SOC 321 Comparative and International Education Spring Semester 2016-17 Instructor Room No. Office Hours Email Telephone Tania Saeed New SS Wing TBA Tania.saeed@lums.edu.pk COURSE BASICS Credit Hours 4 Lecture(s) Nbr of Lec(s) Per Week 2 Duration 1hr 50mins COURSE DESCRIPTION Educational institutions are increasingly being drawn into the global market, where education policy, and development is being defined by external actors, whether international donors or private corporations. The important sociological role of education is further changing, in line with the demands of a neoliberal economy. This course explores these changing social dynamics at the local and macro levels, by examining the discourse around education as linked to colonialism, globalization, and neoliberalism particularly in the context of the global South. The course allows students to undertake a comparative analysis of the changing educational landscape across countries in South Asia, the Middle East, and Africa. The course is divided into five dominant themes, with each theme explored through various case studies that capture how global and development agendas on education can both improve but also negatively impact socio-cultural dynamics within local settings. Students will therefore gain an in-depth understanding of how educational institutions evolve under the influence of international actors, exploring the context of colonialism, globalization, and the neoliberal market. COURSE OBJECTIVES The students will - Gain a deeper understanding about contemporary debates on comparative education. - Identify different theories of globalization and neoliberalism, in relation to education. - Explore the relationship between colonialism, and the social evolution of education. - Understand how issues around language, social justice, gender, citizenship, equity, state, and terrorism are linked across different regions, informed by global events and institutions. - Examine the link between different contexts, and learn to critically compare across different case studies. GRADING Attendance 5% Class Participation 10% (5% verbal + 5% written) Mid Term 15% Presentation + Research Paper 30% Final Exam 20% Response Paper (4) 20%
Students will be responsible for having done the readings before class, to be able to take part in the class discussion. This is a reading and discussion intensive course. Presentation and Research Paper Students will identify a theme in education as explored in this course, that may include language, social justice, gender, citizenship, equity, state, or terrorism and undertake a comparative analysis, across two local or regional contexts. In particular, the research paper will examine the link between education, the chosen theme, and colonialism, globalization or the neoliberal market. While students can compare across regional or local contexts of South Asia, Africa and the Middle East, they will also be given the option of selecting a country or region not included in the course, for e.g. Latin America or South East Asia for the purpose of comparison. The students will be required to meet the instructor during her office hours to decide on the contexts for the comparative analysis. The paper will require in-depth research, with a focus on assessing students critical skills in comparing across contexts, by identifying and discerning trends. Students will be required to present their findings to the class, and write a 3,500-word research paper. Depending on the class size, research groups will include 2 to 4 students each. Grading will be relative. CLASS SCHEDULE AND READINGS I. Introduction Session One: Why compare across international contexts? King, E.J. (2007) The purpose of Comparative Education. In M. Crossley, P. Broadfoot and M. Shweisfurth (eds.) Changing Educational Contexts, Issues and Identities. 40 Years of Comparative Education. UK: Routledge, pp. 21-36. Session Two: Comparative Education and the Dynamics of Power Tikly, L. (2001) Globalisation and education in the postcolonial world. Towards a conceptual framework. Comparative Education, 37(2), pp. 151 171. Session Three: Education in a global context Benavot, A. and Resnik, J. (2006) Lessons from the Past: A Comparative Socio-Historical Analysis of Primary and Secondary Education. In A. Benavot, J. Resnik, and J. Corrales (eds.) Global Educational Expansion. Historical Legacies and Political Obstacles. Cambridge MA: American Academy of Arts and Science, pp. 1-89. II. Education and Colonialism Session Four: Colonialism - An Overview I Said, E (2006) The Scope of Orientalism. Orientalism. India: Penguin Books, pp. 31-111. 3 Session Five: Colonialism - An Overview II Fanon, F. (1963) On National Culture, The Wretched of the Earth. NY: Grove House Press, pp. 206-249. Mackenzie, C.G. (1993) Demythologising the Missionaries: A Reassessment of the Functions and Relationships of Christian Missionary Education under Colonialism. Comparative Education, 29(1), pp. 45-66. Session Six: The South Asian Context Ellis, C. (2009) Education for All: Reassessing the Historiography of Education in Colonial India. History Compass, 7, pp. 1-13. Langohr, V. (2005) Colonial Education Systems and the Spread of Local Religious Movements: The Cases of British Egypt and Punjab. Comparative Studies in Society and History, 47(1), pp. 161-189.
