190015 SE Educational Theories in International and Historical Comparison (2024W)
Education, Globalization, Indigenization: Key concepts and current debates
Continuous assessment of course work
Labels
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from Mo 02.09.2024 06:30 to Tu 24.09.2024 09:00
- Registration is open from Th 26.09.2024 11:00 to Mo 30.09.2024 09:00
- Deregistration possible until Tu 15.10.2024 09:00
Details
max. 25 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
- Tuesday 01.10. 11:30 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
- Tuesday 08.10. 11:30 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
- Tuesday 15.10. 11:30 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
- N Tuesday 22.10. 11:30 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
- Tuesday 29.10. 11:30 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
- Tuesday 05.11. 11:30 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
- Tuesday 12.11. 11:30 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
- Tuesday 19.11. 11:30 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
- Tuesday 26.11. 11:30 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
- Tuesday 03.12. 11:30 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
- Tuesday 10.12. 11:30 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
- Tuesday 17.12. 11:30 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
- Tuesday 07.01. 11:30 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
- Tuesday 14.01. 11:30 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
- Tuesday 21.01. 11:30 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
- Tuesday 28.01. 11:30 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
Information
Aims, contents and method of the course
Assessment and permitted materials
• Presentation with visuals: 20 credits
• Written and oral feedback: 20 credits
• Course paper: 40 credits (the announced submission date is binding)
• Participation in discussion and other tasks: 20 credits.
• Written and oral feedback: 20 credits
• Course paper: 40 credits (the announced submission date is binding)
• Participation in discussion and other tasks: 20 credits.
Minimum requirements and assessment criteria
• Mandatory attendance. Students may miss class twice in a term.
• The presentation is mandatory.
• Detailed feedback on at least one other presentation is mandatory.
• Course paper: The use of AI tools (e.g. ChatGPT) for producing texts is only allowed when explicitly demanded by the teacher (for example, to work on specific assignments). To ensure scientific quality standards, the teacher may ask the student to attend an examination meeting upon their paper submission; this additional examination has to be assessed positively in order to pass the course.60 credits and the submission of the course paper are needed to pass the course.1 (sehr gut) 100-90 credits
2 (gut) 89-81 credits
3 (befriedigend) 80-71 credits
4 (genügend) 70-60 credits
5 (nicht genügend) 59-0 credits
• The presentation is mandatory.
• Detailed feedback on at least one other presentation is mandatory.
• Course paper: The use of AI tools (e.g. ChatGPT) for producing texts is only allowed when explicitly demanded by the teacher (for example, to work on specific assignments). To ensure scientific quality standards, the teacher may ask the student to attend an examination meeting upon their paper submission; this additional examination has to be assessed positively in order to pass the course.60 credits and the submission of the course paper are needed to pass the course.1 (sehr gut) 100-90 credits
2 (gut) 89-81 credits
3 (befriedigend) 80-71 credits
4 (genügend) 70-60 credits
5 (nicht genügend) 59-0 credits
Examination topics
All content addressed in the course. Supporting material will be provided on Moodle.
Reading list
A more detailed selection and reading schedule will be provided on Moodle.Anderson-Levitt, K. M. (2003). Local Meanings, Global Schooling. Palgrave Macmillan.
Angus, L. (2004). Globalization and Educational Change: Bringing About the Reshaping and Renorming of Practice. Journal of Education Policy, 19(1), Article 1.
Appadurai, A. (1996). Disjuncture and Difference in the Global Cultural Economy. In A. Appadurai (Ed.), Modernity at Large. Cultural Dimensions of Globalization (Vol. 1, pp. 27–47). University of Minnesota Press.
Appelbaum, R. P., & Robinson, W. I. (2005). Critical globalization studies. Routledge.
Chen, Y. (2003). Globalization: Resistance from the Chinese New Left. Ariel, 34(1), Article 1.
Czarniawska, B., & Sevón, G. (2005). Global Ideas: How Ideas, Objects and Practices Travel in the Global Economy. Liber & Copenhagen Business School Press.
Dale, R. (2000). Globalization and Education: Demonstrating a ‘Common World Education Culture’ or Locating a ‘Globally Structured Agenda for Education’. Educational Theory, 50(4), Article 4.
