INTERNATIONAL AND GLOBAL EDUCATION

ADMPS 2106 (1020-23251)

FALL 2017

SCHOOL OF EDUCATION

UNIVERSITY OF PITTSBURGH

CLASS INFORMATION

Number of credits: 3
Day/time: Wednesday 4:30-7:10 p.m.
Room: 5201 PH

CONTACT INFORMATION

Instructor:Maureen W. McClure, BA, MA., MBA, MS, PhD
Email: ; phone: 412-720-6158 (cell)
Office hours: Tuesday afternoons and by appointment

INTRODUCTION

International and Global Education (IGE) as a field of study is quite:

1) vast, because of its interdisciplinary nature and because it focuses on different areas of the world;

2) complicated, because it can be broadly defined and has many working definitions; and

3) contested, because its meanings and practices are the subject of contention among different stakeholders (the government, the education sector, and the business sector).

In this course, we will examine the theory and practices of IGEacross different education sectors (Basic Education, Higher Education, and Non-Governmental Organizations) to answer questions related to the role of education in teaching about the world, the rationales behind it, and the practices that support it. While students will examine a variety of materials and will be exposed to multiple points of view, the goal is to engage them in critical and respectful deliberations to help them develop their own voice in this field.

From the one-room schoolhouse to the Khan Academy, from classrooms to service learning projects, from music and food festivals to university international partnerships, from student exchanges to national education reform policies, we willexplore the trends in thinking about international and global educational reform. Specifically, we will focus on:

  • The implications of the process of globalization for education
  • The main concepts, ideas, and key players of the field of international and global education
  • The main existing programs in, curricular frameworks for, and classroom practices of international and global education
  • The main challenges to this field and its practices and future directions

While the emphasis will be on the practice of IGE in the U.S., international experiences will be used when possible in order to illustrate how these issues are dealt with in diverse contexts.

COURSE MATERIALS

There is notextbook for this class. All of the required and recommended materials will be online in Blackboard. This will include different kind of materials, such as journal articles, policy reports, book chapters, videos,and web links. The syllabus is subject to minor revisions throughoutthe course. Students are encouraged to contribute materials that can be shared.

Readings(In Blackboard)

Both required and recommended readings are listed here below. The required readings are bolded(see weekly schedule) and are those for which all students are responsible for. The recommended readings are absolutely optional, and are provided to you as additional resource as you develop your final project.

Abdullahi, s. (2010). Rethinking global education on the twenty-first Century. In Zajda J. (Ed), Global Pedagogies: Schooling for the Future. (pp. 23-34). New York: NY, Springer.

Bagnall, n. (2012). National or global: The mutable concepts of identity and home for international school students. Prospects, 42(1), 177-190.

Baker, F. (1999). Multicultural versus global education: why not two sides of the same coin? Teacher Education, 1,97-102.

Banks, M., & Bhandari, R. (2012). Global student mobility. In Deardoff, de Wit, Heyl., & Adams (Eds.) The SAGE Handbook of International Higher Education. (pp. 379-397). Thousand Oaks, CA: SAGE.

Banks & McGee Banks (2015). Multicultural Education: Issue and Perspectives. New York, NY: Wiley.

Bates, R. (2012). Is global citizenship possible and can international schools provide it? Journal of Research in International Education, 1(3), 262-274.

BoixMansilla, V., & Jackson, A. (2011). Educating for global competence: Preparing our youth to engage the world. New York, NY: Asia Society.

Brunold-Conesa, C. (2010). International education: The International Baccalaureate, Montessori and global citizenship. Journal of Research in International Education, 9(3), 259-272.

Bunnell, T. (2015). The rise and the decline of the International Baccalaureate Diploma Programming in the United Kingdom. Oxford Review of Education, 41(3), 387-403.

Cunningham, H., & Katsafanas, J. (2014). Pathways to develop interculturally aware teachers. The Field Experience Journal, 4(13), 25-38.

Cushner, K. (2012). Intercultural research in teacher education: An essential intersection in the preparation of globally competent teachers. Action in Teacher Education, 33(5-6), 601-614.

Davies, L. (2006). Global citizenship: Abstraction of framework for action? Educational Review, 58(1), 5-25.

DiCiccoCozzolino, M. (2016).Global citizenship education within a context of accountability and 21st century learning: The case of Olympus High School.Education Policy Analysis Archives, 24(55), 1-26.

Dolby, N. (2004). Encountering an American self: Study abroad and national identity. Comparative Education Review, 48 (2), 150-173.

Dolby, N., & Rahman, A. (2008). Research in international education. Review of Educational Research,78(3), 676-726.

