GLOBE507-19B (BLK)

Global Citizenship and International Development Education

30 Points

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Te Kura Toi Tangata Faculty of Education
Te Whiringa Educational Leadership and Policy

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: alistair.lamb@waikato.ac.nz
: melanie.chivers@waikato.ac.nz

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Paper Description

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This paper aims to provide critical insights into the history and shaping of international development education by reference to modernization, development theory, post-developmentalism and sustainability discourses. This paper is designed for those who have an interest in international contexts, who may be teaching or writing about development issues, or who may be interested in careers in international and development education, social work, and/or social policy.

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Paper Structure

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This is a block course that has some face-to-face and online components that are supported in Moodle. The course begins online on Monday, 8th July and ends on Friday 11 October 2019. Students are also expected to attend four face-to-face sessions. Content will be provided in the form of webinars, online forums, and face-to-face seminars. Students are expected to maintain a regular online presence.
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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Critically analyse theories of development and globalisation and consider their influence on education policies and practices internationally and/or in a particular context.
    Linked to the following assessments:
  • Critically evaluate the “Global Education Agenda” and assess its strengths and limitations, as well as the influences it has had on national and international educational policies and practices
    Linked to the following assessments:
  • Critically assess debates on the role of education in relation to globalisation, localisation, citizenship, economic development, human rights, gender and improvements in individuals’ well-being;
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  • Demonstrate the ability to search and critically analyse an interdisciplinary body of literature, and to apply this knowledge in written and oral communication
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  • Consider the role of education in global citizenship development
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  • Critically reflect on the factors that have influenced the development of your own identity as a global citizen
    Linked to the following assessments:
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Assessment

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This course is internally assessed and has three compulsory assessments. Students are required to complete all three pieces of assessment in order to be eligible to pass this paper. A description of each assessment and criteria is provided as follows:
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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Essay: Global poverty and development
7 Aug 2019
11:30 PM
30
  • Online: Submit through Moodle
2. Country Case Study: Policy brief and oral presentation
26 Sep 2019
9:00 AM
40
  • In Class: In Tutorial
  • Online: Submit through Moodle
3. Personal response: Global citizenship
10 Oct 2019
11:30 PM
30
  • Online: Submit through Moodle
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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Peters, M.A. at al (2008 ). Global Citizenship Education: Philosophy, Theory and Pedagogy. Rotterdam, Sense Publications.

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Recommended Readings

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Please visit the online readings list to see the full list of recommended readings (access via the library website and/or moodle).
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Other Resources

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Students may use the Educational databases which contain the most recently published and peer reviewed research literature. Most research papers required are listed for this paper. Educational databases such as EBSCO, EMERALD, ERIC AND PROQUEST may be used and you may also find GOOGLE SCHOLAR to be a useful search engine.

Students are strongly encouraged to make use of the Virtual Education Reference Desk (VERD). This is accessed via the home page on Moodle and contains useful database guides and links.

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Online Support

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This paper is supported in Moodle.
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Workload

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This paper has a credit value of 30 points which equates to 300 hours of study over the duration of the course. Students are expected to attend all block sessions, to read widely and become conversant with the library databases. In addition to attending the BLK sessions students are expected to maintain a presence online by contributing to the weekly online discussions. It is important to note that Masters level papers demand academic rigour and an average of 15-20 hours study each week.
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