Dale, R. (2005). Globalisation, knowledge economy and comparative education. Comparative Education, 41(2), Article 2. https://doi.org/10.1080/03050060500150906
Eisenstadt, S. N. (1999). Multiple Modernities in an Age of Globalization. The Canadian Journal of Sociology, 24(2), Article 2.
Erlingsdóttir, G., & Lindberg, K. (2005). Isomorphism, Isopraxism, and Isonymism: Complementary or Competing Processes? In B. Czarniawska & G. Sevón (Eds.), Global Ideas: How Ideas, Objects and Practices Travel in the Global Economy (pp. 47–70). Liber & Copenhagen Business School Press.
Kamat, S. (2004). Postcolonial aporias, or what does fundamentalism have to do with globalization? The contradictory consequences of education reform in India. Comparative Education, 40(2), Article 2. https://doi.org/10.1080/0305006042000231383
Mundy, K., & Murphy, L. (2001). Transnational Advocacy, Global Civil Society? Emerging Evidence from the Field of Education. Comparative Education Review, 45(1), Article 1.
Nederveen Pieterse, J. (1995). Globalization as Hybridization. In M. Featherstone, S. Lash, & R. Robertson (Eds.), Global Modernities (pp. 45–68). Sage.
Robertson, R. (1992a). Globality and Modernity. Theory, Culture & Society, 9(2), Article 2.
Robertson, R. (1992b). Globalization. Social Theory and Global Culture. Sage.
Robertson, R. (1995). Glocalization: Time-Space and Homogeneity-Heterogeneity. In M. Featherstone, S. Lash, & R. Robertson (Eds.), Global Modernities (pp. 25–44). Sage.
Robertson, R., & Lechner, F. (1985). Modernization, Globalization and the Problem of Culture in World-Systems Theory. Theory, Culture & Society, 2(3), Article 3.
Schriewer, J. (2003). Globalisation in Education: Process and Discourse. Policy Futures in Education, 1(2), 271–283. https://doi.org/10.2304/pfie.2003.1.2.6
Schriewer, J., & Martinez, C. (2004). Constructions of internationality in education. In G. Steiner-Khamsi (Ed.), The global politics of educational borrowing and lending (pp. 29–53). Teachers College Press.
Schulte, B. (2004). East is East and West is West? Chinese academia goes global. In J. Schriewer, C. Charle, & P. Wagner (Eds.), Transnational intellectual networks. Forms of academic knowledge and the search for cultural identities (pp. 307–329). Campus.
Schulte, B. (2012). World culture with Chinese characteristics: When global models go native. Comparative Education, 48(4), Article 4.
Steiner-Khamsi, G. (2004). The Global Politics of Educational Borrowing and Lending. Teachers College, Columbia University.
Tsing, A. L. (2005). Friction. An Ethnography of Global Connection. Princeton University Press.
Urry, J. (2005). The Complexities of the Global. Theory, Culture & Society, 22(5), Article 5.
Wimmer, A., & Glick Schiller, N. (2002). Methodological nationalism and beyond: Nation-state building, migration and the social sciences. Global Networks, 2(4), Article 4. https://doi.org/10.1111/1471-0374.00043
Angus, L. (2004). Globalization and Educational Change: Bringing About the Reshaping and Renorming of Practice. Journal of Education Policy, 19(1), Article 1.
Appadurai, A. (1996). Disjuncture and Difference in the Global Cultural Economy. In A. Appadurai (Ed.), Modernity at Large. Cultural Dimensions of Globalization (Vol. 1, pp. 27–47). University of Minnesota Press.
Appelbaum, R. P., & Robinson, W. I. (2005). Critical globalization studies. Routledge.
Chen, Y. (2003). Globalization: Resistance from the Chinese New Left. Ariel, 34(1), Article 1.
Czarniawska, B., & Sevón, G. (2005). Global Ideas: How Ideas, Objects and Practices Travel in the Global Economy. Liber & Copenhagen Business School Press.
Dale, R. (2000). Globalization and Education: Demonstrating a ‘Common World Education Culture’ or Locating a ‘Globally Structured Agenda for Education’. Educational Theory, 50(4), Article 4.
Dale, R. (2005). Globalisation, knowledge economy and comparative education. Comparative Education, 41(2), Article 2. https://doi.org/10.1080/03050060500150906
Eisenstadt, S. N. (1999). Multiple Modernities in an Age of Globalization. The Canadian Journal of Sociology, 24(2), Article 2.
