Global Issues for Education in the 21st Century

Dr Michelle Ellefson and Dr Nidhi Singal

This aim of this course is to consider some of the current issues in education, of international relevance and interpreted through a multidisciplinary lens, but particularly drawing on insights from the fields of psychology and sociology. Some of the questions that we’ll explore include: What is role of education in nation building? What is knowledge and who decides what knowledge is valuable? How do factors like poverty and ethnicity impact learning and school success? How does research on the brain inform our understanding of learning? Does our current education system foster compliance or innovation? Does education indirectly contribute more to conflict than to peace? This course is centred around the key readings and practical applications, whereby students will be actively engaged in class.

This course is aimed at: Individuals interested in considering some of the important questions in educational policy and practice from an integration of a variety of academic lenses.

Pre-requisite knowledge required: There are no particular pre-requisites for the course other than interest in the topic areas. Students might find introductory course work in psychology, sociology, and/or child development useful. Students without experience are expected to familiarize themselves with a background reading list prior to the start of the course.

Transferable knowledge and skills: Taking this course will help students develop a range of skills, including those of reasoning, argument, critical analysis, research and communication.

Core Readings:

• Bourn, D (2008) Development Education: Debates and dialogue. London: of Education Publications.
• Byrnes, J.P. (2009). Cognitive development and learning in instructional contexts (3rd Ed.). London, UK: Pearson.
• Cole, M (2006) Education, Equality and Human Rights. Issues of gender, 'race', sexuality, disability and social class, 2nd Edition. London: Routledge.
• Sawyer, R.K. (Ed.) (2006). The Cambridge handbook of the learning sciences. Cambridge, UK, Cambridge University Press.

Plus, additional journal articles, scanned chapters as listed on the syllabus.

Assessment:

• 1 Final Exam: 45%
• 1 Final Essay (2,000 to 3,000 words): 45%
• Participation, progress and attendance: 10%

Lecture hours: 12 x 1.25 hours (15 hours total)

Seminar hours: 8 x 1.25 hours (10 hours total)