Universität Wien

210110 SE M7: comparative Equity-focused policy and approaches in education systems (2024W)

9.00 ECTS (2.00 SWS), SPL 21 - Politikwissenschaft
Continuous assessment of course work

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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. 50 participants
Language: English

Lecturers

Classes (iCal) - next class is marked with N

  • Friday 11.10. 15:00 - 18:15 Hörsaal 2 (H2), NIG 2.Stock
  • Friday 18.10. 15:00 - 18:15 Hörsaal 2 (H2), NIG 2.Stock
  • Friday 25.10. 15:00 - 18:15 Hörsaal 2 (H2), NIG 2.Stock
  • Friday 08.11. 15:00 - 18:15 Hörsaal 2 (H2), NIG 2.Stock
  • Friday 15.11. 15:00 - 18:15 Hörsaal 2 (H2), NIG 2.Stock
  • Friday 22.11. 15:00 - 18:15 Hörsaal 2 (H2), NIG 2.Stock
  • Friday 06.12. 15:00 - 18:15 Hörsaal 2 (H2), NIG 2.Stock
  • Friday 13.12. 15:00 - 18:15 Hörsaal 2 (H2), NIG 2.Stock

Information

Aims, contents and method of the course

Why are some policies more effective than others at leveraging educational equity across national and cultural differences? Why do some countries or regions within one society boast more impressive outcomes than others pursuing similar equity-focused policy approaches? What cultural and structural factors impact the efficacy of common policy efforts in different societies?

In this comparative policy course, students will explore these and other relevant quandaries related to the role of national education systems in countering and reproducing existing societal inequities. Students will draw on course materials and peer research pursued throughout the course to develop a cross-national education White Paper that outlines the efficacy of policy strategies for mitigating common structural and de facto inequities and provides informed recommendations for improving, expanding, and scaling promising policy approaches.
Students will engage in small- and full-group discussions, individual reflections, cooperative work, development of cross-national case studies, presentations, and peer-review work sessions.

Assessment and permitted materials

Students will be expected to:
- arrive on time and stay throughout the full duration of the class
- respond to weekly writing prompts on class materials
- come to class prepared, having read read/listened to/ viewed all class materials
- engage in informed discussion of weekly texts
- submit all assignments in a timely manner

Minimum requirements and assessment criteria

Successful completion of this course will entail meeting the following requirements:

- Active participation in class, including evidence of having reviewed assigned materials in advance of each class; contributing in an informed way in small group and whole group discussions; engaging fully in class work, which will include group presentation and facilitation of weekly discussion of texts (30%)

- Sufficient presentation of work in progress toward culminating research project and informed response to weekly course materials (30% )

- Sufficient presentation and timely submission of a comparative Policy White Paper that demonstrates your understanding of key concepts addressed in class. You should draw on course materials and conduct additional research to explore an education equity issue of your choice in greater depth. Possible topics might include equitable access to quality education for a specific marginalized group, language instruction, different school models, gender equity, LGBTQ rights, curriculum content, different pedagogies, disability rights, literacy, etc. (40%)

Grading key:
1 (very good/sehr gut) -> 100-95 points
2 (good/gut) -> 94-85 points
3 (satisfactory/befriedigend) -> 84-80 points
4 (pass/genügend) -> 79-60 points
5 (not satisfactory/nicht genügend) -> 59-0 points

Examination topics

By the end of this course, students will be expected to demonstrate thoughtful and informed understanding of the following:
- Frameworks for defining educational equity for cross-national analysis
- Theoretical framing for common narratives related to educational (in)equity
- De facto and structural factors impacting the efficacy of specific equity-focused policy initiatives in different countries and in different regions within one country
- Innovative and impactful policy solutions
- Research methodology and considerations for cross-national comparisons

Reading list

All materials for this course will be made available via Moodle. Some examples of reading for this course include:

- Benavot,A., Corrales, J. & Resnik, J. (2006). Global Education Expansion: Historical Legacies and Political Obstacles, Cambridge, MA:American Academy off Arts & Sciences.

- Ross, K.N., Paviot, L. & Jürenss-Genevois, I. (2006). Introduction: The origins of the policy forum. In (eds) Kenneth N. Ross & IIona Jürenss-Genevois, Cross-National Studies of the quality of Education: Planning their design and managing their impact. Published by UNESCO - International Institute for Educational Planning. (pp 25-36)

- Arnove, R.F. (2012) Reframing comparative education: The dialectic of the global and the local. in Comparative Education: The Dialectic of the Global and the Local, edited by Robert F. Arnove, et al., Rowman & Littlefield Publishers.

Association in the course directory

Last modified: Tu 01.10.2024 12:46