CTL 1037H
Teacher Development: Comparative and Cross Cultural Perspectives
2013, Mondays, 5:00-8:00; Room TBA
Instructor: Dr. Sarfaroz Niyozov
Welcome to Teacher Development: Comparative and Cross Cultural Perspectives. In this course we attempt to
bring together two distinct fields or lines of inquiry: (i) teacher development and (ii) comparative and cross-cultural
perspectives on education. In general terms, the course examines various perspectives on the professional lives of
teachers within particular places (e.g., classroom, schools) and works upward to the broader contexts in which
teachers work and live, as seen by these teachers and as analyzed through various scholarly frameworks.
The teacher development component looks at the conceptualizations of teaching, classroom life, forms of teacher
education, conditions of teaching and learning, and teachers’ engagement with curriculum and their relations with
other stakeholders: the state, the school administration, other teachers, parents, students and the community at large.
The cross-cultural and comparative dimension of the course links approaches to broad social structures (social,
political, economic) and cultures and moves downward to smaller groups and individuals: bridging the gap between
the individual and structural levels of analysis is one of the most important and difficult challenges facing
contemporary social science and educational studies.
The course is founded on a belief that bringing these two fields of inquiry together can provide us with a way to meet
that challenge and provide much better understanding of teacher development in universal and contextual terms.
While intended as an early step on that intellectual journey, the course also has a very practical purpose. This
blending of individual and structural analysis in cross-cultural and comparative contexts can provide us, education
researchers, policy makers, and practitioners with a richer, more complex and deeper understanding in order to make
better and more informed decisions at various levels of educational provision and development, particularly learning,
teaching, and teacher development in our own multi-cultural societies.
This general situation has some practical implications for how the conduct of the course.
A) Beyond the selected readings, there is no fixed course-specific literature from which we can draw. There are
many items from several disparate fields, which are relevant to the course, but they do not yet together form a
coherent body of literature;
B) There is no obvious pre-ordained discipline - or field-driven set of specific questions for us to address
collectively. We will be moving into largely uncharted territory. This may prove to be somewhat unsettling and
confusing, but it also gives us the freedom to define together questions we want to address for ourselves. A
preliminary set of questions or issues, which may prove useful to us follows:
1. Differing understandings of concepts, processes, issues of and approaches to teaching, learning, and teacher
development in various cultural and historical contexts. What do teachers and learners understand themselves to be
doing in different cultures? What does teacher development entail conceptually and structurally? How do cultural
factors affect teaching and learning? How do teachers develop? What issues and lessons can one glean from studying
teacher development in various contexts, systems, and cultures? How do the understandings of teachers’ and various
sub-groups of teachers resemble and differ from those of other individuals, groups and institutions?
2. What do we mean by culture and cross-cultural perspectives? What concepts, processes, challenges, and issues are
involved in cross-cultural understanding of teaching and teacher development? How are they related as constructs to
such forms of human differentiation as gender, social class, race, colour, ethnicity, language, tradition, religion, etc.?
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3. What does it mean to do cross-cultural research and development projects on teaching and teacher development?
What are the potential benefits and limitations of such a cross-cultural approach: how can outsider perspectives from
another cultural context inform our understandings of our own context; to what degree can our outsider perspectives
bring deeper understanding to other cultural contexts? Can outsiders critically analyze and pass value judgments on
those of other backgrounds? How can these be done in a rigorous, critical yet constructive and sensitive manner,
while avoiding sliding the extremes of romantic valorization or close-minded denigration of the other?
4. We will look at a number of aspects involved in teacher development in various contexts: e.g., (i) becoming a
teacher, (ii) remaining in teaching, (iii) conditions of teaching and learning, (iv) opportunities and constraints at the
school and community level, (v) differing educational system structures and their influence upon what teachers can
and do accomplish, (vi) effects of general social, economic and educational policies on teaching and learning in
different societies and (vii) how teachers and learners can influence such policies, etc. Some narrative and
ethnographic accounts from different cultures as well as sociological and macroeconomic perspectives will be
provided.
5. We will explore what we can learn about teaching and learning from different cultures, contexts and formal and
informal approaches and innovative models such as Escuela Nueva in Colombia, BRAC in Bangladesh, the
Community Schools in Egypt, the Aga Khan Foundation projects and their offspring in other nations. How can all
these help us to become better educators?
A significant portion of our time during the first few course sessions will be devoted to working together to develop
a more refined set of understandings, conceptualizations and general questions which will serve us all as a roadmap
for the rest of the course. These frameworks, concepts and approaches should be applied to subsequent readings,
discussions, presentations and assignments related to the particular regions we are dealing with. Even though they
are not always overtly present in particular readings, we should apply them in a critical fashion, not only examining
what is present, but what is absent in accounts of schooling , teachers and teaching development, and why that might
be so, with the aim ultimately of increasing depth and richness of understanding. For some of us, the aim is to
expand our insights into teaching and teacher development in Canada; for others to apply insights from North
America and other regions to a richer appreciation of a particular region of interest, while working towards a broader
notion of education, teaching and learning in an increasingly complex, diverse and interrelated world.