Dower, N. (2002). Global citizenship: Yes or no? In Dower, N. & Williams, J. (Eds.) Global citizenship: A critical introduction. (pp. 30-40). New York, NY: Rutledge. Retrieved from on August 16th, 2017.

Dower, N. (2003). Does global citizenship require modern technology? IdeasYValores, 123, 25-42.

Gao, F. (2011). Exploring the reconstruction of Chinese learners’ national identities in their English language learning journey in Britain. Journal of Language, Identity, and education, 10(1), 287-305.

Garson, K. (2016). Reframing internationalization. Canadian Journal of Higher Education, 46(2), 19-39.

Goren, H. & Yimini, M. (2016). Global citizenship education in context: teacher perceptions at an international school and a local Israeli school. Compare, 46(5), 832-853.

Hanvey, R. (1976). An attainable global perspective. New York: Center for Global perspectives. Retrieved from on August 16th, 2017.

Hayden, M., & Thompson, J. (2008). International schools: Growth and influence. Paris, France: UNESCO International Institute for Educational Planning.

Hobson, D. (2007). The impact of globalization on higher education. In Hayden, Levy & Thompson (Eds.) The SAGE handbook of research in international education. (pp.476-485). Thousand Oaks, CA: SAGE Publications Ltd.

Hicks, D. (2003). Thirty years of global education: A reminder of key principals and precedents. Educational Review, 55(3), 265-275.

Hill, I. (2008). International education as developed by the International Baccalaureate Organization. In Hayden, Levy & Thompson (Eds.) The SAGE handbook of research in international education. (pp.25-37). Thousand Oaks, CA: SAGE.

Hill, I. (2012). An International model of world class education: The International Baccalaureate. Prospects, 42(3), online September 28th, 2012.

Hunter, W. (2004). Got global competency. International Educator, 13(10), 6-12.

Hunter, W., White, G.P. & Godbey, G.C. (2006). What does it mean to be globally competent? Journal of Studies in International Education,10(267), 267-285.

Lapayese, Y. (2004). National initiatives within the UN decade for human rights: The implementation of human rights education policy reforms in schools. Educational Research for Policy and Practice, 3(2), 167-182.

Lee, S.E. (2013). Education as a human right in the 21st century. Democracy and Education, 21(1), 1-9.

Lucas, A. (2008). Distinguishing between multicultural and global education: The challenge of conceptualizing and addressing the two fields. The Clearing House, 83(6), 211-216.

Knight, J. (2004). Internationalization remodeled: Definition, approaches, and rationales. Journal of Studies in International Education, 8(1), 5-31.

Marx, H. A., & Moss, D.M. (2011a). My cultural awareness profile. Washington, D.C.: NAFSA: Association of International Educators. Retrieved from

Marx, H.A., & Moss, D.M. (2011b). Teacher educator guide to using myCAP to support cultural reflection. Washington D.C.: NAFSA: Association of International Educators. Retrieved from

Mathews, S. & Landorf, H. (2016). Developing a framework to evaluate the potential of Global learning in MOOCs. New Horizons in Adult Education & Human Resource Development, 28(4), 3-14.

Merriman, W. & Nicoletti, A. (2008). Globalization and American education. TheEducationalForum, 72(1), 8-22.

McClure, M. (2014). MOOCs, wicked problems and the spirit of the liberal arts.The Journal of General Education, 63(4), 269-286.

Myers, J. (2012). Developing global citizens. Secondary students’’ experience with ICONS. In B.Maguth (Ed.), New Directions in Social Education Research: The Influence of Technology and Globalization on the Lives of Students.(pp. 63-82). Charlotte, NC: Information Age Publishing.

Parker, W. C. (2011). “International education” in U.S. public schools. Globalization, Societies and Education, 9 (3-4), 487-501.

Parker, W. C. Camicia, S.P. (2009). Cognitive praxis in today’s “international education” movement: A case study of intents and affinities. Theory and Research in Social Education,37(1), 42-74.

Peterson, P.M. & Helms, R.M.(2013) Internationalization revisited. Change: The Magazine of Higher Learning, 45(2), 28-34, doi: 10.1080/00091383.2013.764261

Pike, G. (2008). Citizenship education in global context. Brock Education, 17 (1), 38-39.

Pike, G. (2012). From internationalism to internationalization: The illusion of aglobal community in higher education. Journal of Social Science Education,11(3), 133-149.

Reimers, F. (2006). Citizenship, identity and education: Examining the public purposes of schools in an age of globalization. Prospects, 36(93), 275-294.

Reimers, F. (2010). Educating for global competency. In Cohen, J.E., & Malin, B. (Eds.) International perspectives on the goals of universal basic and secondary education, (pp. 183-202). New York, NY: Routledge.

Romaine, S. (2009). Language, culture and identity across nations. In In Hayden, Levy & Thompson (Eds.) The SAGE handbook of research in international education. (pp. 373-384). Thousand Oaks, CA: SAGE Publications Ltd.

Suarez-Orozco, M., & Sattin, C. (2007). Wanted: Global citizens. Educational Leadership, 64(7), 58-62.

Sutton, M. (205). The globalization of multicultural education. Indiana Journal of Global Legal Studies, 12(1), 97-108.

Tibbitts, F. (2010). Perspectives of research on human rights education. Journal of Human Rights Education, 2(1), 8-29.

Tochon, F.V. (2009). The key to global understanding: World languages education—Why schools need to adapt. Review of Educational Research, 79(2), 650-681.

UNESCO (2014). Global citizenship education: Preparing learners for the challenges of thetwenty-first century. Paris: Author.

Zhao,Y. (2010). Preparing globally competent teachers: A new imperative for teacher education. Journal of Teacher Education, 61(5), 422-431.

Weenink, D. (2008). Cosmopolitanism as a form of capital: Parents preparing their children for a globalized world. Sociology, 42(6), 1089-1106.

ASSIGNMENTS

In addition to class, group, and online participation and attendance, students are responsible for completing a portfolio and a final project. Assignments are due on the due dates as indicated in the syllabus, both in print (and stapled!), and digital format (on Courseweb). A penalty of 10% will be assessed for work that is late, regardless of the reason, unless a prior arrangement is made with the instructor at least 3 days in advance.The instructor may need to shift deadlines occasionally, as conditions change; and if so, students will not be penalized for this shift.

Class preparation and participation (45 points)

Individual participation.

  1. Each student is expected to a) carefully read all assigned readings every week; b) actively participate in class discussion; and c) provide at least one pertinent and meaningful input per class.
  2. To prepare for class discussion, review and think about the guiding questions listed in italics in the weekly schedule, as well as the questions/ comments/ critiques posted by your classmates in the weekly Discussion Board.
  3. Please come to class prepared with notes, and post your questions/comments for your classmates and instructor 24 hours prior to the beginning of class each week, therefore by 4:30 pm each Tuesday, so that there is a bit of time to start thinking about questions and comments that will then be addressed during class discussion.
  4. A post can either be:
  5. A. a question that isdirectly related to the week’s readings, is thought-provoking, and requires an answer that goes beyond “yes” or “no,” or
  6. B. a comment in the form of a paragraph (3 sentences minimum).
  7. You are to either post a question/ comment to the readings or to respond to a question/comment to your classmates. The rubric used to rate your participation will be the following:

Class participation / Discussion Board participation
Exceptional
(10-9 points) / Participates fully in class activities and discussion, comments are appropriate, and thoughtful / Discussion Board posts are always timely, appropriate, thoughtful
Adequate
(8-7 points) / Participates in class discussions and activities most of the times, comments are appropriate / Discussion Board posts are most of the time timely, appropriate and thoughtful
Needs Improvement
(6-3 points) / Does not consistently participate in class discussion and activities and comments are often off-topic / Discussion Board posts are sometimes timely, appropriate and thoughtful
Unacceptable
(2-0 points) / Rarely or never participates in class, often on the cell phone / Discussion Board posts are rarely posted in a timely manner, and are rarely on target/appropriate
  1. Please do not check or surf the internet during class unless instructed to do so. Also, as a courtesy to your instructor and classmates, please turn off ringers for incoming calls. Students are expected to be engaged in class throughout each session.
  2. Because of the nature of this class, it is important that we stay abreast of what happens around us and in the rest of the world. Doing this in our busy and hectic lives can be challenging at times, therefore we are going to help each other. Each week one of you will be in charge of sharing a piece of world news with the class (Week 2).

Group participation.

  1. In addition to individual class participation, it is also expected that you will contribute to the discussion and work within your working group.Group work can behighly effective, and this peer-to-peer learning pedagogy is highly valued in this class.
  2. The instructor will group studentsby their areas of interest and expertise. They may change around in the beginning, but will settle in for the rest of the semester.
  3. In groups, you will be discussing readings, complete in-class activities and lead a presentation of the assigned readings (see schedule and guidelines on Courseweb).
  4. Most of the group work will be done in class,however, you are also encouraged to use the Discussion Board. Active, respectful, and mindful participation during group work demonstrates a responsibility towards your group members, which is why the grade for this component will be in part peer assessed.

