INTERNATIONAL AND GLOBAL EDUCATION ADMPS 2106 FALL 2014 SCHOOL OF EDUCATION UNIVERSITY OF PITTSBURGH ROOM 5201 PH (Wednesdays) / 5200PH (Thursdays) CONTACT INFORMATION Maureen W. McClure 5711 Posvar Hall 412.648.7114 mmcclure@pitt.edu Hours: Wednesdays 1-4, Thursdays 1-4 and by appointment Marzia Cozzolino 5711 Posvar Hall 412.648.7114 mac137@pitt.edu Hours: By appointment INTRODUCTION Many people talk about the importance of education in a globalizing context. Supporting policies and funding are often less visible or less available. Schools and universities encourage students to learn about the larger world, from social studies curricula in primary and secondary schools, to study abroad and service learning projects in colleges and universities, to international humanitarian efforts during disasters. Often these programs are isolated and not coordinated within schools and universities. A public vision of international economic competitiveness or global environmental security can look good on the surface, but governments and others may not ensure adequate provision for them. For example, at the local level, good international programs and networks be successful on a small scale in schools and universities, but unless there is strong “top down” policy and budget support, successful “bottom up” innovations can be difficult to scale up. This can create an uncoordinated approach both within and across institutions, making sustainability difficult and leaving students and organizations without clear direction. This course first focuses on education as a sector, i.e. the systems of education created by today’s societies. In this course we will discuss three: Basic Education (K-12), Higher Education and Non-governmental organizations (NGOs). Second, it focuses on the persons developing within these institutions, analyzing their educational needs and available support. Global development education for the whole person may mean planning and acting across sectors such as health, food security, shelter and others. 16 March 2016 Too often education professionals worldwide narrowly focus exclusively on institutional sustainability where they work. Students enter school from their families. Later many leave school and go out into the workplace. It is important to know where those workplaces are and what are healthy and responsible relationships across students, education and the labor market, both now and in the future. We also need to learn more about education in the world. There are myriads of ways in which families and nations strive to fulfill their fundamental generational duties to prepare their children to develop responsible identities that successfully balance both international and global citizenships and identities? From colonies to democracies, from classrooms to service learning projects, from Google Hangouts to Gigapans, from study abroad to national education reform policies, we shall explore the trends in thinking about international and global educational reform. We shall map stakeholder assumptions, theories and practices. Who thinks what practices are best and why? How do we address the complex and often contrary currents? We shall begin to map some of this complexity and invite you to locate yourself within it. COURSE MATERIALS There is only one textbook. Most of the required and recommended materials will be online in Blackboard. This will include not only readings, but a substantial number of videos as well. The syllabus will be subject to minor revisions during course. Students are encouraged to contribute materials that can be shared. Readings: Textbook Spring, Joel (2015). Globalization of Education: An Introduction. 2nd Ed. New York: Routledge. There is only one required book to buy, and it is a reasonably easy read. The latest edition is just out. I only received my copy in early August, so don’t be concerned if it isn’t in the Pitt bookstore right away. There are often many different ways to buy or rent the book online–hardback, paperback, Kindle, whatever. We encourage you to find the best deal you can. If you want to get started and don’t have the book, just start reading the materials in Blackboard. Readings (In Blackboard) (DRAFT: 08/17/14) Agbaria, A. (2011). The social studies education discourse community on globalization: Exploring the agenda of preparing citizens for the global age. Journal of Studies in International Education, 15(1), 57-74. 2 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. Frey, C. J. & Whitehead, D. M. (2009). International education policy and the boundaries of global citizenship in the US. Journal of Curriculum Studies, 41(2), 269-290. 