EDUCATION 581 (3 Semester Hours)
COMPARATIVE INTERNATIONAL EDUCATION
Course Description:
This course will examine and compare major differences in the approach to
education in the K-12 setting in selected countries/regions. Differences in
theoretical approaches as well as the application of pedagogies or teaching
strategies will be studied. This course has been designed for education students
preparing for or returning from a study abroad experience.
Students will be provided an introduction to the conceptual and methodological
questions underlying comparative and international education. A major focus will
be on the influence of culture, gender, race, and class, socio-political and
economic structures on the selected countries approach to education
Suggested Readings:
Noah, Harold J. (1985). Comparative Education. In T. Husén & T. Neville
Postlethwaite (eds), The International Encyclopedia of Education. Research and
Studies. New York: Pergamon, pp. 869 – 872.
White, Bob W. (1996). Talk about School: education and the colonial project in
French and British Africa (1860 – 1960). Comparative Education, 32/1, 9 – 25.
Gaines, Kevin (1993). “Black Americans’ Racial Uplift Ideology as “Civilizing
Mission.”” In Amy Kaplan and Donald E. Pease (eds.), Cultures of United States
Imperialism. Durham: Duke University Press.
Wray, Harry (1991). Change and Continuity in Modern Japanese Educational
History: Allied Occupational Reforms Forty Years Later. Comparative Education
Review, 35/3, 447 – 475.
Heyneman, Steven P. (2003). The history and problems in the making of
education policy at the World Bank 1960 – 2000. International Journal of
Educational Development, 23, 315 – 337.
Samoff, Joel (1999). Education Sector Analysis in Africa: limited national control
and even less national ownership. International Journal of Educational
Development, 19, 249 – 272.
Alesina, Alberto and Dollar, David (2000). Who Gives Foreign Aid to Whom and
Why? Journal of Economic Growth, 5, 33-63.
Suarez, David (2007). Human Rights and Curricular Policy in Latin America and
the Caribbean. Comparative Education Review, 51 (3), pp. 329-352.
Anderson-Levitt, Kathryn (2003). A World Culture of Schooling? In K. AndersonLevitt (ed.), Local Meaning, Global Schooling. Anthropology and World Culture
Theory. New York: Palgrave Macmillan, pp. 1 – 26.
Baker, David & Gerald K. LeTendre (2005). National Differences, Global
Similarities. Stanford: Stanford University Press (chapters 1, 4, 11).
Kamens, David H., Benavot, Aaron (2006). World Models of Secondary
Education, 1960-2000. In A. Benavot and C. Braslavsky, eds., School Knowledge
in Comparative and Historical Perspective. Hong Kong: Comparative Education
Research Centre and the University of Hong Kong, pp. 135-154.
Tobin, J. J., Wu, D. Y. H., Davidson, D. (1989). Preschool in Three Cultures.
Japan, China, and the United States. New Haven: Yale University Press. Please
buy or borrow this book; it’s not posted on ClassWeb.
Course Objectives:
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To compare education trends and practices in selected countries.
To examine education trends and practices in relationship to the
history of selected countries
To examine the major education philosophies driving the trends
and practices in selected countries.
The primary mission of the Donald R. Watson School of Education at the
University of North Carolina at Wilmington is to develop highly competent
professionals to serve in teaching and other educational leadership roles in
southeastern North Carolina, the state, and nation. The Watson School is
committed to achieving excellence in teacher and administrator preparation in all
of its programs.
Course Requirements:
The course is a seminar in which students are responsible for class
presentations and participation in discussions based upon lectures, assigned
readings, and audio-visual materials. Students are expected to come to class
prepared to discuss readings. Students are also responsible for using computer
technology and research orientations for course assignments and final research
project. Assignments stress critical thinking skills and emphasize concepts and
ideas rather than memorization of facts. ALL ASSIGNMENTS ARE TYPED AND
PRESENTED TO THE INSTRUCTOR BEFORE THE CONCLUSION OF THE
CLASS. Late papers will be deducted two points for each day late.
Your course grade will reflect the weighted average of the following grades:
1.
Reflection Paper on the Field of International and Comparative Education
(30%)
2.
In-Class Exam (open book) (60%)
3.
Literature Review on Cross-national Comparison in Education, date (10%)
Since there is no option of re-writing assignments, you are strongly encouraged
to clarify your questions in class. You must closely follow the instructions for the
structure of the assignments and you must use the APA style of reference for
your bibliographical references.
4. Graduate students are required to prepare a 10 page analysis paper
examining the historical impacts of the country studies on the educational
philosophy and trends in the countries selected.
Note: Beginning with the fall 2005 semester, the Watson School of Education
requires that all education majors enrolled in methods courses maintain an active
account on Task Stream, a web-based curriculum builder and portfolio toolset.
You are asked to maintain that account for the duration of your program with the
Watson School of Education (www.taskstream.com). Students in these courses
will use Task Stream to maintain a Professional Development Portfolio. This
portfolio includes evidence of your work to demonstrate progress toward meeting
exit requirements and professional standards.
Attendance:
Your promptness and active participation is expected at every class. Each
anticipated absence must be discussed with the instructor in advance. Each
unanticipated absence must be discussed with the instructor immediately upon
return to class.
Accommodations:
If you are a person with a disability and anticipate needing accommodations of
any type in order to participate in this class, you must notify Disability Services
(Westside Hall, 962-7555), provide the necessary documentation of the disability
and arrange for the appropriate authorized accommodations. Once these
accommodations are approved, please identify yourself to me in order that we
can implement these accommodations.
Grading
Grades may range from A to F as shown in the UNCW catalog.
Modeled after Gita Steiner-Khams