INTERNATIONALIZING EDUCATIONAL KNOWLEDGE

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 331

Education is often considered only to take place in formal schooling environments with professionally-trained teachers and students sitting in classrooms. However, research shows - and our intuitions suggest - that education occurs every day in a variety of ways, with a variety of people, and in a variety of spaces. For example, education - or more specifically, teaching and learning - happens in spaces such as museums and libraries but also, perhaps, at sports practice and around the family dinner table. Truly understanding what it means to teach and learn involves delving into and unpacking this variety. Further, if creating change in whether and how different people have opportunities to teach and learn in our society requires exposing and exploiting this variety.

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.

CURRIC 916

In the past few decades, social thought and philosophy have provided alternative arguments and styles of reasoning in thinking about the history and sciences of education. Explores readings and the importance of this literature to education is in multiple layers; provides ways of thinking about difference outside of theories of representation and identity; embodies ways of engaging the knowledge of science and the political in schooling; provides alternative strategies for discourse analyses; problematizes the givenness of the subject of schooling as the object of change; (re)vises notions of materialism and power in understanding the effects of schooling; provides ways of thinking about knowledge and language as not merely an epiphenomena to structures; and historically explores the limits of theories of practice that are given as what is real and useful.

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.