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. DOI: 10.1177/1028315306286930. Lee, S.E. (2013). Education as a human right in the 21st century. Democracy and Education, 21(1), 1-9. Merriman,W. & Nicoletti, A. (2008). Globalization and American education. The Educational Forum, 72(1), 8-22. Myers, J.P. (2006) Rethinking the social studies curriculum in the context of globalization: Education for global citizenship in the U.S. Theory & Research in Social Education, 34(3), 370-394, DOI: 10.1080/00933104.2006.10473313. Rethinking knowledge about global societies (pp. 103-120). Charlotte, NC: Information Age Publishing, Inc. Parker, W. C. and 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. (2012). From Internationalism to internationalisation: The illusion of a global community in higher education. Journal of Social Science Education,11(3), 133-149. Porter, M. (2011). Making gender matter: paradigms for equality, equity, and excellence. In Hawkins, J. N., & Jacobs, J.W. (Eds.) Policy debates in comparative, international, and developmental education, New York, NY: Palgrave MacMillan. (pp. 131-154). 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. Schoen, L., & Fusarelli, L., D. (2008). Innovation, NCLB, and the fear factor: The challenge of leading 21st century schools in an era of accountability. Educational Policy, 22(1), 181-903. Tarc, P. (2013). What larger conditions and logics are in play? A response to Lee. Democracy and Education, 21(1), Article Response 1-4. Tochon, F.V. (2009). The Key to Global Understanding: World Languages Education—Why Schools Need to Adapt. Review of Educational Research, 79: 650 originally published online 18 February, DOI: 10.3102/0034654308325898. 3 Williams, C. (2000). Education and human survival: the relevance of the global security framework to international education. International Review of Education, 46(3/4), 183-203. Yamamoto, Y. & McClure, M.W. (2011). How can social cartography help policy researchers? In J. C. Weidman & W. J. Jacob (Eds.), A Festschrift honoring Rolland Paulston. Pittsburgh Studies in Comparative and International Education Book Series. Rotterdam: Sense Publishers. Zhao, Y. (2007). Education in the flat world: Implications of globalization on education. Phi Delta Kappa International, 2(4), pp 3-19. Retrieved at http://zhaolearning.com/wpcontent/uploads/2011/02/KappanEdgeZhao.pdf. ASSIGNMENTS In addition to class, group and online participation and attendance, there will be two response pieces, an individual map project and an individual technology project. With permission, individuals can, with permission, choose to form groups for both the map and the technology projects. Class preparation, attendance, group and online participation (30%) It is expected that you will attend all of the classes since they only meet once a week. In case of an emergency, please contact the instructor. The discussions in this course are intended to build critical thinking skills by comparing and contrasting the readings’ different points of view. These discussions should help you explore contemporary issues to see how they are meeting the generational challenge of preparing young people and adults to invent their futures in increasingly complex international and global contexts. It is expected that you have not only read and analyzed the class material, but also you have documented your analysis by the beginning of each class. It is also expected that you will voluntarily contribute to classes, to blogs and to your groups. During the week you can prepare for class by continuing your interactions with group members online in the discussion forum that will set up for you on the Blackboard site. These sites will be monitored for participation, so please contribute to them. One of the best ways to contribute is to ask questions about the readings, and to answer the questions of others. This peer-to-peer learning pedagogy can be highly effective. Two response papers Response paper #1 (15%) Response paper #2 (30%) You are obligated to create two response pieces, and to comment helpfully on every response piece posted on the blogs of your group members. The response pieces will be submitted online on the Blackboard site under assignments AND posted on the course blog. If you are having trouble uploading it, send it directly to Prof. McClure at mmcclure@pitt.edu. 4 Your group members are expected to read and provide helpful online comments for each others’ blogs. Response pieces ask you to synthesize particular issues, drawing on both the course materials and your experiences. They are intended to help you develop your professional opinions relative to others. 1-2 pages each, but try to keep it to one page if you can. It can be good experience for later. Put up response papers on your blog. Help your team improve - Comment helpfully on the blogs of each group member. Option #1 The Map (25%) You will be expected to create a map of the course material showing their relative positions. You will show yourself on the map. You will write a 3-4-page paper briefly explaining how you decided to build the map, why you placed yourself in a particular position, and to what extent do you think your position may or may not change over time. Individuals can selfform very small groups to create their projects. If you do form a group, please list group members in your proposal. Option #2 Technology Project (25%) You will design and then create a hands-on project, actually using technology that hopefully is new and exciting to you, and related to the course, your interests and your future career. For example, you could set up an international classroom exchange, or develop a Gigapan project, or a blog, or a website, or something or your own choosing. The project should be realistic, given current conditions. COURSE EXPECTATIONS The course is organized as a seminar. We have designed this without knowing who the students are. As the course progresses, we are likely to shift some of the assignments, based on class strengths, to better customize it for you. This is a course based on many sets of values in chronic tension. First is the universality of human dignity and human rights. Second is the need for national harmony, security and economic competitiveness, Third is the need to create both individual and community identities. In order to manage this complexity civilly, we assume that you will arrive for each class prepared to carry your own weight in what John Myers referred to as ‘thoughtful, responsible and constructive’ participation. It is important to be able to provide credible support for your positions, to listen respectfully to opposing points of view, and to respectfully disagree with others. As professionals often have competing schedules; therefore it is your responsibility to ensure that class attendance is kept up. If you have to be away, please notify both your group and me ahead of time; then make the effort needed to keep up with your group. Abuse of this policy is not acceptable. 5 COURSE COMMUNICATIONS I will respond to emails during working hours between 8 and 5, hopefully within three days. On the weekends, my own family duties take over. You can’t count on us responding on the weekends, so please give some thought to questions you might have before then, even though that’s when you will probably think of them. UNIVERSITY POLICIES Academic Integrity Students in this course will be expected to comply with the University of Pittsburgh's Policy on Academic Integrity. Any student suspected of violating this obligation for any reason during the semester will be required to participate in the procedural process, initiated at the instructor level, as outlined in the University Guidelines on Academic Integrity. This may include, but is not limited to, the confiscation of the examination of any individual suspected of violating University Policy. Furthermore, no student may bring any unauthorized materials to an exam, including dictionaries and programmable calculators. Disability Services If you have a disability that requires special testing accommodations or other classroom modifications, you need to notify both the instructor and Disability Resources and Services no later than the second week of the term. You may be asked to provide documentation of your disability to determine the appropriateness of accommodations. To notify Disability Resources and Services, call (412) 648-7890 (Voice or TTD) to schedule an appointment. The Disability Resources and Services office is located in 140 William Pitt Union on the Oakland campus. Copyright Notice These materials may be protected by copyright. United States copyright law, 17 USC section 101, et seq., in addition to University policy and procedures, prohibit unauthorized duplication or retransmission of course materials. See Library of Congress Copyright Office and the University Copyright Policy. Accessibility Blackboard is ADA Compliant and has fully implemented the final accessibility standards for electronic and information technology covered by Section 508 of the Rehabilitation Act Amendments