Erlingsdóttir, G., & Lindberg, K. (2005). Isomorphism, Isopraxism, and Isonymism: Complementary or Competing Processes? In B. Czarniawska & G. Sevón (Eds.), Global Ideas: How Ideas, Objects and Practices Travel in the Global Economy (pp. 47–70). Liber & Copenhagen Business School Press.
Kamat, S. (2004). Postcolonial aporias, or what does fundamentalism have to do with globalization? The contradictory consequences of education reform in India. Comparative Education, 40(2), Article 2. https://doi.org/10.1080/0305006042000231383
Mundy, K., & Murphy, L. (2001). Transnational Advocacy, Global Civil Society? Emerging Evidence from the Field of Education. Comparative Education Review, 45(1), Article 1.
Nederveen Pieterse, J. (1995). Globalization as Hybridization. In M. Featherstone, S. Lash, & R. Robertson (Eds.), Global Modernities (pp. 45–68). Sage.
Robertson, R. (1992a). Globality and Modernity. Theory, Culture & Society, 9(2), Article 2.
Robertson, R. (1992b). Globalization. Social Theory and Global Culture. Sage.
Robertson, R. (1995). Glocalization: Time-Space and Homogeneity-Heterogeneity. In M. Featherstone, S. Lash, & R. Robertson (Eds.), Global Modernities (pp. 25–44). Sage.
Robertson, R., & Lechner, F. (1985). Modernization, Globalization and the Problem of Culture in World-Systems Theory. Theory, Culture & Society, 2(3), Article 3.
Schriewer, J. (2003). Globalisation in Education: Process and Discourse. Policy Futures in Education, 1(2), 271–283. https://doi.org/10.2304/pfie.2003.1.2.6
Schriewer, J., & Martinez, C. (2004). Constructions of internationality in education. In G. Steiner-Khamsi (Ed.), The global politics of educational borrowing and lending (pp. 29–53). Teachers College Press.
Schulte, B. (2004). East is East and West is West? Chinese academia goes global. In J. Schriewer, C. Charle, & P. Wagner (Eds.), Transnational intellectual networks. Forms of academic knowledge and the search for cultural identities (pp. 307–329). Campus.
Schulte, B. (2012). World culture with Chinese characteristics: When global models go native. Comparative Education, 48(4), Article 4.
Steiner-Khamsi, G. (2004). The Global Politics of Educational Borrowing and Lending. Teachers College, Columbia University.
Tsing, A. L. (2005). Friction. An Ethnography of Global Connection. Princeton University Press.
Urry, J. (2005). The Complexities of the Global. Theory, Culture & Society, 22(5), Article 5.
Wimmer, A., & Glick Schiller, N. (2002). Methodological nationalism and beyond: Nation-state building, migration and the social sciences. Global Networks, 2(4), Article 4. https://doi.org/10.1111/1471-0374.00043
Association in the course directory
WM-M08
Last modified: We 25.09.2024 11:26
Education and schooling are both local and global: While often connected to specific geographies and cultures, they are deeply affected by both historical and contemporaneous processes of globalization. These processes may entail, for example, colonization, decolonization, and attempts at cultural revival; the diffusion and appropriation (or rejection) of new educational models, curricula, and technologies; or policy-work regarding multilingualism. The course will introduce various perspectives on globalization that have been influential in educational research, to then move on to more specific topics in the field. Students are expected to familiarize themselves both with conceptual understandings of education and globalization, and with selected foci and/or empirical cases.
Aims:
1. Obtain knowledge regarding various theoretical and topical approaches regarding education, globalization, and indigenization.
2. Develop an understanding of education as situated in a globalized/globalizing world.
3. Ability to read, reflect upon and discuss English-language research literature and to conduct one's own research on existing literature on the topic.
4. Ability to work on the research topics in a reflected manner, and to present these topics in both written and oral form.
5. Ability to actively participate in seminar discussions and to provide feedback in both written and oral form.Methods: Discussion, group work, presentations, and feedback sessions. In-depth investigation into research topics with the help of research literature. A detailed schedule containing more specific content and activities will be presented at the first meeting and provided in written form.