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Florida International University

College of Education

Department of Educational Leadership & Professional Studies

International Development Education: Current Policy Issues and Problems

(EDF 6658)

Dr. Meg P. Gardinier Email: mgardini@fiu.edu

Classroom: ZEB 312 Office: ZEB 362A

Spring 2015 Office Hours: Tues. 2:00-4:00pm

Wed. 3:00-4:30pm

and by appt.

I. Required Reading:

Osler, A. and Starkey, H. (2010). Teachers and human rights education.

Staffordshire, England: Trentham Books. ISBN-10: 1858563844.

Lewin, R. (2009). The handbook of practice and research in study abroad: Higher

education and the quest for global citizenship. Routledge. ISBN-10: 0415991617.

Various weekly readings, available on Blackboard.

II. Course Description: This course is designed to introduce you to the linkages between

global education and critical issues in development through a focus on peace education,

human rights education, and study abroad for global citizenship. We will explore and

examine a diverse range of perspectives on the relationship between education and social,

cultural, economic, and political development, with an emphasis on education for social

change. We will analyze and critique key concepts and debates in the intersecting fields

of peace and human rights education from an international perspective. Issues of power,

participation, and pedagogy will be central to our analytic focus. The first part of the

course introduces a range of perspectives on peace and human rights education, including

examples from developing and post-conflict countries. In the second half of the course,

we examine the theory and practice of study abroad as a vehicle of global citizenship. We

explore some of the underlying issues involved in current debates on study abroad and

global citizenship. By the end of the semester, we will consider the wider importance of

these issues including some policy implications related to peace, human rights, and global

citizenship in the context of international education and development.

III. Course Objectives: The goals of this course are to increase our knowledge of

international education development, improve our understanding of the relationship

between theory and practice in the field, and to explore the concrete and applied

implications of these ideas. The course is also designed to actively cultivate critical and

analytic thinking and to increase students’ research, writing, and interactive participation

skills. After taking this course, students will be able to:

Identify and analyze key concepts and debates related to the theory and practice of

peace and human rights education around the world;

Analyze and compare different theoretical approaches to human rights and peace

education;

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Demonstrate a greater awareness of the role of international, national, and local actors

and institutions in educational development and practice, particularly as related to

issues of peace, human rights, and global citizenship;

Critically examine and analyze prevalent assumptions and practices of education for

peace, human rights, and global citizenship;

Apply course concepts to everyday life and current events;

Discuss and evaluate the implications of study abroad as a vehicle for global

citizenship; and

Demonstrate effective critical thinking, collaborative learning, and writing skills.

IV. Student Responsibilities:

Students in EDF 6658 should bring to the course the desire to explore connections between

theory and educational policy and practice, the willingness to question and analyze one’s

own values and assumptions, the commitment to engaging in interdisciplinary teaching and

learning, the courage to actively participate in all course components, the perseverance to

complete all the coursework, and the belief that everyone has something to teach and learn.

Students are responsible to do the following:

1. Arrive on time to each class;

2. Be active course participants by engaging in class discussions and silencing and putting

away cell phones during class;

3. Utilize laptops and other devices only as needed for course-related activities;

4. Contribute constructively to the quality of learning in the course;

5. Be respectful of the instructor and fellow students;

6. Read and reflect on assigned course readings;

7. Come prepared to discuss the assigned materials;

8. Complete all assignments by the due date;

9. Provide feedback on learning objectives as requested.

V. Instructor Responsibilities:

As a graduate seminar, this course is designed with a collaborative learning approach.

Students and the instructor will both engage in learning and teaching throughout the course.