of 1998. Please note that, due to the flexibility provided in this product, it is possible for some material to inadvertently fall outside of these guidelines. Statement on Classroom Recording To ensure the free and open discussion of ideas, students may not record classroom lectures, discussion and/or activities without the advance written permission of the instructor, and any such recording properly approved in advance can be used solely for the student’s own private use. 6 International and Global Education ADMPS 2106 Fall 2013 CLASS DATE TOPIC IN-CLASS ACTIVITIES READINGS Week #1 08/27-28/14 Introduction to the Big Ideas Study group members? See Week 01 course documents in Blackboard Introductions: The roles of education in globalization: the course and the field: What it is, isn’t and can’t be Negotiating identities in the complex and contested field of global and international education Week # 2 09/03-04/14 Global Citizenship and Competence I Review Syllabus and Blackboard Syllabus Form groups Globalization in Beta (2011) Introductions out of groups – one person reports out VIDEOS RSAnimate: Sir Ken Robinson Population Reference Bureau Movie (Watch trailer): Babies (2010) RSA Shorts: The Power of Empathy Technology is a Big Idea Earth at Night Asia at Night Globalization in Beta Reimers Discuss Response Paper #1 1-2 pages –writing concisely Show World Bank’s SABER site See Week 02 course documents in Blackboard Hunter, White and Godbey (2006) Reimers (2010) Hunter (2004) (not required) 7 WRITTEN ASSIGNMENTS – DATE DUE Think about Response Paper #1Due by September 21/22 Response Paper #1 Due by September 21/22 How are the meanings of the terms “international NOTES CLASS DATE TOPIC IN-CLASS ACTIVITIES READINGS Group discussion – Compare and contrast Hunter and Reimers Website To what extent, if any, do your interests and views align or not with Reimers? Week # 3 09/10-11/14 Global Citizenship and Competence II Education and Human CapitalCreativity and innovation? The distance between ideals and practice Seminar session What does Reimers discuss that isn’t covered in the Hunter and Godbey article? How important do you think this is? Group discussion of readings Zhao and Wagner look at basic education, while Hunter, White and Godbey look at higher education. Zhao promotes innovation and technology based on creative and diverse talent. How do Hunter and Wagner support, contradict or is mute on these ideas? World Bank’s SABER site Video: CMU Gigapan’s Global Connections 30 Breathtaking Satellite Photos Indonesian students Tianjin Normal video See Week 03 course documents in Blackboard Zhao (2007) Wagner (2008) Reimers (2006) Spring 1 VIDEOS Zhao Videos Wagner Videos Basic Economics Videos 8 WRITTEN ASSIGNMENTS – DATE DUE ed” and “global ed” changing for you in the contexts of your experience and this course so far? Why do you think this is? Technology project one page proposal October 8/9 Don’t forget Response paper #1 due September 21/22 Technology project one page proposal October 8/9 NOTES CLASS DATE Week # 4 09/17-18/14 TOPIC Boundaries of Globalism Workforce development Human and social capital construction - Hard and soft skills - Global competency Institutional support IN-CLASS ACTIVITIES READINGS If you think both international and global education are important, how should they be weighted and who should fund them? See Week 04 course documents in Blackboard Three group reports on International agency reports LinkedIn and Facebook, etc. WB and OECD Frey and Whitehead Intl Ed Policy: Global Citizen Boundaries (2009) Parker and Camicia (2009) Williams (2000) Cozzolino (2010) World Bank’s skills gap in Russia report OECD’s Greening jobs report UNESCO’s EFA Youth and Skills: Putting Education to Work report 9 WRITTEN ASSIGNMENTS – DATE DUE Don’t forget Response paper #1 due September 21/22 Response Paper #2 due October 12/13 Technology project one page proposal October 8/9 NOTES CLASS DATE TOPIC IN-CLASS ACTIVITIES READINGS WRITTEN ASSIGNMENTS – DATE DUE Week # 5 09/24-25/14 Research in International Education Discuss Response Paper #2 Due OCTOBER 19 at 11:59 PM. See Week 05 course documents in Blackboard Response Paper #2 due October 12/13 Spring 2 Dolby & Raman (2008) Pick one sector (K-12, Higher Ed or NGO). How can you use the course so far to argue for international or global education in one of these sectors? What are the potential challenges? Be specific, using the readings, etc. You may use course materials we haven't covered yet. Discuss readings and response papers Development education and the problem of