Fall 2019 - EDUC 370 E100
International and Intercultural Education (4)
Class Number: 5824
Delivery Method: In Person
Practical and theoretical approaches to international and intercultural education, including examinations of the relationships between culture, learning and schooling, and contemporary issues in teacher education from an international perspective.
International and intercultural education are terms that are increasingly used across our society - by educators, but also by policymakers and educational stakeholders. But these are not simple terms. Built into them are assumptions about schools and their role in the world; hopes about the ability of education to bridge divisions in our society; and the aspirations of both educators and students. This course will attempt to unpack some of these ideas, and will invite students to collectively explore the underlying notions that shape discussions of international and intercultural education.
Practically, the course will be a mix of formats, including lectures, seminar-style discussions, and small group work. We will do readings, but will also examine and discuss other sources, including videos, visual media, and our own experiences. Students will be expected to attend all classes, to participate in class and group discussions, and to complete assignments depending on the grade they wish to earn. A detailed syllabus will be provided on the first day of class.
COURSE-LEVEL EDUCATIONAL GOALS:
- To examine the roots of ideas of international and intercultural education, and their contemporary manifestations;
- To develop in students a critical engagement with international and intercultural education, to examine the unspoken assumptions within these terms;
- To develop the skills to engage critically with educational concepts, including close reading, policy analysis, and argumentation.
- Class Participation 20%
- Group Presentation and Discussion Leadership 10%
- 1 Critical Response to Course Content 20%
- 1 Intercultural Education Reflection 20%
- Final project: Students will either write an academic paper; develop a curriculum plan and rationale; or write a policy analysis 30%
There is no final exam for this course.
Details on assignments will be provided in the first class as part of the detailed syllabus.
Carl E. James, Seeing Ourselves: Exploring race, ethnicity and culture, 4th Edition. Toronto: Thompson Education Publishing, 2010.
All other readings will be available on Canvas.
SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.
Each student is responsible for his or her conduct as it affects the University community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS