UNIVERSITY OF CENTRAL FLORIDA
College of Education
Descriptive Information
Department:
Course Title:
School of Teaching, Learning, & Leadership
Exploring Global Educational Issues in International
Contexts
Course Number: EDG 6775
Course Credit:
3 semester hours
Catalog Description
EDG 6775, Exploring Global Educational Issues in International Contexts is a
guided field experience designed to immerse students in global issues challenging the
educational community worldwide, from both academic and experiential
perspectives. Through guided studies and field experiences within these schools
abroad students will gain a greater appreciation of the challenges faced by educators
in other countries that include the effects of poverty, exceptionality, race, ethnicity,
language and gender on access to quality education. By studying and completing
field experiences in schools abroad, students will gain insights into global and local
educational issues, as well as the effects of national, multinational, NGO
organizations and global civic responsibility on educational outcomes.
Statement of Course Goals and Objectives
1. Reflect upon global learning through appropriate educational field
experiences in schools abroad.
2. Demonstrate an understanding of the shared human condition,
commonalities and unique, diverse cultures beyond the US by field
experiences in schools abroad.
3. Analyze global issues and the interdependence of cultures and nations
through field experience in schools abroad.
4. Examine the current structure of education in the country of the chosen
international context
5. Survey current key issues with the schools of this context (such as
local control, funding, the role of examinations etc.)
6. Analyze the relationships between education, poverty, inequality, and
social equity within these schools.
7. Examine how gender affects students’ educational opportunities and
life chances in these schools.
8. Analyze how students’ class (socioeconomic status) can provide
opportunities or barriers to quality schooling and social equity in these
schools
9. Analyze how race and/or ethnicity can affect children’s access to
quality education in these schools
10. Describe how language and/or dialect can affect students’ educational
and life chances within and beyond this international context.
11. Identify national and multinational policy interventions designed to
overcome challenges to equitable education in this international
context.
12. Examine how education within this international context is promoting
the positive development of poor and excluded students.
13. Analyze the relationship between education, social change and school
transformation.
14. Participate in, and reflect upon field experiences within a selected
country’s school (including changes in attitudes, perceptions, and your
knowledge base regarding selected school and key national social and
educational factors).
Key Topics
Key Topics will examine the following in relation to the educational and social
systems of the country chosen for this international context.
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Analysis of the effects of national, bilateral and multinational corporations and aid
agencies on the quality of educational opportunities
Observe and analyze the effects of gender role expectations and gender politics on
the quality of schooling
Analysis of commonly held assumptions/generalizations regarding cultural/ethnic
groups
How poverty and socioeconomic class affect students’ educational opportunities
Comparing the concepts of educational inequality, equality, equity, access and
outputs found in the US and the international context
Exploring the causes and effects of educational inequality
Identifying factors within these schools and society responsible for the growing
gap between the educationally and economically privileged and the educationally
and economically poor.
Exploring how students’ class (socioeconomic status) can provide opportunities
or barriers to quality schooling
Determining how race and/or ethnicity can affect children’s access to quality
education
Analyzing how issues related to a student’s language and/or dialect can affect the
educational and life chances
Identifying politically viable, cost-effective solutions to the inequity of
educational achievement
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Examining national policy interventions that might have the ability to overcome
past inequities in schooling and society and improve the life chances of the most
discriminated students
Analyzing the relationship between education, social change and school
transformation
Examining how prejudice, racism and discrimination impact upon students and
teachers within these schools
Reflecting upon the factors that provide challenges/rewards for the field
experience project completed in the schools in this country.
Required Texts and Readings
This course will include a review of core readings relevant to global and international
issues in general, and specific to the chosen country for the field experiences.
Global and International Issues
Fitts, S., Winstead, L. Weisman, E., Flores, S. & Valenciana, C. (2008). Coming to
voice: Preparing bilingual-bicultural teachers for social justice. Equity & Excellence in
Education, 41(3), 357-371.
Hertz-Lazarowitz, R., Mor-Sommerfield, A., Zeiniker, T. & Azaiza, F. (2008). From
ethnic segregation to bilingual education: What can bilingual education do for the future
of the Israeli society? Journal of Critical Education Policy Studies, 6(2), 142-156.
Hollander, A. (2005). The perspective of the international agencies. Prospects: Quarterly
Review of Comparative Education, 35(3), 303-310. Retrieved from ERIC database.
Juarez, B. (2008). The politics of race in two languages: An empirical qualitative study.
Race, Ethnicity and Education, 11(3), 231-249.
Nagda, B.R.A., Gurin, P., & Lopez, G.E. (2003). Transformative pedagogy for
democracy and social justice. Race Ethnicity and Education, 6 (2), 165-191.
Rodriguez, J. & Cadiero-Kaplan, K. (2008). Bilingualism & biliteracy: Issues of equity,
access, & social justice for English language learners: Introduction to this special issue.
