EDUCATION FOR GLOBAL CHANGE

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.

EDPOL 240

Examines the socio-cultural, political and economic forces that shape education around the world, including in the U.S. Explores a series of essential questions about the means and ends of education, including: the purposes of schooling in different locations; the role of schooling in producing inequality or supporting social change, particularly in relation to class, race, gender, migration, language, and abilities; global educational reform; global educational assessments; curriculum and pedagogy; and teacher education.

EDPOL 870

Analysis of several social theories emphasizing the explanation of social change, the role of education in the change process, and the implications for educational policy in contemporary society.

EDPOL 320

Provides an overview of diverse theories and models of human-earth relations, and the causes and consequences of climate and environmental crisis. Centering a global ecological justice lens, develops a critical approach to examining how different people around the world learn about and experience the climate crisis. Provides a range of tools to use in responding to the climate crisis, including learning about and engaging with Teejop and Traditional Ecological Knowledge frameworks, exploring how increased diversity can sustain human survival, and examining the concept of sustainability.

EDPOL 212

Learn theories and practices of educating for social justice, a pedagogical-political approach based on participatory methodologies that is committed to positive social change. Discuss popular education, peace and human rights education, critical pedagogy, and related approaches. Engage in theoretical debates, focusing on the ideas of transformative educators such as Paulo Freire and bell hooks, and learn about radical educator collectives and transformative education efforts in districts, schools, classrooms, community associations, and NGOs from around the world.