The instructor’s principle roles are to provide an enriching and balanced syllabus that

engages student learning; to effectively facilitate classroom discussion and learning

activities; and to provide fair, balanced, and constructive feedback on all student

assessments. The instructor will also serve as a mentor to graduate students seeking greater

expertise in the field of international and comparative education. To these ends, the instructor

will:

1. Be respectful of students and their diverse and varied ways of learning;

2. Create a classroom climate of respect and active learning;

3. Respond to emails within 24 hours (NOTE: If you do not receive a response to an email

or message within 24 hours, please re-send or follow up);

4. Be available for regular weekly office hours to meet with students;

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5. Provide clear and concise rubrics and guidelines for all graded work;

6. Communicate in a fair and transparent way the grade criteria for course assignments; and

7. Return graded assignments within 2 weeks of the assignment deadline.

VI. Student Assessment:

This course will emphasize inquiry and active engagement. Students should assume full

responsibility for completing the background readings necessary for meaningful contribution

to discussions prior to each class session. Active class participation means speaking in an

informed manner about the texts based on your reflection and analysis. I will be assessing

the extent to which your participation in classroom discussions demonstrates that you have

read the assignments and reflected on them and not the absolute amount of time or text you

contribute. In other words, it is the quality of your comments, informed by the readings, and

not the quantity of words that matters most.

Formal Written Assignments

There are six assignments to be completed in this course – two reading summaries, a brief

current event presentation, a group learning activity, an interview report, and a final topical

research paper. All formal written assignments must be computer generated. Written

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. Late

assignments will be reduced by 5 percentage points per day late (i.e. an A will drop to A-, B

to B- after one day late). If you have a schedule conflict, it is your responsibility to contact

me in advance and discuss the matter.

1. Reading Summary and Presentation Each student is responsible for signing up and presenting two of the course readings

during the semester (you can choose the readings on a sign-up sheet that I will circulate

in the first class). When it is your turn to summarize a reading, create a brief one-two

page critical summary of the reading, and include 2-3 discussion questions related to

the reading. Please email your reading summary to me (mgardini@fiu.edu) by 5pm on

Monday, the day before the class it is due. I will then post the summary on Blackboard.

Your discussion questions will provide the impetus for the class discussion, so please

think carefully about your questions and design them with this purpose in mind. If you

have concerns about your summary or discussion questions, please contact me prior to

the deadline so we can generate excellent questions collaboratively.

2. Current Event Presentation Each student is responsible for signing up, creating, and delivering one current event

presentation for the semester (you can choose the day on the sign-up sheet that I will

circulate in the first class). For this assignment, you should look over a range of media

sources (such as BBC, CNN, NPR, NYTimes, the Guardian, AlJazeera, Miami Herald,

Washington Post, Slate, Chronicle of Higher Education, etc.) and select one current event

story that relates to the topic for the day in our class (as noted on the syllabus for that

day). The event can be domestic or international. You will create a brief one page

current event analysis based on the information you gather, and make a short

presentation about the event and its relevance to our course. The goal is for you to apply

some of the concepts you are learning about in the readings to “the real world” and raise

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an important peace, human rights, or global citizenship issue for us to discuss. The

current event presentation will take approximately 10-20 minutes of class each week,

before or after we discuss the readings. Presentations can take any form ranging from

discussion, PPT, prezi, video, or some other form. Feel free to get creative!

3. Group Learning Activity In groups of 2-4, students will collaboratively create an

interactive learning activity designed to “bring to life,” demonstrate, or teach about one

or two key ideas related to course topics of peace and human rights education, global

citizenship, and/or study abroad. Each group activity should last approximately 20

minutes and actively include class members. Groups should also create “learning

objectives” for their activity. Each member of the group must participate in the activity

and presentation. All materials used for the presentation (including powerpoint, handouts,

or other materials) must be submitted by the end of the class period on the due date. Also,

after the presentations are completed, students should submit a one page reflection on

how the group process went, what made it effective, what could be improved, and what

you learned or might apply in the future.

4. Interview Report. (5 pages, double spaced). For this assignment, you are required to

identify and interview an international education practitioner or expert. You will arrange

a face to face meeting (when possible, or an online meeting) and develop a set of five to

ten questions to learn more about the work of this practitioner. Your report should

include 1-3 paragraphs about the individual and the relevance of his/her work to our

course topics. Then you can summarize the questions you asked and your reflections on

the interview. The bulk of your report should be a discussion and analysis of what you

found interesting, though-provoking, challenging, problematic, etc. about the work of this

individual. Summarize your “findings” with a brief discussion of implications, i.e. what

did you learn from this exercise and how might that inform your future work in this field?

