Global Education
Course Syllabi

 

 

Florida International University

College of Education

Department of Curriculum and Instruction

Social Studies Education Program

 

Developing a Global Perspective/Intercultural Education

 (SSE 4380/EDF 5880)

 

 

 

Required Books

Jackson, Robert M. (Ed.) (2003). Global Issues 03/04. Guilford, CT: McGraw-Hill/Dushkin.

Kubow, Patricia & Fossum, Paul (2003). Comparative Education: Exploring Issues in International Context. Upper Saddle River, NJ: Merrill Prentice Hall.

 

I.                                 Course Description:  This course is designed to provide students with the knowledge, skills and tools needed to be effective secondary teachers of global and comparative education, and responsible citizens of the US and the world. Students will understand the commonalities, differences, and connections between global and comparative education, and the meaning and significance of globalization for both fields. Students will learn, through reading and class participation, the global dimensions of several crucial contemporary issues, including international security and human rights, the problems of global conflict, the hopes of global cooperation, and the complexity of educational accountability, authority, and professionalism. The course will underline the necessity of an interdisciplinary approach to understanding these issues. The concerns of the course will demonstrate the relational thinking students will be called upon to exercise in other academic contexts, and throughout the rest of their personal and professional lives. Finally, students will learn to adapt teaching strategies to meet the needs of ESL and ESE learners.

 

II.         Course Outcomes:  Upon the completion of this course, the students will have the following understandings, skills, and dispositions:

 

Understandings:  The student will:

 

1.      Comprehend the theories, purposes, rationale, and content of comparative and global education.

 

2.      Relate basic concepts of comparative and global education to specific areas and grade levels.

 

Skills:  The students will:

 

3.      Identify instructional relationships between comparative/global education and individual subject areas and grade levels.

 

4.      Design learning materials and teaching strategies, with a special emphasis on computer-based applications, to infuse a global perspective into individual subject areas and grade levels, and provide learning experiences that move the learner toward acquiring a global perspective.

 

5.      Master skills related to computer-based, international decision-making simulation.

 

Dispositions:  The student will:

 

6.      Be disposed toward infusing a global and multicultural perspective into the school curriculum.

 

7.      Become aware of and get involved in professional organizations such as the National Council for the Social Studies (NCSS), the Comparative and International Education Society (CIES), and the American Forum for Global Education.

 

III. Student Responsibilities:

Students in SSE 4380/EDF 5880 should bring to the course the desire to explore global issues from multiple points of view, the willingness to challenge one’s own values, the commitment to interdisciplinary teaching and learning, and the courage to believe that everyone can learn.

Students are responsible to do the following:

 

1.      Attend all classes.

2.      Be to class on time.

3.      Remain in class until it is dismissed.

4.      Do all required reading.

5.      Participate in all in-class and WebCT activities.

6.      Complete all assignments on due date.

7.      Successfully upload efolio artifact by due date.

8.      Behave in a professional manner in class and in the field.

 

IV.   Student Assessment:

This course will emphasize inquiry. Learning will be experiential and project-based. The student will assume full responsibility for completing the background readings necessary for meaningful contribution to discussions prior to each class session. In addition, each student will be graded on the following tasks:

 

Web CT Participation

All students are required to participate in the online teaching and learning community, Web CT. To sign on to Web CT, you must activate your FIU web account. On the bottom of the FIU homepage, click on Web CT, and follow the instructions to log onto this course, SSE 4380, Sec. 1. Each week, I will pose a question or two on the readings. You MUST either respond directly to the question or to a response given by a classmate each week.

 

EFolio

The efolio system is the College of Education’s mechanism for documenting and tracking student mastery of the Florida Educator Accomplished Practices (FEAPs). As you complete your program, you will create a set of artifacts from your coursework that will be archived in the efolio system. In each program course, there is one assignment (“artifact”) that is designated for efolio. The efolio assignment is designed to provide evidence of your accomplishment of one or more FEAPS.

 

For this course, your efolio assignment is the Comparative Case Study of one article of the UDHR. In order to receive a final grade for this course, you are required to upload your Comparative Case Study as an “artifact” on the efolio system (http://coeweb.fiu.edu/efolio). If you do not receive at least a grade of “C” on this assignment, and successfully upload the assignment on the efolio system by the due date of December 1st, the best you can get in this course is an INCOMPLETE.

