Understanding education in history and society - diversity and materiality as analytical perspectives, 7.5 Credits
Swedish name: Utbildningens roll genom historien och i samhället
This syllabus is valid: 2014-12-29
and until further notice
Course code: 1HI066
Credit points: 7.5
Education level: Second cycle
Main Field of Study and progress level:
History: Second cycle, has only first-cycle course/s as entry requirements
Grading scale: Three-grade scale
Responsible department: Department of Historical, Philosophical and Religious Studies
Established by: Faculty director of studies, Faculty of arts, 2014-12-18
Contents
The aim of the course is to present and critically examine contemporary theoretical and empirical contributions, which highlight the role of education in history and contemporary society. In the course, two analytical perspectives with specific relevance to the analysis of education in society will be scrutinized, diversity and materiality.
The first part of the course concerns understanding education from a minority and non-dominant point of view by focusing on theoretical and empirical issues connected to diversity, nation/nationalism, and education for minorities. Much research has been guided by methodological nationalism and a mono-cultural understanding of education. Within the framework of international minority legislations and charters for human rights, both education in itself and the research about education have developed new ways of understanding how a mono-cultural view of society is reproduced in education, and how education can be utilised in new ways to reach beyond the nation.
The second part represent a micro-oriented interest in discussing educational research issues relating to materiality in a wide sense: space, senses, emotions. The ‘material’ and ‘spatial’ turns and shift from social to cultural history have had a considerable impact in social sciences research in the last decade. Also in the field of history of education the significance of the materials, spaces and objects of schooling has become acknowledged, recently expanded to include also emotions and sensory aspects. This can be said to represent a new micro-oriented interest.
Expected learning outcomes
After completion of the course the students will be able to: Knowledge and Understanding
demonstrate knowledge and understanding of some key theoretical issues in historical research on education, concerning different analytical perspectives.
relate empirical research on diversity, nation, space, and materiality in education to theoretical issues.
Skills and Ability
make independent analyses of research on education connected to diversity and materiality.
Assessment and Approach
problematize theoretical perspectives in research on education, as well as constructively discuss and assess theoretical and methodological viewpoints in research.
Required Knowledge
90 ECTS courses in history, history of ideas, or education, or a Bachelors degree (180 ECTS), or the equivalent. Proficiency in English equivalent to Swedish upper secondary course English A (IELTS (Academic) with a minimum overall score of 5.5 and no individual score below 5.0. TOEFL PBT (Paper-based Test) with a minimum total score of 530 and a minimum TWE score of 4. TOEFL iBT (Internet-based Test) with a minimum total score of 72 and a minimum score of 17 on the Writing Section). Where the language of instruction is Swedish, applicants must prove proficiency in Swedish to the level required for basic eligibility for higher studies.
Form of instruction
The course is given online, with web-based lectures and seminars on a web platform that enables both written and oral discussions between the students as well as between students and teachers.
Examination modes
The first part of the course will be examined through seminar discussions and a written literary review. The second part of the course will be examined through an individual reflective essay, in which an aspect of a learning environment will be investigated and analyzed from the viewpoint of one of these analytical perspectives.
Academic credit transfer Transfer of credits is considered individually (see the University Code of Rules and regulations for transfer of credits).
Literature
Valid from:
2014 week 51
Burke Catherine Containing the school child: architectures and pedagogies Paedagogica Historica 41, no 4-5, special issue : 2005 : Mandatory Reading instructions: p 489-639
Putting education in its place: space, place and materialities in the history of education Burke Catherine, Cunningham Peter, Grosvenor Ian History of Education 39, no 6, special issue : 2010 : Mandatory Reading instructions: p 677-785
Engaging with Educational Space: Visualizing Spaces of Teaching and Learning Burke Catherine,, Grosvenor Ian, Norlin Björn Umeå University : 2014 : Mandatory
Churchill Ward Kill the Indian, save the man : the genocidal impact of American Indian residential schools San Francisco : City Lights : cop. 2004. : xlix, 158 p. : ISBN: 0-87286-434-0 Mandatory Search the University Library catalogue
Fendler Lynn the Ethics of Materiality: Some Insights from Non-representational Theory Educational Research: Material culture and Its Representation, Educational Research, edited by P Smeyers and M Depaepe. Cham: Springer 18 pages : 2014 : Mandatory Reading instructions: p 115-132
Lantto Patrik The Promise and Threat of Civilisation: Native School Policies in Canada and Sweden in the 20th Century Canadian Environments: Essays in Culture, Politics, and History, edited by R. C. Thomsen and N.L. Hale. Bruxelles: P.I.E. Peter Lang (21 pages) : 2005 : Mandatory Reading instructions: p 97-117
Marker Michael Review Essay: Ethnohistory and Indigenous Education: A Moment of Uncertainty History of Education 29, no 1 (7 pages) : 2000 : Mandatory Reading instructions: p 97-117
McCulloch Gary The struggle for the history of education 1. ed. : London : Routledge : 2011 : 139 p. : ISBN: 978-0-415-56534-9 (hbk) : Mandatory Search the University Library catalogue
Rosén Rasmussen Lisa Touching Materiality: Presenting the past of everyday school life Memory studies 5, no 2 (17 pages) : 2012 : Mandatory Reading instructions: p 114-130
Methodological Nationalism and Beyond: Nation-state Building, Migration, and the Social Sciences. Wimmer Andreas, Glick Schiller Nina Global Networks 2, no 4 (34 p) : Mandatory Reading instructions: p 301-334
Wirt Frederick M. The Stranger within My Gate: Ethnic Minorities and School Policy in Europe Comparative Education Review 23, no 1 (34 pages) : 1979 : Mandatory Reading instructions: p 17-40
Elenius Lars The role of ethnic Minorities in Nation Building and Education: Assimilition Policies in Sweden and Norway Nordic Lights: Education for Nation and Civic society in the Nordic Countries, edited by S. Ahonen and J. Rantala. Helsinki: Finnish Literature Society (18 p) : 2001 : Mandatory Reading instructions: p 136-152
The School Desk: From concept to Object Herman Frederik, Van Gorp Angelo, Simon Frank, Depaepe Marc History of Education 40, no 1 (21 pages) : Mandatory Reading instructions: p 97-117
Rosén Rasmussen Lisa Material and Affective Movements: Former Danish Pupils' Reminiscences of scool 1945-2008 Beyond the Classroom: Historical Perspectives on Pupils and Their Schooling, edited by A. Larsson and B. Norlin. Frankfurt: Peter Lang (23 pages) : 2014 : Mandatory Reading instructions: p 183-205
