GLOBALIZATION AND LINGUISTIC HUMAN RIGHTS IN EDUCATION

CURRIC 737

An introduction to language, literacy and linguistic diversity for teachers. Provides an overview of the components of language, the structure of the English language and how language functions, with special emphasis on how language is used in schools, with the goal of supporting teachers' work with multilingual learners. Through exploration of language(s) and a critical reflection of personal experiences as language users, language learners, language analysts and language advocates, enhance understanding of communicative repertoires as dynamic, fluid, and complex.

CURRIC 943

Engages in consideration of and deep dialog around cutting-edge theoretical approaches and framings to languages, literacies, mobility, communication, learning and teaching globally, and to show what different perspectives may offer to understandings of language-in-use across varied global educational and life contexts.

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 595

Overview of language politics, policies, and practices in global perspective; draws on the work of anthropologists, sociolinguists, and language policy scholars to examine how language choices in and regarding schooling interact with ethnic and linguistic diversity. Consider the following questions: How and under what conditions do language policies, practices, and pedagogies redress or exacerbate inequalities? How people at the local level, including educators, negotiate language and literacy policies and politics. Uses a global lens to expand local understandings and practices.

EDPOL/INTLST 220

Explores questions related to human rights and education, from the individual to the global level; from the abstract to the practical: What does it mean to be human? How do we learn to be human? What rights mark a human being? Do all human have rights? If they have a right to education, do they have a right to a particular kind of education? Can one global education and human rights model best meet the needs of our incredibly diverse global population? Can the global human rights framework improve current educational, national, social, and economic inequities? How so? How does education as a human right relate to human rights education? and who should decide the answers to these questions, and how? Investigates the tensions and boundaries of the human rights framework to reduce social inequality through methodological inquires in educational case studies, including: educational inequality; victims of the war on drugs; working children's rights; and climate change.