Course Readings
Given the above, the course reading list is never finalized. The major foundational texts comprise of (i)
participants’ cross cultural and teaching/teacher education experiences; (ii) the course readings: the bulk of the
readings are available electronically by following the links on the syllabus as posted on Blackboard and C2C; a few
readings are available only in hard copy and will have to be purchased as a course package from Print City Copy
Center at the 180 Bloor Street West (416 920 3040; saroj.jain@printcity.ca)
The readings comprise an attempt to introduce various perspectives on teacher development representing
industrialized and developing countries. We will have to interpret the readings, and address the questions on
which we decide to focus. I expect the students throughout the course to collaborate in further diversifying and
refining this reading resource. Students can do that in many ways (e.g., posting a reading on the course’s online
conference), providing a reading to the class directly, suggesting a reference. The resources could be of various
types (Audio, video). The major criteria for such contribution is that the reading should provoke thinking,
challenge values and assumptions and provide a sort of cultural shock to the students in the class and expand
their cultural and intellectual imagination.
The readings for session 2 provide a brief introduction to a number of general approaches to and frameworks
for teaching and teacher development developed in the west; Week 3’s reading, to general issues around
notions of culture and cross-cultural perspectives and their links to teaching and teacher development. Week
4’s readings are devoted to understanding teaching and teacher development in the international context, with
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particular focus on the frameworks, issues, and challenges in the developing countries. The updated readings
from week 5 onwards address issues of teaching, learning, teacher development, culture and research in selected yet
diverse international settings. These will hopefully allow us to (a) more clearly see some of our own implicit
assumptions about teaching and learning, (b) help us to develop knowledge, skills attitudes regarding teaching and
teacher development, (c) develop our skills and understanding of the basic concepts and issues involved in crosscultural understanding and research.
In addition to the readings assigned for each week, supplemental readings are included, and a list of journals from
which the readings have been drawn. Students are encouraged to make the best use of the required and recommended
readings, peruse the supplemental bibliography, and search volumes of the major journals in comparative education
and related fields listed below for their assignments and final papers
●
Anthropology and Education Quarterly
●
Canadian and International Education
●
Chinese Education and Society
● International Review of Education
●
Comparative Education
● Journal of African Studies
●
Comparative Education Review
● Journal of Educational Policy
●
Compare
● Journal of Moral Education
●
Cultural Dynamics
● Muslim Education Quarterly
●
Cultural Studies: Theorizing Politics,
Politicizing Theory
● Oxford Review of Education
●
Discourse: Studies in the Cultural Politics of
Education
● Prospects (UNESCO)
●
European Journal of Education
● Social Research. An international quarterly
●
Education and Society
● Race, Ethnicity, and Education
●
Harvard Educational Review
● Russian Education and Society
●
Intercultural Education
● Studies in International Education
●
International Journal of Educational
Development
● Third World Quarterly
●
Journal of Jewish Education
●
International Journal of Intercultural
Communications
●
● International Journal of Qualitative Studies in Education
● Teaching & Teacher Education: A Journal of International Education
and Research
International Journal of Educational Research ●
World Development
Pedagogy and Mode of Instruction
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Building on course participants’ motivation, interest and/or experience in cross-cultural learning, teaching, research,
and international work, the course will follow a dialogical approach in order to constructively engage the
participants’ values, practices, assumptions, and beliefs from their life and work experiences. Based on the primacy
of dialogue, each topic/session is expected to ensure that the participants’ personal knowledge, the readings, and the
instructors’ knowledge are brought into synthesized and integrated learning outcomes. Instructional variety
(seminars, pair/group discussions, lectures, guest speakers, Video-recordings) and intellectual challenge are the key
elements in the course’s pedagogy. Most (but not all) of the course readings are accompanied with guiding questions
that could be provided before, during, or after the discussions. Reflection, cooperative learning, an inclusive
classroom ethos, critical thinking, social skills development, a culture of encouragement, and reciprocal sharing and
learning are a must for each session. Each session will feature a general reading that all are expected to read and
several additional required readings. Each student will be responsible for one to two of these additional readings, and
along with others who have been assigned or selected the same reading(s) should be prepared to identify, critically
discuss and evaluate key points raised in the reading, in light of your own experience and understandings and
guiding theoretical and analytical frameworks, and be prepared as well to give a concise, critical oral summary to
classmates who have done the same with a different reading.
Expectations and Evaluation
Grades will be based on the work produced collectively and individually within the course. A grade of
A+ is appropriate for work that is publishable as is or with minor revisions. An A+ grade indicates work
that makes a significant contribution to the literature on a topic. A grade of A is earned by work that
makes coherent and original analyses of issues and/or syntheses of research and theory on particular
topics. A grade of A- is given for work that is competent and accurately reports the research and theory
in a particular area but which is not characterized by original insights. Written work is expected to
conform to the standards of the American Psychological Association. Please refer to the APA Style
Manual (6th Ed.). For examples of APA papers, formatting, citations, reference lists etc.,
http://owl.english.purdue.edu/owl/resource/560/01/ is a good resource.
