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.
This course provides an introduction to the assumptions, language, logic, and methods of qualitative inquiry in a variety of settings. The emphasis is on the modes of thinking and specific practices associated with generic as well as collaborative approaches to qualitative research. We discuss paradigms, their usefulness in understanding the assumptions implicit in all inquiry, and the typical assumptions of qualitative inquiry. We also focus on conceptualizing and designing qualitative studies and discuss strategies for developing researchable questions and the issues associated with involving participants in the research process. The major work of the course is the conduct of a small-scale qualitative research project which entails a number of activities: (1) designing the project; (2) negotiating agreement to conduct inquiry; (3) practicing the specific methods typically used in qualitative research: interviewing, observing, and document review; (4) analyzing and interpreting the data gathered through the fieldwork; and (5) writing up the process and findings in a set of coherent and well-argued papers.
Since learning about qualitative research is best accomplished by doing it, immersion in the course and its work is essential and typically requires a substantial time commitment. Through readings, discussion, class exercises and assignments, we will work through the following topics: the assumptions and theoretical traditions of qualitative research; the role of the researcher in qualitative inquiry; preparing for fieldwork and initiating agreement about the inquiry; typical qualitative data collection methods; collecting and organizing data in the field; analyzing and interpreting qualitative data; ensuring accurate, rich, and useful qualitative studies; ethical and political dilemmas in qualitative research; and writing the research report. Permission of the instructor required.
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.
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). Each of these elements will be covered in the course.
This course is designed for those interested in informal and popular education approaches to human development programs, particularly in international settings. Its purpose is (1) to provide an introduction to the basic philosophical and conceptual works in the field with which any professional should be conversant, including a detailed look at the theories of Paulo Freire along with those of Illich, Gramsci, Coombs, Nyerere, Ariyaratne, Fals Borda, and Dolce; (b) to related the assumptions and theories of both nonformal education and popular education to practice in adult basic education, community and health education; and (c) to explore critical issues in the planning and implementation of nonformal education. Students will be responsible for a short presentation on and a paper that analyzes and critiques a major issue in Nonformal or Popular education.
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.
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 793W Masters' Seminar
(Cristine Smith) – Wednesday 1-4PM – 287 Hills South Offline
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 794J Education in post-Conflict Settings
(Jacqi Mosselson) Thursdays 9-12 noon 275 Hills South
The course objective is to examine opportunities for establishing learning
environments that prevent and ameliorate social conflict leading to
violence. We post the following questions: ‘How does schooling fit within larger efforts to regenerate social support networks and community
well-being? What do communities learn from conflict? What broad 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? The course has three broad themes: the nature, mapping and roots
of social conflict; opportunities and experience providing education in
social emergencies; and peace building through learning experiences.