Building Trust: Education in Global Perspective
Educational Studies 250
Fall 2016
Sonia Mehta
Neill Hall 100A (651-696-6221)
Class Hours 12pm-1pm. Neill 113
Office Hours: M/W 10am-11:50 am. Appointments are encouraged.
“The life I touch for good or ill will touch another life, and that in turn another until who knows where the trembling stops, or in what far place my touch will be felt”
Frederick Buechner
Course Description
In this course, we examine the role of education as global phenomena. We encompass a comparative view of education around the world, as well as its role in international development. Taking this view further, by analysis and critique, we explore education as a force for change in an inter-dependent, globalized world.
Specifically, we will examine ways in which policies and practice either enhance or diminish efforts towards change that is inclusive, just, sustainable and effective in relieving human suffering, while expanding the potential and capacity for those affected by social change. We take the position that, in order to be effective, building trust becomes a key to connectivity between people, groups, organizations and ideas where education, development and change are theorized and practiced. To illustrate this process, we will construct possible education frameworks around the idea of Trust, by analyzing socio-cultural issues such as power, voice, silence and discourse.
Some of the questions encountered in this course, are:
What are the social, political, economic and ideological foundations, and global/local processes that shape approaches to International Development and Education policies?
How are educators in ‘developing’ regions of the world best supported as they work towards positive change?
How might trust and confidence be built among people working within the contexts of unequal power dynamics, and within historical, cultural and economic inequalities?
What lessons might be gleaned to guide approaches and changes to both education and development approaches in ‘developed’ and ‘developing’ countries?
Course Process
Throughout this course we will be reading for mastery, and critical analysis, with a view towards reconstructing frameworks. It is my wish for you to take away from this course, a firm grounding in the debates of the field, and deep knowledge of the academic and ethical tools necessary to navigate these debates. Ultimately this process is designed to help you find your own moral-ideological stance relevant to the complex issues you will encounter, and the ability to translate your vision into inclusive and compassionate action.
Mastery of the literature, historical contexts and state of the field is essential to understand the lessons of the past, and those of present practice. It is a critical tool needed to plot a more nuanced, informed future. Accomplish this through a close, interrogative reading of the texts and the supplemental materials of the course.
Active critique and analysis of the components in the material presented, enriches your approach to the political, economic, institutional, cultural and ideological dimensions of International Development and Education.
Following from this, our course process leads up to reconstructing frameworks of educational policy and practice within development work. We do this by bringing together concepts and debates learned, and the unique input of your creative thinking in a re-negotiation of these concepts and debates. Through this work, which you will present to your peers and instructor, you will have the opportunity to illuminate ways in which you have chosen to build trust, where (at what levels) and how that trust is to be built, the reasons for your choice, and the possible effects of your re-conceptualization.
Course Components
Readings
A close reading of the texts above is designed to give you the width and depth of historical context and analysis of International Development as an organizational field (Shields, 2013) as well as theoretical and methodological issues in Global Education Policy (Verger et. al, 2012).
Required Texts
Shields, Robin (2013). Globalization and International Education. Contemporary Issues in Education Studies series.
Verger, A; Novelli and Altinyelken, Eds. (2012). Global Education Policy and International Development.
Supplemental texts will be distributed as needed.
Course Forum
Moodle forums are a very important platform for the debate, discussion and relevance of the themes and ideas we will encounter through this course. This represents an important part of your classroom experience and will be graded as part of your class participation.
In response to course readings and discussions, you will be asked to research and collect at least 2 (two) Internet sourced materials pertinent to the topic of the week. These searches must be posted to the Class Forum section each week on Moodle. You are asked to annotate these Moodle posts to indicate how you see them as relevant to the discussion of the week. Posts and annotations should be completed by 8am of the following Sunday. For example, Moodle posts for Week 2 should be completed by 8am Sunday of Week 3 (the Sunday before we meet on Monday of our new week). Your Moodle prompts begin in Week 2 (Sept: 7,9). Therefore, I should see your first Moodle post on Sunday, Sept.11, at 8am.
Late Moodle Posts will not be accepted. If technical issues are present, please contact me on or before Sunday, 8am, at to let me know
Essay Exams
There are two exams in this course. Both are based on the texts and class discussions, and are designed to give you the opportunity to demonstrate your knowledge of the concepts, issues and perspectives covered, as well as your evolving and creative understanding of the same.
