Huvudområden och successiv fördjupning:
Pedagogik: Grundnivå, har endast gymnasiala förkunskapskrav
Betygsskala: Tregradig skala
Ansvarig institution: Pedagogiska institutionen
Beslutad av: Department of Education, 2008-08-25
Innehåll
Education is a scientific discipline where knowledge is created about the processes through which the human being is formed and about the changes in social, cultural and historical circumstances in which these processes are embedded. The pedagogical field deals with, for example, different aspects of upbringing, education, learning, teaching and other processes. Questions, for example, can be raised regarding how and why certain values, knowledge and skills arise, how and why they are maintained, and how they vary within and between generations, groups and individuals.
The course addresses international perspectives that influences education globally. Special focus is on hegemonic political agendas and conceptions of educational development, which will be analysed through international cases.
Förväntade studieresultat
Upon completion of the course students should be able to
account for factors that influence education globally
describe and analyse influential conceptions of educational development
describe and analyse international cases through the perspectives addressed in the course
Behörighetskrav
Grundläggande behörighet
Undervisningens upplägg
The teaching is normally organised through lecturing, seminars, group exercises and tutorials. The teaching activities are carried out with support from information and communication technology. This requires certain technical equipment and user knowledge. Parts of the teaching can be compulsory. The course will be given in English.
Examination
The course examination is written or oral, continuous or final. The course work is assessed with the grades Pass with Distinction, Pass or Fail.
The course work is examined at the ordinary examination or re-examined at a later occasion during the same semester. An opportunity to re-examine the course work is normally given in the following fall semester provided the student has requested it. After that a student with a fail is advised to participate in the next ordinary examination. Re-examinations based on the same curriculum are guaranteed within two years after the first registration on the course.
A student has the right to change examiner for a course based on a written request to the head of department after two fails on the same course or a part of a course.
ACCREDITATION OF PRIOR LEARNING
The Director of Studies decides on the accreditation of prior learning based on a students written request. The request shall indicate the course that the accreditation will apply to. The request shall be accompanied by certified copies of course certificates including information about the institution delivering the course, time for the course, subject area, academic level, credits and examination results. Course curricula, literature lists, and if applicable copies of project reports or thesis work shall be attached.
Litteratur
Giltig från:
2008 vecka 34
Comparative education : the dialectic of the global and the local Arnove Robert F., Torres Carlos Alberto (Eds.) 3. ed. : Lanham, Md. : Rowman & Littlefield Publishers : cop. 2007 : vi, 419 s. : ISBN: 0-7425-5985-8 (inb.) Se Umeå UB:s söktjänst
The students will, after consultation with the teachers, in addition to the course literature also select a number of articles from the reference literature.
Reference Literature
Au, Wayne (2007). Epistemology of the Oppressed: The Dialectics of Paulo Freire´s Theory of Knowledge. Journal of Critical Education Policy Studies, 5(2), 16pp.
Béland, Daniel (2007). Neo-liberalism and Social Policy. Policy Studies, 28(2), 91-107.
Dahlström, Lars (2006). The hidden curriculum in Lao classrooms. Learning to cope with schooling by being polite and to pretend. Umeå University, Department of Education, 6 pp.
Darling-Hammond, Linda (2007). Race, inequality and educational accountability: the irony of "No Child Left Behind". Race Ethnicity and Education, 10(3), 245-260.
Davies, Bronwyn (2005). The (Im)possibility of Intellectual Work in Neoliberal Regimes. Discourse: studies in the cultural politics of education, 26(1), 1-14.
Davies, Bronwyn & Bansel, Peter (2007). Neoliberalism and education. International Journal of Qualitative Studies in Education, 20(3). 247-259.
Diniz-Pereira, Julio Emilio (2002). "Globalisations": is the teacher research movement a critical and emancipatory response? Educational Action Research, 10(3), 373-398.
Ertl, Hubert (2006). Educational standards and the changing discourse on education: the reception and consequences of the PISA study in Germany. Oxford review of Education, 32(5), 619-634.
Gillard, Derek (2004). The Plowden Report. The encyclopaedia of informal education, www.infed.Org/schooling/plowden_report.htm
Giroux, Henry (2003). Dystopian Nightmares and Educated Hopes: the return of the pedagogical and the promise of democracy. Policy Futures in Education, 1(3), 467-487.
Hursh, David (2007). Exacerbating inequality: the failed promise of the No Child Left Behind Act. Race Ethnicity and Education, 10(3), 295-308.
Jansen, Jonathan D. (2002). Political Symbolism as policy craft: explaining non-reform in South African education after apartheid. Journal of Education Policy, 17(2), 199-215.
Nyström, Eva (2007). Exclusion in an inclusive action research project: drawing on student perspectives of school science to identify discourses of exclusion. Education Action Research, 15(3), 417-440.
Regalsky, Pablo & Laurie, Nina (2007). The school, whose place is this? The deep structures of the hidden curriculum in indigenous education in Bolivia. Comparative Education, 443(2), 231-251.
Stensen, Jette (2006). Global trends on local grounds. The case of teacher education in Denmark and Sweden. In Lars Dahlström & Jan Mannberg (Eds.) Critical Educational Visions and Practices in Neo-Liberal Times. Umeå: Umeå University, Global South Network Publisher, 85-96.
Sutinen, Ari (2008). Constructivism and education: education as an interpretative transformational process. Studies in Philosophy & Education, 27(1), 1-14.
Tikly, Leon (2004). Education and the new imperialism. Comparative Education, 40(2), 173-198.
Van Harmelen, Ursula (1998). Is learner-centred education child-centred? Reform Forum, 8, 3-10.
