GLOBALIZATION AND TEACHING: DIMENSIONS FOR CURRICULUM PLANNING

CURRIC 727

Starts with a simple proposition that 19th century modern school curriculum is concerned with making kinds of people: "the citizen", "a worker", "civic minded", "life-long learner", "motivated", "with grit", etc. Discussions explore "the building (and disseminating) of knowledge" in schools (curriculum) across nations, cultures, and within political and religious modes of thought, to understand how differences in the self and others are produced through schooling. Internationalizing education means understanding how curriculum, pedagogy, theories of learning, and notions of childhood from schooling generate "ways of thinking" about "kinds of people". Internationalizing the field of curriculum and instruction shows how difference is produced and categorized. Facilitates thinking about how regional and national representations of people go unexamined in school curriculums when studying "others".

CURRIC 292

Designed to explore the regionally, societally and culturally embedded nature of schooling, impacts of globalization on schooling, the relationship of schooling to increasingly global societies, and how policy, curriculum instruction, both domestically and internationally, are both shaped by and sometimes responsive to globalization.

EDPOL/INTLST 335

Discuss the ways education is inextricably linked to global political, economic, and social contexts. Reflect on both scholarly research and popular conceptions of market, society and schools in different geographic and cultural contexts. Approach globalization from a context-sensitive, place-based approach, rather than abstract, predictive method through interdisciplinary analysis. Explore the concept of globalization across disciplinary frameworks including anthropology, geography, and history. Provides critical analysis to understand the challenges facing education in a globalization era, to build stronger commitment to helping address those challenges, and a set of skills for researching and writing about them. Examine the following "problem-spaces": globalization and migration; globalization and race; global testing and assessment; marketization of education; global city development and higher education; youth culture and globalization.

CURRIC 366

Internationalizing education means both internationalizing our thinking and the ways we perceive the world, and internationalizing the field of curriculum and instruction. An introduction to various educational systems around the world, focusing on similarities and dissimilarities in what is taught. Discussions center on curriculum across cultures, and its relation to political systems and religions to build an understanding of diversity in societies and schools. Explores local and indigenous knowledge; the role of international agencies in comparing nation's school systems; the rise of private schools and universities; immigration and the changing borders of society and cultures in the curriculum; questions of sexuality and gender diversity; diversity of families and social exclusions and inequalities in elementary and secondary schools; as well as international opportunities for study with international and local speakers from multiple perspectives.

CURRIC 764

An introduction to language instruction policies and linguistic human rights. Examines teaching and learning in a multilingual society. Explores the various dimensions of the language used in the schools for instruction in different countries during the globalization process.