Philosophy of Working with Students
Students I advise
in the Programs in International and Comparative Education are
diverse, bright, and committed to addressing issues of inequity
in global education. I expect my advisees to work with me in
devising a course of study and to communicate regularly about their
progress. Advisees should share a geographical or topical
interest and should take at least one of the courses I offer so
that we get to know one another.
Doctoral students should meet with me at least once a semester
to discuss their progress and research development. I expect
students to pursue their course of study in a timely
manner and inform me of any issues that arise related their
studies.
Courses
· ITSF 4090 Issues and Institutions in International Educational Development
· ITSF 5590 Education and the Development of Nations
· ITSF 4613 Fundamentals Concepts of Peace Education
· ITSF 6580 Advanced Seminar in International Education
ITSF 4090 Issues and Institutions in International Educational Development[click on title for course syllabus]
This course examines different theoretical frameworks used to explain the relationship between education and economic, political, and social development. It also explores the workings of institutions involved in educational development at the local, national, and international levels, and a number of current issues in the field of international educational development (IED). The course considers different theoretical frameworks and looks at several key institutions and nongovernmental organizations (NGOs) engaged in educational planning around the world, working at various levels from the international to the community level. The course also highlights case-studies of issues in educational development.
ITSF 5590 Education and the Development of Nations
[click on title for course syllabus]
This course explores the relationship between education and national development in distinct global contexts. Students will consider differing theoretical perspectives on education and development, including structural-functionalism, human capital, critical theory and critical pedagogy. The course will be divided into three sections: (1) theoretical perspectives on education and development; (2) social inequality and education; and (3) education and social change. Readings and discussions will focus on social inequality based on race, ethnicity, class, gender, and language in different contexts, and how these identities both impact and are impacted by educational development.
The objectives of this course are the following:
(a) To engage students in the critical examination of the role of education in the development of nations within transcultural contexts.
(b) To examine and evaluate local and global responses of government and nongovernmental actors to the challenges of social and economic inequalities;
(c) To expand and enhance critical thinking and writing skills, particularly in relation to each student’s specific topical interests.
ITSF 4613 Fundamentals Concepts of Peace Education
[click on title for course syllabus]
The purpose of this class is to introduce students to the field of peace education and provide an overview of the history, central concepts, scholarship, and practices within the field. We will survey the human and social dimensions of peace education, such as gender perspectives in peace education and human rights education. Significant time will be spent on profiling key thinkers, theories, and movements in the field, with a particular focus on case-studies of peace education in practice worldwide.
Throughout the course, we will distinguish between two core concepts in peace education, namely “negative peace” and “positive peace.” Negative peace is defined as the absence of direct, organized, physical violence; efforts to promote negative peace include disarmament and peacekeeping initiatives. Positive peace requires the absence of structural violence and emphasizes the promotion of human rights to ensure a comprehensive notion of social justice. Human rights education and attempts to reduce social inequality are examples of efforts to promote positive peace.
We will also place peace education within the larger framework of international education with its sub-fields of multicultural studies, development education, environmental education, and human rights education. Each of these sub-fields has its specific practices, perspectives, assumptions, and goals which are related to the peace education movement. We will note how peace education works both within the formal educational system and through non-formal channels such as community-based movements and non-governmental organizations (NGOs).
Peace education is not only about the content of education, but also the process. This course will aim to model peace pedagogy by promoting inquiry, collaboration, and dialogue and giving students the opportunity to practice these skills through student presentations on the course readings and topics.
back to top
ITSF 6580 Advanced Seminar in International Education
The goal of this course is to improve your understanding of how educational issues and institutions are influenced by the theories of development that underlie them. Through the readings and discussions, it is hoped that you will obtain the background necessary to analyze past and present debates about education and development. The course is designed for graduate students who plan to work as administrators, policy analysts, or researchers in educational institutions and development organizations.
The specific objectives of the course are as follows:
(a) To develop a more thorough understanding of the economic, social, and political dimensions of educational development within and across national boundaries;
(b) To foster a greater awareness of the role of international, national, and local actors and institutions in educational planning and practice;
(c) To identify and compare the assumptions, benefits, and limitations of different educational policy and planning approaches;
(d) To discuss and critique prevailing assumptions about education and development; &
(e) To improve critical thinking and writing skills.
back to top
Requesting a Letter of Recommendation
Dear students,
I am happy to write letters on your behalf and serve as a
reference for jobs, further educational endeavors, scholarships,
and internships. Your performance in my course will provide a
good indicator of the strength of my recommendation.
In order to streamline the process, please provide me with the
following information in a single email at least three weeks prior
to the deadline (or three weeks prior to the end of the semester
if the deadline falls during a TC holiday):
-
The title and
name of the person to whom I address the letter;
-
The
institutional name and address to which I send the letter;
-
A description
of the funding source, program, internship, or job for which
I am recommending you;
-
A list of
bullet points that you wish for me to address in the letter;
-
The due date of
the recommendation.
If it is the first
time I am writing you a letter of recommendation, please also
email me your current resume or CV. If requests are not
submitted with three weeks notice, I will not be able to
write the recommendation.
NOTE: Due to new
additions to the privacy act, you must fill out a FERPA form in
the program office (GDH 374). This form must be completed before any
letter can be written or sent on your behalf.
Good Luck!
Integrated Projects
This link will open
up the IP Guidelines Document.
The follow are samples of past students' Integrated Projects.
Each exemplify a different type of IP.
Student Resources
Career Paths: After graduation, relevant career paths