The interview report can be turned in on a rolling basis, but no later than class on

March 31st . NOTE: It may take you several weeks to arrange your interview. You

should start to plan your interview during the first few weeks of class.

5. Topical Research Paper. (6-8 pages double spaced). The purpose of the assignment is

for you to investigate in some depth a question or problem of interest to you related to the

overarching themes addressed in our course. Throughout the course we will brainstorm

and explore possible topics. Because course readings must be utilized in your paper, you

should pick a topic related to course themes (peace and human rights education, global

citizenship, study abroad, etc.). Your bibliography should contain at least 10 sources, half

of which should be drawn from course readings. All sources must be properly cited in

APA format. In order to encourage you to begin thinking about your paper early, I will

ask you to turn in a 1 half page Paper Topic Proposal form on March 24 (Week 11).

The final paper is due in class on April 21 (you may turn it in the week before if

you’d like me to return it to you on the last class). NOTE: You will have the

opportunity to engage in a peer review process of your research papers. During the two

weeks prior to the deadline, you and a partner can exchange drafts of your paper and

provide constructive feedback to each other by completing a peer review form. Please

attach this form when you submit your final paper to me. The peer review is optional and

will take place outside of class time. It is HIGHLY recommended. (NOTE: The final

paper must be uploaded to TASKSTREAM before the end of the semester.)

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VII. Grading Assignments and final grades are based on the following scale:

A 93-100 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:

Weekly in-class discussion and active participation 15%

2 Reading Summaries (1-2 pgs each) with (2-3) questions 10%

In-class Current Event Presentation 10%

Group Learning Activity and Presentation 20%

Interview Report (5 pages) 20%

Topical Research Paper (6-8 pages) 25%

The grade “IN” (Incomplete) will be assigned in accordance with FIU policy. In order to

receive a grade of “DR” (Drop), a student must drop the course in accordance with the

time line in the Spring 2013 Schedule of Classes.

The professor will abide by the University’s policy on religious holidays as stated in the

university Catalog and the student handbook. Students may request to be excused from

participation to observe religious holy days of their faiths. The professor will also abide

by the University’s policy on disabled students. Any student with a disability and who

needs special accommodations(s) should notify the professor and/or contact the Disability

Resource Center for Students.

Additional help with Blackboard is available from the following sources:

Student Resources- http://online.fiu.edu/app/webroot/html/blackboardlearn/resources/

Support Services- http://online.fiu.edu/supportservices

Schedule and Outline of Readings

MODULE 1: INTRODUCTION TO PEACE AND HUMAN RIGHTS EDUCATION

Week 1: Jan. 13 Peace and Human Rights Education: What’s the Difference?

Tibbetts, F. (2008). Human rights education. In Bajaj, M. (Ed.), Encyclopedia of peace

education, pp. 99-108.

Reardon, B. A. (1997). Human rights as education for peace. In Andreopoulos, G. J. and

Claude, R. P. (Eds.), Human rights education for the twenty-first century. University of

Pennsylvania Press.

If you have time, view the following (historical) webcast of an interview with Dr. Betty

Reardon: https://www.youtube.com/watch?feature=player_embedded&v=R_j97Bj5PNQ

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Week 2: Jan. 20 Concepts and Debates in Peace Education

King, M.L. Jr. (1967). “Beyond Vietnam: A Time to Break Silence” delivered April 4,

1967 at Riverside Church in New York City.

Bajaj, M. (2008). Critical peace education. In Bajaj, M. (Ed.), Encyclopedia of peace

education, pp. 135-146.

Reardon, B. and Snauwaert, D. (2015). “Reflective pedagogy, cosmopolitanism, and

critical peace education for political efficacy,” in Reardon, B. and Snauwaert, D., (Eds.),

Betty A. Reardon: A pioneer in education for peace and human rights, pp. 181-198,

Springer.

