SYLLABUS
SYLLABUS
PREAMBLE - PROFESSIONAL STATEMENTSComparative nd International Education is the study of educational systems in the world. In this class, students will examine the conceptual and methodological questions underlying comparative and international education. Particular attention will be placed on the development of the field and to the styles of social analysis which may be applied to comparative and cross-national studies in education, such as the exploration of the relationship between education, culture and society in a global context. Among the issues discussed will be gender, race, class, socio-political and economic structures, and their relationship to the schooling process.
The course is conducted as a seminar in which students are responsible for class and bulletin board participation in discussions based upon lectures, assigned readings, and audio-visual materials. Students are expected to come to class prepared to discuss readings. Students are also responsible for using computer technology and research orientations for course assignments and final research project. Assignments stress critical thinking skills and emphasize concepts and ideas rather than memorization of facts. ALL ASSIGNMENTS ARE TYPED AND PRESENTED TO THE INSTRUCTOR BEFORE THE CONCLUSION OF THE CLASS. Late papers will be deducted two points for each day late.
REQUIRED TEXTBOOK
Patricia K. Kubow & Paul R. Fossum. (2003) Comparative Education in International Context. Prentice Hall
CLASS Web
ON-LINE JOURNAL: In Focus: http://www.escotet.org/InFocus/home.htm
ON-LINE JOURNAL: CICE: http://www.tc.columbia.edu/CICE/
TOTAL POINTS: 100
1) CLASS PARTICIPATION 35% 35 POINTS
Students are expected to complete readings prior to class and to come prepared for class discussion. Each class session selected students will be responsible for leading class discussions. Students are required to participate in a minimum of eight bulletin board discussions to provide critical commentary on readings or on classroom activities and discussions. In total, each student will receive points for:
a) Class leadership and participation 20 points
b) Bulletin Board participation 12 points
c) 10-minute oral presentation on research topic 3 points
2) WRITTEN ASSIGNMENT: Article Critique 25% 25 POINTS
Compare and contrast critically the major ideas presented in 4 or more of the reading materials. Critique is 3-5 pages in length.
3) POSITION PAPER 40% 40 POINTS
Position paper should be no more than 10 pages in length, including references, and is due on the final day of the semester. No late papers will be accepted. Students can choose any theme they want, but must discuss that theme in an international setting, i.e. via a country other than the United States.
I Jan. 8: INTRODUCTION: Cultural Awareness; Intercultural Communications, Socialization
II Jan. 15: COMPARATIVE AND INTERNATIONAL EDUCATION DISCOURSES: Historical Roots & ParadigmsASSIGNED READINGS: KUBOW: pages.3-24; 235-250; Web: Kim Sebaly; Edmund King; ONLINE: Michael Crossley CICE 4, no. 2 (2002)
III Jan. 22: NO CLASSASSIGNED READINGS: Web: William Cummings; John Hawkins & Val Rust; ONLINE: In Focus, 1, no. 1 (Fall 2002): a) L. Fengshu; b) W. Rich-Orloff
IV Jan. 29:TRADITIONAL EDUCATIONAL CARTOGRAPHY: Social Science Comparativists Theories and Structural/Functionalism; Conflict/Critical TheoriesASSIGNED READINGS: KUBOW: pgs.27-47; Web: Rolland Paulston; ONLINE: P. Redvers-Lee, In Focus 1, no. 1 (Fall 2002)
V Feb. 5:CONTEMPORARY EDUCATIONAL CARTOGRAPHY: Ethnology, Phenomenology,Feminists, Post-Structuralists, PostmodernistASSIGNED READINGS: KUBOW: pages 48-55; Web: Robert Arnove; Peter Ninnes & Mehta; Nelly Stromquist 1996
ONLINE: a) Peter McLaren. CICE 1, no. 2; b) Mark Bray. CICE 4, no. 2;
OPTIONAL ONLINE READINGS
CICE 5, no. 1: a) Alice Ginsberg; Gail Masuchika; Vavrus Frances; CICE 4, no. 2 Adriana Abdenur
VI Feb. 12:WORLD SYSTEMS THEORY TO GLOBALIZATION/LOCALIZATION DIALECTICASSIGNED READINGS: KUBOW: pages 59-102; Web: Farrell; ONLINE: a) Pilai Sharmila. In Focus 1, no. 1 (2002); b) Steven Klees CICE 1, no. 2
OPTIONAL ONLINE READINGS
In Focus 1, no. 1 (Fall 2002); a) Sylvester, M.; b) Howe, E.. Any article CICE 1, no. 1
ASSIGNMENT: ARTICLE CRITIQUE DUE
VII Feb. 19: EDUCATIONAL ACCESSREQUIRED READINGS: KUBOW: pages 107-140 ; Web: Nelly Stromquist 2001; ONLINE: Kristin Rosekrans. In Focus 1, no. 1; Thomas Clayton CICE 2, no. 1
VIII Feb. 26: TEACHER PROFESSIONALISMASSIGNED READINGS: KUBOW: pages 181-226; ONLINE: Kline, Rachel. CICE 2, no. 2
IX March 5: STUDENT PRESENTAITONSASSIGNED READINGS: KUBOW: pages 251-257
X March 12: STUDENT PRESENTATIONS
PREAMBLE(A) Vision, Mission and Conceptual Framework for Professional Preparation: The faculty members of the Charter College of Education have adopted the vision of "Promoting an inclusive environment to support caring professional educators for the future, so that all learners achieve their fullest potential" and the mission for the college as "Through the unique opportunities provided by its charter status, the College of Education at California State University, Los Angeles, enables educators to meet high standards and ensure the maximum learning and achievement potential of culturally and linguistically diverse urban learners." This mission is reflected in this course by the course content and required readings.
