International Frontiers in Education and Research IV
| Numbering Code | G-EDU13 56125 SE47 | Year/Term | 2022 ・ Second semester |
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| Number of Credits | Course Type | topics seminar | |
| Target Year | Master's students | Target Student | |
| Language | English | Day/Period | Wed.4 |
| Instructor name | TAKAYAMA KEITA (Graduate School of Education Professor) | ||
| 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, Sung Ge, 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/intellectual 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 theories and insights can inform educational research, including their own; 3. Collaborative and reflective attitude towards learning. |
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| Schedule and Contents |
Week 1 Welcome and introduction. No assigned readings. Week 2 Alatas, S. F. (2003). Academic dependency and the global division of labour in the social sciences. Current Sociology 51(6): 599-613. Sugimoto, Y. (2014). Japanese society: Inside out and outside in. International Sociology 29(3): 191-208. Week 3 Befu, H. (2003). Globalization theory from the bottom up: Japan’s contribution. Japanese Studies 23(1): 3-22. 園田英弘 (1991) 逆欠如論 『教育社会学研究』 49: 9-33. Week 4 Connell, R. (2007). Empire and the creation of a social science (Chapter 1: p. 3-25). In Southern theory: The global dynamics of knowledge in social science. Allen & Unwin. Connell, R. (2007). Modern general theory and its hidden assumptions (Chapter 2: p.28-48). Week 5 Connell, R. (2007). Imagining globalization (Chapter 3: p. 49-68) & Social science on a world scale (Chapter 10: p. 211-232). Week 6 Chapters 1 and 3 of Kurasawa, F. (2004). The ethnological imagination. University of Minnesota Press. Week 7 Smith, L. T. (2012). Imperialism, History, Writing and Theory (Chapter 1). In Decolonizing methodologies: Research and Indigenous peoples. Zed Books. Week 8 Smith, L, T. (2012). Research through imperial eyes (Chapter 2). (p. 44-60). In Decolonizing methodologies: Research and Indigenous peoples. Zed Books. Week 9 保苅実 2014 第七章 歴所の限界とその向こう側の歴史―歴史の再魔術化へ 『ラディカル・オーラルヒストリー：オーストラリアの先住民族アボリジニの歴史実践』お茶お水書房 Week 10 One chapter from Chen, K. (2010). Asia as Method: Towards de-imperialization. Duke University Press. Week 11 Stein, S. (2017). The persistent challenges of addressing epistemic dominance in higher education: Considering the case of curriculum internationalization. Comparative Education Review 61(S1): S25-S50. Week 12 Silova, I. Rappleye, R. Auld, E. (2020). Beyond the Western horizon: Rethinking education, values and policy transfer (Chapter 1). In G. Fan and T. Popkewitz (ed) Handbook of Education Policy Studies: Values, governance, globalization and methodology (pp. 3-29). SpringerOpen. Week 13 Thomas, M. and Vavrus, F. (2019). The Pluto Problem: Reflexivities of discomfort in teacher professional development. Critical Studies in Education. Kerr, J. (2014). Western epistemic dominance and colonial structures: Considerations for thought and practice in programs of teacher education. Decolonization: Indigeneity, Education & Society 3(2): 83-104. Week 14 Calderon, D. (2014). Speaking back to manifest destinies: a land education-based approach to critical curriculum inquiry. Environmental Education Research 20(1): 24-36. Week 15 Lee, Y. (2019). A critical dialogue with ‘Asia as method’: A response from Korean education, Educational Philosophy and Theory 51(9): 958-969. Takayama, K. (2020). An invitation to negative comparative education. Comparative Education 56(1): 79-95. |
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| 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. |
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| 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. | ||
