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 provides provocations
and tools to help inform, enrich, and extend your understandings of global issues
and how these might impact your work in the future, whether you are hoping to teach
or be involved with education policy or practice in any capacity. You will also have
the opportunity to be involved in the Red Cross Refugee Resettlement Programme as
part of your assessment. This paper will appeal to anyone with an interest in human
rights, social justice, sociology, and education.
|Paper title||International Perspectives in Education|
|Teaching period||Second Semester|
|Domestic Tuition Fees (NZD)||$886.35|
|International Tuition Fees (NZD)||$3,766.35|
- EDUC 101 or EDUC 102 or 108 points.
- Schedule C
- Arts and Music
- With approval, students who have passed EDUC 105 prior to 2017 may be admitted without the normal prerequisite.
Dr Catherine Hartung (Lecturer in Education Studies): email@example.com
- Teaching staff
- Paper Coordinator : Dr Catherine Hartung
- Paper Structure
The paper is structured around the following three questions:
- How is education experienced differently around the world?
- How have major global issues, agencies, and systems shaped educational priorities in the 21st century?
- 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.
There is no textbook 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
Upon completion of the paper, students will be able to recognise and critically examine:
- A personal philosophy for education work across borders of cultural and national difference;
- A broad range of theory to complex educational issues in a globalising world;
- Historical and colonial origins of contemporary education systems globally;
- The global flows of knowledge, pedagogical understandings, educational ideas, and teachers themselves; and
- 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.