HiOA har blitt OsloMet – storbyuniversitetet. Les mer om hva det har å si for deg.

meny
søk
English

PHUV9220 International Education

Course plan for International Education (10 ECTS).

Approved by the Academic Affairs Committee at Oslo and Akershus University College of Applied Sciences in Oslo on 21 February 2011.

Course code: PHUV9220.

Faculty of Education and International Studies.

This course is an elective course in the PhD Programme in Educational Sciences for Teacher Education.

Introduction

The course is aimed at candidates wishing to specialise in research in international education, with an emphasis on developing countries. The course focuses on national and international educational systems and education and on educational issues with particular relevance to teacher education in developing countries. Theoretical and empirical research problems and debates in international education are discussed and analysed.

The course may be replaced by one or more PhD courses at HiOA or at another educational institution or research school.

Admission requirements

Although this course is primarily aimed at PhD candidates admitted to the PhD programme, it is also open to other applicants. The admission requirement is a five-year master's degree (three years + two years) or equivalent qualification in teacher education or other qualification in teacher education, educational science, or development studies.

Learning outcomes

On completion of the course, the candidate will have achieved the following learning outcomes:

Knowledge

The candidate is at the frontier of knowledge through having

  • an overview of and knowledge about the main features of Norwegian and international research in the field
  • theoretical insight into important international educational issues related to different ideological and theoretical positions from both developed and developing countries

Skills

The candidate

  • can work analytically and evaluate complex scientific relationships at a high level within the field of international education with particular relevance to teacher education in developing countries
  • can give academically competent written and oral presentations of his/her own research in the field and that of others

General competence

The candidate

  • can disseminate and evaluate relevant research in international education with particular relevance to teacher education in reputable international publication channels and at international conferences
  • can identify needs for new research and development in the field with relevance to the knowledge base for teacher education in developing countries
  • can demonstrate an in-depth theoretical understanding of sociocultural processes and epistemological positions in international education and can acquire the methodological tools necessary in order to make original contributions to research in the field

Content

This courses focuses on how theories in the field of international education can be applied to research in educational systems and educational processes with particular relevance to teacher education in developing countries. The course thematises theoretical and empirical problems related to educational discourses in developing countries; the relationship between culture, local knowledge systems, and teacher education; globalisation and modernity; and the gender dimension in education in developing countries, among others.

A selection from the following components will be covered:

  • Ethnicity, national identity, and teacher education.
  • Educational systems at different levels, from day-care centres to vocational and professional education and training.
  • Social inequality and education.
  • Education and development.
  • The relationship between political discourse and educational discourse.
  • Gender, culture, religion, and education.
  • Challenges related to teacher education reforms in developing countries.
  • Indigenous knowledge, modernity, and teacher education.
  • Teacher education in regions of conflict and post-conflict.
  • Globalisation and teacher education for different levels of education in developing countries.

Organisation and work methods

The course is taught over one semester, normally in the second. Organised tuition is given in the form of lectures, seminars, and academic supervision. Candidates are divided into small groups to prepare discussions and responses to written papers. Candidates are expected to actively participate in all the teaching activities. A considerable part of the academic supervision involves guidance on writing essays.

Assessment

Coursework requirements

Oral presentation of draft for individual scientific paper.

Final assessment

The candidate writes an individual scientific paper of between 12 and 15 pages in the field of international education. The paper must be based on relevant academic and course literature but may also be related to the candidate's work on his/her own thesis.

If a scientific paper cannot be approved, the candidate may submit one revised version within a given deadline.

Assessment criteria

Assessment of scientific paper is based on the stated learning outcomes for the course.

Right of appeal

Provisions regarding examinations and cheating in the Regulations relating to Studies and Examinations at Oslo and Akershus University College of Applied Sciences apply to works submitted as part of the training component of a PhD programme.