Session Seven: The African Context White, B.W. (1996) Talk about School: Education and the Colonial Project in French and British Africa, (1860-1960). Comparative Education, 32(1), pp. 9-25. Maud Seghers (2004) Phelps-- Stokes in Congo: Transferring Educational Policy Discourse to Govern Metropole and Colony, Paedagogica Historica, 40(4), pp. 455-477. Julia Allen (2008) Slavery, Colonialism and the Pursuit of Community Life: Anglican Mission Education in Zanzibar and Northern Rhodesia 1864 1940, History of Education, 37(2), pp. 207-226 Session Eight: The Middle Eastern Context David M. Ment (2011) The American role in education in the Middle East: ideology and experiment, 1920 1940, Paedagogica Historica, 47(1-2), pp. 173-189. III. Globalization, Neoliberalism and Education Session Nine: Globalization An Overview Schultz, T.W. (1960) Capital Formation by Education. Journal of Political Economy, 68(6), pp. 571-583. 4 Zajda, J. (2008) Globalization, Comparative Education and Policy Research: Equity and Access Issues. In J. Zajda, L. Davies and S. Majhanovich (eds.) Comparative and Global Pedagogies. Equity Access and Democracy in Education. Springer, pp. 3-13. Chris Peers (2015) What is Human in Human Capital Theory? Marking a transition from industrial to postindustrial education, Open Review of Educational Research, 2(1), pp. 55-77. Session Ten: Neoliberalism An Overview Apple, M.W. (2001) Comparing neo-liberal projects and inequality in education. Comparative Education, 37(4), pp. 409 423. Hall, S. (2011) The Neo-liberal Revolution. Cultural Studies, 25(6), pp. 705-728. Torres, C.A. (2009) The Banking Education of the World Bank Expert Knowledge, External Assistance, and Educational Reform in the Age of Neoliberalism A Critique of the World Bank. Education and Neoliberal Globalization. NY: Routledge, pp. 27-42. Session Eleven: The South Asian Context Naseem, M.A. and Arshad-Ayaz, A. (2007) The Market, the Nation and the School: EFA in time of Globalization and Nationalism. In D.P. Baker and A.W. Wiseman (eds.) Education for All: Global Promises, National Challenges. UK: Elsevier, pp. 73 107. Carney, S. (2009) Negotiating Policy in an Age of Globalization: Exploring Educational Policyscapes in Denmark, Nepal, and China. Comparative Education Review, 53(1), pp. 63-88. Session Twelve: The African Context Wolhuter, C.C. (2007) Education for all in Sub-Saharan Africa: Prospects and Challenges. In D.P. Baker and A.W. Wiseman (eds.) Education for All: Global Promises, National Challenges. UK: Elsevier, pp. 337 362. Sessions Thirteen and Fourteen: Revision and Mid Term IV. Education and Social Justice Session Fifteen: Equity and Universal Education Williams, C. (2008) Globalising the Universal: Equity, Policy and Planning. In J. Zajda, L. Davies and S. Majhanovich (eds.) Comparative and Global Pedagogies. Equity Access and Democracy in Education. Springer, pp. 143-166. Cohen, J.E., Bloom, D.E., Malin, M.B. and Curry, H.A. (2006) Introduction: Universal Basic and Secondary Education. In J.E. Cohen, D.E. Bloom, and M.B. Malin (eds.) Educating All Children. A Global Agenda. UK: MIT Press. 5 Session Sixteen: Gender and Education
Youdell, D. (2010) Recognizing the subjects of education. Engagements with Judith Butler. In Apple, M.W., Ball, S.J. and Gandin, L.A. (eds.) The Routledge International Handbook of the Sociology of Education. London and NY: Routledge, pp.132-142. Unterhalter, E. (2008) Cosmopolitanism, global social justice and gender equality in education. Compare: A Journal of Comparative and International Education, 38(5), pp. 539-553. Henry, M. (2001) Globalisation and the Politics of Accountability: Issues and dilemmas for gender equity in education, Gender and Education, 13(1), pp. 87-100. Session Seventeen: The South Asian Context Nambissan, G.B. (2010) The Indian middle classes and educational