Week 3: Jan. 27 The Practice of Peace Education: International Examples

Hanzopoulous, M. (2011). Encountering peace: The politics of participation when

educating for co-existence. In Trifonas, P. P. and Wright, B., Eds., Critical issues in

peace and education, 21-39. Routledge.

Wessells, M. (2005). Child soldiers, peace education, and postconflict reconstruction for

peace. Theory into Practice, Vol. 44 (4), 363-369.

Feuerverger, G. (2011). “A grassroots peace education innovation in a co-operative

Jewish-Palestinian village in Israel.” In Trifonas, P. P. and Wright, B., Eds., Critical

issues in peace and education, 40-56. Routledge.

Recommended but not required: Novelli, M. (2011). Are we all soldiers now? The

dangers of the securitization of education and conflict. In Mundy, K. and Dryden-

Peterson, S., (Eds.), Educating children in conflict zones: Research, policy, and practice

for systemic change, pp., 49-65.

Recommended but not required: Winthrop, R. and Kirk, J. (2011). Learning for a

bright future: Schooling, armed conflict and children’s well-being. In Mundy, K. and

Dryden-Peterson, S., (Eds.), Educating children in conflict zones: Research, policy, and

practice for systemic change, pp. 101-121.

Week 4: Feb. 3 The Rise of Human Rights Education

Osler, A. and Starkey, H. (2010). Teachers and human rights education, Chapters 1-3,

pp. 1-41.

Ramirez, F.O., Suarez, D. and Meyer, J.W. (2007). “The Worldwide Rise of Human

Rights Education.” In A. Benavot and C. Braslavsky, (Eds.), School knowledge in

comparative and historical perspective: Changing curricula in primary and secondary

education, pp. 35-52.

Cardenas, S. (2005). Constructing rights? Human rights education and the state.

International Political Science Review, Vol. 26 (4), 363-379.

Week 5: Feb. 10 Concepts and Debates in Human Rights Education

Marks, S. (1983). Peace, development, disarmament, and human rights education: The

dilemma between the status quo and curriculum overload.” International Review of

Education, XXIX , pp. 289-310.

Bajaj, M. (2011). Human rights education: Ideology, location, and approaches. Human

Rights Quarterly, Volume 33, Number 2, May 2011, pp. 481-508. Published by The

Johns Hopkins University Press.

Osler, A. and Starkey, H. (2010). Teachers and human rights education, Chapter 4 (pp.

43-57) and Chapter 6, pp. 71-83.

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MODULE 2: PRACTICAL APPLICATIONS OF PEACE AND HUMAN RIGHTS EDUCATION

Week 6: Feb. 17 The Importance of Gender and Culture in PE and HRE

Osler, A. and Starkey, H. (2010). Teachers and human rights education, Chapter 5 (pp.

59-70) and Chapter 7, (pp. 85-99).

Kirk, J. (2011). Addressing gender disparities in education in contexts of crisis, post-

crisis, and state fragility. In Mundy, K. and Dryden-Peterson, S., (Eds.), Educating

Children in Conflict Zones: Research, Policy, and Practice for Systemic Change, pp. 67-

81.

Bunch, C. (1995). Transforming human rights from a feminist perspective. In Peters, J.

and Wolper, A. (Eds.), Women’s Rights, Human Rights: International Feminist

Perspectives, pp. 11-17. New York: Routledge.

Recommended but not required: Payan, I. T. (1995). Women’s human rights in the

United States: An immigrant’s perspective. In Peters, J. and Wolper, A. (Eds.), Women’s

Rights, Human Rights: International Feminist Perspectives, pp. 82-88. New York:

Routledge.

*Group 1 Learning Activity DUE in Class

Week 7: Feb. 24 The Practice of Human Rights Education: International Examples

Torney-Purta, J., Wilkenfeld, B., and Barber, C. (2008). How adolescents in 27 countries

understand, support, and practice human rights. Journal of Social Issues, Vol. 64 (4), 857-

880.