1. Prepared, Active Participation (10%)
The above approach requires students to attend classes having read, compared, reflected on and responded to the
literature assigned to you by the instructor each week. Students are expected to participate actively in classroom
discussions and on the Blackboard discussion board by offering ideas, participating in group presentations, asking
questions, constructively challenging themselves, their classmates, and the instructor, and by suggesting resources
and creative ideas about the course content and pedagogy, and responding critically and constructively to the posts of
others. Attendance, participation and preparedness are key to our knowledge development, as well as to the course’s
success, and are the main criteria for this component of evaluation. If you cannot attend a session, please inform the
instructor (and group members). This component of your grade is based on a combination of in-class and blackboard
participation.
2. Comparative Summary (25%)
This is an individual assignment, due by the 7th session, October 28, 2013. There will be an opportunity for students
to discuss and gain feedback from the instructors on their Comparative Summaries on October 7th. The summary
should be no longer than four pages (1000 words). It should provide a comparative critical analysis of two readings
(chapters, articles) from readings on the syllabus. Half or the first page of the summary should be devoted to the
method, i.e., how the comparative analysis was done (i.e., criteria, methods/concepts, matrixes used for the
comparison). The heart of the paper should contain a critical application of this method/framework to the two
papers/pieces not with the purpose of taking a side (which is also an option), but of developing a third position that is
based on (i) synthesizing the two papers/pieces and (ii) connecting that with your personal experience. The last half
page should highlight implications of the comparative analysis for the development of your comparative/crossCTL 1037H Fall 2013_SN_Draft
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cultural education, research, and development perspective. The summary will have to be posted on Blackboard
discussion board. Other students are invited to constructively respond to these summaries.
3. Team/ group presentations (20%).
Students (in groups depending upon the enrolment in the class) will develop a 15 minute narrative presentation with
reference to one of the class sessions (depending on the students’ enrollment, but usually after session 4 (i.e.,
September 30, 2013), which will explore in greater depth than the required readings one of the major questions or
issues we will have identified in sessions 1 to 4, and lead an approximately 15 minute class discussion related to their
presentation. The groups should be no smaller than 3/4 and no larger than 5 participants. Group presentations should
supplement the required readings, drawing on recommended readings, other readings in the bibliography, and
identify other relevant resources. The key criterion of a successful presentation is the presenters’ ability and skill to
provoke the class into a debate and controversy, rather than lecture at their participants.
4. Major course paper (45%: 10% proposal; 35% paper)
Paper (35%)
The paper should directly relate to one of the major themes or issues related to the course curriculum. These may
include themes related to an aspect of teacher development or comparative and cross-cultural perspectives and
illustrate the link between these themes and your personal/professional experience. Or it may focus on the
relationship between teachers’ personal narratives and structural situations in which they live and work in one
particular nation/culture, or compare some aspect(s) of learning, teaching, teacher development or related research
across two or more nations/cultures. Expected maximum length is 20 pages (double spaced). Final paper is due on or
before December 9, 2013.
Proposal (10%)
A paper proposal, including a full statement of the problem or theme that is the focus of your paper, how you expect
to address it, and a full list (i.e., 10-15 items) of key bibliographic sources, is due on Session 9 (Nov. 11, 2013).
Informal oral group presentation and discussion of your possible proposal will take place in class Sessions 7 and 8.
It is expected that constructive, critical feedback on scope, focus, theoretical, conceptual or analytical frameworks,
and resources will be provided by classmates. The expectation is that the paper will go beyond a competent review of
existing knowledge, and bring original approach, analysis, syntheses, or insights to the question or problem selected.
One purpose of the oral discussion, then, is for classmates to stimulate (and critique) each other in carrying out this
task. It is expected that the submitted proposal will be informed by and strengthened by this process of collegial
critique.
The proposal will be returned with instructor’s comments and suggestions on Session 10.
As the final paper in lieu of a final examination, it must be submitted before or on the date specified. Please submit
with a stamped, addressed envelope for return. Papers must not be submitted electronically. Marks will be deducted
in the event of a late assignment- one point per each day after the deadline unless the submission extension is
justified.
NOTE: In the University of Toronto Code of Behaviour on Academic Matters, it is an offence for a student To
represent as one’s own any idea or expression of an idea or work of another in academic examination or term test or
an other form of academic work. Whether quoting original work or adapting it, always cite the source, For
reference, see the handouts How Not to Plagiarize and Standard Documentation Format at
www.utoronto.ca/writing/plagsep.html and www.utoronto.ca/writing/document.html.
OVERVIEW BY WEEK
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1. September 9 - INTRODUCTION TO THE COURSE
2. September 16 - RECONCEPTUALIZING TEACHER DEVELOPMENT: FRAMEWORKS,
PERSPECTIVES, ISSUES AND CHALLENGES
3. September 23 - CROSS-CULTURAL PERSPECTIVES. A RECONCEPTUALIZATION: WHAT
DO WE REALLY UNDERSTAND BY CULTURE, CROSS-CULTURAL AND
MULTI-CULTURAL PERSPECTIVES, AND HOW ARE THESE ALL CONNECTED TO
TEACHING,TEACHER DEVELOPMENT, & EDUCATIONAL RESEARCH?