 

Assignments

There are four written assignments (two reflections, one case study, one lesson plan - see below for descriptions), two quizzes, and one oral presentation to be completed in this course. All written assignments must computer generated. No hand written assignments will be accepted. 

Assignments must reflect students’ own thoughts and effort.  Cheating or plagiarism will result in an “F” grade for the assignment.  The instructor may also take further action as described in the Academic Misconduct section of the current FIU Student Handbook.

In the event of an absence, students must make arrangements to have the assignment delivered to class on time.  Late assignments will be reduced one full letter grade per week late.  Presentations cannot be made up.

 

1.      Written Reflection: This is a 1-2 page essay, in which you focus on two of the topic readings. In your essay, answer the following questions: What is the main question posed in the reading? How does the author answer this question? How does this answer relate to one of the other readings assigned for this topic?

2.      Comparative Case Study: This is an 8-10 page essay, in which you choose one of the articles in the Universal Declaration of Human Rights, and a country other than the United States. Compare the implementation (or lack thereof) of that article in your country with its implementation in the US. You may choose to do a historical analysis, a policy analysis, or a qualitative analysis of your cases.

3.      Lesson Plan: Write a well-developed lesson plan, which you will present in class, of a piece of the case study.

 

Final Exam

During the last class session, all students will take the final exam. This exam will allow students to integrate information gained from this course, show an understanding of the various issues involved in attaining a global perspective, and express one’s own grounded opinions about comparative and global education.

 

Attendance

Attendance in this course is mandatory.  Attendance will be taken at the beginning of each class and again at the end.  Arriving in class more than 15 hour after class has started will counted as an absence.  Points will be deducted for more than two absences.  If a presentation is scheduled and missed due to an absence, there will be NO makeup.  If you must leave early, you are required to give the instructor notice before class begins. Otherwise, leaving early will be regarded as an absence.

 

 

V. Grading

                    All assignments and final grades are based on the following scale:

 

                        A+       97-100            A         93-96              A-        90-92             

                        B+       87-89              B         83-86              B-        80-82             

                        C+       77-79              C         73-76              C-        70-72             

                        D+       67-69              D         63-66              D-        60-62             

                                                            F          0-59

           

Final grades will be determined based on the following percentages:

 

                                                Class and Web CT Participation    15%

                                                Lesson Plan                                       05%

                                                Quizzes                                              15%

                                                Written Reflections                            20%

                                                Comparative Case Study                25%

                                                Final Exam                                         20%

 

 

SCHEDULE OF CLASSES

 

8/25    Topic: What is Global Education? What is Comparative Education? How do the two connect? Introduction to course; Universal Declaration of Human Rights.

            

9/01                LABOR DAY - NO CLASS

 

9/08    Topic: Global Education: History and Rationale

Reading:

·        Anderson, L. “A Rationale for Global Education,” in Tye (Ed.), Global Education: From Thought to Action (RP)

·        Hanvey, Robert. Excerpt from An Attainable Global Perspective (RP)

·        Universal Declaration of Human Rights (RP)

 

9/15    Topic:  Global Education: Situating the Field

Reading:

·        Case, R. “Key Elements of a Global Perspective,” in Social Education, 1993. (RP)

·        Lamy, S. “Global Education: A Conflict of Images,” in Tye (Ed.), Global Education: From Thought to Action (RP)

  • Ukpokodu, N. “Multiculturalism vs. Globalism,” in Social Education, 1999. (RP)

·        White, C. “Creating a ‘World of Discovery’ by Thinking and Acting Globally in Social Studies: Ideas from New Zealand,” in The Social Studies, 2002. (RP)

Recommended:

·        Baker, F. Multicultural vs. Global Education: Why not Two sides of the same coin?” in Teacher Education, 1999. (RP)

 

9/22    Topic: Comparative Education: Theories, Approaches, and Development

                                                Written Response to Global Ed/Comp Ed  Due

            Reading:

Chpts. 1 & 2, Comparative Education: Exploring Issues in International Context (CompEd).       

