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Uppsala University, Faculty of EducationComparative and International Education: Theories, Methodologies & Practices7.5 ECTS credits; advanced and doctoral student levelLanguage: EnglishLecturerBarbara Schulte, Associate Professor in Education, Department of Sociology, Lund University, barbara.schulte@soc.lu.seSyllabusThe syllabus was set in 2019-06-19.Entrance qualificationsDoctoral students in education or equivalent are qualified. Doctoral students in these areas of knowledge from Uppsala University have precedence. Course language EnglishCourse contents and learning outcomes The aim of this course is to teach students how to theorize in the field of comparative and international education (in the following: CIE); how to develop methodologies within the field of CIE; and how to relate these theories and methodologies to existing practices in the field. In the course the focus will be on various theories used in CIE and their connections to methodological issues. In addition, the course will provide more in-depth knowledge in the areas of comparative ethnography; international student assessment studies; and education, aid and development.After accomplishing the course, the students are expected to:have knowledge of some common theories, methodologies, and practices in comparative and international education, and have the ability to critically assess them;understand the objectives and functions of theories and their connected methodologies and practices in comparative and international education; be able to identify and exemplify theoretical and methodological designs in comparative and international education, with particular focus on comparative ethnography, international student assessment studies, as well as education, aid and development;be able to theorize at an elementary level and to further develop their capacity to theorize on their own.Seminars and examination Each class will include literature seminars and/or workshops. The students will read selected literature and prepare assignments for most of the class meetings. In addition, every student will write a final paper focusing on research theory and methodology within comparative and international education. Attendance and active participation in discussions and workshops are mandatory. To some extent absence may be compensated through additional assignments according to the teacher’s specifications.The examination will be graded Pass or Fail. The grade will depend on carrying out the assignments for the course meetings, participation in discussions and workshops, as well as the quality of the final paper. LiteratureAppadurai, Arjun. 1996. Disjuncture and Difference in the Global Cultural Economy. In Modernity at Large. Cultural Dimensions of Globalization, edited by Arjun Appadurai. Minneapolis, London: University of Minnesota Press. (Original edition, Public Culture 2,2 (1990): 1-24.). 27-47.Cook, Bradley J., Steven J. Hite, and Erwin H. Epstein. 2004. Discerning Trends, Contours, and Boundaries in Comparative Education: A Survey of Comparativists and Their Literature. Comparative Education Review 48 (2):123-49.Cowen, Robert, and Andreas M. Kazamias 2009. Second International Handbook of Comparative Education, Springer International Handbooks of Education. Dordrecht et al.: Springer. (Selected chapters.)Epstein, Erwin H. 1983. Currents Left and Right: Ideology in Comparative Education. Comparative Education Review 27 (1):3-29.Global Education Monitoring Report. 2017. Learning to realize education’s promise – a look at the 2018 WDR. World Education Blog. Retrieved from , Mark, David Archer, Felipe Barrera-Osorio, Lucy Lake, Salim Vally, Nikola Wachter, and Jennifer Ulrick. 2018. CER Moderated Discussion on World Development Report 2018: Realizing the Promise of Education for Development. Comparative Education Review 62 (2):274-93.Klees, Steven. 2017. Critical voices on the World Bank and IMF: A critical analysis of the World Bank’s World Development Report on Education. London: Bretton Woods Project. Retrieved from Menashy, Francine. 2017. WDR2018 reality check #1: A guide to reading the rhetoric. World of Education Blog. Retrieved from Pessi, Jefferson. 2017. Back to basics: how the World Bank can finally get education right. London: Bretton Woods Project. Retrieved from Schriewer, Jürgen. 1990. The method of comparison and the need for externalization: methodological criteria and sociological concepts. In Theories and methods in comparative education, edited by Jürgen Schriewer and Brian Holmes. Frankfurt am Main: Lang. 3-52.Schriewer, Jürgen, and Carlos Martinez. 2004. Constructions of Internationality in Education. In The Global Politics of Educational Borrowing and Lending, edited by Gita Steiner-Khamsi. New York: Teachers College Press. 29-53.Schriewer, Jürgen. 2012. Special Issue: Re-Conceptualising the Global/Local Nexus: Meaning Constellations in the World Society. Comparative Education 48 (4). 8 articles in total.Schriewer, Jürgen. 2014. Neither orthodoxy nor randomness: differing logics of conducting comparative and international studies in education. Comparative Education 50 (1):84-101.Scott, W. Richard. 2003. Institutional Carriers: Reviewing Modes of Transporting Ideas over Time and Space and Considering their Consequences. Industrial and Corporate Change 12 (4):879-94.Srivastava, Prachi. 2017. The World Bank’s 2018 World Development Report on Education: a sceptic’s review. Oxfam Blogs. Retrieved from , Gita, and Florian Waldow 2012. World Yearbook of Education 2012: Policy borrowing and lending in education. London: Routledge. (Selected chapters.)Tarabini, Aina, Judith Jacovkis, and Alejandro Montes. 2018. Factors in educational exclusion: including the voice of the youth. Journal of Youth Studies 21 (6): 836-851.Tikly, Leon. 2010. Globalisation and Education in the Postcolonial World: Towards a Conceptual Framework. Comparative Education 37 (2):151-71.Tobin, Joseph, Yeh Hsueh, and Mayumi Karasawa. 2009. Preschool in three cultures revisited: China, Japan, and the United States. Chicago, London: The University of Chicago Press.Waldow, Florian and Gita Steiner-Khamsi (eds). 2019. Understanding PISA’s attractiveness: Critical analyses in comparative policy studies. London: Bloomsbury. (Selected chapters.)World Bank. 2017. World Development Report 2018: LEARNING to realize education’s promise. Washington: World Bank. Retrieved from . ................
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