4. September 30 - TEACHER DEVELOPMENT IN INTERNATIONAL CONTEXTS: GENERAL
FRAMEWORKS, KEY CONCEPTS, MAJOR CHALLENGES, AND CRITICAL ISSUES
(Team/Group Presentations begin)
5. October 7 - TEACHER DEVELOPMENT AND CROSS-CULTURAL ISSUES: NORTH
AMERICAN PERSPECTIVES (Comparative Summaries- Discussion w Instructors )
* October 14 (No Class) - Thanksgiving (University closed)
6. October 21 - TEACHER DEVELOPMENT IN INTERNATIONAL CONTEXTS: EAST and
SOUTH-EAST ASIAN PERSPECTIVES
7. October 28 - TEACHER DEVELOPMENT AND CROSS-CULTURAL ISSUES: SOUTH ASIAN
PERSPECTIVES (Comparative Summaries DUE; Paper Proposal Discussions w Peers)
8. November 4 - TEACHER DEVELOPMENT AND CROSS-CULTURAL ISSUES: ISRAEL AND
MIDDLE EASTERN PERSPECTIVES (Paper Proposal Discussions w Instructors)
9. November 11 - TEACHER DEVELOPMENT AND CROSS-CULTURAL ISSUES: AFRICAN
PERSPECTIVES (** Paper proposals DUE)
10. November 18 - TEACHER DEVELOPMENT AND CROSS-CULTURAL ISSUES:
POST-COMMUNIST, POST-SOVIET CONTEXTS: EAST EUROPE, RUSSIA AND
CENTRAL ASIAN PERSPECTIVES (** Paper proposal feedback from Instructors)
11. November 25 - TEACHER DEVELOPMENT AND CROSS-CULTURAL ISSUES: CENTRAL AND
WESTERN EUROPEAN PERSPECTIVES
12. December 2 - TEACHER DEVELOPMENT AND CROSS-CULTURAL ISSUES: CENTRAL & LATIN
AMERICAN PERSPECTIVES ** Course Wrap-Up (Papers Due: December 9, 2013, in person or via email to
Sarfaroz Niyozov)
Detailed Weekly Overview
Session 1: 09/09/13
INTRODUCTION TO THE COURSE
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Getting to know each other; Expectations and contributions;
Presentation and discussion of the course outline; Questions & Answers:
Exploring our own experiences and perspectives on knowledge, teaching, learning, culture and identity
Session
2: 16//09/13 RECONCEPTUALIZING TEACHER
PERSPECTIVES, ISSUES AND CHALLENGES
DEVELOPMENT:
FRAMEWORKS,
Core Reading
Hargreaves, A. & Fullan, M. (1992). Introduction. In Hargreaves, A., & Fullan, M. (Eds.), Understanding
teacher development (pp. 1-19). New York: Teacher College Press.
Assigned Readings
(i). Personal practical /narrative perspective
Clandinin, D. J. & Connelly, F, M. (1996) Teachers’ professional knowledge landscapes: Teacher stories – stories of
teachers – stories of schools. Educational Researcher, 25(3) 1996, 24-30.
Chan, E. (2006). Teacher experiences of culture in the curriculum. Journal of Curriculum Studies, 38(2), 161
176
(ii) Pedagogical content knowledge perspective
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher,
15(2), 4-14.
Deng, Z. ( 2007). Transforming the subject matter: Examining the intellectual roots of the pedagogical content
knowledge. Curriculum Inquiry, 37(3), 279-295.
(iii) Critical perspective
Sprague, J. (1992). Critical perspectives on teacher empowerment. Communication Education. 41(2), 181-203.
Hursh, D. (2012). Neoliberalism ad the control of teachers Neoliberalism and the Control of Teachers, Students,
and Learning: The Rise of Standards, Standardization, and Accountability. Cultural Logic, Special Issue:
Marxism and Education 4(1), On line at http://clogic.eserver.org/4-1/cnotes.html
(iv) Concern based/coaching perspective
Anderson, S. E. (1997). Understanding teacher change: Revisiting the concerns-based adoption model.
Curriculum Inquiry, 27(3), 331–367. doi: 10.1111/0362-6784.00057
(v). Constructivist Perspective
Beck, C., & Kosnik, C. (2007) Towards social constructivism in pre-service education. In Clive Beck and Clare
Cosnik. Innovations in teacher education. A social constructivist approach. New York: SUNY Press.
Elkind, D. (2004). The problem with constructivism. The Educational Forum. 68(4), 306- 312.
Carson, J. (2005). Objectivism and education: A response to David Elkind’s the problem with constructivism. The
Educational Forum, 69, Spring, 2005, 232-238.
Recommended Readings:
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Pope, M. L., & Scott, E. M. (2003). Teachers‟ epistemology” and practice. In M. Kompf, &
P. M. Denicolo (Eds.), Teacher thinking twenty years on: Revisiting persisting problems and
advances in education (pp. 91-100). Lisse, Netherlands.
