京都大学 京都大学

International Frontiers in Education and Research III

Numbering Code G-EDU13 56124 SE47 Year/Term 2022 ・ First semester
Number of Credits Course Type topics seminar
Target Year Graduate school students Target Student
Language English Day/Period Wed.4
Instructor name TAKAYAMA　KEITA (Graduate School of Education Professor)
Outline and Purpose of the Course The aims of the course are threefold. First, the course introduces the students to the ongoing international debate about how to conceptualize and research globalization in education. We will read a range of texts written by the leading figures in the field, while also paying attention to the select scholars who have participated in the debate drawing on the Japanese examples. The second aim of the course is to introduce the students to the latest scholarship on transnational actors in education policy, including OECD, UNESCO and World Bank. The course helps students understand how the ongoing debate on globalization in education informs the analyses of these influential transnational actors, often resulting in different interpretations of their roles and consequences. Building on the first two aims, the course sets it as its third objective to help the students understand different ways in which education scholars, based in Japan, can meaningfully participate in the international scholarly debate on globalization and education.

The weekly seminar will be organized around the article assigned for each week. It is expected that the students will read the text thoroughly before coming to the class. The weekly response paper, which is one of the required assessment tasks for the course, should assist you with this process (see below for details). The seminar will be run in a participatory and dialogic manner.

Course Goals Upon completion of this course, the students will develop:

1. Comprehensive understanding of key international education policy actors, their roles and consequences for education policy in the world;

2. Advanced understanding of different theoretical approaches to the globalization of education policy;

3. Their own ways of using a Japanese case to participate in the broader international debate.
Schedule and Contents Week 1
No reading
Reviewing and negotiating over the course aims, structure, readings and assessment tasks.

Week 2
Reading:
Mundy, K. Green, A. Lingard, B. Verger, A. (2016) Introduction: The globalization of education policy: Key approaches and debates. In K. Mundy, A. Green, B. Lingard and A. Verger (eds) The handbook of global education policy (pp.1-20). New York: John Wiley & Sons.

Week 3
Reading:
Ramirez, F. O. Meyer, J. W. and Lerch, J. (2016). World society and the globalization of educational policy. In K. Mundy, A. Green, B. Lingard and A. Verger (eds) The handbook of global education policy (pp.43-63). New York: John Wiley & Sons.

Week 4
Reading:
Ramirez, O. F., and J. Boli. 1987. “Political Construction of Mass Schooling: European Origins and Worldwide Institutionalization.” Sociology of Education 60 (1): 2–17.


Week 5
Reading:
Kamens, D. (2013). Globalization and the emergence of an audit culture: PISA and the search for ‘best practices’ and magic bullet. In PISA, power and policy: the emergence of global educational governance (pp.117-139). Oxford: Symposium Books.

Ridge, N. (2012). In the shadow of global discourses: Gender, education and modernity in the Arabian Peninsula. In G. Steiner-Khamsi and F. Waldow (eds) Policy borrowing and lending in education. World Yearbook of Education 2012 (pp. 291-308). New York: Routledge.


Week 6
Reading:
Metz, M. (1989). Read School: A universal drama amid disparate experience. Politics of Education Association Year book (p. 75-91).

Week 7
Reading:
Rappleye, J. (2015). Revisiting the metaphor of the island: challenging ‘world culture’ from an island misunderstood. Globalisation, Societies and Education 13(1): 58-87.


Week 8
Reading:
Takayama, K. (2015). Provincializing and globalizing the World Culture theory debate: Critical insights from a margin. Globalisation, Societies and Education 13 (1): 34-57.


Week 9: World Bank
Readings:
Menashy, F & Read, R. (2016). Knowledge Banking in global education policy: A bibliometric analysis of World Bank publications on public-private partnerships. Education Policy Analysis Archives 24(95).

D. Edwards, B. Jr. (2015). Rising from the ashes: how the global education policy of community-based management was born from El Salvador's civil war. Globalisation, Societies and Education 13(3): 411-432.

Week 10: Child-Centered Pedagogy
Reading:
Vavrus ,F. (2009). The cultural politics of constructivist pedagogies: Teacher education reform in the United Republic of Tanzania. International Journal of Educational Development 29 : 303-311.

Thomas, M. and Vavrus, F. (2019). The “Pluto problem”: Reflexivities of discomfort in teacher professional development. Critical Studies in Education.


Week 11: Child-Centered Pedagogy
Readings:
Komatsu, H. Rappleye, J. and Silova(2020). Student-centered learning and sustainability: Solution or problem? Comparative Education Review 65(1): 6-33.

Sakata, N. Oketch, M. and Candappa, M. (2020). Pedagogy and history: Ujamaa and learner-centered pedagogy in Tanzania. Comparative Education Review 65(1): 56-75..

Week 12: OECD & PISA
Auld, E. Rappleye, J. and Morris, P. (2018). PISA for Development: how the OECD and World Bank shaped education governance post-2015. Comparative Education 55(2): 197-219.

Takayama, K. (2018). How to mess with PISA: Learning from Japanese kokugo curriculum experts. Curriculum Inquiry 48(2): 220-237.


Week 13: OECD & PISA
Readings:
Addey, C. & Gorur, R. (2020). Translating PISA, translating the world. Comparative Education 56(4)547-564.

Trohler, D. (2014). Change management in the governance of schooling: The rise of experts, planners, and statistics in the early OECD. Teachers College Record 116.


Week 14
TBA


Week 15
Feedback Session







[Please note that all the listed articles will be provided by your instructor and that depending on how things proceed, we might end up changing the reading list slightly.]
Evaluation Methods and Policy There are two assessment tasks for this course.

1) Weekly Response Papers (60%: 6 papers x 10)
There are two components to the weekly response papers. The first part must be completed before coming to the weekly seminar. Your job is to read the assigned text carefully and try to tease out the central point of the article and summarize it in no more than 200-250 words. Also try to raise some critical questions about the argument developed by the author. You can ask, for instance, any of the following questions to deepen your engagement with the text:
a) What unexamined assumptions, if any, does the author make?
b) Whose perspectives and experiences are not taken into consideration in the discussion?
c) What are the ways in which the author could overcome the limitations thus identified?

After the seminar, you need to reflect upon the class discussion. Here, use the rest of the paper to discuss what new insights are gained as a result of your seminar participation and what questions still remain unanswered.

The whole response paper must be no more than 400 words. It must be submitted to me via email by Friday of the week.

2) Final Essay (40%)
Choose a topic of your own interest and write an essay while drawing on the readings introduced by the course. You are required to substantially engage with at least 5 articles discussed in the course or any other readings approved by the instructor. Submit a one-page outline of your paper at least 3 weeks prior to the due date and receive my feedback on your plan. The essay must be no more than 1800 words.
Course Requirements None
Study outside of Class (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.
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