1

Department of Education

Rollins College

SPRING 2016

COURSE: EDU 347/547, Global Perspectives of Education INSTRUCTOR NAME: Professor H. James McLaughlin 407-646-2718 hmclaughlin@rollins.edu 241 Cornell Social Sciences building MEETING TIMES: 4:00-6:30 Mondays 208 Bush Sciences building STUDENT CONSULTATION HOURS: 1:00-3:00 Wednesdays 1:00-3:00 Fridays COURSE DESCRIPTION In this course we analyze the economic, political, and social issues that affect students’ and families’ lives in case study countries across the world. We also examine the educational experiences of students who come from varying backgrounds in these countries, with special emphasis on gender and marginalized communities, and discuss key educational initiatives developed by governmental and non-governmental organizations. The end result is to reconsider our own beliefs and to broaden our global perspectives about education, in light of what we have learned. PREREQUISITES OR CO-REQUISITES: None REQUIRED TEXTS Banks, J. A. (2009). The Routledge international companion to multicultural education. New York,

NY: Routledge. Brown, E. A., & Krasteva, A. (Eds). (2013). Migrants and refugees: Equitable education for displaced

populations. Charlotte, NC: Information Age Publishing. Smith, D. (2012). The Penguin state of the world atlas (9th ed.). New York: Penguin Books.

2

3

SUPPLEMENTARY TEXTS Anderson-Levitt, K. (Ed.) (2003). Local meanings, global schooling: Anthropology and world culture

theory. New York, NY: Palgrave Macmillan. Arboleda, J. A., Petesch, P. L., & Blackburn, J. (2004). Voices of the poor in Colombia: Strengthening

livelihoods, families, and communities. New York, NY: The World Bank. Brock, C., & Levers, L. Z. (Eds.) (2007). Aspects of education in the Middle East and North Africa.

Oxford, UK: Symposium Books. Feuerverger, G. (2001). Oasis of dreams: Teaching and learning peace in a Jewish-Palestinian village in

Israel. New York, NY: RoutledgeFalmer. Hughes, S. (2011). Off to class: Incredible and unusual schools around the world. Toronto, Canada:

Owlkids Book. Johnson, D. (Ed.). (2010). Politics, modernisation and educational reform in Russia. Oxford, UK:

Symposium Books. Kubow, P. K., & Fossum, P. R. (2007). Comparative education: Exploring issues in international

context (2nd ed.). Upper Saddle River, NJ: Pearson. Mazurek, K., & Winzer, M. A. (2006). Schooling around the world: Debates, challenges, and practices.

Boston, MA: Pearson. Mundy, K., Bickmore, K., Hayhoe, R., Madden, M., & Madjidi, K. (2008). Comparative and

international education: Issues for teachers. New York, NY: Teachers College Press. Nikolaev, D., & Chugunov, D. (2012). The education system in the Russian Federation: Education

brief 2012. Washington, DC: The World Bank. Niemi, H., Toom, A., & Kallioniemi, A. (Eds.). (2012). Miracle of education: The principles and

practices of teaching and learning in Finnish schools. Rotterdam, Netherlands: Sense Publishers.

Norberg-Hodge, H. (2009/1991). Ancient futures: Lessons from Ladakh for a globalizing world. San Francisco, CA: Sierra Club Books.

Peters, L. (2009). Global education: Using technology to bring the world to your students. Eugene, OR: International Society for Technology in Education.

Postiglione, G. A. (Ed.) (2006). Education and social change in China: Inequality in a market economy. London, UK: M. E. Sharpe.

Rotberg, I. C. (2010). (Ed.). Balancing change and tradition in global education reform (2nd ed.). Lanham, MD: Rowman and Littlefield.

Sahlberg, P. (2010). Finnish lessons: What can the world learn from educational change in Finland? New York, NY: Teachers College Press.

Saunders, D. (2012). The myth of the Muslim tide. New York, NY: Vintage Books. Seager, J. (2009). The Penguin atlas of women in the world (4th ed.). New York: Penguin Books. Sperling, G. B., & Winthrop, R. (2015). What works in girls' education. Washington, DC:

Brookings Institution Press. Suárez-Orozco, M. M. (2007). Learning in the global era: International perspectives on globalization

and education. Berkeley, CA: University of California Press. UNESCO. (2010). Education for All Global Monitoring Report 2010: Reaching the marginalized. New

York, NY: UNESCO. Free to download at: http://www.unesco.org/new/en/education/themes/leading-the-

international-agenda/efareport/reports/2010-marginalization/

4

Vavrus, F., & Bartlett, L. (Eds.) (2009). Critical approaches to comparative education: Vertical case studies from Africa, Europe, the Middle East, and the Americas. New York, NY: Palgrave Macmillan.

