CIE 1006: Democracy, Citizenship, Rights
CIE 1006: Democracy, Human Rights, and Democratic Education in an Era of
Globalization (Democracy, Citizenship, Rights)
(A Special, Transnational Course Offered on Line to Students at Three Universities)
Course Coordinators/Main Instructors:
Sarfaroz Niyozov, OISE University of Toronto: sarfaroz.niyozov@utoronto.ca
Karen Edge, Institute of Education, London University: K.Edge@ioe.ac.uk
Fazal Rizvi, Graduate School of Education, University of Melbourne: frizvi@unimelb.edu.au
BACKGROUND
The initiative for this course comes from a strategic international partnership established in 2007
between University of Wisconsin - Madison; University of Melbourne and IOE, also known as
the Three Deans partnership. A team from the three universities, with high level support and
encouragement, planned an intensive programme lasting 8 days including a weekend. That
programme brought together students and faculty from the 3 universities for a transnational
programme that took advantage of the resources offered by the host institution and available in
the host city.
These summer programmes were highly rated by the participants. Students had the opportunity
to interact and engage with internationally-reputed education scholars, and with other students
from different geographical regions and systems of education. Students and faculty engaged in
deep and extensive dialogue around cross-cutting issues and themes of a global nature, deepened
their commitments and created collaborative networks.
A suggestion was made to further
develop this initiative towards a joint Master’s and PhD level credit-based course framed around
Democratic Education and offered internationally to students in participating universities through
‘virtual classroom’ technology and pedagogy. , While the core faculty was to be recruited
primarily from these participating universities, key comparative, international education scholars
from across the globe would be invited as guest speakers, to deepen the scholarly dialogue.
It is against this background that a meeting was held in the Associate Dean’s office at OISE,
Toronto, Canada. Participants in this meeting, including Professors Jean Watson, Karen
1
CIE 1006: Democracy, Citizenship, Rights
Mundy, Stephen Anderson, Barbara Bodkin and Sarfaroz Niyozov, discussed and endorsed a
proposal to develop a collaborative internationally-run, internationally-attended ‘virtual’ course
entitled Democracy, Human Rights and Democratic Education in an Era of Globalization.
The lead professors for the coordination of this course include: Sarfaroz Niyozov, OISE; Fazal
Rizvi, Graduate School of Education, University of Melbourne; and Karen Edge, IoE, London, .
It was proposed that the course be piloted in the Winter of 2014 (without credit) and followed by
a credit–based course in the Fall of 2014.
This graduate level course would be open to Master’s and PhD students in areas relevant to
Democracy, Human Rights and Democratic Education in an Era of Globalization including,
but not limited to: philosophy, history of education, comparative education, social justice,
sociology of childhood and children’s rights, development education, and policy studies.
RATIONALE
Globalization, trans-nationality, fast and free flow of ideas, “best practices” epistemologies and
value systems in multiple directions require appropriate and innovative approaches of
engagement. Concepts, strategies and ideas used in education have never become so contested
and unstable. Global education solutions take various forms and manifestations in various
contexts and are used to serve multiple, at times, contradictory aims. Various education schools
understand and explain the nature, aims, approaches and articulations of global ideas in different
ways and to different ends. There is an increasing need within higher education courses which
promote critical and pluralistic engagement with various perspectives on the cross-cutting
themes within democratic education.
Currently, there is no course of such nature, ambition, scope and pedagogy within international
programs of comparative and international education that would bring cutting edge education
and humanities scholarship together to deal with the challenges emerging from the proliferation
of the global themes and strategies in education and society. It is to this end that this course has
been conceived and proposed. At the meeting at OISE’s Associate Dean’s office this importance
was highlighted and endorsed and OISE commitment was made.
THE COURSE’S BROAD AIMS
To explore:
2
CIE 1006: Democracy, Citizenship, Rights

National and transnational perspectives on Democracy, Human Rights and Democratic
Education in an Era of Globalization drawing on experience and scholarship from
three continents.

To provide opportunities for in-depth engagement both with leading scholars acting as
faculty and with students from other universities.