Reardon, B. (2015). “Human rights and the renewal of the university,” in Reardon, B. and

Snauwaert, D., (Eds.), Betty A. Reardon: A pioneer in education for peace and human

rights, pp. 165-180, Springer.

Suarez, D. (2007). Human rights and curricular policy in Latin America and the

Caribbean. Comparative Education Review, Vol. 51 (3), 329-352.

Recommended, but not required: Neacsu-Hendry, L., Turek, I., Kviecinska, J., Kati,

K., and Orlin, T.S. (1997). Implementing human rights education in three transitional

democracies: Romania, Slovakia, and Albania. In Andreopoulos, G. J. and Claude, R. P.

(Eds.), Human rights education for the twenty-first century, pp. 484-516. University of

Pennsylvania Press.

Recommended, but not required: Bajaj, M. and Acosta, C. V. (2009). The Emergence

of human rights education amid ethnic conflict in the Dominican Republic. In McGlynn,

C., Zembylas, M., Bekerman, Z., and Gallagher, T., (Eds.), Peace education in conflict

and post-conflict societies: Comparative perspectives, pp. 43-57.

*Group 2 Learning Activity DUE in Class

Week 8: March 3 HRE and the Rights of the Child

Osler, A. and Starkey, H. (2010). Teachers and human rights education: Chapters 8 and

9, pp. 101-127.

United Nations Convention on the Rights of the Child: http://www.unicef.org/crc/

Kendall, N. (2008). ‘Vulnerability’ in AIDS-affected states: Rethinking child rights,

educational institutions, and development paradigms. International Journal of

Educational Development 28, pp. 365-383.

Recommended but not required: Bengtsson, S. and Bartlett, L. (2011). From child-

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friendly schools to child-friendly research methods: Lessons learned on child-centered

research from UNICEF’s Learning Plus Initiative. In Mundy, K. and Dryden-Peterson,

S., (Eds.), Educating children in conflict zones: Research, policy, and practice for

systemic change, pp. 235-253.

*Group 3 Learning Activity DUE in Class

Week 9: March 10 SPRING BREAK / CIES Conference

Week 10: March 17 The Role of Teachers and Pedagogy in HRE and PE

Osler, A. and Starkey, H. (2010). Teachers and human rights education: Chapter 10, pp.

129-145.

Reardon, B. (2015). “Human rights learning: Pedagogies and politics of peace,” in

Reardon, B. and Snauwaert, D., (Eds.), Betty A. Reardon: A pioneer in education for

peace and human rights, pp. 145-164, Springer.

Bartlett, L. (2008). Paulo Freire and peace education. In Bajaj, M., (Ed.), Encyclopedia of

peace education, pp. 39-45.

Recommended, but not required: Shepler, S. (2011). “Helping our children will help in

the reconstruction of our country”: Repatriated refugee teachers in post-conflict Sierra

Leone and Liberia. In Mundy, K. and Dryden-Peterson, S., (Eds.), Educating children in

conflict zones: Research, policy, and practice for systemic change, pp. 199-217.

MODULE 3: STUDY ABROAD AS GLOBAL CITIZENSHIP

Week 11: March 24 Internationalizing Education: Study Abroad as Global Citizenship

Lewin, R. (Ed.). (2009). Introduction: The quest for global citizenship through study

abroad. In Lewin, R. (Ed.), The handbook of practice and research in study abroad:

Higher education and the question for global citizenship, pp. xiii-xxii.

Hovey, R. and Weinberg, A. (Ed.). Global learning and the making of citizen diplomats.

In Lewin, R. (Ed.), The handbook of practice and research in study abroad: Higher

education and the question for global citizenship, pp. 33-48.

Cushner, K. (2009). The role of study abroad in preparing globally responsible teachers.

In Lewin, R. (Ed.), The handbook of practice and research in study abroad: Higher

education and the question for global citizenship, pp. 151-169.

Recommended but not required: Brockington, J. L. and Wiedenhoeft, M. D. (2009).

The liberal arts and global citizenship: Fostering intercultural engagement through

integrative experiences and structured reflection. In Lewin, R. (Ed.), The handbook of

practice and research in study abroad: Higher education and the question for global

citizenship, pp. 117-132.