Yates, L., & Grumet, M. (Eds.). (2011). Curriculum in today’s world: Configuring knowledge, identities, work and politics. New York, NY: Routledge.

5

COURSE OBJECTIVES Class participants will:

1. Evaluate educational contexts and current conditions in case studies of developing and more economically developed societies. 2. Investigate historical, economic, political, cultural, linguistic, and sociological issues that affect students’ and families’ lives in the countries. 3. Analyze curricular trends and educational policies in the countries. 4. Examine the educational experiences of students who come from varying backgrounds in the countries, with special emphasis on gender and marginalized communities. 5. Identify and critique key educational initiatives developed by governmental and non-governmental organizations. 6. Compare policies and practices of diverse educational systems with those of the United States.

CONTENT OUTLINE

There are five Course Themes, related to education:

Poverty and Inequality Indigenous Language and Culture Immigration Refugees and Migrants Girls and Women "Informant Reports"

In each class session led by the Professor, we will focus on certain "case study nations" with regard to one of these themes. Students will bring "Informant Reports" in order to enrich our contextual information about the nations.

Geographer -- of landforms and transportation (the Professor)

Historian -- of major events that have affected education

Economist -- of economic issues that affect education

6

Political Scientist -- of laws and policies related to education

Anthropologist -- of cultural, religious, and linguistic issues related to education

Sociologist – of social groups and gender issues related to education

• 2-3 students will prepare information for each of these roles, for each class session that concerns the "case study nations" I have chosen. • Bring to class a 2-page summary of what we should know, in order to have a deep understanding.

“Investigator Activities”

In the class sessions following each set of "Informant Reports" about a theme, student "Investigators" will come to class prepared to lead a learning activity, so that we can consider more deeply the theme under review. There will be 2-3 activities based on student investigations of the theme. As part of your activity, you may include a brief video (no more than 8 minutes), or link to a website

You may “specialize” in a certain aspect of the issue, such as the psychological effects of immigration, the economic conditions of girls in parts of the world, the cultural changes occurring when refugees from certain religion groups come to a nation, the challenges for teacher preparation when indigenous languages have to be considered. . .

How do we address ideas and information in an engaging and efficacious way? Prepare a 30-minute experience, with information and ideas that are:

By the numbers In the images From the reports Through the stories

Course Schedule I. Starting with You, Me, and Children

January 11

Your experience, curiosity, and knowledge

7

¿What is 1 nation in Latin America, in Europe, in Africa, and in Asia, about which you know the most? ¿How did you learn about it? ¿Why should we study education in other countries? The backbone of this course: “Big Ideas”; "Clear Focus"; “Broad Information”; “Deep Understanding”

8

Watch “Back to School”: Shugufa, Neeraj, Jefferson

Take on the Informant roles (2-3 students each), and ask questions from the perspective of that role

Professor will play the “Geographer” role, to make comments and ask questions about Afghanistan, India, and Brazil

Resource Packet

What sources for information about the world do you consult now? Show students examples from the Resource Packet

UNESCO Associated Schools list For the next class session on January 25, explore the following sources, related to one of our course themes: • Explore 4 websites– 1 related to the United Nations, 1 to International Education Projects, 1 to Education Assessments or NGO’s, and 1 to the Conditions of Children’s Lives, including health and economics • Bring a short summary of your thoughts about a website, in response to this question:

¿What can we learn that is important, and how does it help you to understand more about the world?

State of the World Atlas • Professor copies 2 pages in 2 different parts of the book • Small groups of 2-3 students examine their graphics: What can we learn from these 2 pages? What did it lead you to think about? What information needs to be updated?

• For the next class session on January 25, analyze 2 of the graphics, and bring written answers to the following prompts:

What can we learn from these 2 pages? What did it lead you to think about?

Update the information in theh graphic so that it is as current as possible • Use this book as a resource for thinking about what information we need –

9

for the “Investigator Information” Course syllabus

10

Assessment

What are the best forms of assessment for you, to reflect what you are learning? Verbal skills Written skills Artistic skills Knowledge and understanding Critical thinking and analysis Imagination and creativity

What is an example of an assignment that challenged you, for each of those sets of skills and knowledge?