About the lecturers

Pensumliste

Postmodernism, Postcolonialism, and Transnational Feminisms

Grewal, I. & Kaplan, C. (eds.). (1994). Scattered Hegemonies: Postmodernity and Transnational Feminist Practices. Minnesota: University of Minnesota Press. (introduction pp. 1-30, chapters 5, 7-8) (83 pages).

Hale, S. (2009). Transnational Gender Studies and the Migrating Concept of Gender in the Middle East and North Africa. Cultural Dynamics , 21(2): 133-152. DOI: 10.1177/0921374008105068 (19 pages).

Hale, S. (2014). The New Middle East Insurrections and Other Subversions of the Modernist Frame.  Journal of Middle East Women’s Studies , 10(3): 40-61. Doi: 10.2979/jmiddeastwomstud.10.3.40 (21 pages).

McClintock, A., Mufti, A., & Shohat, E. (eds.). (1997). Dangerous Liaisons: Gender, Nation and Postcolonial Perspectives . Minnesota: University of Minnesota Press. (Introduction pp. 1-14, chapters 4, 14, 18, 20, and 22). (116 pages).

Mohanty, C. T. (2003). Feminism Without Borders: Decolonizing Theory, Practicing Solidarity . Durham: Duke University Press. (271 pages).

510 pages.

Recommended and/or Suggested Follow-Up Readings from lectures by Sondra Hale

Hale, S. (2014). Propensity for Self-Subversion and a Taste for Liberation: An afterword. Journal of Middle East Women’s Studies , 10(1): 149-163. Doi:10.2979/jmiddeastwomstud.10.1.149

Lewis, R. & Mills, S. (eds.). (2003). Feminist Postcolonial Theory: A Reader. New York: Routledge Press. (chapters by Lorde, Sahgal/Yuval-Davis, Sandoval, Ware, Haggis, hooks. Loomba, Narayan, Spivak, Chow, Lionnet, Ong, Lewis, Yegenoglu, Woodhull, Brah, McClintock, and Mills).

Feminism and women’s political activism in India

Chaudhuri, M. (2004). Feminism in India. New Delhi: Women Unlimited / Kali for Women. (pp. 26-69 (43 pages)

Chatterjee, P. (1989). The Nationalist Resolution of the Women’s Question”. In K. Sangari & S. Vaid (eds.). Recasting Women: Essays in Colonial History (pp. 233-254). New Jersey: Rutgers University Press. (22 pages)

Durham, M. G. (2015). Scene of the Crime: News discourses of rape in India and the geopolitics of sexual assault. Feminist Media Studies , 15(2): 175-191, dx.doi.org/10.1080/14680777.2014.930061 (16 pages)

Forbes, G. H. (1982). Caged Tigers: ‘First Wave’ of Feminists in India. Women’s Studies International Forum , 4(6): 525-536 (9 pages)

Forbes, G. H. (2008). Education for Women. In S. Sarkar & T. Sarkar (eds.). Women and Social Reform in Modern India. A Reader (pp. 58-78). Indiana University Press. (20 pages)

Narayan, U. (1997). Dislocating Cultures: Identities, Traditions and Third World Feminism. New York: Routledge. (chapters 2-3, pp. 41-119. (78 pages)

Sen, S. (2002). Towards a Feminist Politics? The Indian Women’s Movement in Historical Perspective. In K. Kapadia (ed.). The Violence of Development: The politics of identity, gender and social inequalities in India (pp. 459-525). Chicago: University of Chicago Press. (66 pages)

254 pages.

Whiteness, ethnic boarders and education

Fordham, S. & Ogbu, J. U. (1986). Black Students' School Success: Coping with the Burden of 'Acting White. The Urban Review, 18(3): 176-206 (30 pages)

Keskinen, S., SallaTuori, S. & Mulinari, D. ( eds. ). (2009) . Complying with colonialism. Gender, race and ethnicity in the Nordic region. Farnham, Burlington: Ashgate (chapter 14) (20 pages)

Loftsdóttir; K. & Jensen, L. (eds.). (2016). Whiteness and postcolonialism in the Nordic Region: Exceptionalism, migrant others and national identities. New York: Routledge. (introduction pp. 1-11, chapter 5, 8). Available at https://www.book2look.com/embed/9781134764426 (44 pages)

Røthing, Å & Bang Svendsen, S. H. (2011). Sexuality in Norwegian Textbooks: Constructing and Controlling Ethnic Borders? Ethnic and Racial Studies , 34(11): 1953-1973. dx.doi.org/10.1080/01419870.2011.560275 (20 pages)

114 pages.