**Paper Topic Proposal due in Class

Week 12: March 31 Central Concepts for Study Abroad and Global Citizenship

Schattle, H. (2009). Global citizenship in theory and practice. In Lewin, R. (Ed.), The

handbook of practice and research in study abroad: Higher education and the question

for global citizenship, pp. 3-20.

Davies, I. and Pike, G. (2009). Global citizenship education. In Lewin, R. (Ed.), The

handbook of practice and research in study abroad: Higher education and the question

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for global citizenship, pp. 61-77.

deWit, H. (2009). Global citizenship and study abroad: A European comparative

perspective. In Lewin, R. (Ed.), The handbook of practice and research in study abroad:

Higher education and the question for global citizenship, pp. 212-229.

**Interview Report due in Class

Week 13: April 7 Debates and Critiques of Study Abroad for Global Citizenship

Zemach-Bersin, T. (2009). Selling the world: Study abroad marketing and the

privatization of global citizenship. In Lewin, R. (Ed.), The handbook of practice and

research in study abroad: Higher education and the question for global citizenship, pp.

303-320.

Picard, E., Bernardino, F., and Ehigiator, K. (2009). Global citizenship for all: Low

minority student participation in study abroad- seeking strategies for success. In Lewin,

R. (Ed.), The handbook of practice and research in study abroad: Higher education and

the question for global citizenship, pp. 321-345.

Davies, L. (2006). Global citizenship: abstraction or framework for action? Educational

Review, Vol. 58 (1), 5-25.

Recommended but not required: Mannion, G., Biesta, G., Priestley, M., and Ross, H.

(2011). The global dimension in education and education for global citizenship:

geneology and critique. Globalisation, Societies and Education, Vol. 9 (3-4), 443-456.

Week 14: April 14 Reflections on Study Abroad Experience and Practice

Nolan, R. W. (2009). Turning our back on the world: Study abroad and the purpose of

U.S. higher education. In Lewin, R. (Ed.), The handbook of practice and research in

study abroad: Higher education and the question for global citizenship, pp. 266-281.

Stier, J. (2003). Internationalisation, ethnic diversity and the acquisition of intercultural

competencies. Intercultural Education, Vol. 14 (1), 77-91.

Dwyer, M. (2004). More is better: The impact of study abroad program duration.

Frontiers: The Interdisciplinary Journal of Study Abroad, Vol. 10, pp. 151-163.

Week 15: April 21 Policy Implications of PE, HRE, and Education for Global Citizenship

U.S. Dept. of Education. (2012). Succeeding globally through international education

and engagement: U.S. Department of Education International Strategy, 2012-2016.

Khan, Q. (2014). Role of education in promoting peace, sustainable development, and

global citizenship. In Education for Peace and Sustainable Development: Concepts,

Clarity, and Cohesion, pp. 10-24, published by UNESCO/Mahatma Gandhi Institute of

Education for Peace and Sustainable Development (MGIEP).

Check out: http://www.globaleducationfirst.org/

Check out: http://www.unesco.org/new/en/education/resources/in-focus-articles/global-

citizenship-education/

Check out: http://www.iie.org/en/Research-and-Publications/Open-Doors

Recommended but not required: Fitzduff, M. and Jean, I. (2011). Peace education:

State of the field and lessons learned from USIP grantmaking. USIP: Peaceworks, No.

74.

**Topical Research Paper due in Class

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Assignment due dates:

Class Discussion and Active Participation (assessed weekly) 15%

2 Reading Summaries (1-2 pgs) and Questions (individual due dates) 10%

In-class Current Event Presentations (individual due dates) 10%

Group Learning Activity Presentation 20%

Group 1 DUE Feb. 17; Group 2 DUE Feb. 24; Group 3 DUE March 3

Interview Report (5 pgs) DUE March 31 20%

Topical Research Paper (6-8 pgs) DUE April 21 25%

NOTE: Late assignments will drop 5 percentage points per each DAY they are late.