Assessments:

1. Website and State of the World information 2. Preparation for class sessions related to “Professor’s Case Nations”:

“Informant Reports” (5 times)

3. Leading the class in a learning activity: “Investigator Activity” (1 time) 4. Exam on “Professor’s Case Nations”; multiple choice, short answer, and essay 5. Final Paper, focused on one of the themes, with some sort of cross-national analysis, the imaginary creation of a project, and visual information

And for Our Next Class on January 25: The State of the World

• Explore 4 websites– 1 related to the United Nations, 1 to International Education Projects, 1 to Education Assessments or NGO’s, and 1 to the Conditions of Children’s Lives, including health and economics • Bring 15 copies of a short written summary of your thoughts about each website, in response to this question:

¿What can we learn that is important? ¿How does it help you to understand more about the world?

• Analyze 2 of the graphics in the State of the World Atlas, and bring written answers to the following prompts:

11

¿What can we learn from these 2 pages?

¿What did it lead you to think about? Update the information in the graphic so that it is as current as possible • Become familiar, in a general way, with the Millennium Development Goals (MDGs) and the Sustainable Development Goals (SDGs)

January 18, Week 2

Martin Luther King, Jr. Day: No class session

January 25, Week 3 Website explorations

State of the World Atlas analysis In-class readings and viewings: Convention on the Rights of the Child Universal Declaration of Human Rights Video

Millennium Development Goals (MDG): 2000 – 2015 Goals Final Analysis Sustainable Development Goals (SDG): 2015 – 2030 Goals

II. Exploring the 5 Themes

February 1, Week 4 Children in Poverty: Mexico and Kenya; urban/rural; adaptation

Professor's talk on Mexico, with PowerPoint and stories Student “Informant Reports” on Kenya Movie/video on Kenya – The Kid from Kibera or Building Hope

12

Readings: Banks, Ch. 39 - Find out about "intercultural universities"

Local Childhoods (chapter on poverty)

February 8, Week 5 Children in Poverty: Investigator Activities on this issue (2-3 students)

13

Resources: The Poor Child Inequality in Education

Growing Gaps EFA GMR on inequality (2009)

LeTendre Walner Stambach

Professor's overview February 15, Week 6 Indigenous People: Hawai’i and New Zealand; culture, language

Professor's talk on Hawai’i, with PowerPoint and stories Student “Informant Reports” on New Zealand Movie/video on Australia or New Zealand Readings: Article on Hawai’i Banks, Ch. 21

February 22, Week 7 Indigenous People: Student Investigations on this issue (2-3 students) Resources: Banks, Chs. 19, 20, 39, 40

Cultural Survival Quarterly UNICEF Innocenti publication Professor's overview February 29, Week 8 Spring Break; Professor attends a conference in Vienna, Austria, on migrant education March 7, Week 9 Immigrants: Netherlands and USA; immigration, religion

14

Professor's talk on Netherlands, with PowerPoint and stories Student “Informant Reports” on USA Movie/video on USA -- A Place in the World Readings: Integration of Immigrant Youth Crul's article Banks, Ch. 4 Brown & Krasteva, Ch. 2

March 14, Week 10 Immigrants: Student Investigations on this issue (2-3 students)

Resources: Banks, Chs. 23-26, 30-34 Brown & Krasteva, Chs. 3, 11, 13, 14

Children of Immigrants The European Second Generation New York and Amsterdam Strangers No More

Professor's overview March 21, Week 11 Refugees and Migrants: Austria and China; religion, culture

Professor's talk on Austria and the conference, with PowerPoint and stories Student “Informant Reports” on China Movie/video on China Readings: Banks, Chs. 36, 37 Brown & Krasteva, Chs. 1, 6

Articles on migrants from Syria/Iraq/Afghanistan March 28, Week 12

15

Refugees and Migrants: Student Investigations on this issue (2-3 students) Resources:

Brown & Krasteva, Chs. 4, 5, 7, 8, 15 (non-USA) and 9, 11, 12, 13, 14 (USA) Rural-Urban book (2013) Professor's overview of Brown and Kristeva, and Weeks 9-12

16

April 4, Week 13 Girls and Women: India and Turkey; gender, culture

Professor's talk on Turkey, with PowerPoint and stories Student “Informant Reports” on India Develop essay questions for exam Readings:

Article on Turkey Rankin et al. April 11, Week 14 Girls and Women: Student Investigations on this issue (2-3 students)

