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15:310:503:01 COMPARATIVE EDUCATION
Spring 2013 Tuesdays 4:50-7:30 GSE Room 124
Tanja Sargent
tanja.sargent@gse.rutgers.edu
Tel: 732-932-7496 x8121, GSE 36B
Office hours: W 1:30-2:30
Course objectives:
This course will take us around the world to investigate schooling in a wide variety of social, cultural, economic, and political contexts. We will
travel through the theoretical and empirical literature on education in Africa, Western and Eastern Europe, Oceania, the Americas and the near
and far East.
Learning goals:
Students will develop a critical understanding of dominant and alternative paradigms of education and development and how these translate into
educational policy and practice in communities, schools, and classrooms across the globe
Students will become familiar with a range of educational issues across various national contexts.
Students will acquire in-depth familiarity with the most salient educational issues particular to their own region of interest.
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2. Readings:
I. Books will be available at NJ Books, 37 Easton Avenue, New Brunswick, Tel. 732-253-7666:
Tobin, J., Hsueh, Y., & Karasawa, M. (2009). Preschool in three cultures revisited: China, Japan and the United States. Chicago: University of
Chicago Press.
Stigler, J., & Hiebert, J. (2009). The Teaching Gap. New York: Free Press.
II. Additional readings available online through the course website. Readings will be augmented and adjusted based on the interests of the class
participants.
Course website:
You can access the course website by logging in at https://sakai.rutgers.edu/ . The website will be an integral part of the course and it is crucial
that you become familiar with it as soon as the course begins. Please contact me immediately if you are having any difficulties. Class
announcements are posted frequently on the course website. Announcement notifications are sent to your Rutgers email address. If you do not
usually use your Rutgers email address please be sure that you have set up email forwarding from this account to the account that you do use.
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3. Assignments:
Your grade in the course will be based on participation in class, online posting of weekly blogs, presentations and a final paper.
% of Grade
Attendance (5%)
Blog assignments (20%)
Class presentations (20%)
Final paper due May 5 (55%)
Total (100%)
Attendance:
Attendance is out of 5 points. 1 point will be deducted for every unexcused absence. After the first excused absence, 0.5 points will be
deducted for every subsequent excused absence. More than five absences will result in a failing grade for the course.
Blog:
There are three blog assignments due for the three online classes. Blogs are due by midnight on the day of the “online class”. Comments are due
by the start of class the following week.
1. Write at least 1000 words.
2. Make full use of the course resources on the relevant topic.
3. Draw on other library and online resources to explore your topic fully.
4. As much as possible relate your post to your region and issue of interest and use your writing to begin working on your final paper.
5. Post must include relevant images, videos and links to external documents and other files.
6. In your post, you should include at least one substantive discussion question relevant to the readings that you can bring up in class.
7. Post friendly and encouraging comments on the posts your classmates that indicate that you have viewed the external content they have
posted.
Final paper:
Begin thinking about your final paper on the first day of class. 1) Choose a country or region of interest, or choose to compare two or more
countries/regions. 2) Identify an important current educational issue in your region of interest. 3) Drawing on scholarly literature, reports, policy
documents, news, and popular culture, present insights into education in your region of interest with a focus on one main educational issue.
Papers should be 10-15 double spaced pages in length not including cover page, references and figures.
Class presentations:
You will present on your work that you do in your three blog assignments. On March 26 you will assign readings for the class to read that are
relevant to your final paper interests and you will present these to the class. You will also make a presentation of your final paper on the last
day of class.
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4. Academic integrity:
Breaches of academic integrity are very serious and I do take action in the case of a violation. It is crucial that you familiarize yourself with the
university policy on these issues which can be found online at http://academicintegrity.rutgers.edu/
Introduction
Week 1
(January 22)
Introduction and overview to the field of comparative and international education.
UNIT 1: Education and National Development
Week 2
(January 29)
Fagerlind, I., & Saha, L. (1989). Education and National Development: A Comparative Perspective. Oxford: Pergamon
Press, Chapter 1.
UNESCO. (2012). EFA Global Monitoring Report 2012: Youth and skills: Putting education to work. Paris, France:
UNESCO.
Explore the following websites:
National Center for Education Statistics International Activities Program
OECD education
Education and the World Bank
UNESCO education
Gender
Nelly P. Stromquist. (2006). “Gender, education and the possibility of transformative knowledge.” Compare 36, 2: 145-
161.
Hannum, E, Kong, P, & Zhang, Y. (2009). Family sources of educational gender inequality in rural China: A critical
assessment, International journal of educational development, (29), 474-486
Murphy-Graham, Erin. (2008). Opening the black box: women’s empowerment and innovative secondary education in
Honduras. Gender and Education. 20 (1), 31-50.
Roman, A. (2006). 1 World Manga #5. San Francisco, CA: VIZ Media LLC/The World Bank.
Health
Stories from Nolen, S. (2007). 28: Stories of AIDS in Africa. New York: Walker Publishing Company
Pridmore, P., & Yates, C. (2005). Combating AIDS in South Africa and Mozambique: The Role of Open, Distance, and
Flexible Learning (ODFL). Comparative Education Review, 49(4).
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5. Population Media Center. (2012). Annual Report. Shelburne, VT: Population Media Center.
Conflict
Beah, I. (2007). A Long Way Gone: Memoirs of a Boy Soldier. New York: Sara Crichton Books, chapter 11.
Waters, T., & Leblanc, T. (2005). Refugees and Education: Mass Public Schooling without a Nation-State.
Comparative Education Review, 49(2), 129-147
Clarke-Habibi, S. (2005). Transforming Worldviews: The Case of Education for Peace in Bosnia and Herzegovina.
Journal of Transformative Education, 3(1), 33-56.
Poor and marginalized populations
Hannum, E., & Park, A. (2002). Educating China's Rural Children in the 21st Century. Harvard China Review (Spring
2002), 8-14.
Tooley, James & Dixon, Pauline (2005) Private Education is Good for the Poor: a study of private schools serving the
poor in low-income countries, Washington DC: Cato Institute.
Week 3
(February 5)
ONLINE
Assignment 1
Post an entry on your blog about gender, health, conflict, youth, marginalized populations or a topic of choice in
consultation with me. In your post outline the various dimensions of the issue in an international context and introduce
at least one socially or technologically innovative intervention. Draw on course resources and on your own library and
online research. Post must include images, video, links to reports and so on. Make a substantive comment on each of
your classmates’ posts.
Week 4
(February 12)
FACE TO
FACE
Presentations and other class activities about issues in education for national development.
UNIT 2: GLOBALIZATION AND EDUCATION
Week 5
(February 19)
FACE TO
FACE
Ramirez, F.& Boli, J. (1987) Explaining the Origins and Expansion of Mass Education, Sociology of Education, 60 (1),
2-17.
Stromquist, N., & Monkman, K. (2000). Defining Globalization and Assessing its Implications on Knowledge and
Education. In N. Stromquist & K. Monkman (Eds.), Globalization and Education: Integration and Contestation
across Cultures. Lanham: Rowman and Littlefield.
Noddings, N. (2005). Global citizenship: Promises and Problems. In N. Noddings (Ed.) Educating citizens for global
awareness. New York: Teachers College Press.
Rizvi, F., & Lingard, B. (2006). Globalization and the Changing Nature of OECD's Educational Work. In H. Lauder &
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6. P. Brown & J.-A. Dillabough & A. H. Halsey (Eds.), Education, Globalization and Social Change. Oxford:
Oxford University Press.
Global Achievement Gap
Wagner, T. (2008). The Global Achievement Gap: Why even our best schools don’t teach the new survival skills our
children need and what we can do about it. New York: Scribner, chapter 1
Week 6
(February 26)
ONLINE
Assignment 2
Write a blog entry that addresses the following questions. What is globalization? What are the implications of
globalization for education? What are key facets of the global discourse on education? Can you find out anything about
educational policy in your region of interest and how the policy reflects themes in global educational discourse? In your
post use images, videos, links to external reports and other files and documents. Comment on the posts of all the other
students in the class.
Week 7
(March 5)
FACE TO
FACE
Presentations on effects of globalization on education around the world.
Examination of global leaders in educational achievement: Finland and Shanghai, China.
What are the factors that affect educational achievement in your region of interest?
OECD. (2010). Finland: Slow and steady reform for consistently high results. In Strong performers and successful
reformers in education: Lessons from PISA for the United States. Paris, France: OECD.
Hanushek, E., Peterson, P., & Woessman, L. (2010). U.S. Math Performance in Global Perspective (PEPG Report No.
10-19). Cambridge, MA: Harvard's Program on Education Policy and Governance & Education Next.
Week 8
(March 12)
FACE TO
FACE
Prepare to present on your assigned chapters of The Teaching Gap.
Stigler, J., & Hiebert, J. (2009). The Teaching Gap. New York: Free Press.
March 19--No class. HAVE A GREAT SPRING BREAK!
Week 9
(March 26)
Readings assigned and presented by students based on their regions and issues of interest.
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7. UNIT 3: CULTURE, INDIGENOUS KNOWLEDGE, VALUES, ETHNIC IDENTITY, RELIGION, LANGUAGE
Week 10
(April 2)
FACE TO
FACE
Prepare to present on your selections of Preschool in Three Cultures.
Tobin, J., Hsueh, Y., & Karasawa, M. (2009). Preschool in three cultures revisited: China, Japan and the United
States. Chicago: University of Chicago Press.
Week 11
(April 9)
FACE TO
FACE
Samoff, J. (1996). African Education and Development: Crisis, Triumphalism, Research and Loss of Vision. The
Alberta Journal of Educational Research, XLII(2), 121-147.Education in the Muslim World
Gunther, S. (2006). Be Masters in That You Teach and Continue to Learn: Medieval Muslim Thinkers on Educational
Theory. Comparative Education Review, 50(3), 367-388.
Pohl, F. (2006). Islamic Education and Civil Society: Reflections on the Pesantren Tradition in Contemporary
Indonesia. Comparative Education Review, 50(3), 389-409.
Boyle, H. N. (2006). Memorization and learning in Islamic Schools. Comparative Education Review, 50(3), 478-495.
USAID. (2003) Strengthening education in the Muslim world. Silver Spring MD: Bureau for Policy and Program
Coordination.
Rabasa, A. (2005). Islamic Education in Southeast Asia. In H. Fradkin & H. Haqqani & E. Brown (Eds.), Current
Trends in Islamist Ideology. Washington DC: Hudson Institute.
Minority education in China
Harrell, S. & Gladney, D. (1997). Background, law and policy. In Beemer, H. & Erb, S. (Eds.) China: Minority
Profiles. Washington DC: World Bank.
Hansen, M. H. (1999). Lessons in being Chinese: Minority Education and Ethnic Identity in Southwest China. Seattle:
University of Washington Press chapters 1 and 3.
Bass, C. (1998). Education in Tibet: Policies and practices since 1950. New York: Zed Books chapter 12.
Zhu, Z. (2007). State schooling and ethnic identity: The politics of a Tibetan neidi secondary school in China. Lanham,
MD: Lexington Books, chapters 5 & 6 .
Chen, Y. (2008). Muslim Uyghur students in a Chinese boarding school. Lanham, MD: Lexington Books, chapter 3.
Week 12
(April 16)
ONLINE
Assignment 3
Post an entry on your blog about issues surrounding culture, values, ethnic identity, religion, or language in an
international context. Draw on course resources and on your own library and online research. Post must include images,
video, links to reports and so on. Make a substantive comment on each of your classmates’ posts.
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8. Week 13
(April 23)
Presentations and other class activities about issues in this unit.
Week 14
(April 30)
Final paper presentations.
Week 15
(May 7)
Final papers due online in Sakai drop box at midnight.
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