Equity & Excellence in Education, 41(3), 275-278.
Salazar, M. (2008). English or nothing: The impact of rigid language policies on the
inclusion of humanizing practices in a high school ESL program. Equity & Excellence
in Education, 41(3), 341-356.
Snoddon, K. (2009). Equity in education: Signed language and the courts. Current
Issues in Language Planning, 10(3), 255-271.
Wils, A., Carrol, B. & Barrow, K. (2005). Educating the world’s children: Patterns of
growth and inequality. Washington, D.C.: Academy for Educational Development.
Issues specific to the chosen international context: (Examples for the British
Context; will vary depending on study abroad location)
Borough, V., & Mangan, J. (2008). Education, occupational class, and unemployment in
the regions of the United Kingdom. Education Economics, 16(4), 351-370.
Gomolla, M. (2006). Tackling underachievement of learners from ethnic minorities: A
comparison of recent policies of school improvement in Germany, England, and
Switzerland. Current Issues in Comparative Education, 91(1), 46-59. Retrieved from
ERIC database.
Gearon, L. (Ed.) (2002). Education in the United Kingdom. London: David Fulton.
Moore, P. (2009). UK education, employability and everyday life. Journal for Critical
Education Policy Studies, 7(1), 242-274.
Palmer, D. (2008). Building and destroying students’ ‘academic identities’: The power of
discourse in a two-way immersion classroom. International Journal of Qualitative
Studies in Education (QSE), 21(6), 647-667. Doi: 10.1080/09518390701470537.
Richardson, J. (2009). The academic attainment of students with disabilities in UK
higher education. Studies in Higher Education, 34(2), 123-137.
Tayloy, C. (2009). Choice, competition, and segregation in a United Kingdom urban
education market. American Journal of Education, 115(4), 549-568.
Stromquist, N.P. (2006). Gender, education, and the possibility of transformative
knowledge. Compare, 36 (2), 145-163.
Zajda, J. (Ed.) (2006). Education and social justice. Dordrecht, the Netherlands:
Springer.
Recommended Texts and Readings
Global and International Issues
Chua, S., Wong, A., & Chen, D. (2009). Associations between Chinese language
classroom environments and students’ motivation to learn the language. Australian
Journal of Educational & Developmental Psychology, 953-64. Retrieved from ERIC
database.
Dunford, G. (2009). Great Britain (Country Guide). Footscray, Australia: Lonely
Planet.
Green, J.E. (2001). Education in the United Kingdom and Ireland. Bloomington,
Indiana: Phi Delta Kappa Educational Foundations.
Grover, S. (2006). The right to minority language public school education as a function
of the equality guarantee: A reanalysis of the “Gosselin” Supreme Court of Canada
Charter case. Education and the Law, 18(4), 283-294. Retrieved from the ERIC database.
Lebeau, Y. (2008). Universities and social transformation in Sub-Saharan Africa: Global
rhetoric and local contradictions. Compare: A Journal of Comparative Education, 38(2),
139-153. Retrieved from ERIC database.
Lindley, J. (20009). The over-education of UK immigrants and minority ethnic groups:
Evidence from the Labour Force Survey. Economics of Education Review, 28(1), 80-89.
Murphy, I., & Vencio, E. (2009). Maintaining two worlds: The relevance of mother
tongue in Brazil’s Amerindian societies. International Journal of Bilingual Education
and Bilingualism, 12(4), 387-400. Retrieved from ERIC databases.
Oh, S., & van der Stouwe, M. (2008). Education, diversity, and inclusion in Burmese
refugee camps in Thailand. Comparative Education Review, 52(4), 589-617. Retrieved
from ERIC database.
Osler, A. (2009). Testing citizenship and allegiance: Policy, politics and the education
of adult migrants in the UK. Education, Citizenship and social Justice, 4(1), 63-79.
Paez, M. (2008). English language proficiency and bilingual verbal ability among
Chinese, Dominican, and Haitian immigrant students. Equity & Excellence in Education,
41(3), 311-324.
Steyn, H.J. & Wolhuter, C.C. (Eds.). (2008). Education systems: Challenges of the 21st
century. Noordbrug, South Africa: Keurkopie.
Trudell, B., & Klaas, A. (2010). Distinction, integration and identity: Motivations for
local language literacy in Senegalese communities. International Journal of Educational
Development, 30(2), 121-129. Retrieved from ERIC database.
Van Galen, J.A. & Noblit, G.W. (Eds.) (2007). Late to class: Social class and
schooling in the new economy. Albany: State University of New York Press.
Vaughan, R. (2009). UK slips down world education league despite 10 years of Labour
investment. Times Educational Supplement, (4856), 12.
Wils, A., Carrol, B. & Barrow, K. (2005). Educating the world’s children: Patterns of
growth and inequality. Washington, D.C.: Academy for Educational Development.
