INTE-GE 2805: Globalization and Education. Kimball Hall / 246 Greene Street, 3rd floor conference room

Transcription

1 INTE-GE 2805: Globalization and Education Professor: Office: Office Hours: Class Meets: Alexandra Wood Kimball Hall / 246 Greene Street, 303W - 3rd floor alw353@nyu.edu Wednesday, 11:00 am to 1:00 pm - by appointment Wednesday, 4:55 to 6:35 pm Kimball Hall / 246 Greene Street, 3rd floor conference room Course Description In this course, students will be introduced to the key themes and theories that help frame our understanding of globalization and its impact on education around the world. Drawing on scholarship from the fields of comparative and international education, philosophy, political science, economics, sociology, and anthropology, we will first trace the theoretical framework and definitions often used to make sense of the multi-faceted phenomenon that is globalization. We then begin an investigation into how education, broadly conceived, is affected by globalization by considering concepts such as global citizenship, world culture theory, and the knowledge economy. Next, we will look at how various actors including policymakers, international institutions, and the media are shaping education reform in the era of globalization. After exploring some of the major issues facing educators worldwide chiefly, fears about the loss of local control and potential threats to traditional values, as well as the education of immigrant and migrant students we will examine the extent to which transnational social movements are mobilizing to address these and other challenges. At the end of the semester, students will reflect on the various in-class discussions, lectures, exchanges with guest speakers, multimedia illustrations, readings, case studies, and assignments in order to situate themselves as international education practitioners-in-training. This is a topical course designed to expose students to a variety of debates and developments related to globalization and education; as such, breadth shall usually be prioritized at the expense of depth. At the same time, this course is designed to deepen students interest in and understanding of these themes while encouraging continued study via subsequent coursework, individual research, and professional development. Learning Objectives Upon completion of this course, students will be able to: - Understand and differentiate various dimensions of globalization and global citizenship - Critically engage in debates on globalization, including the role played by the media and by multilateral agencies such as the World Bank and the United Nations - Understand the impact of globalization on K-12 and post-secondary education in the U.S. and abroad - Scrutinize the extent to which state, local, and non-governmental actors are responding to globalization by implementing education reform, particularly via the use of educational technology - Identify the strengths and weaknesses of emerging educational strategies to combat inequality and other global challenges

2 Required Readings For purchase at NYU Bookstore: Baker and LeTendre (2005), National Differences, Global Similarities: World Culture and the Future of Schooling. Palo Alto, CA: Stanford University Press. Stromquist (2002), Education in a Globalized World: The Connectivity of Economic Power, Technology, and Knowledge. Lanham, MD: Rowman & Littlefield Publishers. Arnove, Torres, and Franz, eds. (2013), Comparative Education: The Dialectic of the Global and the Local, 4th edition. Lantham, MD: Rowman and Littlefield Publishers. Available via NYU elibrary: Selwyn (2013), Education in a Digital World: Global Perspectives on Technology and Education. All additional required readings ( ) and most recommended readings are available via NYU Classes. Assignments and Grading Response Papers 20% each) Papers will be pages in length (double-spaced, 12 point font, 1 inch margins) and will engage with the major issues / topics / theories introduced during the first three units of this course: Theoretical Frameworks, Actors and Stakeholders, and Challenges Ahead. Each paper must be submitted at the beginning of class on the date specified in the syllabus. Education Project Proposal (20%) Develop a project rationale and work plan (i.e., identify partners, funding sources, objectives, and available resources), abstract, and timeline for a new education initiative. The project rationale and work plan must be pages in length (double-spaced, 12 point font, 1 inch margins); the abstract must be words; and the timeline should fit on one page. After presenting your abstract in the last class on December 11, you will be expected to incorporate any feedback that you receive into your final proposal, which will be due on December 16 via NYU Classes. Class Participation (20%) Successful class participation means close reading, serious reflection, regular attendance, and willingness to question, share perspectives, and listen respectfully with your colleagues. Attendance is mandatory in the event of emergency circumstances, please the professor as soon as possible. The class participation grade also requires that you attend office hours (or meet at another mutually convenient time) at least twice during the semester to discuss your progress in the course and on the education project proposal. Please be aware that: A half letter grade will be deducted per day for any assignment handed in after the deadline. Plagiarism of any kind is simply unacceptable, and students are expected to adhere to the NYU Steinhardt Statement on Academic Integrity. Any instance of plagiarism large or small will result in a failing grade for the course. When in doubt, cite and cite properly using the APA, MLA, or Chicago Style reference system. 2

