MA International Education (Equity, Diversity and Inclusion) / Course details
Year of entry: 2024
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Course unit details:
Concepts and Practices of International Education
Unit code | EDUC71331 |
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Credit rating | 15 |
Unit level | FHEQ level 7 – master's degree or fourth year of an integrated master's degree |
Teaching period(s) | Semester 1 |
Available as a free choice unit? | No |
Overview
Aims
To develop students’ knowledge and comprehension of (1) concepts (2) theories to apply these to analyse (3) issues in practice and (4) trends in international education leading to a synthesis and evaluation of the latter.
Concretely, the unit will aims to introduce a range of conceptual approaches and show how these can be applied to various phenomena, including structures, policies and practices in international education.
Learning outcomes
Upon completion of the units, students should be able to
Teaching and learning methods
Students will have a facilitated discussion based on the weekly theme. To get the most out of the unit, it is important that students take full part in these discussions and engage with the ideas put forward by others in the seminar discussions. Each week some guide questions will be proposed by your seminar leader based on the theme of that week's lecture.
Knowledge and understanding
- List and relate definitions international education
- Find key policies and international conventions relating to education.
- Find and define the role of international agencies in promoting and regulating education
- Compare and contrast definitions of international education
- Compare and contrast policies of different multinational organisations, countries, and institutions relating to international education
- Interpret academic literature related to concepts in international education
- Locate relevant practices of international education linked to the above mentioned concepts
- Apply concepts and theoretical frameworks to international education practices
- Examine the alignment of concepts and theories with a variety of practices of international education
- Appraise the value and relevant of certain concepts and theories over others in the field of international education.
Intellectual skills
- Develop critical thinking skills in relation to the challenges of defining and analyzing international education
- Develop the ability to frame problems and issues in international education using relevant concepts and theories
- Evaluate teaching and learning policies in international contexts;
Practical skills
- Model educational policies in international contexts and recommend avenues for potential improvement;
- Be able to conduct database searches to identify relevant literature appropriate to writing tasks and assessment;
- Employ ideas and evidence from scholarly work in international education to support an argumentand report it effectively in a discussion environment
Transferable skills and personal qualities
- Contribute to debates about issues facing education systems globally
- Contribute international perspectives of practical experiences in international classrooms and learning environments;
- Demonstrate skills in analysing documents and other evidence;
- Make effective use of electronic and other sources of information;
- Collaborate with others in group discussions.
Assessment methods
Method | Weight |
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Written assignment (inc essay) | 100% |
Feedback methods
Feedback through Turnitin on main assignment
Recommended reading
Altbach, P. G., Reisberg, L., & Rumbley, L. E. (2010). Trends in global higher education: Tracking an academic revolution. Brill Sense.
Apple, M. W., Au, W., & Gandin, L. A. (Eds.). (2011). The Routledge international handbook of critical education. Taylor & Francis.
Ballard, K. (Ed.). (1999). Inclusive education: International voices on disability and justice. Psychology Press.
Bhandari, R., & Blumenthal, P. (2010). International students and global mobility in higher education: National trends and new directions. Springer.
Crossley, M. (2000). Bridging cultures and traditions in the reconceptualisation of comparative and international education. Comparative education, 36(3), 319-332.
Crossley*, M., & Tikly, L. (2004). Postcolonial perspectives and comparative and international research in education: A critical introduction. Comparative Education, 40(2), 147-156.
Crossley, M., & Watson, K. (2003). Comparative and international research in education: Globalisation, context and difference. Routledge.
Dixon, P., Humble, S., & Counihan, C. (Eds.). (2015). Handbook of international development and education. Edward Elgar Publishing.
Dolby, N., & Rahman, A. (2008). Research in international education. Review of Educational Research, 78(3), 676-726.
Hayden, M. (2006). Introduction to international education: International schools and their communities. Sage.
Knight, J. (2008). Higher education in turmoil: The changing world of internationalization. Brill Sense.
Matthews, J., & Sidhu, R. (2005). Desperately seeking the global subject: International education, citizenship and cosmopolitanism. Globalisation, Societies and Education, 3(1), 49-66.
UNESCO (2015) Education for All Global Monitoring Report. Paris: UNESCO
Phillips, D., & Schweisfurth, M. (2014). Comparative and international education: An introduction to theory, method, and practice. A&C Black.
Psacharopoulos, G. (Ed.). (2014). Economics of education: Research and studies. Elsevier.
Toole, J. C., & Louis, K. S. (2002). The role of professional learning communities in international education. In Second international handbook of educational leadership and administration (pp. 245-279). Springer, Dordrecht.
Walker, M. and Unterhalter, E. (ed) (2007) Amartya Sen's capability approach and social justice in education. London/New York: Palgrave.
Study hours
Scheduled activity hours | |
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Lectures | 20 |
Tutorials | 2 |
Independent study hours | |
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Independent study | 128 |
Teaching staff
Staff member | Role |
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Miguel Antonio Lim | Unit coordinator |
Additional notes
LEARNING AND TEACHING PROCESSES (INCLUDING THE USE OF E-LEARNING)
10 x 2 hour lectures/seminars supported by individual or group tutorials |
Learning Hours:
Activity | Hours Allocated |
Staff/Student Contact | 20 |
Tutorials | 2 |
Private Study | 56 |
Directed Reading | 40 |
Assignment Preparation | 32 |
Total Hours | 150 |