Universität Wien

190030 SE Educational Theories in International and Historical Comparison (2021W)

Education and International Development. Perspectives and Challenges.

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).

Details

max. 25 participants
Language: English

Lecturers

Classes (iCal) - next class is marked with N

IMPORTANT NOTICE: During the period of the lockdown, the course will be online (see Moodle course for Zoom links). Towards the end of the lockdown, we'll communicate about returning to on-site meetings.

  • Tuesday 05.10. 11:30 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
  • Tuesday 12.10. 11:30 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
  • Tuesday 19.10. 11:30 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
  • Tuesday 09.11. 11:30 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
  • Tuesday 16.11. 11:30 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
  • Tuesday 23.11. 11:30 - 13:00 Digital
    Seminarraum 4 Sensengasse 3a 1.OG
  • Tuesday 30.11. 11:30 - 13:00 Digital
  • Tuesday 07.12. 11:30 - 13:00 Digital
  • Tuesday 14.12. 11:30 - 13:00 Digital
  • Tuesday 11.01. 11:30 - 13:00 Digital
  • Tuesday 18.01. 11:30 - 13:00 Digital
  • Tuesday 25.01. 11:30 - 13:00 Digital

Information

Aims, contents and method of the course

Education is a crucial instrument in international development work and has been heralded for its positive effects on both economic development and improvement of human rights awareness. Yet, educational interventions have also been accused of colonizing and uprooting agendas, leading to the erasure of local cultures of knowing and learning. Additionally, conditional loans have exerted pressures on countries in the developing world to reorganize their educational systems, at times leading to a deterioration, rather than improvement, of educational provision. This course will look at both the histories of education and international development, as well as their present repercussions. We will work both with more theoretical approaches and with individual case studies.Ziele:1. Obtain knowledge regarding various theoretical and methodological approaches regarding education and international development.2. Develop an understanding of the interaction of education, schooling, and international development in particular with regard to marginalized and vulnerable groups.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.Methoden: 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.

Assessment and permitted materials

Beurteilungsmaßstab
- Written presentation of paper idea: 30 credits
- Written and oral feedback: 10 credits
- Course paper: 40 credits (the announced submission date is binding)
- Participation in discussion and other tasks: 20 credits.

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

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: 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.

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.Burde, D. (2014). Schools for conflict or for peace in Afghanistan. Columbia University Press.Chabbott, C. (2013). Constructing education for development. International organizations and education for all. Routledge.Collins, C. S., & Rhoads, R. A. (2009). The World Bank, Support for Universities, and Asymmetrical Power Relations in International Development. Higher Education, 59(2), 181205.Davies, L. (2011). Can education interrupt fragility? Toward the resilient citizen and the adaptable state. In K. Mundy & S. Dryden-Peterson (Eds.), Educating children in conflict zones. Research, policy, and practice for systemic changeA tribute to Jackie Kirk (pp. 3348). Teachers College Press.Dei, G. S., & Anamuah-Mensah, J. (2014). The coloniality of development: Reframing South-South co-operation and resistance. In A. Asabere-Ameyaw, J. Anamuah-Mensah, G. S. Dei, & K. Raheem (Eds.), Indigenist African Development and Related Issues (pp. 2748). Sense Publishers.Farrell, J. P. (2008). Community Education in Developing Countries: The Quiet Revolution in Schooling. In M. F. Connelly, M. F. He, & J. Phillion (Eds.), The SAGE Handbook of Curriculum and Instruction (pp. 369389). Sage Publications.Harber, C. (2014). Education and international development: Theory, practices and issues. Symposium Books.Jones, P. W. (2018). International policies for Third World education: Unesco, literacy and development. Routledge.King, E. (2013). From classrooms to conflict in Rwanda. Cambridge University Press.Larsen, M. (2016). International service learning. Engaging host communities. Routledge.McGrath, S. (2010). The role of education in development: An educationalist’s response to some recent work in development economics. Comparative Education, 46(2), 237253.McGrath, S. (2014). The post-2015 debate and the place of education in development thinking. International Journal of Educational Development, 39, 411. http://dx.doi.org/10.1016/j.ijedudev.2014.05.002McGrath, S., & Gu, Q. (2016). Routledge Handbook of International Education and Development. Routledge.Mundy, K., & Dryden-Peterson, S. (2011). Educating children in conflict zones: Research, policy, and practice for systemic change?A tribute to Jackie Kirk. Teachers College Press.Rist, G. (2014). The history of development. From Western origins to global faith (4th ed.). Zed Books.Ross, H. (2011). Challenging the gendered dimensions of schooling: The state, NGOs and transnational alliances. In T. Jacka & S. Sargeson (Eds.), Women, gender and rural development in China (pp. 143-170.). Edward Elgar Publishing.Sen, A. (2003). Development as Capability Expansion. In S. Fukuda-Parr & S. Kumar (Eds.), Readings in Human Development: Concepts, Measures, and Policies for a Development Paradigm (pp. 4158). Oxford University Press.Tarabini, A. (2010). Education and poverty in the global development agenda: Emergence, evolution and consolidation. International Journal of Educational Development, 30(2), 204212.Tikly, L. (2010). Globalisation and Education in the Postcolonial World: Towards a Conceptual Framework. Comparative Education, 37(2), 151171.

Association in the course directory

WM-M08

Last modified: Fr 12.05.2023 00:18