To build networks of students and faculty to scholarly address the articulation of
democratic education not just in the context of the three mentioned countries, but also
globally.
Learning Outcomes
By the end of the course students will be able to:
o Engage with key concepts relevant to democratic education such as: democracy,
citizenship, human rights, antiracism, discrimination, equalities;
o Interrogate transnational research and scholarship on Democracy, Human Rights
and Democratic Education in an Era of Globalization, using a variety of
perspectives including sociology, political science and pedagogy;
o Critically evaluate and compare different national and international approaches to
democratic citizenship education;
o Apply understandings of democracy and human rights to educational contexts;
o Develop and implement policies and programs for democratic education.
PEDAGOGY OF THE COURSE
This course is open to M A and PhD students. To ensure fairness of admission, students will be
asked to present a half-page rationale substantiating why this course is highly relevant and
important to their M. A., or PhD projects. The overall course organization will be coordinated
by professors Fazal Rizvi (Melbourne Graduate School of Education); Karen Edge (IoE London
University); Sarfaroz Niyozov (OISE, University of Toronto). These will be working on
permanent basis.
In addition, each school of education will suggest a number of faculty/professor as guest
speakers in the area broadly defined as Democracy, Human Rights and Democratic
Education in an Era of Globalization. From the pool of professors put forward, the
coordinators of the course will select 3 to 4 for each offering of the course. This selection will be
3
CIE 1006: Democracy, Citizenship, Rights
based on the relevance of the professors’ work to the course content and to students’ needs
analysis. Course enrolment will be set at a maximum of 36 students, with a representation of 12
students from each of the participating universities.
The course will be offered on-line. Given the time difference between Toronto, London and
Melbourne, each of the 12 sessions will be conducted over a 2 hour time slot, without break.
Sessions will be recorded and stored on the course learning portal to enable students who were
unable to attend a session the opportunity to review. At OISE the classes will run from 3 pm to
5pm; In London from 8 pm to 10 pm; and in Melbourne 8 am to 10 am.
The major mode of teaching will be in seminar/dialog format. Each session presenter
(coordinators and guest speakers) will be offering a brief lecture, up to 15 minutes, highlighting
key issues around the topic of their scholarship. The rest of the class will be based on various
forms of critical dialogue and discussion (individual, group and whole class active learning
activities). The speakers will also provide 2 to 3 readings (one from their publications and 2
others from other scholars’ works. These will be distributed prior to the session and will be
available on the online forum).There will be an ‘asynchronous’ component to this course, where
students will be asked to ‘continue the dialogue, engage with readings &/or presentations’
(through Reading Responses or Graphic Organizers, etc.). These would be posted for other
students/professors to comment on or engage further with on line forum. 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. 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. The specific strengths of the proposal are the
quality and commitment of the faculty involved; the opportunity to work with a transnational
group of students and faculty.
4
CIE 1006: Democracy, Citizenship, Rights
EXPECTATIONS AND EVALUATION
Students attending Melbourne and London universities’ school of education graduate (Ph D)
students are not graded, however, OISE has very clear assessment policy. To that end students from
OISE will be graded according to University’s policy and the course will be credited as cross
departmental course, giving the students credit for their departmental degree requirement as well as
for the CIDE certificate requirement. 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. The following
criteria/assignments will be used for assessment/ evaluation:
1. Prepared, Active, and On-line 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 or C2C 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 a key to our knowledge development, as well
as to the course’s success, and are the main criteria for this component of evaluation. If students
cannot attend a session, please inform the instructor (and group members).
2.
Ten Critical and Creative Reflections on the Readings (30 %)
Students’ individual reflections are due before each class. These reflections should reflect their key
learning from the class readings and sessions. Critical analysis of the readings, as well as creative
5
CIE 1006: Democracy, Citizenship, Rights
forms of presenting their readings will be the key criteria for assessment. Overall students are
expected to submit 10 reflections each succeeding no more than 2 pages (500 words).
3. Comparative Summary on the Readings/ Presentations (20%)
This is a pair (group) assignment, due by the 7th session. The summary should be no longer than