Watson. K. (1996). Comparative perspectives and paradigms. In Craft. M. (Ed.), Teacher education in
plural societies. An international review (pp. 158-171). London: Falmer Press.
Session 3: 23 /09/2013- CROSS-CULTURAL PERSPECTIVES. A RECONCEPTUALIZATION: WHAT
DO WE REALLY UNDERSTAND BY CULTURE, CROSS-CULTURAL AND
MULTI-CULTURAL PERSPECTIVES, AND HOW ARE THESE ALL
CONNECTED TO TEACHING,TEACHER DEVELOPMENT, & EDUCATIONAL
RESEARCH?
Core Reading:
Bullivant, B. (1996). Culture: Its nature and meaning for educators. In Banks, J., & C. Banks. (eds.), Multicultural
Education: Issues and Perspectives. 2nd edition. (pp. 29-47). Boston & Toronto: Allyn & Bacon.
Assigned Readings:
Group 1:
Sparrow, L.M. (2000). Beyond multicultural man: complexities of identity. Int. J of intercultural relations 24 (2000)
pp.173-201.
Group 2:
Huntington, S. (1993). Clash of civilizations. Foreign affairs. 72(3) pp 1-14.
Said, E. (2001). The Clash of ignorance. The Nation. pp. 1-5.
Group 3:
Hunt, R. (2009). Can Muslims engage in interreligious dialogue? A study of Malay Muslim identity in
Contemporary Malaysia. The Muslim World, Volume 99, 581-607.
Group 4:
Abdi, A. A. (2012a). Clash of dominant discourses and African philosophies and epistemologies
of education: Anti-colonial analyses. In A. A. Abdi (Ed.) Decolonizing philosophies of education
(pp. 131-146). Rotterdam, NLD: Sense.
Group 5:
Mahon, J. (2006). Under the invisibility cloak? Teacher understanding of cultural difference. Intercultural
Education, 17(4), 391-405.
Recommended Readings:
Erickson, F. (2004). Culture in society and in educational practice. J. Banks & Ch. Banks (Eds.), Multicultural
Education: issues and Perspectives (5th edition, pp. 31-60). Washington, Dc: Wiley.
Session 4: 30/09/2013: TEACHER DEVELOPMENT IN INTERNATIONAL CONTEXTS: GENERAL
FRAMEWORKS, KEY CONCEPTS, MAJOR CHALLENGES, AND CRITICAL ISSUES
** Team/Group Presentations Start
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Core Reading:
Smith, L. T. (2005). Imperialism, history writing and theory. In Smith, L. T. Decolonizing Methodologies. Research
and Indigenous Peoples (pp. 49-77). London & New York: Zed Books.
Said, E. - YouTube video - On Clash of Civilizations - http://www.youtube.com/watch?v=boBzrqF4vmo
Torres, C. - YouTube video Assigned Readings:
Group 1:
Semali, L., & Kincheloe, J.L. (1999). What is indigenous knowledge? And why should we study it? In L. Semali,
L., & J. Kincheloe (Eds.), What is indigenous knowledge: Voices from academy. New York & London:
Falmer Press, pp. 59-79.
Group 2:
Guthrie, G. (1990). To the defense of traditional teaching in lesser-developed countries. In Teachers and teaching
in the developing world. Garland Publishing, New York & London. pp.119-132.
Group 3:
Crossley, M. (2004). Reconceptualizing comparative and international education. In K. Watson (Ed.), Doing
comparative research. Issues and Problems. Oxford: Symposium Books, pp. 43-67.
Group 4:
Farrell, J. P. (2008). Teaching and learning to teach: Successful radical alternatives from the developing world. In
Mundy et al., (eds.), Comparative and international education: Issues for Teachers. (pp. 107-132). Toronto
& New York: CSPI & Teachers’ College Press.
Session 5: 07/10/2013. TEACHER DEVELOPMENT AND CROSS-CULTURAL ISSUES: NORTH
AMERICAN PERSPECTIVES
** (Comparative Summaries- Discussion w Instructors )
Core Reading:
Ladson- Billings, G. (1995). But that is just good teaching! The case for culturally relevant pedagogy. Theory into
Practice, 34 (3), 159-165.
Assigned Readings:
Marx, S. (2008. Popular White Teachers of Latina/o Kids. The Strengths of Personal Experiences and
the Limitations of Whiteness. Urban Education, 43 (1), 29-67.
Henry, A. (1996). Five black women teachers critique of child-centered pedagogy: Possibilities and limitations of
opposing standpoints. Curriculum Inquiry, 26 (4), pp. 363-384.
Agbo, A. A. (2002). Decolonization of first nations education in Canada: Perspectives on ideals and realities of
Indian control of Indian education. Interchange, 33 (3), pp. 281-302.
Donlevy, J. K.(2007). Non-Catholic students impact upon Catholic Teachers in four Catholic Schools. Religious
Education, 102 (1), pp. 4-24.
Niyozov, S., Pluim, G. (2009). Teachers’ perspectives on the education of Muslim students: A missing voice in
education research, Curriculum Inquiry, 39(5), 637-677.