Attendance.

  1. Finally, it is expected that you will attend all the classes since we only meet once a week.
  2. In case of an emergency, please contact the instructor by email prior to the beginning of the class or as early as possible.
  3. Students who find it necessary to miss class more than once must
  4. make arrangements with their groups to fulfill their share of the work,and
  5. provide a written excuse to the instructor, and
  6. submit a two-page paper commenting on the readings for that week.
  7. Unexcused absences will result in a lowering of your final grade.If you will be absent due to a religious holiday, please let me know. I will work with you to meet expectations/assignments.

The grade you receive for individual and class preparation will count for 45% of your final grade and will be the result of the following items, each weighed as specified below:

  1. Individual input during the class and online participation on Discussion Board (at least one in class and online each meeting)20 points
  2. Individual presentation of a piece of world news 5 points
  3. Group-led discussion and in class group work20 points
  4. Attendancecredit/nocredit (if absent more than onceyou will need to submit a two-page paper commenting on the readings due on the day of your absence, in addition to your weekly Discussion Board post)

Portfolio (25 points)

Each of you will create a portfolio that includesthe following items:

  1. Critique and reflection upon completion of GCAA or MyCap survey (1 page) due by11/21/17
  2. Reflection upon attendance to one session of the Global Education Conference: (1 page)due by11/21
  3. Reflection upon attendance to an event organized by the Global Studies Center or one of the other UCIS area centers: page) due by11/21/17

Guidelines to help you complete each of the above listed assignments will be available on Courseweb prior to the due date. The complete portfolio will be due to me on Courseweb by Tuesday, November 21nd, at midnight. The assignments for the portfolio are graded as credit/no credit, all equally weighted soreceiving all of the credits for the assignments will have you earn all 25 points.

Final project (30 points)

In this culminating assignment, each student willdevelop a project related to education for the next global generation.There are many ways to approach this topic. The aim is for you to pursuein depth one of the topics presented throughout the course that is relevant to your academic and professional goals. It is in your best interest to start thinking about the final paper early in the semester. To help you with this, each of you will submit a short proposal (200-300 words)describing your topic by the 6th week of class (10/04). You will need to submit a copy of your proposal to the instructor both in written and digital format and you will be given time to share it in class to get feedback from your classmates as well.

Final project topics are subject to the instructor’s approval. You are encouraged to be savvy when completing assignments for this class and build upon the portfolio’s assignments to write your final project.

  • Take advantage of the “recommended” readings listed under each topic; they are good starting resources for you if you decide to further explore one these topics.
  • Whether or not you use the “recommended” readings for the final paper, keep in mind that you are required to compile and submit an annotated bibliography of at least 8 sources (at least 2 from your required readings, 4 from additional peer-reviewed articles and 2 web-based). In addition, you will be asked to give a presentation of your final projectto the class during the last two weeks of class.

A rubric for the final project is provided at the end of the syllabus, specifically this is how the grade for your final project will be calculated:

  1. Final project proposal (due by 10/05) 5 points
  2. Final project presentation (due when scheduled during the last two weeks of class) 15 points
  3. Annotated bibliography (due by 11/30)10 points

Grading scale

Letter gradeRange

A+98-100

A93-97

A-90-92

B+88-89

B83-87

B-80-82

C+78-79

C73-77

C-70-72

D+68-69

D63-67

D-60-62

Fanything below 60

At a glance course grading for ADMPS 2106_Fall 2017
Class preparation and participation
(45 points) / World news report
(Due as scheduled) / 5 points
Class and Discussion Board participation
(due each week) / 20 points
Group participation
(due as scheduled) / 20 points
Attendance
(each week) / Credit/non credit
Portfolio
(25 points) / Review of assessment tool
(by 11/22) / Credit/non credit
Reflection on Global Education Conference session
(by 11/22) / Credit/non credit
Reflection on Global Studies Event
(by 11/22) / Credit/non credit
Final project
(30 points) / Final project proposal
(by 10/05) / 5 points
Final project annotated bibliography
(by 11/30) / 10 points
Final project in-class presentation
(due when scheduled at the end of the semester) / 15 points
Total (100 points)

COURSE EXPECTATIONS

The course is organized as a seminar. While short lectures will be given, individual and group participation is crucial. For us to learn together, we each need to contribute. Therefore, I assume that you will arriveto each class prepared to carry your own weight withwhat John Myers referred to as “thoughtful, responsible and constructive” participation.