multiple approaches NASA global selfie Technology project one page proposal October 8/9 Week # 6 10/01-02/14 Development Education, Workforce Development and Human Capital Discuss readings and the relationships between human capital as a theory and how it plays out in practice Workforce development See Week 06 course documents in Blackboard Response Paper #2 due October 12/13 Spring Chapter 3 and review 1 and 2 Human Capital Videos Human Capital Presentation Technology project one page proposal October 8/9 10 NOTES CLASS DATE Week # 7 10/08-09/14 TOPIC Development Education: Citizenship Education and Social Capital Formal and informal networks Week # 8 10/15-16/14 Development Education as a Human Right IN-CLASS ACTIVITIES READINGS drives national development in globalization, but what skills are needed? World Bank report on Russian Skills Gap Discuss Map Project due November 9 and Technology Project Due December See Week 07 course documents in Blackboard WRITTEN ASSIGNMENTS – DATE DUE Map Project due November 5/6 Merriman & Nicoletti (2008) RSAnimate: The Power of Discuss international and Networks global education within the Social Capital Videos context of the week’s OECD Green Jobs report readings on social capital Yamamoto & McClure (2011) Refer to Technology Project Technology project proposals due October 15 and 16 Discuss international and Rosling Videos global education within the EFA Monitoring report context of the week’s EFA Videos readings on education as a human right and your experiences Map Project due November 5/6 What roles has the UN played in promoting Final Technology projects due 11 Final Technology project due December 10 and 11 Technology project proposals due October 8/9 NOTES CLASS DATE TOPIC IN-CLASS ACTIVITIES READINGS education as a human right? Do you agree or disagree? Why? Week # 9 10/22-23/14 Week # 10 10/29-30/14 Development Education as a Public, Moral Responsibility IGE and the Curriculum Translation from theory to practice Discuss international and global education within the context of the week’s readings and your experiences See Week 09 course documents in Blackboard Spring Chapter 6 Lee (2013) Tarc (2013) Porter (2011) Human Rights Videos Discuss international and See Week 10 course documents global education within the in Blackboard context of the week’s readings and your Spring Chapter 5 experiences Agbaria (2011) Meyers (2006) + handout Have you seen international and/or global Reggio Emilia approach education “translated” into a curriculum? If so how? What were the theoretical values behind it? Economic competitiveness? Human 12 WRITTEN ASSIGNMENTS – DATE DUE December 10 and 11 Map Project due November 5/6 Final Technology projects due December 10 and 11 Map Project due November 5/6 Final Technology project due December 10 and 11 NOTES CLASS DATE TOPIC IN-CLASS ACTIVITIES READINGS WRITTEN ASSIGNMENTS – DATE DUE Rights? Other? Week # 11 11/05-06/14 IGE and Higher Education I Discuss international and See Week 11 course documents in global education within the Blackboard context of the week’s readings and your Spring Chapter 4 experiences Pike (2012) Patterson and Helm (2013) Tochon (2009) Map Project due November 5/6 Final Technology project due December 10 and 11 MOOC videos Anis presentation Hilt (2005) Documentary (Watch trailer): Week # 12 11/12-13/14 IGE and Higher Education II Discuss international and global education within the context of the week’s readings and your experiences See Week 12 course documents in Blackboard Dolby (2004) Open Doors Fast Fact 2012 and 2013 Project Atlas (2012) Tochon (2009) Anis presentation (2013) 13 Final Technology project due December 10 and 11 NOTES CLASS DATE TOPIC IN-CLASS ACTIVITIES READINGS Week # 13 11/19-20/14 IGE and Technology Discuss international and global education within the context of the week’s readings and your experiences See Week 13 course documents in Blackboard Technology: Networks, social media, videoconferences, wikis, Skype, virtual classrooms and virtual fieldtr ips) e.g. Gigapan, others Week # 14 11/26/13 Thanksgiving Week # 15 12/03-04/14 Now What? Now Where? Presentations WRITTEN ASSIGNMENTS – DATE DUE Final Technology project due December 10 and 11 Mitra (2010) McClure (2014) Technology Videos CMU’s CREATE Labs See Week 15 course documents in Blackboard Final Technology project due December 10 and 11 Final Technology project due December 10 and 11 Spring Chapters 7 and 8 Schoen & Fusarelli (2008) Movie (Watch trailer): Koyaanisquatsi Week # 16 12/10-11/14 Last class – Wrap up Presentations Technology project due 14 NOTES