1) Midterm Exam: This is an open book exam. Your midterm will be held in in class October 19. You may request an exam book, or use your own paper.
2) Final Exam: This is a take-home exam. You will receive your exam question in class on Nov. 18. The Exam is due Nov 21, Monday by 1pm, in hard copy.
Case Study Project: 10-15 pages double-spaced not including Bibliography. Due 12/9 by 1pm
You are asked to research and present a case study concerning an international issue, with your rendering of possible approaches and solutions to the problem you have defined. As a final project, you will present your case to your peers, as well as submit a hard copy (bibliography included).
Specifically, you will:
a) Choose and define a particular international development problem or issue in a particular locale and region of the globe.
Identify the various related historical contexts, structures, agents, and actors relevant to this problem.
b) Identify and describe the areas of articulated power and the areas of silence in the mix.
c) Using concepts, themes, ideas and process you have encountered in this course, propose and re-contextualize your case study, pointing to possible approaches towards the most inclusive solutions possible.
d) Articulate how these approaches remedy the problem and expand human potential. Describe what role Education (policy, pedagogy, teaching methods, community space, knowledge building etc.,) could play in the alleviation of human suffering, and in the building of trust, in your scenario.
e) Describe how, and why, trust works (or might work) through your approach, and where, (at what levels, and with whom) you would work to build trust.
Evaluation
This course is structured to encourage a high quality of performance. Self, peer and faculty evaluation is incorporated. Late assignments will not be evaluated unless arrangements are made with the instructor or peer reviewers in advance. Final grades are assigned upon completion of all course components and are based on the following guidelines:
Course Forum and Class participation 30%
Midterm Exam 20%
Final Exam 20%
Case Study + Presentation (25+5) 30%
In the event a serious health of family issue prevents your timely submission of assignments, the following grading will be used, in fairness to all your peers.
Late (any time within ONE DAY beyond the stipulated expected submission time pertinent to the whole class): -15% reduction of grade for that submission
+1 days late: -5%
+2 days late: - 5%
+3 days late: -5%
+4 days late: Cannot be accepted
Building Trust: Education and International Development
Fall 2016
Important Dates
September: Case Study Abstract Due 9/26
October: Mid-term Exam in Class 10/19 Open Book in class
November: Case Study Draft Due 11/18
Final Exam Due 11/21
December: Final Case Study Due 12/9 Hard Copy
Course Overview
Introductions
Week 1 (8/31, 9/2)
Introductions
Course Components
Exams/Assignments
Case Studies
Historical Contexts
Week 2 (9/7,9)
Global Education Policy Frameworks
Antecedents to International Development
Shields: Chapter 1
Verger et al: Chapter 1
Moodle Prompts begin: Due Sunday 9/11 @8am
Week 3 (9/12,14,16)
Global Policy Frameworks
Shields: Chapter 2
Verger et al: Chapter 2
Education and Development: Socio-cultural Dimensions
Week 4 (9/19,21,23)
Power, Discourse and Silences
Shields: Chapter 3
Verger et al: Chapter 4
Case Study Abstract Due FRIDAY 9/26
Week 5 (9/26, 28, 30)
Theoretical Perspectives and the Global Economy
Shields: Chapter 5, 6
Education and Development: Institutional Dimensions
Week 6 (10/3,5,7)
Conflict and Emergencies
Shields: Chapter 4
Verger et al: Chapter 11
Week 7 (10/10, 12, 14)
Disconnection and Participation
Shields: Chapter 7
Verger et al: Chapter 3
Week 8 (10/17, 19)
Midterm Exam (10/19)
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FALL BREAK OCT 20-23
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Building Trust: Re-Contextualizing and Re-Conceptualizing
Week 9 (10/24, 26, 28)
Theory and Practice
Verger et al: Chapters 5, 6
Week 10 (10/31, 11/2, 4)
Pedagogy
Verger et al: Chapters 9,10
Week 11 (11/7, 9, 11)
Aid
Verger et al: Chapters 7,8
Week 12 (11/14,16, 18)
Policy and Process
Shields: Chapter 9
Verger et al: Chapters 12, 14
Week 13 (11/21)
Final Exam Due 11/21 by 1pm
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THANKSGIVING BREAK: NOV 23-25
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Building Trust: Case Studies
Week 14 (11/28, 30) (12/2)
Case Presentations
Week 15 (12/5, 7, 9)
Case Presentation and Class Closure
Case Study due (12/9) by 1 pm
Only Hard Copy printout please.
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