Universität Wien

240552 SE MM3 The Politics of Education. Anthropologies and Ethnographies of Schooling and Learning (2024S)

Prüfungsimmanente Lehrveranstaltung

Participation at first session is obligatory!

The lecturer can invite students to a grade-relevant discussion about partial achievements. Partial achievements that are obtained by fraud or plagiarized result in the non-evaluation of the course (entry 'X' in certificate). The plagiarism software 'Turnitin' will be used.
The use of AI tools (e.g. ChatGPT) for the attainment of partial achievements is only allowed if explicitly requested by the course instructor.

An/Abmeldung

Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").

Details

max. 25 Teilnehmer*innen
Sprache: Englisch

Lehrende

Termine (iCal) - nächster Termin ist mit N markiert

  • Freitag 01.03. 13:15 - 16:30 Seminarraum A, NIG 4. Stock
  • Montag 04.03. 11:30 - 14:45 Seminarraum D, NIG 4. Stock
  • Mittwoch 06.03. 09:45 - 13:00 Seminarraum D, NIG 4. Stock
  • Donnerstag 07.03. 13:15 - 14:45 Hörsaal C, NIG 4. Stock
  • Freitag 08.03. 09:45 - 11:15 Seminarraum D, NIG 4. Stock

Information

Ziele, Inhalte und Methode der Lehrveranstaltung

Course Description:This course will introduce students to the tradition and selected current research in the anthropology of/in education with focus on the politics of schooling and learning in different cultural and social contexts. Each of the eight class sessions will be dedicated to a selected thematic area within this anthropological subfield. The course begins with the introduction to anthropological concepts and ethnographic methods used in the study of education and schooling. We will then proceed to the discussion of anthropological and ethnographic research in several key areas including: race, class and disabilities inclusion and exclusions of schooling; belonging in transnational fields migration and schooling in shifting worlds; ethnographies of civics and historical education; ethnographies of educational policyscapes; teachers, parents in the global political emergency.

Learning Outcomes:Upon the successful completion of this course, students will be able to:
Apply anthropological concepts to the analysis of educational phenomena and processes in different cultural contexts;
Understand different exemplifications of schooling and learning across cultural and social fields;
Apply the foundations of the ethnographic method in studies of learning and schooling in research and practice;
Explain the sociopolitical foundations of schooling and learning in different global contexts.

Art der Leistungskontrolle und erlaubte Hilfsmittel

Requirements and Assessment:

This is a graduate seminar, which aims to help you develop ideas in conversation with each other and with research and concepts presented in the assigned texts. It is therefore essential that everybody comes prepared to class having done the readings and ready to actively participate in class discussions. Attendance and active participation is required and there will be short written assignments for each class related to the readings and the key concepts discussed. When reading, focus on what the author’s argument is. Also, focus on the methodologies and key research questions and findings discussed. Bring your critical reflections on the reading to class do not forget to bring the texts and your notes!

Assessment:
1. Prior to each class, by 9 a.m., email me with one discussion question per reading. Please note that late submissions will not be considered. 15% of the final grade
2. You are expected to participate actively in all 8 class sessions. Your attendance and active participation constitutes 15% of the final grade
3. There is no final essay. Instead, you are required to write short reading annotations 1 per reading (300 words each). The purpose of this exercise is to nurture your capacities of reading and understanding academic texts and your ability to summarize them, identify the main argument and draw reflective critical conclusions. Your annotations should be approximately 300-words each, and they should begin with the summary of content and identification of the main argument followed by your personal identification/reflection of what you found particularly important/relevant). Word document with precise instructions will be provided. Annotations - 70% of the grade.

Please note that teaching and course materials are considered intellectual property and are covered by copyright. It is not permitted for students to distribute, sell or re-use materials provided as part of a programme of study.

Please note that plagiarism unauthorized or unacknowledged use of other people’s words or ideas and the use of text-generating AI technologies to complete your written assignments is not permitted!

Questions 15%
Attendance and Participation 15%
Reading Annotations 70 %

Mindestanforderungen und Beurteilungsmaßstab

Grades:
- 91-100 points: 1 (excellent)
- 81-90 points: 2 (good)
- 71-80 points: 3 (satisfactory)
- 61-70 points: 4 (sufficient)

In order to complete the course, you need to obtain at least 61 points.

Prüfungsstoff

Literatur

Preliminary Reading List (detailed syllabus and readings per each session will be provided 2 readings maximum per class session):

Abu El-Haj, T. R. "I was born here, but my home, it's not here": Educating for democratic citizenship in an era of transnational migration and global conflict. Harvard Educational Review, 2007, 77(3), 285316.

Abu El-Haj, T. R., A. Ríos-Rojas, R. Jaffe-Walter. ‘Whose Race Problem? Tracking Patterns of Racial Denial in US and European Educational Discourses on Muslim Youth’. Curriculum Inquiry, vol. 47, no. 3, Routledge, 2017, pp. 310335.

Demerath, P. Producing Success: The Culture of Personal Advancement in an American High School. University of Chicago Press, 2009.

Jaffe-Walters, R. Coercive Concern: Nationalism, Liberalism, and the Schooling of Muslim Youth. Stanford University Press, 2016.

Levinson, B. T. Winstead, and M. Sutton, "An anthropological approach to education policy as a practice of power: Concepts and methods." In Handbook of Education Policy Studies: Values, Governance, Globalization, and Methodology, Volume 1, edited by Guorui Fan and Thomas Popkewitz. Springer, 2020.

Levinson, B.A., L. Weis, D. Holland, D. Foley (Eds.) The Cultural Production of the Educated Person: Critical Ethnographies of Schooling and Local Practice, SUNY Press, 1996.

Levinson, B., Pollock M., A Companion to the Anthropology of Education, Wiley Blackwell, 2016.

B. Rubin, H. Cervinkova. Challenging Silences: Democratic Citizenship Education and Historical Memory in Poland and Guatemala, Anthropology & Education Quarterly, Volume 51, Issue 2 p. 178-194, 2019.

George and Louise Spindler, Roger Harker and Schoenhausen: From Familiar to Strange and Back Again. In: Fifty Years of Anthropology and Education, Psychology Press, 2000.

George Spindler, Three Categories of Cultural Knowledge Useful in Doing Cultural Therapy, Anthropology & Education Quarterly, 30(4):466 - 472, 1999.

Harry Wolcott, The Elementary School Principal: Notes from a Field Study (book chapter based on Harry Wolcott, The Man in the Principal’s Office. An Ethnography, 1973).

Zuordnung im Vorlesungsverzeichnis

Letzte Änderung: Fr 02.02.2024 09:46