(B) Statement of Reasonable Accommodation: The Charter College of education faculty members fully support the Americans with Disabilities Act (ADA). The members of the faculty will provide Reasonable accommodation to any student with a disability who is registered with the Office of Students with Disabilities (OSD) who needs and requires accommodation. The faculty may wish to contact the OSD to verify the presence of a disability and confirm that accommodation is necessary. The OSD will arrange and provide for the accommodation. Reasonable accommodation may involve allowing a student to use an interpreter, note taker, or reader; accommodation may be needed ruing class sessions and for administration of examinations. The intent of the ADA in requiring consideration of Reasonable accommodation is not to give a particular student an unfair advantage over other students, but simply to allow a student with disability to have an equal opportunity to be successful.
(C) Student Conduct: Student conduct is viewed as a serious matter by faculty members of the Charter College of Education. The Charter School faculty members assume that all students will conduct themselves as mature citizens of the campus community and will conduct themselves in a manner congruent with university policies and regulations. Appropriate conduct is subject to discipline as provided for in Title 5, California Code of Regulations (see student conduct: rights &responsibilities, and student discipline, CSULA General Catalog). Academic honesty is expected of all students in the Charter College, in accordance with University policy. There are established university reporting procedures if a student is suspected of committing an academically dishonest act.
(D) Technology: For formal admission to credential, certificate, or Masters Degree programs in the Charter College of Education, each student must: 1) own or have ample access to a computer (ex. in CSULA computer labs, home or work); 2) Have general knowledge of operation and care of a computer, computer hardware/software, and be able to implement basic troubleshooting techniques (ex. check connections, restart the computer, etc.); Have an email account (available free of charge to all CSULA students); 4) have a basic understanding of how to use the Internet. Students should anticipate that their sue of these skills will be integrated within courses in their programs. Students who fail to meet any of the above expectations are strongly advised to take an introductory computers course before they are formally admitted to the Charter College of Education.
CATALOG DESCRIPTION
Comparative and International Education is the study of educational systems in the world. In this class, students will examine the conceptual and methodological questions underlying comparative and international education. Particular attention will be placed on the development of the field and to the styles of social analysis which may be applied to comparative and cross-national studies in education, such as the exploration of the relationship between education, culture and society in a global context. Among the issues discussed will be gender, race, class, socio-political and economic structures, and their relationship to the schooling process.
STUDENT OUTCOMES - CONTENT STANDARDS AND PERFORMANCE STANDARDS
Instructional goals are to help students learn to identify, analyze and become conversant with comparative education research techniques and methodological options. Students will gain skills that a) ask scientific questions and formulate research problems; b) identify and analyze alternative research paradigms and the role of research design in obtaining trustworthy answers to scientific questions; and c) design, write, interpret and evaluate comparative education studies to empirically investigate scientific problems. Upon completion of course, students will: a) Identify divergent aspects of major comparative education research designs and applications; b) Apply comparative dimensions of educational research to local school settings; c) Describe diversity influences (ethnic, linguistic, gender, etc.) on comparative education; d) Be familiar with mainstream and alternative forms of printed and audio/visual media; and e) Acquaint students with the potentials and limitations of comparative education