International Education
Courses
(Updated July 16, 2004 )
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International Education
Courses
(Updated July 16, 2004 ) |
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229 INTRODUCTION TO INTERNATIONAL EDUCATION
(Kamat)
-- Thursday 4-7:00 pm
TBA
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 pollution,
population distribution, socio-economic concerns and cultural conflicts.
649
TRAINING FOR DEVELOPMENT: THEORY AND PRACTICE
(Habana-Hafner)
-- Thursday 9-12 noon
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 format the course
will provide some direct experience in designing and conducting training exercises
and assessing their outcomes. Emphasis will be given to approaches, methods,
and techniques of cross-cultural training in non-classroom settings. Theoretical
grounding will be explored to balance between theory and practice in training.
691C
ADULT LEARNING: THEORY & PRACTICE
(Hartwell)
-- Wednesday 9-12 noon
The purpose of this course is to enable participants to develop and deepen their understanding of adult learning theories and how they are practiced in social contexts. Each learner in the course is presumed to have extensive experience as an adult learner and have either experience or potential as an adult educator or other type of facilitator of adult learning. The course will help us build the conceptual foundations of our practice as adult educators, as well as enhance our personal experiences as learners, by examining and critiquing conventional theory and practice as it relates to the domains of learning and education. It will then resent alternative forms of learning that seek to enhance the social, political, environmental, and spiritual domains of the individuals and community. 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 trials of inquiry developed by course participants. Participants will explore both the "canon" of adult learning literature as well as divergent thinking about bearing on adult learning. As part of the learning process, all students will have the opportunity to facilitate one of the classes. top of page
719
THEORY AND PRACTICE OF NONFORMAL EDUCATION
(Evans)
-- Tuesday 1-4 pm
This course is designed for those who are/may be involved in nonformal education
related human development programs, particularly in international settings.
Its purpose is (a) to provide an introduction to the basic conceptual works
in the field which any professional should be conversant, including Freire,
Illich, Coombs, Nyerere, Ariyaratne, and Fals Borda; (b) to relate nonformal
education theory and practice to traditional education and adult education;
and (c) to explore critical issues in the planning and practice of nonformal
education. Students will be responsible for a presentation and a paper that
analyzes and critiques a major issue in the field. top
of page
752 GENDER ISSUES IN INTERNATIONAL
EDUCATION
(Kamat)
-- Wednesday 4-7 pm
The course will examine the role and status of women in various societies, with
an emphasis on Third world countries in the process of economic development.
Topics will include the effects of the development process on women, women's
skills in survival and adaptation, women as preservers of culture, and the effect
of education on these processes. Participants will (1) examine the implications
of the development process for women in the future, (2) explore methods to analyze
women's issues from a political-economic perspective, and (3) identify and critique
various approaches which have been used to include women in the development
process. Course requirements will include a short initial paper, a class presentation,
and a final project/paper. top of
page
793W
CIE MASTERS SEMINAR
(Rossman) -- Monday
9-12 noon
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 their planned topic for
their Master's project 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 F-2. 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 grade of Pass for 3 credits for 793W will be
made upon successful completion of the project/thesis.
Permission of instructor is required.
top of page
794J
Learning in Post-Conflict Settings
(Hartwell)
-- Monday 1-4pm
The severity and spread of violent conflict
throughout the world has focused urgent attention on post-conflict community
interventions. Educational interventions are important, yet how does schooling
fit within larger efforts to regenerate social support networks and community
well-being? What approaches to learning and community development might better
facilitate healing, resilience, and the rebuilding of trust? Further, how can
community interventions and policy initiatives account for the gendered impacts
of conflict? This course will take a broad definition of conflict and learning,
with a focus on international settings, while welcoming participants with domestic
and international interests. Participants will examine the current practices
and policy issues associated with education in post-conflict situations, including
the relationships among education, human rights, gender development, cultural
change, and peace building. Participants will also integrate insights into the
deeper origins of violence, the functioning of complex systems, the personal
and social dynamics of healing and innovative approaches to human learning.
Such integration will be developed through collaborative projects and case studies
of conflict situations.
top of page
794P
CULTURAL PERSPECTIVES IN EDUCATIONAL MANAGEMENT
(Evans/Rossman)
-- Wednesday 1-4 pm
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.
The goals of the course are three-fold. By the end of the course, participants will demonstrate the following: