International Frontiers in Education and Research IV
JA | EN
| Numbering Code |
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| Term | 2020/Second semester |
| Course Type | topics seminar |
| Target Year | Master's students |
| Target Student | Graduate |
| Language | English |
| Day/Period | Tue.4 |
| Instructor(s) |
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| Outline and Purpose of the Course | This course focuses on some of the key contemporary thinkers in the so called decolonial theories and explores their implications for educational research. Explored in the first half of the course are the writings of Raewyn Connell, Kuan-Hsing Chen, Minoru Hokari, Syed Farid Alatas, Walter Mignolo and Linda Tuhiwai Smith among others. The course introduces various decolonial knowledge projects emerging from different parts of the world and shows how to situate the Japanese research/intelletual work within this broader transnational movement. The course should encourage the students to question the current order of knowledges and structure of knowledge production on a global scale and begin to (re)position their own research projects in a way that challenges the uneven global structure of knowledge production. |
| Course Goals | Unpon completion of this course, the students will be able to develop: 1. Comprehensive understanding of the decolonial challenges to humanities and social sciences; 2. Appreciation of how the decolonial thoeries and insights can inform educational research, including their own; 3. Collaborative and refletive attitude towards learning. |
| Schedule and Contents | Week 1: Introduction Week 2: Decolonial theories / Raewyn Connell Week 3: Decolonial theories / Syed Farid Alatas Week 4: Decolonial theories / Linda Tuhiwai Smith Week 5: Decolonial theories / Kuan-Hsing Chen Week 6: Decolonial theories / Hokari Minoru & Dipesh Chakrabarty Week 7: Decolonial theories / Walter Mignolo Week 8: Decolonial theories / TBA Week 9: Decolonial Projects in Education Week 10: Decolonial Projects in Education Week 11: Decolonial Projects in Education Week 12: Decolonial Projects in Education Week 13: Decolonial Projects in Education Week 14: Feedback Session |
| Grading Policy | 10 Weekly Response Papers (250 words): 5 points each Group Presentation (25-30 minutes): 20 points Final Paper (2000 words): 30 points |
| Prerequisites | None |
| Preparation and Review | My style of teaching is dialogic, and student participation in the class discussion is absolutely central to the success of the course. Hence, the students are expected to be fully prepared to deliberate upon the assigned texts.It is expected that the students complete the assigned weekly readings and the response paper before coming to the class. Japanese language might be used from time to time, depending on the linguistic needs of the students. |
