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.
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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.
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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.
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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.
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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