3 I. Theoretical Frameworks 9/4 Understanding Globalization - Introduction to the course - What are the economic, political, cultural, and environmental dimensions of globalization? - How does globalization affect education? Required - READ BEFORE COMING TO CLASS: Stromquist (2002), preface, introduction, and pages Suarez-Orozco and Qin-Hilliard (2004), Globalization: Culture and Education in the New Millennium. Tomlinson (1999), Globalization and Culture. 9/11 Cosmopolitanism and Global Citizenship - Cosmopolitanism: possible or pipe dream? - Who is a global citizen? Appiah (2006), Cosmopolitanism: Ethics in a World of Strangers. [to be uploaded to NYU Classes shortly] Bell-Rose and Desai (2005), Educating Leaders for a Global Society. Davies et al. (2005), Globalising Citizenship Education? A Critique of Global Education and Citizenship Education. Boulding (1988), Building a Global Civic Culture: Education for an Interdependent World. Hansen (2008), Curriculum and the Idea of Cosmopolitan Inheritance. Parekh (2003), Cosmopolitanism and Global Citizenship. 9/18 Education Systems and World Culture - What is world culture theory and how does it explain convergence in educational practices worldwide? - To what extent are education systems becoming more alike due to globalization? Baker and LeTendre (2005), pages Dale (2000), Globalization and Education: Demonstrating a Common World Educational Culture or Locating a Globally Structured Educational Agenda. Scofer et al (2010), Sociological Institutionalism and World Society. Steiner-Khamsi (2004), Globalization in Education: Real or Imagined? [to be uploaded to NYU Classes shortly] Heinze and Knill (2008), Analysing the Differential Impact of the Bologna Process: Theoretical Considerations on National Conditions for International Policy Convergence. 3

4 9/25 The Global Knowledge Economy - What is the knowledge economy, and how are schools preparing students for the 21st century workforce? - What are the potential consequences of technology in schools? Stromquist (2002), pages Selwyn (2013), pages Choose three of the following chapters from Arnove, Torres, and Franz (2013): Keating et al, The Political Economy of Educational Reform in Australia, England, and the United States. Arnove et al, Education in Latin America: From Dependency to Neoliberalism to Alternative Paths to Development. Hawkins, Education in the Asia-Pacific Region: Some Enduring Challenges. Mir, Higher Education in the Middle East. Silova and Eklof, Education in Eastern and Central Europe: Re-Thinking Post- Socialism in the Context of Globalization. Samoff and Carrol, Education for All in Africa: Not Catching Up, but Setting the Pace. Teodoro, The Political Construction of European Education Space. 4

5 II. Actors and Stakeholders 10/2 International Institutions and NGOs - How do global institutions like the World Bank or the IMF affect local educational practices around the global? - How are grassroots educational organizations responding to globalization? Selwyn (2013), pages Mundy (1999), Educational Multilateralism in a Changing World Order: UNESCO and the Limits of the Possible. Robertson (2005), Re-Imagining and Rescripting the Future of Education: Global Knowledge Economy Discourses and the Challenge to Education Systems. Klees (2002), World Bank Education Policy: New Rhetoric, Old Ideology. Response Paper 1 due 10/9 The Global University - How is higher education going global and to what extent is this a new development? - Are universities a driving force in global change, or are they simply reacting to it? - Invited guest speaker: Jon Friedman Stromquist (2002), pages Altbach (2004), Globalisation and the University: Myths and Realities in an Unequal World. Altbach and Knight (2007), The Internationalization of Higher Education: Motivations and Realities. Feng (2013), University of Nottingham Ningbo China and Xi an Jiaotong-Liverpool University: Globalization of Higher Education in China. Healey (2008), Is Higher Education Really Internationalizing? Miller-Idriss and Hanauer (2011), Transnational Higher Education: Offshore Campuses in the Middle East. Lemke-Westcott and Johnson (2013), When Culture and Learning Styles Matter: A Canadian University with Middle Eastern Students. Arnove, Torres, and Franz (2013): Schugurensky, Higher Education Restructuring in the Era of Globalization: Towards a Heteronomous Model? 5