Movie/video on India: The Revolutionary Optimists or Lines in the Dust

Resources: Gender and EFA What Works in Girls' Education Due: First draft of paper Questions for Exam given out Professor's overview

III. Sharing the Learning April 18, Week 15 Exam (1.5 hours) Papers returned, with comments; second draft is due on Monday, May 2 April 25, Week 16 Course event in which we share what we have learned -- how we learned it -- and why it is meaningful to us

17

World Café: Each person leads a conversation in our “café” about educational issues related to your theme of choice. You must bring an “artifact” that represents in some way the issues you have investigated, visual and written representations of how people are working to improve children’s lives and education related to the theme, and questions that we will discuss. The other participants in our café will take on varying roles during the discussion, so that we can see the world from different imagined perspectives. We will all ask questions and make comments. Students will write about their “Learning Moments” in the course:

¿What have you learned that will be meaningful in your life? ¿What actions do you want to take in your life, related to global understanding? Final speech by Professor McLaughlin May 2, Week 17 Second draft of Paper is due COURSE REQUIREMENTS Website and State of the World Information • Due on January 25 • 5 points

“Informant Reports” related to “Professor’s Case Nations” • Due on February 1, February 15, March 7, March 21, and April 4 • 5 points each = 25 points “Investigator Activity” • Due during one class, on February 8, February 22, March 14, March 28, or April 11 • 15 points Essay Examination (Multiple choice, short answer, and essay)

• You will have a part in writing questions for the essay portion of the Examination on Monday, April 4. By April 11, you will receive a pool of 4 examination questions to study. During the Exam on April 18, you will answer 2 questions that I have chosen, and you will choose 1 of the remaining 2 questions to answer.

• 25 points

18

The Paper (1) Determine a subject of interest to you, related to our themes. (2) Develop several key questions that you will ask as you look for and read about your topic. Here are some possible questions to which you could respond:

* What are some perplexing educational issues and promising ideas or projects associated this theme? * What do students from a certain place or cultural group experience in their schooling or education that relate to this theme? * What might we learn from educational projects related to this theme? * What project would you develop to help students whose lives are affected by this theme?

(3) Find and summarize information about the subject from the WWW and from books and journals. The Paper should have at least 5 websites and at least 7 written sources (and may include interview summaries). The minimum length is 15 pages, typed and double-spaced. It is to be succinct and carefully organized, and ought to offer specific examples from the sources to support points you make, in relation to the questions you ask. You need to show clarity of thought along with an ability to express yourself. There must be a summary that synthesizes your responses to the key questions you asked yourself when you began the search. I will consult with anyone about the Paper, at any time in the process. A first draft is due Monday, April 11. It will be assessed and returned on April 18. It is worth 10 points. The second draft is due Monday, May 2, and is worth 20 points. COURSE EXPECTATIONS Discussions of the readings are central to the success of the class. Please read all assigned work and write in your journals prior to due dates. I do not grade on participation in class because I assume that you will be responsible for learning on your own, and for the socially constructed learning in class. Out-of-class grades assignments turned in 1-6 days late will be penalized the equivalent of 1 letter grade. Work will not be accepted if it is more than 1 week late. Please note that the syllabus is subject to alterations. Any due dates included in this syllabus will be not be moved up, and if they are moved back, you will be informed ahead of time. Thanks for your flexibility.

19

The Honor Pledge and Reaffirmation Membership in the student body of Rollins College carries with it an obligation, and requires a commitment, to act with honor in all things. The student commitment to uphold the values of honor - honesty, trust, respect, fairness, and responsibility - particularly manifests itself in two public aspects of student life. First, as part of the admission process to the College, students agree to commit themselves to the Honor Code. Then, as part of the matriculation process during Orientation, students sign a more detailed pledge to uphold the Honor Code and to conduct themselves honorably in all their activities, both academic and social, as a Rollins student. A student signature on the following pledge is a binding commitment by the student that lasts for his or her entire tenure at Rollins College:

The development of the virtues of Honor and Integrity are integral to a Rollins College education and to membership in the Rollins College community. Therefore, I, a student of Rollins College, pledge to show my commitment to these virtues by abstaining from any lying, cheating, or plagiarism in my academic endeavors and by behaving responsibly, respectfully and honorably in my social life and in my relationships with others. This pledge is reinforced every time a student submits work for academic credit as his/her own. Students shall add to the paper, quiz, test, lab report, etc., the handwritten signed statement: “On my honor, I have not given, nor received, nor witnessed any unauthorized assistance on this work.”