Recommended Readings:
Zine, J. (2001). Muslim youth in Canadian schools. Education and the politics of religious identity. Anthropology
and education quarterly, 32(4), pp. 399-423.
Chan, E. (2005). Teacher experience of culture in the curriculum. J. of Curriculum Studies. forthcoming. pp. 1-16
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Perley, D. (1993). Aboriginal education in Canada as internal colonialism. Canadian Journal of Native Education,
20 (1), 118-128.
Session 6: 21/10/2013: TEACHER DEVELOPMENT IN INTERNATIONAL CONTEXTS: EAST and
SOUTH-EAST ASIAN PERSPECTIVES
Core Reading:
Dillon, R. (2002). Boundary work: American ethnographers as intercultural communicators in Japan. Int. J. of
intercultural relations. 26, pp. 59-89.
Assigned Readings:
Zhu, Zh. (2011). School life and ethnic identity: A case of Tibetan student narrative. In J. Phillion, M. T. Hue &
Y. Wang (Eds.), Minority students in East Asia: Government policies, school practices, ad teacher
responses (pp. 65-85), London; Routledge.
Luknes-Bull, R. (2001). Two sides of the same coin: Modernity and tradition in Islamic education in Indonesia.
Anthropology and education quarterly, 32(3), pp. 350-372.
Okano, K., & Tsuchiya., M. (2002). Teachers‘ experiences of schooling. In Okano, K., & Tsuchiya, M.
Education in Contemporary Japan. Inequality and diversity (pp. 141-191). Cambridge University Press.
Hilferty, F. (2007). Contesting the curriculum: An examination of professionalism as defined and enacted by
history teachers. Curriculum Inquiry, 37(3), 239-261.
Vietnam (Bhopa??)
Teaching in Asia - cultural issues
Recommended Readings:
Yoneyama, S. (2002). Student teacher relationships: the alienation paradigm. In S. Yoneyama. The Japanese
high school. Silence and resistance London: Routledge. Chapter 3.
Session 7: 28/10/2013. TEACHER DEVELOPMENT AND CROSS-CULTURAL ISSUES: SOUTH ASIAN
PERSPECTIVES
** DUE: Comparative Summaries; Paper Proposal Discussions w Peers
Core Reading:
Lall, M. (2008). Educate to hate: The use of education in the creation of antagonistic national identities in India and
Pakistan, Compare, 38(1), 103-119.
Assigned Readings:
Dyer, C., et al. (2003). Knowledge for teacher development in India: The importance of ‘local knowledge’ for
in-service education. Int. J. of educational development, 21(2004), pp. 39-52.
Raina, V. (1999). Indigenizing teacher education in developing countries: The Indian context. Prospects, XXIX
(1), pp. 5-25.
Kanu, Y. (2005). Tensions and dilemmas of cross-cultural knowledge: post-structural/post-colonial reflections
on an innovative teacher education in Pakistan. Int. Journal of educational development, 25, pp. 493513.
Thornton, H. (2007). Teacher talking: the Role of Collaboration in secondary schools in Bangladesh. Compare,
36(2), pp. 181-196.
Ono, Y., Chikamori, K., & Kita, M. (2007). Supporting teachers to educate marginalized children: Teachers and
Teacher Education in Afghanistan. Journal of International Cooperation in Education, 11(1), 71-88.
Recommended Readings:
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Imam, Syeda, R. (2005. English as a global language and the question of nation building education in
Pakistan. Comparative education. 41 (4), pp. 471- 486.
Baker, V. (2000). Village school in Sri Lanka. Anthropology and Education Quarterly. 31(1), pp. 109-118.
Spink , J. et al., (2004). Afghanistan teacher education project (TEP). Situational analysis. Teacher Education
and Professional Development in Afghanistan. A survey report.
Talbani, A. (1996). Pedagogy, power and discourse: transformation of Islamic education. In Comparative Education
review. 40 (1). pp. 66-82.
Looney, R.(2003). Reforming Pakistan education system: The challenge of Madrassas. Journal of social,
political and economic studies, 2893), pp-257-274.
Choki, A., & Dyer, C. (1997). North–south collaboration in educational research: Reflections on Indian
experience. In. M. Crossley, & G. Vulliamy (Eds.), (1997). Qualitative Research in Developing Countries.
Current Perspectives. New York: Garland Publishing, Inc. pp. 265-294.
Session 8: 04/11/2013. TEACHER DEVELOPMENT AND CROSS-CULTURAL ISSUES: ISRAEL AND
MIDDLE EASTERN PERSPECTIVES
** Paper Proposal Discussions w Instructors
** Guest Speaker: Lucy el-Sheriff
Core Reading:
Mazawi, A. & Sultana. R(2010). Situating the ‘worlds’ of Arab education: Critical engagements. In A. Mazawi and
R. Sultana (Eds.), World Yearbook of Education, 2010: Education in the Arab ‘world’; Political projects.,
struggles and geometries of power (pp. 1-40). London: Routledge.