6 10/16 Global Curriculum in K-12 Schools - How is globalization shaping content and practices in K-12 schools? - Who are the proponents of global curricula and what do they propose? Selwyn (2013), pages Myers (2006), Rethinking the Social Studies Curriculum in the Context of Globalization: Education for Global Citizenship in the U.S. OXFAM (2006), Education for Global Citizenship: A Guide for Schools. Resnik (2012), The Denationalization of Education and the Expansion of the International Baccalaureate. Zong (2009), Developing Pre-Service Teachers Global Understanding Through Computer-Mediated Communication Technology. Hanvey (1982), An Attainable Global Perspective. Hayden and Wong (1997), The International Baccalaureate: International Education and Cultural Preservation. Parker et al (1999), Educating World Citizens : Toward Multinational Curriculum Development. 10/23 Media and Education - How does the increasingly global reach of the media influence schools or educational approaches in different countries? - Invited guest speaker: Naomi Moland Moran (2009), The Global Expansion of Children s Television: A Case Study of the Adaptation of Sesame Street in Spain. von Feilitzen and Carlsson, eds. (2002), Children, Young People, and Media Globalisation. 6

7 III. Challenges Ahead 10/30 Local Control in a Globalizing World - How are policymakers responding to globalization at the local level? - To what extent are local educational practices being erased or displaced by globalization? Arnove, Torres, and Franz (2013): Bray, Control of Education, Issues and Tensions in Centralization and Decentralization. Baker and LeTendre (2005), pages Selwyn (2013), pages Mfum-Mensah (2005), The Impact of Colonial and Postcolonial Ghanaian Language Policies on Vernacular Use in Schools in Two Northern Ghanaian Communities. Zembylas (2002), The Global, the Local and Science Curriculum: A Struggle for Balance in Cyprus. Response Paper 2 Due 11/6 Cultural Clashes - How are educational institutions responding to global trends that may be perceived as a threat to traditional values? Stromquist (2002), pages Arnove, Torres, and Franz (2013): Stromquist, Women s Education in the Twenty-first Century: Balance and Prospects. Daun and Walford, eds. (2004), Educational Strategies Among Muslims in the Context of Globalization, chapters 1, 2, 5, 6, 8, and 11. Nussbaum (2003), Women s Education: A Global Challenge. 11/13 Immigration, Migration, and Student Learning - How are global immigration and migration patterns impacting education? - What is the politics of recognition and what will changes in demographics mean for schools worldwide? Biao and Shen (2009), International Student Migration and Social Stratification in China. Crul (2007), The Integration of Immigrant Youth. Rasool (2004), Sustaining Linguistic Diversity within the Global Cultural Economy: Issues of Language Rights and Linguistic Possibilities. Suarez-Orozco and Suarez-Orozco (2001), The Varieties of the Immigrant Experience and Rethinking Immigration. 7

8 Banks (2008), Diversity, Group Identity and Citizenship in a Global Age. Kymlicka (1995), Multicultural Citizenship: A Liberal Theory of Minority Rights. Olmedo (2004), Raising Transnational Issues in a Multicultural Education Project. Myers and Zaman (2009), Negotiating the Global and National: Immigrant and Dominant Culture Adolescents Vocabularies of Citizenship in a Transnational World. 11/20 Social Movements and Educational Interventions - Is globalization a liberating force or does it perpetuate inequality? - How are educators and schools around the globe responding to inequalities and other global challenges today? - Invited guest speaker via Skype: Christian Bracho Baker and LeTendre (2005), pages Stromquist (2002), pages Cortina (2011), Globalization, Social Movements, and Education. Sultana (1991), Social Movements and the Transformation of Teachers Work: Case Studies from New Zealand. Della Porta et al (2006), Globalization from Below: Transnational Activists and Protest Networks. Hull et al (2009), Youth, Risk, and Equity in a Global World. Arnove, Torres, and Franz (2013): Morrow and Torres, The State, Social Movements, and Educational Reform. 11/27 No Class - Thanksgiving Break 8

9 IV. Application 12/4 The Role of International / Global / Comparative Education Professionals - How can educational practitioners mediate the impact of globalization? - How can academic freedom be protected given the dual pressures of global market forces and potential incompatibility with local norms? Arnove, Torres, and Franz (2013): Torres, Comparative Education: The Dialectics of Globalization and its Discontents. Baker and LeTendre (2005), pages Selwyn (2013), pages Parker and Camicia (2009), Cognitive Praxis in Today s International Education Movement: A Case Study of Intents and Affinities. Reimers (2006), Citizenship, Identity, and Education: Examining the Public Purposes of Schools in an Age of Globalization. Warschauer and Ames (2010), Can One Laptop Per Child Save the World s Poor? Response Paper 3 Due 12/11 Education Project Proposals - Students will present an abstract (300 words) about their proposals and lead a group discussion. Feedback from this session should be incorporated into your final project. Projects due via NYU Classes on 12/16. 9