Issues specific to the chosen international context: (Examples for the British
Context; will vary depending on study abroad location)
Borough, V., & Mangan, J. (2008). Education, occupational class, and unemployment in
the regions of the United Kingdom. Education Economics, 16(4), 351-370.
Dunford, G. (2009). Great Britain (Country Guide). Footscray, Australia: Lonely
Planet.
Hegarty, P., & Simco, N. (1995). Partnership and progress: Teacher mentoring in
United Kingdom teacher education (Primary). Action in Teacher Education, 17(2), 6975.
Gearon, L. (Ed.) (2002). Education in the United Kingdom. London: David Fulton.
Green, J.E. (2001). Education in the United Kingdom and Ireland. Bloomington,
Indiana: Phi Delta Kappa Educational Foundations.
Kelly, A. (2009). Globalisation and education: A review of conflicting perspectives and
their effect on policy and professional practice in the UK. Globalisation, Societies and
Education, 7(1), 51-68.
Lindley, J. (20009). The over-education of UK immigrants and minority ethnic groups:
Evidence from the Labour Force Survey. Economics of Education Review, 28(1), 80-89.
Moore, P. (2009). UK education, employability and everyday life. Journal for Critical
Education Policy Studies, 7(1), 242-274.
Osler, A. (2009). Testing citizenship and allegiance: Policy, politics and the education
of adult migrants in the UK. Education, Citizenship and social Justice, 4(1), 63-79.
Pollard, B. (1999). Silent voices: Secondary education in the United Kingdom and the
United States. NASSP Bulletin, 83(606), 62-74.
Richardson, J. (2009). The academic attainment of students with disabilities in UK
higher education. Studies in Higher Education, 34(2), 123-137.
Taylor, C. (2009). Choice, competition, and segregation in a United Kingdom urban
education market. American Journal of Education, 115(4), 549-568.
Vaughan, R. (2009). UK slips down world education league despite 10 years of Labour
investment. Times Educational Supplement, (4856), 12.
Course Requirements
1. Participate in a meaningful field experience project within a school located in the
international context. (This will normally be accomplished during a Summer Study
Abroad Program.) (Obj. 14)
2. Participate in required discussion question postings prior to, during, and upon completion
of your field experience project. (Obj. 1, 2, 3, 4, 5, 6, and 7)
3. Prepare a research paper that focuses on two challenges (such as the impact of poverty)
identified and observed within a school in this international context. This paper should
outline the challenges from a global perspective, while addressing the perceived impact
of the field experiences in ameliorating and/or better comprehending the scope of the
problem. Be sure to reflect upon and include specific examples from your field
experiences. (Obj. 1-7 and 8, 9, 10)
4. Complete and submit required field experience forms (Field Experience Contract, Field
Experience Time Log, and Supervisor Evaluation). (Obj. 13 and14)
5. Evidence of the Reflective Practitioner through discussions postings; and a final
examination and/or paper. (Obj. 11, 12 and 14)
6.
Readings as assigned. Students should also access optional materials to respond to
discussion questions and reflection postings. (Obj. 1-10, 14)
7. PowerPoint presentation of field experience within a school abroad. This should be
presented at a college and/or university venue and/or at an appropriate local, regional or
national professional conference. . (Obj. 12, 13, 14 )
Evaluation and Grading System
Points
1.
2.
3.
4.
100
50
100
50
Field Experience Paper
Discussion Postings
Final Reflective Exam/ paper
PowerPoint Presentation
TOTAL
300
Points/Grade:
270 +:
240-269:
210-239:
A
B
C
180-209:
D
Below 180:
F
Special Accommodations
Students with documented disabilities are entitled to reasonable modification, special
assistance, and/or accommodations and accessibility in terms of materials, seating, and
access to the classroom. Students having such needs should promptly direct their
request/needs to the course instructor, preferably during the first week of classes. If a student
with a disability feels that modifications, special assistance, or accommodations offered are
inappropriate or insufficient, she/he should seek the assistance of the staff of Student
Services on campus.
Academic Integrity and Conduct
To ensure complete compliance, please review the UCF Golden Rule policies, paying
particular attention to Student Rights and Responsibilities - Rules of Conduct.
The applicable criteria can be located online at: Code of Conduct:
http://www.oir.ucf.edu/pubrel/goldenrule/rule02.htm.
Academic Behavior: http://www.oir.ucf.edu/pubrel/goldenrule/rule03.htm
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Websites
 Comparative Education Resource Centre: Hong Kong (Indexes, publications,
newsletters, and conferences on comparative education, especially for Hong Kong)
http://www.hku.hk/cerc/index.htm
 OECD Education Page (Links to statistics, country profiles and publications and
reports on education)
http://www.oecd.org/topic/0,2686,en_2649_37455_1_1_1_1_37455,00.html
 World Bank Topics in Development (Select Education and then a country –
World Bank Development projects around the world)
http://www.worldbank.org/html/extdr/thematic.htm