Updated December 13, 2011
2012 Course Descriptions
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.
Educ 619 Qualitative Research Methods
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 or artifact 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.. Permission of the instructor required
Through readings, discussion, class exercises and assignments, we will work through the following topics:
Educ 623 Project Planning and Proposal Development
(Cristine Smith) – Wednesday 9-12 Noon - 275 Hills South
The goal of this course is to help you develop a proposal for an educational or development project for which you could seek funding. This is one course in a three-course series about managing projects. The three courses are:
Together, these three courses are designed to help you develop knowledge and skills in planning, designing, implementing, managing and evaluating projects in an area of your interest. Central to this course (ED 623: Project Planning and Proposal Development) is applying this knowledge and these skills to the development of a project proposal. The logic here is that a project proposal must include the design of a project, based on a needs assessment and problem identification; its goals and objectives; 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.
Examination of the central issues in cultural studies in the context of international development education, with primary stress on the relationship between knowledge and power to confront and critique notions of intellect and institution.
691PD Teacher Professional Development
This course covers the research, theories and professional wisdom about the barriers to and strategies for supporting teachers’ professional growth in under-resourced educational systems in developing countries. This course focuses on individual teachers and how to continually improve their knowledge and skills through in-service training, professional development, and professional learning throughout their professional careers as teachers in developing countries. As such, it makes use of existing research on how teachers develop over time and with experience, how effective professional development and learning opportunities can be delivered in under-resourced and fragile situations, and how to help teachers become learners of their own craft, through reflective practice, communities of practice, and support for their development as professionals in situations where conditions for teaching are far from optimal.
Educ 719 Theory and Practice of Nonformal Education
This course offers an introduction to nonformal and popular education, particularly as applied to contexts of adversity. The basic philosophical and conceptual works in the field are reviewed, including the theories of Freire and Illich. The course relates theories to practice, and provides an overview of critical issues in the planning and implementation of nonformal education.
Educ 720 International Development Theories for Educators
(Nordtveit & Evans) Wednesday 1-4 pm 275 Hills South
This course examines various theories of social and economic development, including growth and critical theories.The course also looks at alternative lenses for development including feminist approaches, development ethics, sustainable development, ecological approaches, and human rights perspectives. It identifies the assumptions, underlying values, and operational principles characteristic of specific theories and explores their implications for development-related work. The course also offers a theoretical perspective for analyzing the role played by education in different development perspectives.
Educ 793W Master's Seminar in International Education
This seminar is intended to provide advanced Master’s students with guidance in conceptualizing, conducting and writing up their Master’s projects. It offers a mixture of group planning and support as well as guided individual study for those students in international education who are working on their projects.
The seminar is divided roughly into three phases. During the first phase, we will work together as a small seminar clarifying and refining the plan for completion of the Master’s project. During this phase, students work with the seminar and their advisor to develop a full outline for the project. For those who have not yet completed a prospectus, this phase will serve as orientation to the timeline for completing the project. During the second phase, seminar members work independently and in bi-weekly meetings of everyone on their projects. Consultations are arranged as needed to ensure progress on the project. The second phase is designed for discussion of problems or issues that have arisen as the projects develop. The third phase entails weekly meetings to share progress, receive feedback on written work, and prepare for the presentation of the Master’s project at a Center meeting. Permission of the instructor required