Assigned Readings:
Group 1:
Shoham, E. et al., (2003). ). Arab teachers and holocaust education: Arab teachers study Holocaust education in
Israel, Teaching and Teacher Education, 19, 609-625
Group 2:
Mabrour, A.& Mghafraoui (2010). The teaching of Amazigh in France and Morocco: Language policies and
citizenship between pedagogy and power politics. In A. Mazawi and R. Sultana (Eds.), World Yearbook of
Education, 2012: Education in the Arab ‘world’; Political projects., struggles and geometries of power (pp.
214-226). London: Routledge.
Group 3:
Clarke, M. (2010). Doing Identity work in teacher education: the case of a UAE teacher . In A. Mazawi and R.
Sultana (Eds.), World Yearbook of Education, 2010 Education in the Arab ‘world’; Political projects.,
struggles and geometries of power (pp. 214-226). London: Routledge.
Group 4:
Farag, I. (2005). A great vocation, a modest profession: Teachers’ paths and practices. In. Torres & L. Pereira.(
Eds.), Critical Ethnography of Schooling in Egypt. (pp. 109-134).
Group 5:
Guven, I. (2005) The impact of political Islam on education: “the revitalization of Islamic education in the Turkish
education setting” Int. Journal of Educational Development, 25, 193-208.
Group 6:
Doumato, E. (2007). Saudi Arabia. From “Wahhabi” Roots to Contemporary Revisionism. In E. A. Doumato & G.
Starrett (Eds.), Teaching Islam. Textbooks and Religion in the Middle East. Boulder: Lynne Rienner
Publishers. pp. 153-177.
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Group 7:
Mehran, G. (2010). Representations of Arabs in Iranian elementary school textbooks. In A. Mazawi and R. Sultana
(Eds.), World Yearbook of Education, 2012: Education in the Arab ‘world’; Political projects., struggles and
geometries of power (pp. 361-382). London: Routledge.
Recommended Readings:
Panjwani, F. (2004). The Islamic in Islamic education. Teacher college. Current issues in comparative education,
7(1), available on line: www.tc.columbia.edu/cice/articles/fp171.htm
Resnik, J.(1999). Particularistic vs. universalistic content in the Israeli education system, Curriculum inquiry, 29 (4).
pp. 485-511.
Session 9: 11/11/2013. TEACHER DEVELOPMENT AND CROSS-CULTURAL ISSUES: AFRICAN
PERSPECTIVES
** Proposals DUE
Core Reading:
Okrah, K. (2008). Sankofa: Cultural heritage conservation and sustainable African development. The African
Symposium, 8(2), 24-31.
Assigned Readings:
Tekleselaissie, A. (2005). Teacher career ladder policy in Ethiopia: An opportunity for professional growth or
“a stick disguised as carrot? Int. Journal of Educational Development 25, 618-636.
Morgan, W., & Armer, J. (2002). Western vs. Islamic schooling: Conflict and Accommodation in Nigeria. In
Fuller, B., & Rubinson, R. (Eds.), The political construction of education. (pp. 75-687). New York:
Prager.
Tabulawa, R. (2003). International Aid agencies, learner-centred pedagogy and political democratization: a
Critique. Comparative Education. 39(1), pp. 7- 26.
Nykiel-Herbert, B. ( 2004). Mis-constructing knowledge: the Case of learner-centred pedagogy in South Africa.
Prospects. Vol. XXXIV, No 3. pp. 249-266.
Hamza, H. (2004). Decolonizing research on gender disparity in education in Niger: Complexities of language,
culture and homecoming. In K. Mutua & B. B. Swadener. (Eds.), Decolonizing research in cross cultural
contexts. Critical personal narratives. New York SUNY press. pp. 123-134.
Dembélé, M. & Oviawe, J. (2007). Introduction: Quality education in Africa - International commitments, local
challenges & responses. International review of education. 53: 473-483. doi: 10.1007/s11159-007-9063-y
Recommended Readings:
Fast, G. (2000). “Africa my teacher!”: An expatriate’s perspectives on teaching mathematics in Zimbabwe.
Anthropology and education quarterly, 31(1). pp. 90-102.
Siraj-Blatchford, I., Odada, M., & Omagor, M. (2002). Supporting child-centred teaching under universal
primary education in Kampala Uganda. In S. Anderson (Ed.), Improving schools through teacher
development. Case studies of the Aga Khan Foundation projects in East Africa. Lisse. Sweets &
Zeitlinger Publishers. pp. 117-136.
Akyeampong, K., & Lewin, K. (2000). From students teachers to newly qualified teachers in Ghana. Insights
into becoming a teacher. Int. J. of educational development, 22, pp. 329-352.
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Session 10: 18/11/2013. TEACHER DEVELOPMENT AND CROSS-CULTURAL ISSUES: POSTCOMMUNIST, POST-SOVIET CONTEXTS: EAST EUROPE, RUSSIA AND CENTRAL ASIAN
PERSPECTIVES
** Paper proposal feedback from Instructors
Required Reading:
Bain, O. (2010). Education after the fall of the Berlin Wall: The end of history or the beginning of histories. In
Silova, I. (Ed.), Post-socialism is not dead: Re- reading the global in comparative education (pp. 27-60),
Emerald Publishing Ltd.
