EDUC259 Educating Global Citizens for the 21st Century

Overview

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 and education settings are often expected to produce global citizens capable of solving an array of very complex global issues. Yet, the 21st Century is proving to be a time defined by mass global migration and displacement, climate change, conflict, political unrest, economic uncertainty, old and new forms of colonisation. More nuanced and critical readings of these issues from Indigenous and critical theorists provide ways of thinking differently about these issues. Your understanding and application of theoretical ideas will be assessed through three internal assignments.

Looking back to look forward, this paper offers provocations and tools to help inform, enrich, and extend your understanding of global issues beyond simplistic binaries and well-meaning ideas. This paper will appeal to tauira/students intrigued by global citizenship, and what it might mean for themselves and others.

 

About this paper

Prerequisite

EDUC 101 or EDUC 102 or 108 points

Schedule C

Arts and Music

Notes

With approval, students who have passed EDUC105 prior to 2017 may be admitted without the normal prerequisite.

Contact

kim.brown@otago.ac.nz
 

Teaching staff

Paper Co-ordinator: Dr Kim Brown

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?

Teaching Arrangements

EDUC 259 comprises a 50-minute lecture and a 1hr 50min workshop each week.

Textbooks

Textbooks are not required for this paper. 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

Students who successfully complete this paper will be able to:

• Articulate how education is experienced differently around the world
• Critically examine how education is impacted by social, cultural, economic, political and ecological factors globally, and locally
• Evaluate the possibilities and limitations of globally responsive education

Overview

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 and education settings are often expected to produce global citizens capable of solving an array of very complex global issues. Yet, the 21^st century is proving to be a time defined by mass global migration and displacement, climate change, conflict, political unrest, economic uncertainty and old and new forms of colonisation. More nuanced and critical readings of these issues from Indigenous and critical theorists provide ways of thinking differently about these issues. Your understanding and application of theoretical ideas will be assessed through three internal assignments.

Looking back to look forward, this paper offers provocations and tools to help inform, enrich and extend your understanding of global issues beyond simplistic binaries and well-meaning ideas. This paper will appeal to tauira/students intrigued by global citizenship and what it might mean for themselves and others.

About this paper

Prerequisite

EDUC 101 or EDUC 102 or 108 points

Schedule C

Arts and Music

Notes

With approval, students who have passed EDUC105 prior to 2017 may be admitted without the normal prerequisite.

Contact

Dr Kim Brown

Teaching staff

Paper Co-ordinator: Dr Kim Brown

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 21^st 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?

Teaching Arrangements

EDUC 259 comprises a 50-minute lecture and a 110-minute workshop each week.

Textbooks

Textbooks are not required for this paper. 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

Students who successfully complete this paper will be able to:

• Articulate how education is experienced differently around the world.
• Critically examine how education is impacted by social, cultural, economic, political and ecological factors globally and locally.
• Evaluate the possibilities and limitations of globally responsive education.