advantage: family strategies and practices. In Apple, M.W., Ball, S.J. and Gandin, L.A. (eds.) The Routledge International Handbook of the Sociology of Education. London and NY: Routledge, pp. 285-295. Khoja-Moolji, S. (2014) Producing neoliberal citizens: critical reflections on human rights education in Pakistan, Gender and Education, 26(2), pp. 103-118. Session Eighteen: The African Context Dei, G.J.S. and Shahjahan R. (2008) Equity and Democratic Education in Ghana: Towards a Pedagogy of Difference. In J. Zajda, L. Davies and S. Majhanovich (eds.) Comparative and Global Pedagogies. Equity Access and Democracy in Education. Springer, pp. 49-69. V. Citizenship Education and the Global Context Session Nineteen: Citizenship Education An Overview Yuval-Davis, N. (1999) The 'Multi-Layered Citizen'. International Feminist Journal of Politics, 1(1), pp. 119-136. Pashby, K. (2011) Cultivating global citizens: planting new seeds or pruning the perennials? Looking for the citizen-subject in global citizenship education theory. Globalisation, Societies and Education, 9(3-4), pp. 427-442. Session Twenty: The African Context Thiong o, Ngugi wa (1994) Chapter One Decolonising the Mind. The Politics of Language in African Literature. Zimbabwe: Zimbabwe Publishing House, pp. 4-33. Wainaina, P.K., Arnot, M. and Chege, F. (2011) Developing ethical and democratic citizens in a post-colonial context: citizenship education in Kenya. Educational Research, 53(2), pp. 179-192. 6 Session Twenty- One: The Middle Eastern Context Zakharia, Z. (2009) Positioning Arabic in Schools Language Policy, National Identity, and Development in Contemporary Lebanon. In F. Vavrus and L. Bartlett (eds.) Critical Approached to Comparative Education. US: Palgrave Macmillan, pp. 215-231. Al-Nakib, R. (2011) Citizenship, nationalism, human rights and democracy: a tangling of terms in the Kuwaiti curriculum. Educational Research, 53(2), pp. 165-178, Session Twenty-Two: The South Asian Context Nazir, M. (2010) Democracy and education in Pakistan. Educational Review, 62(3), pp. 329-342 Kamat, S. (2004) Postcolonial aporias, or what does fundamentalism have to do with globalization? the contradictory consequences of education reform in India, Comparative Education, 40(2), pp. 267-287. VI. Education and Counter Terrorism Session Twenty-Three: Education and the Counter Terrorism Agenda Rizvi, F. (2004) Debating globalization and education after September 11. Comparative Education, 40(4): 157 171. Gearon, L. (2013) The Counter Terrorist Classroom: Religion, Education, and Security. Religious Education, 108(2), pp. 129-147. Session Twenty-Four: South Asia, Africa and the Middle East Cheng, S.Y. and Jacob, W. J (2003) The Changing Role of Education in a Post September 11,
2001 World: Perspectives from East Africa, Taiwan, and the United States. In W. Nelles (ed.) Comparative Education, Terrorism and Human Security. UK: Palgrave Macmillan, pp. 177 197. Curtis, L.A. (2007) U.S. Aid to Pakistan: Countering Extremism Through Education Reform. The Heritage Lectures, 1029. The Heritage Foundation, pp. 1-5. Saltman, K.J. (2006) Creative Associates International: Corporate Education and Democracy Promotion in Iraq. The Review of Education, Pedagogy, and Cultural Studies, 28, pp. 25 65. VII. Contemporary Issues in Comparative Education Session Twenty-Five: Contemporary Debates in Comparative Education Torres, C.A. (2009) Globalization, Education, and Transformative Social Justice Learning. A Preliminary Draft of a Theory of Marginality. Education and Neoliberal Globalization. NY: Routledge, pp. 89-95. 7 Lee, W. O., Napier, D.B. and Manzon, M. (2014) Does context still matter? The dialectics of comparative education, Asia Pacific Journal of Education, 34(2), pp.139-152. VIII. Presentations Sessions Twenty-Six and Twenty-Seven: Presentations Session Twenty-Eight: Revision