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EDUC259 International Perspectives in Education

Schooling across cultural borders; theories of development; New Zealand’s trade/aid relations with less developed countries; postcolonial theory and Western and Indigenous knowledges; the politics of English language teaching in non-English speaking settings and global flows of students/teachers and educational ideas.

This paper aims to help students position themselves as teachers or other education workers in encounters with significant cultural difference in future work contexts, both in NZ and internationally.

Paper title International Perspectives in Education
Paper code EDUC259
Subject Education
EFTS 0.1500
Points 18 points
Teaching period Second Semester
Domestic Tuition Fees (NZD) $851.85
International Tuition Fees (NZD) $3,585.00

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Prerequisite
EDUC 101 or EDUC 102 or 108 points.
Schedule C
Arts and Music
Notes
With approval, students who have passed EDUC 105 prior to 2017 may be admitted without the normal prerequisite.
Contact
Undergraduate Coordinator (Education Studies): Dr Ruth Gasson
Teaching staff
To be confirmed.
Paper Structure
Students will explore:
  • The uneven distribution of privilege as a result of schooling internationally
  • The wider social contexts in which schools are set internationally
  • Globalisation, both in terms of its productive potential and its negative consequences
  • The role of multilateral agencies and educational development
  • The role and impact of bilateral educational "tr-aid-e" relationships, particularly NZ's role in educational aid and the off-shore delivery of its tertiary programmes
  • Theories of development (e.g. modernisation, human capital theory and critical theories of development)
  • Postcolonial theory and Western and non-Western knowledges in international settings
  • Colonial forms of schooling and contemporary educational policy in parts of former Empire
  • Diaspora and global flows of students/teachers, conflict and schooling and educational ideas
  • The politics of English-language teaching in non-English-speaking settings
  • Curriculum, pedagogy, assessment and school/classroom management across cultural borders
Textbooks
Core readings are listed in the course outline for this paper.
Graduate Attributes Emphasised
Global perspective, Interdisciplinary perspective, Lifelong learning, Communication, Critical thinking, Cultural understanding, Ethics, Information literacy, Research.
View more information about Otago's graduate attributes.
Learning Outcomes
Upon completion of this paper, students will be able to:
  1. Articulate a personal philosophy for education work across borders of cultural and national difference
  2. Apply a broad range of theory to complex educational issues in a globalising world
  3. Critically analyse historical and colonial origins of contemporary education systems globally
  4. Identify and explain the global flows of knowledge, pedagogical understandings, educational ideas and teachers themselves
  5. Demonstrate an understanding of the linkages between education and the uneven distribution of social and economic privilege globally

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Timetable

Second Semester

Location
Dunedin
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

Lecture

Stream Days Times Weeks
Attend
L1 Monday 10:00-11:50 28-34, 36-41
Thursday 09:00-09:50 28-34, 36-41

Schooling across cultural borders; theories of development; New Zealand’s trade/aid relations with less developed countries; postcolonial theory and Western and Indigenous knowledges; the politics of English language teaching in non-English speaking settings and global flows of students/teachers and educational ideas.

Can education solve the world's problems? Schools are often expected to produce global citizens who can address an array of very complex global issues. Yet, these issues are increasingly complex in the 21st Century; a time defined by mass global migration, climate change, political unrest, economic precarity, and various other processes of, and reactions to, globalisation.
This paper introduces students to a wide range of challenging global issues and systems that are shaping and confronting education in Aotearoa New Zealand and beyond. Topics covered in the paper include: schooling across borders, global mobility and the refugee crises, children's rights and the United Nations, humanitarian aid and international development, the internationalisation and corporatisation of education, the politics of English language teaching in non-English speaking settings, education for global citizenship and intercultural understanding, and colonisation, Indigenous knowledges, and postcolonialism.
The paper provides provocations and tools to help inform, enrich, and extend students' understandings of global issues and how these might impact their work in the future, whether students are hoping to teach or be involved with education policy or practice in any capacity. This paper will have particular appeal among students with an interest in human rights, social justice, sociology, and education.
As part of this paper, students have the opportunity to be involved in the Red Cross Refugee Resettlement Programme which will count towards their assessment.

Paper title International Perspectives in Education
Paper code EDUC259
Subject Education
EFTS 0.1500
Points 18 points
Teaching period Second Semester
Domestic Tuition Fees (NZD) $868.95
International Tuition Fees (NZD) $3,656.70

^ Top of page

Prerequisite
EDUC 101 or EDUC 102 or 108 points.
Schedule C
Arts and Music
Notes
With approval, students who have passed EDUC 105 prior to 2017 may be admitted without the normal prerequisite.
Contact
Dr Catherine Hartung (Lecturer in Education Studies)
Teaching staff
Paper Coordinator : Dr Catherine Hartung
Paper Structure
The paper is structured around the following three questions:
  1. How is education experienced differently around the world?
  2. How have major global issues, agencies, and systems shaped educational priorities in the 21st Century?
  3. How does, and can, Aotearoa New Zealand respond to global changes that have a direct impact on the country's schools and communities?
Students will critically examine these questions and develop informed positions by:
  • attending and actively engaging in the lectures (1 hour/week) and workshops (2 hours/week);
  • collaborating with peers in workshops to explore, formulate, debate, and evaluate course material from different points of view;
  • completing the weekly readings and making connections with lectures and workshops; and
  • demonstrating depth of understanding of the course material via written assignments and class presentations.
Students who choose to be involved in the Red Cross Refugee Resettlement Programme will also be required to attend weekly volunteer training sessions in addition to lectures and workshops.
Textbooks
There is no textbook for this course, instead the weekly readings (journal articles and book chapters) will be available online via eReserve and/or the Robertson Library course reserve.
Graduate Attributes Emphasised
Global perspective, Interdisciplinary perspective, Lifelong learning, Communication, Critical thinking, Cultural understanding, Ethics, Information literacy, Research.
View more information about Otago's graduate attributes.
Learning Outcomes
Upon completion of the paper, students will be able to recognise and critically examine:
  1. a personal philosophy for education work across borders of cultural and national difference;
  2. a broad range of theory to complex educational issues in a globalising world;
  3. historical and colonial origins of contemporary education systems globally;
  4. the global flows of knowledge, pedagogical understandings, educational ideas, and teachers themselves; and
  5. the linkages between education and the uneven distribution of social and economic privilege globally.
In addition to these key objectives, the paper will also assist in the development of important academic and professional skills, particularly in relation to academic writing conventions (e.g., clarity, grammar, punctuation, referencing, etc), formal presentations, and team work.

^ Top of page

Timetable

Second Semester

Location
Dunedin
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

Lecture

Stream Days Times Weeks
Attend
L1 Monday 10:00-10:50 28-34, 36-41

Tutorial

Stream Days Times Weeks
Attend
A1 Tuesday 10:00-11:50 28-34, 36-41