Professor Erin.murphy@nyu.edu 246 Green St.

, 309W Office Hours: Mondays 1:30-3:30pm

E53.2805 Globalization and Education

Course overview
We are shaped by every language and culture, drawn from every end of this Earth; and because we have tasted the bitter swill of civil war and segregation, and emerged from that dark chapter stronger and more united, we cannot help but believe that the old hatreds shall someday pass; that the lines of tribe shall soon dissolve; that as the world grows smaller, our common humanity shall reveal itself -President Barak Obama, January 20, 2009

Phrases such as the world is growing smaller, think globally, act locally, and our increasingly globalized world dominate contemporary discourse. This course attempts to unpack these phrases and explore the question: What is globalization? What are the implications of living in a global world for education? How can education be used as a tool to promote global social justice and prosperity? In this course, we explore these questions by first examining various theoretical perspectives on globalization. We then consider several major developments associated with globalization that are affecting education including increasing inequality, privatization, and international standards and assessments. We will consider the role of international organizations such as the World Bank and the United Nations in shaping international education policy and programs. We will also examine the role that the state, local communities and non-governmental agencies play in providing and improving the quality of education. We read and discuss case studies from Asia, Africa, Latin America and the United States to provide concrete examples of how global forces are changing the content and context of education internationally. The course draws from perspectives in the fields of comparative and international education, political science, economics, sociology and anthropology to analyze globalization and the role of education in the 21st century. This seminar is open to graduate students and advanced undergraduates (with permission of instructor). The course will be taught through lectures, readings, group discussions, attendance at on and off-campus events, and media materials. This course is a topics course, designed to provide students with exposure to a variety of key themes in the study of globalization and education. Each of these topics could be explored for a semester or even the course of a scholarly career.

Globalization and Education is designed to deepen your interest in and understanding of these topics and encourage you to continue to study these themes through their individual research and/or future coursework. You will begin this process by researching and writing on a topic of your choice (see assignments b and c below). The final paper proposal and final paper will allow you to begin exploring an area that is either related to one of the topics we cover during the course of the semester, or is connected to your own research agenda. These two writing assignments will count for 45% of your final grade, and it is expected that you work on your final paper throughout the semester. You should identify a research topic by the fourth week of class. Course Objectives This course will help students: Define and develop a theoretical framework of globalization Identify the implications of globalization for education at the local, national, and international levels Understand and critique the role of multilateral agencies including the World Bank and the United Nations in determining national and international education policy and programs Develop awareness of the role of the state, local communities, and nongovernmental organizations in educational planning and practice Identify the strengths and weaknesses of select strategies to combat educational inequality and improve quality Develop a deeper understanding of how education can be used as a tool to promote global social justice and prosperity. Course Requirements 1) Active participation in seminar: Successful participation means regular attendance, reading, preparing, reflecting, and being willing to share openly and listen respectfully. You will also facilitate a discussion of the readings at least twice during the semester. 2) Assignments: The course has three writing assignments: a. Globalization memos: You will prepare 3 brief reflection memos responding to Web of Interdependence. Each of these memos should be between 3-5 pages. b. Final paper proposal: In 7-10 pages, propose your final research paper. Describe your research question, and place the research

topic in context. Outline the theoretical grounding and the relevant literature. Describe the theoretical framework, research questions and methodology. In completing this assignment, you may wish to consult The Art of Writing Proposals published by the Social Science Research Council and/or Proposals that Work (Locke et al., 2000). c. Final research paper and presentation: Write an original research paper (20-25 pages) that addresses a topic of your choice that relates to globalization and international education. You will have the opportunity to discuss your final project with your classmates and receive feedback at various points during the semester. You will be present an overview and the findings from your paper during our last class. In addition, you will facilitate the class discussion during one class meeting: a. Class discussion facilitation: Using the course readings, you will be responsible for facilitating (a portion of) the class discussion at least twice during the semester. You will do so in response to question that I provide one week prior to the week you are scheduled to present. You will sign up for a topic during the first week of class. General guidance for written assignments: Memos should be typed up and turned in three times during the semester. The goal of these assignments is for you to summarize and critically examine the main contributions of the readings and how they help you reflect on the Web of Interdependence that Karlberg describes. This writing assignment is fairly informal, but I still expect good writing. The final paper proposal and final paper are formal writing assignments. Both should start with an introduction and thesis statement. This thesis should be supported in the paper with evidence that is presented in logical order. Avoid complicated prose and jargon. Be sure to define any terms you use. Subheadings are useful to organize your ideas and help the reader see the progression of your argument. Use a standard size font, double-space, include page numbers on each page, and provide attribution for your sources. You must use APA or other standard style to cite sources. See Miller-Idriss handout on good writing (to be passed out in class). A brief note on attendance: Attendance at all sessions is mandatory. If you have to miss class, please send me an email explaining the circumstances. If you are ill and feeling well enough to participate via Skype, please send me an email in the morning with your Skype ID and we can call you at the beginning of class so that you can listen in.