four pages (1000 words). It should provide a comparative critical analysis of a related theme in
two geographic contexts provided in the course 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 a key relevant theme 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 of the
theme under analysis for Democracy, Human Rights and Democratic Education in an Era of
Globalization. The summary should be posted on online discussion board. Other students are
invited to constructively respond to these summaries.
4. Major course paper (40%)
This individual paper should directly relate to one of the major themes or issues related to the
course curriculum. It must be of comparative international education nature, where a theme of the
course is analyzed in more than one context. Expected maximum length is 20 pages (double
spaced). Final paper is due a week after last session, i.e. after session 12. 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.
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 another 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
www.utoronto.ca/writing/document.html.
SUMMARY OF COURSE CURRICULUM (Including outline session titles)
6
and
CIE 1006: Democracy, Citizenship, Rights
Note: Given the sheer number of themes and issues, plus well –known scholars in the area, the
course syllabus will have some ‘common themes’, but will also ensure flexibility to include
‘emerging themes’ and relevant speakers based on course evaluation and student feedback. It is
critical that students be exposed to a variety of themes and scholars and gain maximum benefit
from the course. For the initial offering, the 2014 Fall course will feature the following themes
and scholars.
Platform: Adobe Connect
Session 1:
Introduction –Forum (Sarfaroz Niyozov, Fazal Rivi, & Karen Edge )
Session 2:
Melbourne (Guest: Julie McLeod) Globalization and Youth Culture
Readings
1:
2:
Session 3:
OISE (Guest:
George Dei):
Global Education from an
‘Indigenist Anti-Colonial’ Perspective
Readings:
1. Dei, G. J. S. (2012c). Democratic Education: Thinking Out Differently. In. P. Carr & A. Abdi (Eds.).
Educating for Democratic Consciousness: Counter Hegemonic Possibilities (pp.50-67). New York:
Peter Lang.
2. Golmohamad, M. (2008). “Global Citizenship: From Theory to Practice, Unlocking Hearts and
Minds.” In Peters, M. A., A. Britton, & H. Blee (Eds.) Global Citizenship Education: Philosophy,
Theory and Pedagogy (pp. 519-533). Rotterdam, The Netherlands: Sense Publishers.
3. Dei, G. J. S. 2013 “Global Education from an ‘Indigenist Anti-Colonial’ Perspective”.
Journal of Contemporary Issues in Education [forthcoming].
Session 4
Readings
London (Guest) Human Rights?
1:
2:
Session 5:
Melbourne (Guest: Jo Lo Bianco): Global English and Global
Chinese
Readings
1:
2:
Session 6:
OISE (Guest: Kathy Bickmore): Conflict, Peace-building, Security,
and 'Citizenship' Education
Readings:
7
CIE 1006: Democracy, Citizenship, Rights
1.
Novelli, Mario & Mieke Lopes Cardozo (2008), “Conflict, education and the global
south: New critical directions.” International Journal of Educational Development 28, 473-488.
2.
Lederach, John Paul (2006). Defining Conflict Transformation. Peacework 33(368,
September), 26-27.
3.
Bickmore, Kathy. (2011). Policies and programming for safer schools: Are ‘antibullying’ approaches impeding education for peacebuilding? Educational Policy, 25(4), 648687.
Recommended:
Bush, Kenneth & Saltarelli, Diana (2000). The Two Faces of Education in Ethnic Conflict:
Towards a Peacebuilding Education for Children. Florence, IT: UNICEF Innocenti Research
Centre (esp. chapters 2-4).
Session 7:
Readings
London (Guest)
1:
2:
Session 8:
Melbourne (Guest: Nikos Papasgiaridis) Turbulence of Global
Mobility
Readings
1:
2:
Session 9:
OISE (Guest: Mark Evans): Educating for the "global dimension" of
citizenship in schools: Perspectives, practices, and contexts
Readings:
1. Davies, L. (2006) Global citizenship: Abstraction or framework for action, Educational
Review, 58 (1), 5-25.
2. Evans, M., Ingram, L., MacDonald, A., & Weber, N. (2009) Mapping the global
dimension of citizenship education in Canada: The complex interplay between theory,
practice, and context. Citizenship, Teaching and Learning, Volume 5 (2), 16-34.
3. Shultz, L. (2007) Educating for global citizenship: Conflicting agendas and
understandings. The Alberta Journal of Educational Research, 53 (3), 248 – 258.
Session 10:
Readings
Melbourne ( Fazal Rizvi)
1:
2:
Sessions 11:
Readings
London (Guest: xxxxx)
1:
8
CIE 1006: Democracy, Citizenship, Rights
2:
Session 12:
Summing Up –Forum (Sarfaroz, Fazal & Karen)
The list of the other scholars/guests from OISE includes:

Sarfaroz Niyozov (Globalization, and the Use and Abuse of the Global “Best Practices &
Universal Values”: The Case of and Education in Central Asia).

Karen Mundy (Transnational Civil Society in Education)

Monica Heller and/or Ruben Gaztambidi-Fernandez (Youth, Culture and Identity?)

Reva Joshee (Democratic approaches to policy and education; Diversity, Social Justice),

Rinaldo Walcott ( Youth and Identity)
These subsequent or additional classes will be arranged as required by each of London,
Melbourne and OISE.
9