Updated April 18, 2010
Educ 229 Introduction to International Education
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 masters and doctoral degree candidates in the Center for International Education . The course has two goals. First, it will provide an introduction to CIE. The seminar also will review the structure and procedures for degree programs, resources available for graduate study in the five-college area, planning for personal and professional growth during the degree process, and the various career options available.
Second, it will present a general overview of the highly diversified field of "International Development Education" - what it is, the evolving relationships between theory and practice, the central issues that it confronts, and its importance to International Development. The course will introduce basic readings in the history, theory, and practice of international development education, and will examine selected applied problems. The central paradigms in the field will be reviewed and then applied to the examination of topics currently of interest. Permission of the instructor required
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 monitoring and evaluation plan. Each of these elements will be covered in the course. There will be two parallel tracks in this course, relevant to the two types of proposals with which you are likely to work: reactive and proactive.
A reactive proposal is one that you will usually write in response to a Request for Proposal (RFP) or Request for Application (RFA) that is put out by government-funded or international agencies. These types of proposals are usually written as a team with others from your organization. Therefore, throughout the course of this semester, we will be working together as a class to read and analyze a real RFP , and to use this RFP as an example for which we can design a full proposal in response.
A proactive proposal is one that you write on your own (with input and feedback from two other class members) in order to seek funding for a project that you would like to implement. Therefore, throughout the semester, you will work in small groups of three to give each other feedback and ideas about the proposal that you will be writing, based on a project idea of your own.
This course focuses on the intersection between education - both formal and nonformal - and the needs of women and girls in developing countries. It examines the impact of global and national economic and social development initiatives on the participation of women and girls in education and other sectors. The course explores gender-sensitive analytic frameworks and policies, and reviews a wide range of educational programs designed to foster the participation of women and girls in high-quality educational
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 804 Cultural Perspectives on Educational Management
Educational management takes place within cultures around the world and increasingly across cultural groups. The course begins by studying a theoretical perspective that provides key concepts for cultural analysis. Using these concepts, the course then examines elements of culture and how these interact with and shape management practice in educational settings. While the field of business management addresses issues of cross-cultural management, little has been done in the field of educational management. Close examination of the interaction of culture and educational management is important because deeply-held cultural beliefs and values shape both behavior and expectations about the functions and roles of educational managers.
Educ 818 Alternative Approaches to Education for Rural Development
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.
This course will examine methods, major concepts and current trends in comparative education and explore various facets of societies that impact the educational system, including, but not limited to, historical, economic, social, political, ethnic and religious forces as they relate to education. Starting with an overview of cultural and social theories of the purposes, structure and outcomes of education, we will develop our analytical skills in examining our assumptions surrounding schooling and international education. We will then start applying these theories, exploring practical applications and expressions of contemporary problems in international education, examining the remarkable diversity within contemporary educational systems that are subject to global political and economic forces. As a class, we will discuss an overview of the history and methods of the field of comparative education, compare the theoretical perspectives which shape the field, compare the approaches that different disciplines and theoretical orientations take to similar topics. We will also discuss contemporary issues in educational systems across the globe and examine, in this context, prevailing common-sense notions of education and development.