190018 SE Educational Theories in International and Historical Comparison (2022S)

International and Comparative Education: Cultural, Historical, Political Cross-National Themes Related to Educational Practices and Policies

5.00 ECTS (2.00 SWS), SPL 19 - Bildungswissenschaft

Continuous assessment of course work

MIXED

Moodle

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 Tu 01.02.2022 06:30 to Tu 22.02.2022 09:00
Registration is open from Fr 25.02.2022 09:00 to Mo 28.02.2022 09:00
Deregistration possible until Mo 21.03.2022 09:00

Details

max. 25 participants

Language: English

Lecturers

Ece Cihan Ertem

Classes (iCal) - next class is marked with N

This course will be held in English and the first three units will be made online. After the first three units, if the pandemic conditions allow, we will go on our seminars on-site. The updates for the course and the Zoom link will be announced on Moodle.

    
    Tuesday
    01.03.
    15:00 - 18:15
    Digital
    
    Tuesday
    15.03.
    15:00 - 18:15
    Digital
    
    Tuesday
    29.03.
    15:00 - 18:15
    Digital
    
    Tuesday
    26.04.
    15:00 - 18:15
    Seminarraum 5  Sensengasse 3a  1.OG
    
    Tuesday
    10.05.
    15:00 - 18:15
    Seminarraum 5  Sensengasse 3a  1.OG
    
    Tuesday
    24.05.
    15:00 - 18:15
    Digital
    
    Tuesday
    21.06.
    15:00 - 18:15
    Digital

Information

Aims, contents and method of the course

This course focuses on scrutinizing the relations between educational practices and policies and various societal subjects encompassing but not limited to cultural, historical, political, national/ethnic, and religious themes with an international comparative perspective. It examines cross-national subjects such as new authoritarianism, neoliberal transformations, political ideologies, social stratification, ethnic conflicts, and refugee crisis vis-a-vis education. Adopting a critical perspective, this course aims at improving the analytical skills of students leaning on various texts written on different cases in the world and it will encourage students to participate in enriching critical discussions over these texts and prepare reflections on them.Methods: Lectures (introduction of the theories and concepts by the course director), discussions, reflection pieces, group work assignments, presentations, and regular feedback on readings.

Assessment and permitted materials

In preparation for the sessions of the course, assignments and readings should be completed. Active presence and participation in discussions are 'a must' for this course. A small research project will be conducted throughout the course by the students. The final project report is a requirement. Short presentations on the research process and course themes will be made on several courses.

Minimum requirements and assessment criteria

• Reading the required texts, active presence, and participation in discussion in class; (30%)• Critical self-writing and/or group assignments regarding the weekly theme (10%)• Mini presentations on course themes (10%)• Final paper ( which is around 3000 words) ( 50%)

Examination topics

Reading list

Bush, K. D., & Saltarelli, D. (2000). The two faces of education in ethnic conflict: Towards a peacebuilding education for children.Eder, E., Turic, K., Milasowszky, N., Van Adzin, K., & Hergovich, A. (2011). The relationships between paranormal belief, creationism, intelligent design and evolution at secondary schools in Vienna (Austria).Science & Education,20(5), 517-534.Giroux, Henry A. "The conservative assault on America: Cultural politics, education and the new authoritarianism." (2005): 139-164.Giroux, H. A. (2009). Neoliberalism, youth, and the leasing of higher education.Global neoliberalism and education and its consequences, 30-53.Hayhoe, R., Manion, C., & Mundy, K. (2017). Why study comparative education.Comparative and international education: Issues for teachers, 1-26.Islam, K. M. M., & Asadullah, M. N. (2018). Gender stereotypes and education: A comparative content analysis of Malaysian, Indonesian, Pakistani, and Bangladeshi school textbooks.PloS one,13(1), e0190807.Leher, R. (2009). Brazilian education, dependent capitalism, and the World Bank.Global neoliberalism and education and its consequences, 127-150.Sunata, U., & Abdulla, A. (2020). Lessons from Experiences of Syrian Civil Society in Refugee Education of Turkey.Journal of Immigrant & Refugee Studies,18(4), 434-447.

Association in the course directory

WM-M08

Last modified: Th 11.05.2023 11:27