Requirements summary and due dates Assignment Due Date Class attendance, participation and All classes facilitation Memos Final paper proposal Final paper TBD 10/26 12/14

Point distribution 20% 20% 20% 40%

Course outline and readings The required course readings are available online via the NYU Blackboard page. The required readings that are not located on Blackboard are available through ejournals (NYU library website). Schedule (subject to change) Week 1 (9/14): Introduction to Globalization and International Education and the course Globalization: Threat or Opportunity (by IMF staff), available at: http://www.imf.org/external/np/exr/ib/2000/041200.htm#I. Film: KIVA on Frontline Week 2 (9/21): Building a theoretical framework of Globalization Readings: Tikly, L. (2001). Globalization and Education in a Postcolonial World: Towards a Conceptual Framework. Comparative Education. 37(2). 151-171. Stiglitz, J. (2004). Making Globalization Work. New York: Norton &Co. Chapters 1, 2, 10. Luke, A. & C. Luke (2000). A Situated Perspective on Cultural Globalization. In Barbules, N. & C. A. Torres (eds.). Globalization and Education: Critical Perspectives, pp. 275-298. New York: Routledge. Kellner, D. (2000). Globalization and New Social Movements: Lessons for Critical Theory and Pedagogy. In Barbules, N. & C. A. Torres (eds.). Globalization and Education: Critical Perspectives, pp. 299-322. New York: Routledge.

Week 3 (9/28): Building a theoretical framework of globalization: where do culture, justice and power fit in? Readings: Unterhalter, E. (2007). Gender, Schooling, and Global Social Justice. New York: Routledge. pp. 20-34 and 74-93. Nussbaum, M. (2003). Womens Education: A Global Challenge. Signs: Journal of Women in Culture and Society. 29(2), pp. 325-355. Karlberg, M. (2004). Beyond the Culture of Contest: From Adversarialism to Mutualism in an Age of Interdependence. Oxford: George Ronald, pp. 1-80.

Week 4 (10/5): What does globalization mean for education?

Readings: Tikly, L (2004). Education and the new imperialism. Comparative Education 40(2); 173-195. Ball, S. (1998). Big Policies, Small World: An Introduction to International Perspectives in Education Policy. Comparative Education 34(2): 119-130. Dale, Roger (2000). Globalization and Education: Demonstrating a Common World Educational Culture or Locating a Globally Structured Educational Agenda. Educational Theory 50(4). 427-428. Robertson, S. (2005). Re-imagining and rescripting the future of education: global knowledge economy discourses and the challenge to education systems. Comparative Education. 41(2). 151-170. Case study: Educational quality: what does it mean? UNESCO (2005). Education for All Global Monitoring Report 2005: The Quality Imperative. Chapters 1-2. Measuring Learning Outcomes in Developing Countries: A Primer. EQUIP 2 Issues Brief. USAID: Washington. Week 5 (10/12): What does globalization mean for education (cont.)? Sussmuth, R. (2007). On the need for teaching intercultural skills: Challenges for education in a globalizing world. In Suarez-Orozco, M. (ed.). Learning in the global era: International perspectives on globalization and education. Berkeley: University of California Press. pp. 195. Hull, G., Zacher, J. & L. Hibbert (in press). Youth, risk and equity in a global world. Review of Research in Education. Stromquist, N. (2002). Gender within globalized education. In Education in a globalized world: The connectivity of economics, power, technology and knowledge. Maryland: Rowman and Littlefield. Week 6 (10/19): The role of international agencies in education 5

Barnett, M. & M. Finnemore. (1999). The Politics, Power and Pathologies of International Organizations. International Organization 53 (4), 699-732. Mundy, K (2002). Retrospect and prospect: education in a reforming World Bank International Journal of Educational Development, 22.483-508 Bonal, X. (2004). Is the World Bank Education Policy Adequate for Fighting Poverty? Some Evidence from Latin America. International Journal of Educational Development, 24, 649-666. Klees, S. (2002). World Bank education policy: new rhetoric, old ideology. International Journal of Education Development, 22. 451-474 Mundy, K. (1999). Educational Multilateralism in a Changing World Order: UNESCO and the Limits of the Possible. International Journal of Education Development 19, 27-52.

Week 7 (10/26): The role of the state and education as nation-building Readings: Avalos-Bevan, B. (1996). Schooling and the State: A Review of Current Issues. In Turner, J. (ed.). The State and the School an International Perspective. London: Falmer Press. Evans, P. (1997). The Eclipse of the State: Reflections on Stateness in an Era of Globalization. World Politics 50, 62-67. Freedman, S. W. et al. (2004). Public Education and Social Reconstruction in Bosnia and Herzegovina and Croatia. In Stover, E. & H. Weinstein (2004) (eds.). My Neighbor, My Enemy: Justice and Community in the Aftermath of Mass Atrocity. Cambridge: Cambridge University Press. Freedman, S. W. et al. (2004). Confronting the past in Rwandan Schools. In Stover, E. & H. Weinstein (2004) (eds.). My Neighbor, My Enemy: Justice and Community in the Aftermath of Mass Atrocity. Cambridge: Cambridge University Press. Week 8 (11/2): Community participation in and local control of education Readings: Khan, F. (2007). Who Participates in School Councils and How? Prospects Quarterly Review of Comparative Education. XXXVI (36). Maclure, R. (1994). Misplaced Assumptions of Decentralization and Participation in Rural Communities: primary school reform in Burkina Faso. Comparative Education, 30(3). 239-254. Bray, Mark (2003) Control of Education. Issues and Tensions in Centralization and Decentralization in Arnove, R. and C. A. Torres (2003) (eds.). Comparative Education. The Dialectic of the Global and the Local. Lanham, MD: Rowman and Littlefield Publishers, Inc. 2nd edition: pp. 204228.