Assigned Readings:
De Young A., & Constantine, E. (2011). Re-gendered education and society in Central Asia. In D. Baker & A,
Wiseman (Eds.), Gender, equality and education from comparative and international perspectives.
International Perspectives on Education and Society, Volume 10 (pp. 255-299). Emerald Publishing
Limited. On line at www.emeraldinsight.com/books.htm?chapterid=1791213&show.
Popa S. (2006). Redefining teacher professionalism: Romanian secondary education teachers and the private tutoring
system. Int. Journal of Educational Development, 26, 98-110.
Pritchard, R. (2002) Was East German Education a Victim of West German 'Colonisation’ after
Unification?, Compare: A Journal of Comparative and International Education, 32:(1), 47- 59.
Ekloff, B & Seregny, S. (2005). Teachers in Russia. State, community and profession. In Ben Eklof., L. Holmes &
V. Kaplan (Eds.), Educational reform in Russia. Legacies and prospects. New York:
Frank Cass, pp. 197-220.
Niyozov, S. (2011). Examining teacher professionalism
Korth, B. (2004). Education and linguistic division in Kyrgyzstan. In A. De Young & S. Heyneman (Eds.), The
Challenges of education in Central Asia. Information Page Publishing. pp. 97-111.
Recommended Reading:
Kozma, T., & Polohyi, T. (2004). Understanding education in Europe-east: Frames of interpretation and comparison.
Int. J. of educational development,24 (2004), pp. 467-477.
Weber, S., & Weber, T. (2001). Issues in teacher education. In A. Jones ( Ed.), Education and society in new Russia.
New York: M. E. Sharpe. pp. 231-259
Eklof, B. (2005). Introduction. Russian education: the past in the present. In Ben Eklof, L. Holmes & V. Kaplan
(Eds.), Educational reform in Russia. Legacies and prospects. New York: Frank Cass. pp 1-20.
Zajda J., & Zajda R. (2003). The politics of rewriting history: new history textbooks and curriculum materials in
Russia. I. Review of education. 49 (3-4), pp. 363-384.
Session 11: 25/11/2013. TEACHER DEVELOPMENT AND CROSS-CULTURAL ISSUES: CENTRAL AND
WESTERN EUROPEAN PERSPECTIVES
Assigned Readings:
Harkness et al., (2007). Teachers’ ethno-theories of the “ideal student” in five western cultures. Comparative
Education, 43 (1), pp. 113-135.
Sharpe, K. (1997). The Protestant ethic and the spirit of Catholicism: ideological and institutional constraints on
systems in English and French primary schooling. Comparative education. 33 (3), pp. 329-348
Ostinelli, G. (2009). Teacher Education in Italy, Germany, England, Sweden and Finland. European
Journal of Education (June 2009), 44 (2), 291-308
Abbas, T. (2003). The impact of religio-cultural norms and values on the education of young south Asian
women. British sociology of education 24(4) pp. 411-425.
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Recommended Readings:
Levin, H. (2002). Pedagogical challenges for educational futures in industrialized countries. Comparative education
review. 45 (4), pp. 537-560.
Alexander, R. (2000). Culture and pedagogy. International comparisons in primary education. Maiden Mass.:
Blackwell Publishers Inc.
Session 12: 02/12/2013. TEACHER DEVELOPMENT AND CROSS-CULTURAL
ISSUES: CENTRAL & LATIN AMERICAN PERSPECTIVES
** Course Wrap-Up (Papers Due: December 9, 2013, in person or via email to
Sarfaroz Niyozov)
Core Reading:
Gorski, P. (2008). Good intentions are not enough: A decolonizing intercultural education. Intercultural
19 (6), 515-525.
Education,
Assigned Readings:
Torres (2011)- ; Jules (2013) - Transregional regimes and globalization in education: Constructing the neoCaribbean citizen ?? - look for more current readings!
McEwan, P.J., & Benaviste, L. (2001). The politics of rural school reform. Escuela Nueva in Colombia.
Journal of educational policy, 16(6).
Mantilla, M. (2001). Teachers’ perceptions of their participation in the policy choices: the bottom- up approach of
the Nueva Escuela Uitaria in Guatemala. In Levinson, B., &
Sutton, S. (Eds.), Policy as Practice.
Westport CT: Ablex Press.
Suina, J. (2004). Native language teachers in a struggle for language and cultural survival. Anthropology and
Education Quarterly. 35 (3), pp. 281-302.
Canessa, A. (2004). Reproducing racism: schooling and race in highland Bolivia. Race Ethnicity and Education,
7(2), 186-204).
Recommended Readings:
Schiefelbein, E. (1991). In search of schools of the 21st century: is the Colombian Escuela Nueva the right
pathfinder? Santiago: UNESCO. pp. 1-45.
Reimers, F. (Ed.).(2000). Unequal Schools, Unequal Chances: The Challenges to Equal Opportunity in the
Americas. Cambridge, MA: David Rockefeller Center, Harvard University Press. pp. 547-559.
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