Introductory description

This module will explore models, concepts and themes relating to processes of globalisation and schooling. The module will pick up on a number of debates and issues in relating to how attempts have been made to homogenise formal education globally, or at least move towards more universal provision at a number of different levels. This will involve analyses of the political, economic and socio-cultural dimensions of globalisation as it affects education; it goes on and explores the idea of children's global human rights. The module will also examine a number of problems affecting children and their schooling globally. These include poverty and inequality; ill-health and civil war. The module picks up on novel and diverse approaches to these adversities often instigated by children themselves.

Module web page

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.

Indicative content:

globalisation: a conceptual discussion

education and schooling as global standards

global trends in the eary years

the student as a global citizen

global diversity -obstacles and differences

child labour and schooling

Possible case studies
Schooling and 'left behind' Children in China

the introduction of early years education in Ghana Children, politics and education in South Africa the rise of faith schools civil war and the fractured provision of schooling children, schooling and the AIDS pandemic

Learning outcomes

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

• Students will develop an informed understanding of the nature of education in a global context and be able to compare and contrast education systems in different countries.

Indicative reading list

Wyness, M. (2018) Childhood, Culture and Society in a global context, London: Sage.
Boyden, J. and Bourdillon, M. (eds) (2012) Childhood Poverty: Multi-Disciplinary Approaches, Basingstoke: Blackwell
Hevener Kaufman, N and Rizzini, I. (eds) (2002) Globalization and children: exploring potentials for enhancing opportunities in the lives of children and youth, Kluwer Academic/Plenum Publishers
Cohen, R. and Kennedy, P. (2007) Global Sociology, second edition, Basingstoke: Palgrave.
Tsegaye, S. (2009) Orphanhood in Africa: Old Problems and New Faces, African Child Policy Forum
Wyness, M. (2019) Childhood and Society, Third Edition, Basingstoke: Palgrave.

View reading list on Talis Aspire

Subject specific skills

Students should demonstrate a critical understanding of -

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

theories, practice and research in the area of education.

the significance of the cultural, historical and contemporary features of various policies, institutions and agencies in regard to childhood

the interrelationships between political, economic, cultural and ideological contexts in the lives of children and their families and communities as it relates to education and globalisation

Transferable skills

A number of skills are developed in this module. They include

• Analysis and decision making
• Cognitive flexibility
• Communication skills
• Complex problem solving
• Confidence
• Coordinating with others
• Creativity
• Critical thinking
• Data handling
• Initiative and also follow instructions
• Intellectual ability
• International cultural awareness
• Interpersonal and communication
• Judgement and decision making
• Management of learning