Week 9 (11/9): The Role of NGOs in Education Readings: Are NGOs Overrated? Current Issues in Comparative Education. November, 1998, 1(1). Note: Youll read several articles from this journal volume, including (Edwards and Hulme, Ginsburg, Steiner-Khamsi, Ilon, and Stromquist). The entire volume is available online at: http://www.tc.columbia.edu/cice/Archives/contents.html Burde, D. (2004). International NGOs and Best Practices: The Art of Educational Lending. In Steiner-Khamsi, G. and T. Popktewitz (eds.) (2004) The Global Politics of Educational Borrowing and Lending. New York: Teachers College Press. Archer, D. (1994). The Changing Role of Non-governmental Organizations in the Field of Educational Development (in the context of changing relationships with the state). International Journal of Educational Development 14(3), 223-232. Case study: FUNDAEC and SAT in Colombia During class we will look specifically at one NGO in Colombia, FUNDAEC. You may wish to visit their website (versions in English and Spanish). www.fundaec.org You should also read the Institutional History of FUNDAEC. More background information about FUNDAEC is included in the document, FUNDAEC: Its Principles and Its Activities. Please read both of these documents. Week 10 (11/16): Language diversity and policy Readings: Do you Speak American? Global American. http://www.pbs.org/speak/ahead/globalamerican/ (last accessed 1/11/06) Rasool, N. (2004). Sustaining linguistic diversity within the global cultural economy: issues of language rights and linguistic possibilities. Comparative Education. 40(2). 199-214. Imam, S. R. (2005). English as a global language and the question of nation-building education in Bangladesh. Comparative Education. 41(4). 477-486. Mfum-Mensah, O. (2005). The impact of colonial and postcolonial Ghanaian language policies on vernacular use in schools in two northern Gahanaian communities. Comparative Education. 41(1). 75-85.

Week 11 (11/23): Technology, work & education in the knowledge economy Readings: Levy, F. & R. Murnane (2007). How computerized work and globalization shape human skills demands. In Suarez-Orozco, M. (ed.). Learning in the global era: International perspectives on globalization and education. Berkeley: University of California Press. pp. 158-174. Battro, A. (2004). Digital Skills, Globalization, and Education. In SuarezOrozco and Qin-Hilliard (eds.) Globalization Culture and Education in the New Millennium. Berkeley: University of California Press. Kowalczykowski, M. (2002). Disconnected continent: the difficulties of the internet in Africa. World in Review. 24(2). Technology in Education: A New Solution (two pages of the report: Inter-American Development Bank (2000). Reforming Primary and Secondary Education in Latin America and the Caribbean: An IDB Strategy. Sustainable Development Department Sector Strategy and Policy Papers Series. Washington, D.C.) Case study: One Laptop per Child initiative Website: www.laptop.org Hourcade, J.P. et al. (2008). Early OLPC Experiences in a Rural Uruguayan School. CHI Proceedings. April 5-10, Florence, Italy.

Week 12 (11/30): Immigration and education in the US and Europe Suarez-Orozco & Suarez-Orozco (2008). Learning a new land: Immigrant students in America. Cambridge, MA: Harvard University Press. Chapters TBD. Feliciano, C. (2006). Unequal origins: Immigrant selection and the education of the second generation. New York: LFB Scholarly Publishing. Chapters TBD. Monkman, K. (1999). Transnational migration and learning processes of Mexican adults constructing lives in California. International Journal of Educational Development 19(4-5), pp. 367-382. Xiang, B. & Shen, W. (2009). International student migration and social stratification in China. International Journal of Educational Development 29(5), pp. 513-522. Crul, M. & Vermuelen, H. (2004). Immigration, education and the Turkish second generation in five European nations: A comparative study. Paper presented at the Luxembourg LIS/Maxwell Immigration Conference, June 21-22, 2004. Week 13 (12/7): Towards a prosperous future

Institute for Studies in Global Prosperity (2005). Science, Religion and Development: Some Initial Considerations. New York: ISGP. Sachs, J. The End of Poverty. New York: Penguin Books. Chapter 18. Anyon, J. Radical Possibilities. New York: Routledge. Chapter 10.

Week 14 (12/14): Class conclusion and student presentations No readings, final presentations.