Introductory description

The focus of this module is on changing global patterns in the way that education systems are being regulated, and in different populations’ participation in education systems. The changes that education is experiencing as a conceptual space, as systems and institutions, and as individuals’ everyday experiences, demand a contemporary approach to the study of education for practice as well as purely academic purposes. The module therefore explores the discourses of globalisation in education and the contemporary international development agenda in relation to education, as well as practical implications for education practice and research. UGEID brings together foundational theories of international development with current trends, and applies theoretical perspectives on education in a variety of contexts.

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

Topics to be covered:
What is development? What is global education? How do they intersect?
Key theories of development thought (e.g. Postcolonialism and Southern Theory, Human Capital Theory, Human Rights, Capabilities Approach)
Topics of study to include: gender, conflict, educational mobilities.

Learning outcomes

By the end of the module, students should be able to:

• 3) Ability to engage in critical comparative analysis of different conceptual approaches and educational contexts.
• 1) Awareness of and ability to understand, evaluate and analyse the current debates around globalisation, international development and education.
• 2) Ability to understand theoretical perspectives on global education and international development and to apply theoretical perspectives to a range of education contexts.
• 4) Development of skills in critical engagement with academic and policy sources, in oral and written contributions, in collaborative group-work.

Indicative reading list

Andreotti, V. (2011). Actionable postcolonial theory in education. Palgrave.

Bourn, D. (2008). 'Development Education: Towards a re-conceptualisation'. International Journal of Development Education and Global Learning, 1 (1), 5-22.

Gasper, D. (2004). The ethics of development : from economism to human development. Edinburgh: Edinburgh University Press.

Guttal, S. (2007). 'Globalisation'. Development in Practice, 17 (4-5), 523-531.

Ibrahim, S. and Tiwari, M. (2014). The capability approach : from theory to practice. Basingstoke: Palgrave Macmillan.

Kabeer, N. (1994). Reversed Realities : Gender Hierarchies in Development Thought. London: Verso.

Kim, T. (2014). 'The intellect, mobility and epistemic positioning in doing comparisons and comparative education'. Comparative Education, 50 (1), 58-72.

McCowan, T. (2013). Education as a human right : principles for a universal entitlement to learning. London: Bloomsbury Academic.

McCowan, T. and Unterhalter, E. (2015). Education and international development : an introduction. London: Bloomsbury.

McMahon, W. W. (1999). Education and development : measuring the social benefits. Oxford: Oxford UP.

Rahnema, M. (1997). 'Towards Post-Development: Searching for Signposts, a New Language and New Paradigms'. In M. Rahnema and V. Bawtree (Eds), The Post-Development Reader . London: Zed.

Sen, A. (1999). Development as Freedom. Oxford: Oxford University Press.

Sumner, A. and Tiwari, M. (2009). After 2015 : international development policy at a crossroads. Basingstoke: Palgrave Macmillan.

Unterhalter, E. (2014). 'Thinking about gender in comparative education'. Comparative Education, 50 (1), 112-126.

Uvin, P. (2007). 'From the right to development to the rights-based approach: how ‘human rights’ entered development'. Development in Practice, 17 (4-5), 597-606.

View reading list on Talis Aspire

Interdisciplinary

The module draws from disciplines including international development, sociology, international studies, education, with some literature also from law and economics. Students also come from different disciplinary backgrounds and are encouraged to share knowledge from their disciplinary perspective.

International

The focus of the module is global education and international development so the curriculum is inherently international. Students engage with different country case studies and literature on and from different countries, as well as on transnational processes. They also learn from each other's backgrounds in a form of 'internationalisation at home'.

Subject specific skills

Students should demonstrate a critical understanding of -

• the underlying values, theories and concepts relevant to global education and international development
• the diversity of learners and the complexities of the education process and how this operates in a global context
• the complexity of the interaction between learning and local and global contexts, and the extent to which participants (including learners and teachers) can influence the learning process
• the societal and organisational structures and purposes of educational systems, and the possible implications for learners and the learning process
• constructively critique theories, practice and research in the area of global education and international development.

Transferable skills

• Active listening
• Analysis and decision making
• Attitudes and aptitudes for work
• Communication skills
• Confidence
• Coordinating with others
• Critical thinking
• Initiative and also follow instructions
• Intellectual ability
• International cultural awareness
• Judgement and decision making
• Literacy
• Management of learning
• Managing others/People Management
• Motivation, tenacity, commitment
• Negotiation
• Passion
• Personal development skills
• Persuading/influencing
• Planning and organisational skills
• Positive attitudes to work
• Problem solving
• Reasoning
• Self-management/resilience
• Stakeholder and organisational awareness
• Team working