Updated May 25, 2011
Education is emerging as a vital piece of the civil rights movement, both on the local and global levels. It is a powerful force that spurs national growth and development. This course attempts to develop and encourage an understanding of educational problems shared through the interconnected and continuously globalizing ‘developed’ and ‘developing’ worlds. Students are introduced to a variety of environments in which education takes place, and are asked to analyze learning, education and development in non-US and non-Western settings. The course also provides perspectives on ‘Third World’ history and development as they relate to education and learning. Topics that you will study in this course include non-Western educational perspectives, traditions and approaches; colonialism and its impact on education and learning; and dilemmas and issues in education and international development.
All students need to sign up for the lecture and a discussion session. Students enrolled for four credits will also participate in a Community Service Learning project working with migrant and immigrant youth in Holyoke or Springfield and will need to sign up for an additional Lab session.
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 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); developing a monitoring and evaluation plan. Each of these elements will be covered in the course.
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. Faculty members in CIE and associated faculty will make presentations on their topics of expertise. Permission of the instructor required
Educ 782 Teacher Education in Developing Countries
This seminar will focus on the challenges of teacher education in low-resource contexts with many examples drawn from Africa, Asia, and Latin America. Until recently the majority of the writing and research on teacher education is rooted in the context of the US or Europe. However, recently, 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.
Educ 791N Monitoring & Evaluation in International & Domestic Contexts
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.
This is a new course that is under development. A description will be posted as soon as it is available. For further information, please contact the instructors.