                       

 

 

 

9/29  Topic: Comparative Education: Analytic Frameworks

            Reading:

                        Chpt. 7, CompEd.

 

10:06  Topic: The Impact of Globalization Written Response to Globalization  Due

Reading:

·        Friedman, Thomas and Ramonet, Ignacio. “Dueling Globalizations: A Debate Between Thomas Friedman and Ignacio Ramonet,” in Global Issues 03/04, pp.65-73.

·        Rosenau, James. “The Complexities and Contradictions of Globalization,” in Global Issues 03/04, pp.60-64.

·        Pettis, Michael. “Will Globalization Go Bankrupt?” in Global Issues 03/04, pp.74-78.

·        Hoffman, Stanley. “Clash of Globalizations,” in Global Issues 03/04, pp.2-6.

 

 

 10/13 Topic:  Culture and Values in a Global Perspective

      Reading:

·        Tomlinson, John. Globalization and Culture, pp.1-31. (RP)

·        Huntington, Samuel. “The Many Faces of the Future,” in Global Issues 02/03, (RP)

·        Said, Edward. “The Clash of Ignorance, in Global Issues 02/03 (RP)

·        Inglehart, Ronald & Baker, Wayne. “Modernization’s Challenge to Traditional Values: Who’s Afraid of Ronald McDonald?” in Global Issues 03/04, pp.212-216.

 

10/20 Topic:  International Conflict and CompEd Case Study Quiz on Readings

   Reading:

·        Mallaby, Sebstian. “The Reluctant Imperialist: Terrorism, Failed States, and the Case for American Empire,” in Global Issues 03/04, pp.104-107.

·        Ford, Peter. “Why do they Hate Us?” in Global Issues 03/04, pp.124-133.

·        “Teacher Professionalism,” Chpt.6 in CompEd (case study on Japan & US).

Recommended:

·        Daalder, Ivo & Lindsay, James. “Nasty, Brutish, and Long: America’s War on Terrorism,” in Global Issues 03/04, pp.108-113.

·        Ramana, M.V. & Nayyar, A.H. “India, Pakistan, and the Bomb,” in Global Issues 03/04, pp.124-133.

 

10/27  Topic: International Cooperation and CompEd Case Study

            Reading:

·        Annan, Kofi. “Strategies for World Peace: The View of the UN Secretary-General, Kofi Annan,” in Global Issues 03/04, pp.158-160.

·        “Meet the World’s Top Cop,” in Global Issues 03/04, pp.163-169.

·        “Education Accountability and Authority,” Chpt. 5 in CompEd (case study on England & Germany).

Recommended:

·        Allison, Graham & Kokoshin, Andrei, “The New Containment: An Alliance Against Nuclear Terrorism,” in Global Issues 03/04, pp.170-175.

·        Stein, Anne. “Countdown to Eradication,” in Global Issues 03/04, pp.176-179.

                       

11/03  Topic: International Security and Human Rights Quiz on Readings

Reading:

·         “Justice Goes Global,” in Global Issues 03/04, pp.161-162.

·        Tharoor, Shashi, “Are Human Rights Universal?” in Global Issues 03/04, pp.186-189.

·        Meyer, Karl. “Enforcing Human Rights,” in Global Issues 02/03. (RP)

 

11/10  Topic: Values and Visions

Reading:

·        Yunus, Muhammad. “The Grammen Bank,” in Global Issues 03/04, pp.190-193.

·        Barkdull, John. “Why Environmental Ethics Matters to International Relations,” in Global Issues 03/04, pp.194-198.

·        Hunt, Swanee, and Cristina Posa. “Women Waging Peace,” in Global Issues 03/04, pp.199-204.

·        Jenkins, Philip. “The Next Christianity,” in Global Issues 03/04, pp.205-211.

 

 

11/17  Topic: Presentations of Case Study Lesson Plans Case Study Due=Efolio Artifact

                       

                                               

11/24: Topic: Presentations of Case Study Lesson Plans. Lesson Plan Due

 

 

12/01 Topic: Review Upload of Efolio Artifact Due     

                                   

 

12/08  Final Exam