240552 SE MM3 The Politics of Education. Anthropologies and Ethnographies of Schooling and Learning (2024S)
Continuous assessment of course work
Labels
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.
The use of AI tools (e.g. ChatGPT) for the attainment of partial achievements is only allowed if explicitly requested by the course instructor.
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 Th 01.02.2024 00:01 to Mo 26.02.2024 23:59
- Deregistration possible until Su 03.03.2024 23:59
Details
max. 25 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
Friday
01.03.
13:15 - 16:30
Seminarraum A, NIG 4. Stock
Monday
04.03.
11:30 - 14:45
Seminarraum D, NIG 4. Stock
Wednesday
06.03.
09:45 - 13:00
Seminarraum D, NIG 4. Stock
Thursday
07.03.
13:15 - 14:45
Hörsaal C, NIG 4. Stock
Friday
08.03.
09:45 - 11:15
Seminarraum D, NIG 4. Stock
Information
Aims, contents and method of the course
Assessment and permitted materials
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 %
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 %
Minimum requirements and assessment criteria
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.
- 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.
Examination topics
Reading list
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).
Association in the course directory
Last modified: Fr 02.02.2024 09:46
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.