Material submitted electronically should contain the pledge; submission implies signing the pledge. Also, it is important that you understand the meaning of "plagiarism," so that you can avoid it. On page 349 of the Publication Manual of the American Psychological Association (APA), plagiarism is defined in this way:

Plagiarism (Principle 6.22). Psychologists do not claim the words and ideas of another as their own; they give credit where credit is due. Quotation marks should be used to indicate the exact words of another. Each time you paraphrase another author (i.e., summarize a passage or rearrange the order of a sentence and change some of the words), you will need to credit the source in the text.

Attendance Policy Regular attendance is expected. Attendance includes meaningful active participation in all class sessions, class discussions, and class activities as well as continuous professional and ethical conduct in class. Reasonable accommodations are made for religious observances, health problems, or death in the immediate family. The class should be worthwhile so that you will want to come and participate. Documentation must be provided for excused absences. If you miss 2 class sessions you must meet with me to discuss your situation and we will determine what make-up work will be required. If you have

20

missed 3 classes at any point in the course, you will be asked to withdraw from the course because of an excessive number of absences. If you have a documented medical emergency that requires you to miss an excessive number of classes, with prior approval of the professor you may be given an Incomplete, and we will then discuss how you can fulfill the class requirements. Electronic Devices Cell phones must be turned off or placed on “vibrate” during class hours. No texting or phone calls may be made, and no other operations on cell phones may be performed while in class. Laptop computers may be brought to class, but they should only be used to take notes or on occasion, if asked, to find information related to a class discussion. CREDIT HOUR STATEMENT

This course is a 4-credit-hour course that meets 3 hours per week. The value of 4 credit hours results from work expected of enrolled students both inside and outside the classroom. Rollins faculty require that students average at least 3 hours of outside work for every hour of scheduled class time. In this course, the additional outside-of-class expectations are: Research, interviews with people who know about “invisible children,” and debate preparation. STUDENTS WITH DISABILITIES

Rollins College is committed to equal access and does not discriminate unlawfully against persons with disabilities in its policies, procedures, programs, or employment processes. The College recognizes its obligations under the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 to provide an environment that does not discriminate against persons with disabilities. If you are a person with a disability on this campus and anticipate needing any type of academic/medical accommodations in order to participate in your classes, please make timely arrangements by disclosing this disability in writing to the Disability Services Office at Box 2613, Thomas P. Johnson Student Resource Center, 1000 Holt Ave., Winter Park, FL, 37289. Appointments can be scheduled by calling 407-646-2354 or by emailing: gridgeway@rollins.edu. PROHIBITION OF DISCRIMINATION (TITLE IX) Rollins College is committed to creating and maintaining a community in which students, faculty and staff can work together in an atmosphere free of sex and gender based discrimination. Rollins is strongly opposed to all forms of sex and gender based discrimination (including sexual assault, intimate partner violence, stalking, and sexual harassment) and is committed to providing support, resources, and remedies to individuals that have experienced sex and gender based discrimination. Faculty members are responsible employees under Title IX and must share information about sex and gender based discrimination with the Title IX

21

Coordinator. Information about available confidential resources, support services, and reporting options can be found online at www.rollins.edu/sexual-misconduct RELIGIOUS ACCOMMODATION In accordance with rules of the Florida Board of Education and Florida law, students have the right to reasonable accommodations from the College in order to observe religious practices and beliefs with regard to class attendance, the scheduling of examinations, and work assignments. Students who wish to be excused from course work, class activities, or examinations must notify me in advance of their intention to participate in religious observation and request an excused absence. I will provide a reasonable opportunity to make up such excused absences, if approved. APA STYLE WEBSITES http://www.wisc.edu/writing/Handbook/DocAPA.html http://www.english.uiuc.edu/cws/wwrorkshop/bibliography/apa/apamenu.htm http://www.apastyle.org/fifthchanges.html

22

Informant Reports February 1 February 15 March 7 March 21 April 4

Historian

Economist

Political Scientist

Anthropologist

Sociologist

23

24

Investigator Activities February 8: Poverty and Inequality ___________________________ ___________________________ ___________________________ February 22: Indigenous Language and Culture ___________________________ ___________________________ ___________________________ March 14: Immigration ___________________________ ___________________________ ___________________________ ___________________________ March 28: Refugees and Migrants ___________________________ ___________________________ ___________________________ ___________________________ April 11: Girls and Women ___________________________ ___________________________ ___________________________

25