Knowledge, diversity, equity and education

Ahmed, S. (207). The language of diversity. Ethnic and Racial Studies , 30 (2): 235-256 dx.doi.org/10.1080/01419870601143927 (21 pages)

Baily, S. and Holmarsdottir, H. (2015). The quality of equity? Reframing gender, development and education in the post-2020 landscape. Gender and Education , 27(7): 828-854. dx.doi.org/10.1080/09540253.2015.1103842 (26 pages)

Harding, S. (2008). Sciences from below: Feminisms, postcolonialities, and modernities. Durham: Duke University Press (introduction p. 1-19). (19 pages)

Joseph, C. (2009). Postcolonaility and ethnography: negotiating gender, ethnicity and power. Race Ethnicity and Education , 12 (1): 11-25. dx.doi.org/10.1080/13613320802650907 (14 pages)

Khoja-Moolji, S.S. (2017). The Making of Humans and Their Others in and through Transnational Human Rights Advocacy: Exploring the Cases of Mukhtar Mai and Malala Yousafzai. Signs: Journal of Women in Culture and Society , 42(2): 377-402. DOI: 10.1086/688184 (25 pages)

Narayan, U, & Harding, S. (eds). (2000). Decentering the center: Philosophy for a multicultural, postcolonial and feminist world. Bloomington: Indiana University Press. (introduction, chapter 3 and 5). (49 pages).

Phoneix, A. (2009). De-colonising practices: negotiating narratives from racialized and gender experiences of education. Race Ethnicity and Education , 12 (1): 104-114 dx.doi.org/10.1080/13613320802651053 (10 pages)

164 pages.

Recommended and/or Suggested Follow-Up Readings from lectures by Halla B. Holmarsdottir

Ringrose, J. (2007). Troubling agency and ‘choice’: A psychosocial analysis of students’’ negotiations of Black Feminist ‘intersectionality’ discourses in Women’s Studies. Women’s Studies International Forum , 30(3): 264-278. http://dx.doi.org/10.1016/j.wsif.2007.04.001

Cho, S., Crenshaw, K. W. & McCall, L. (2013). Toward a Field of Intersectionality Studies: Theory, Applications, and Praxis, Signs: Journal of Women in Culture and Society , 38(4): 785-810. DOI: 10.1086/669608

Total pages: 1042.

(Pensumliste ajour: Approved by the Academic Affairs Committee at Oslo and Akershus University College of Applied Sciences in Oslo on January 6th 2017.)

Om emnet

PhD Programme in Educational Sciences for Teacher Education 10 ECTS Spring English 2017

Application and admission

If you have previously taken PhD course in the PhD programme in Educational Sciences for Teacher Education, you should still have the admission and can apply via   Studentweb   . If you have problems with applying, please contact us at   phd-lui@hioa.no.

If you will apply for the first time, follow this recipe:

1. Register your application in   SøknadsWeb

2. Fill in the   attachment form

3. Upload the attachment form and required documentation in   SøknadsWeb

It is mandatory to do all steps within the application deadline.

Applications without attachment form and/or required documentation (the attachment form tells you what documentation you need) will not be processed.

Søk opptak February 17th

Although this course is primarily aimed at PhD candidates admitted to the PhD programme, it is also open to other applicants. The admission requirement is a five-year master's degree (three years + two years) or equivalent qualification in teacher education or other qualification in teacher education, educational science or development studies.   Read more about admission requirements and prioritization of applicants.

03.04.17-07.04.17 Pilestredet, Oslo, Norway
Publisert: Oppdatert: