formed to apply principles of design and become a primary source of feedback and support supplemented by conferences with instructor and large group sessions. The final allocation of 3 credits for 793W signifies successful completion of the project/thesis. – Permission of the instructor required.
Educ 797J Introduction to Inquiry
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.
Participatory Action Research (PAR) is a collaborative approach to inquiry and action that emerges from the interests or problems of a specific group or community. Its overall purpose is to provide an environment and process through which a group of people may deepen their understanding of their circumstances, critically examine those circumstances, and take action to help resolve difficult, oppressive, or debilitating conditions. It focuses, thus, on local interests as sites for inquiring and taking action. PAR is enacted through a specific set of social values: it is democratic, equitable, liberating, life-enhancing, and explicitly political. The practice of PAR demands continuous attention to the ethics of the work, specifically to critically reflect upon and examine the role of the outsider, facilitator, or critical friend in the PAR process. Finally, PAR takes as its central focuses learning—of all participants—and change—both explicit and tacit theories of change and action embedded in practice