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.INSTRUCTIONAL METHODS AND REQUIREMENTS
The course is conducted as a seminar in which students are responsible for class, e-mail 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. TYPE ALL ASSIGNMENTS AND PRESENT THEM TO THE INSTRUCTOR BEFORE THE CONCLUSION OF THE CLASS. Late papers will be deducted two points for each day late.
TOTAL POINTS: 100
1) CLASS PARTICIPATION 30% 30 POINTS
Students are expected to complete readings prior to class and to come prepared for class discussion. Each class session two students will be responsible for leading class discussions. Students are required to correspond with Dr. Raby a minimum of two times during the semester by e-mail AND to participate in a minimum of four bulletin board discussions to provide critical commentary on readings or on classroom discussions/activities. In total, each student will receive points for:
a) classroom participation: 6 points
b) Class leadership: 10 points
c) e-mail participation: 4 points
d) Bulletin Board participation: 8 points
c) Oral presentation on research topic: 2 points
2) WRITTEN ASSIGNMENT: Article Critique 30% 30 POINTS
Compare and contrast critically the major ideas presented in 5 or more of the reading materials. The critique should be no more than 5 pages in length.
3) POSITION PAPER 40% 40 POINTS
I Jan. 3 Introduction: Overview of the course, Cultural Awareness; Intercultural Communications, Socialization
II Jan. 10 Comparative and International Education Discourses William K. Cummings. "The InstitutionS of Education: Compare, Compare, Compare!"Rolland G. Paulston. "Mapping Comparative Education After Postmodernity."
David N. Wilson. "Comparative and International Education: Fraternal or Siamese Twins? A preliminary Genealogy of Our Twin Fields.
III Jan. 17 NO CLASS Tom LaBelle and Peter White, Educational Policy Analysis and Intergroup Relations: International and comparative AnalysisRolland Paulston, Social and Educational Change: Conceptual Frameworks
Patricia Petherbridge-Hernandez and Rosalind Latiner Raby, Twentieth-Century Transformations in Catalonia and the Ukraine: Ethnic Implications in Education
IV Jan. 24 Historical Roots of the fieldWilliam Brickman and Steward E. Frase, "Historical Introduction"
Nicholas Hans, "The Historical Approach to Comparative Education"
Isaac Kandel, The New Era in Education
G.Z.F. Bereday, Comparative Method in Education
Harold Noah & Max Eckstein, Towards a Science of Comparative Education
Val D. Rust, "Research Strategies in Comparative Education" Activity 1 DUE
V Jan. 31 Traditional Educational Cartography: Social Science Comparativists Theories and Structural/Functionalism Alex Inkeles, Exploring Individual Modernity.David McClelland, The Achieving Society
David Lerner, The Passing of Traditional Society
Everett Rogers, Modernization Among Peasants.
VI Feb. 7 Contemporary Educational Cartography: Conflict/Critical Theories, Ethnology, Phenomenology, Post-Structuralists Ronald Dore, The Diploma DiseaseRichard Heyman, "Comparative Education from an Ethnomethdological Perspective"
John Ogbu, "Immigrant and Involuntary minorities in Comparative Perspective"
Erwin Epstein, "Currents Left and right: Ideology in Comparative Education"
Martin Carnoy and Joel Samoff, Education and Social Transition in the Third World
Matin Carnoy, Education as Cultural Imperialism
VII Feb.14 World Systems Theory to Globalization/Localization Francisco O Ramirez and John Boli-BennettJohn Meyer and Michael T. Hannan, National Development and the World System
Robert Arnove, "Comparative Education and World-Systems Analysis"
Noel F. McGinn. "Education, Democratization, and Globalization: A Challenge for Comparative Education."
Rosalind Latiner Raby "Globalization of the U.S. Community College Model: Paradox of the Local and the Global."
Manuel Castells, "Flows, Networks, and Identities: A Critical Theory of the information Society"
VIIIFeb. 21 Millennium Educational Cartography: Feminists, Post-Structuralists, Postmodernist Nellie Stromquist, "Gender inequality in Education: Accounting for Women's Subordination"
C. Cherryholmes, "Power and Criticism: post-Structural Investigations in Education
Carlos Torres and Raymond A. Morrow, Critical Theory and Education: From the Frankfurt School to Pststructualism. Social Theory and Education
Val D. Rust, Postmodernism and Its Comparative Education Implications Critique # 1 DUE
IX Feb. 28Beyond the Classroom: Nonformal Education; Consciousness Raising, Community Action, Skills Training, Literacy Programs Paulo Friere, "Education and Community Involvement"
Philip Altbach, Twisted Roots: The Western Impact on Asian higher education
Anna E. Bosch. "Popular Education, Work Training, and the Path to Women's Empowerment in Chile."
X March 6 Student PresentationFINALS March 13 CLASS MEETS 4:30 - 7:00 Position Paper DUE