Introduction

to Global Urban Education

Syllabus

SUMMER 2013: June 11th August 5th

Instructor and Mentors

Fred Mednick, Ed.D Founder, Teachers Without Borders Visiting Fellow, Johns Hopkins University School of Education 206-356-4731 fred@twb.org or fred.mednick@jhu.edu Randall Barrette: randy.barrette@menifee.kyschools.us Rania El Khayat: raniaelkhayat@gmail.com Lisa Martin: lmmartin669@gmail.com Lisa Roeck: lroeck@yahoo.com

JHU School of Education, SUMMER 2013 | Introduction to Global Urban Education

Table of Contents
Course Description ...................................................................................................................... 2 Course Objectives ........................................................................................................................ 3 Required Texts and Other Materials ........................................................................................... 3 Live Webinars (Optional and Required) ...................................................................................... 3 Credit and Grading Criteria ......................................................................................................... 3 Credits and Grading Criteria ........................................................................................................ 4 Technology and Public Blog Posting Requirements .................................................................... 5 WEEKLY SESSIONS ....................................................................................................................... 8 Selected Bibliography ................................................................................................................ 23

Course Description
Developed through a close collaboration between Johns Hopkins University's School of Education and Teachers Without Borders, Introduction to Global Urban Education focuses on one introductory and four content-rich modules, organized around themes: (1) comparative education (2) education and development (3) education in emergencies and (4) global education within and beyond the classroom. I have structured the discussions and assignments to give you options as you examine some of the most perplexing issues in global education today. Each of these options is valid. You can: Examine these issues as an academic and enjoy the stimulation. 30,000 feet Pursue a passion and use these issues as a way of moving it forward. 15,000 feet Integrate these issues directly into your classroom the next day. On the ground

Here are the issues well explore: How has the international community looked at the goals of education? How have international comparisons been used in debates about school reform worldwide? What are the implications of the growth of global networks for curriculum? Who are the other important actors in international education? What is the connection between education and development? How have educators dealt with education in emergency situations, both throughout the world and one's own backyard? How can we provide global education for our classrooms and education for the world of students in our classrooms? While the course will focus on large questions such as these, students who are practicing educators will be able to reach out to global colleagues, discuss these issues as points of entry into their own practice, and learn more about getting involved in education worldwide.

JHU School of Education, SUMMER 2013 | Introduction to Global Urban Education

Course Objectives
Throughout this course, students will:

Explore the central questions in comparative international education Critique the use of international comparisons in policy debates Understand the rationale for global education goals Provide a critical analysis of the relationship between education and development Demonstrate the components of education in emergencies Incorporate international content into practice and gain tools to reach global students Build a global network of education colleagues

Required Texts and Other Materials

None, other than free, open content available to the public. All course readings will be made available in the course website. Most resources are governed by a Creative Commons 3.0 license. In short, no textbooks and no textbook fees.

Live Webinars (Optional and Required)

Traditionally, this course has been almost entirely asynchronous. Students have been reading and writing at a time that meets their own schedule and nothing has been live. Although the course remains quite responsive to your needs (timely feedback, a personal responses to individual work), it could benefit from webinars and open conversation. 1. Week of July 8th: REQUIRED: Exact dates and times to be determined in order to accommodate different time zones 2. Week of July 29th: REQUIRED: Exact dates and times to be determined in order to accommodate different time zones

Credit and Grading Criteria

CREDIT: This non-credit course professional development course is available for 3 Continuing Education Units (CEUs). In selected cases, students can solicit a letter of recommendation: a valuable asset in a teachers portfolio. The degree to which you commit to the course content (and each other) determines the quality of that letter. Students are required to complete assignments and participate in all course activities according to the syllabus. The course is built around collaboration and conversations, so the obligation to engage involves a commitment to colleagues. To receive CEU credit, all assignments must be completed in the form of a portfolio (described below). The professor may require that students make edits before determining the completion of any assignment. In addition to the written assignments, students are required to respond to the

JHU School of Education, SUMMER 2013 | Introduction to Global Urban Education

readings and to each other throughout each week by posing or responding to issues or the comments of each other. This cannot be saved up until the end. Should there be any issue about making deadlines, the professor must be contacted in advance. Attendance is determined by student engagement with the classroom content and tools, with other students, and with the instructor.

Credits and Grading Criteria

CREDITS: This is non-credit course professional development course is available for Continuing Education Units (CEUs). In selected cases, students can solicit a letter of recommendation: a valuable asset in a teachers portfolio. The degree to which you commit to the course content (and each other) determines the quality of that letter. To receive CEU credit, all assignments must be completed in the form of a portfolio (described below). The professor may require that students make edits before determining the completion of any assignment. . In addition to the written assignments, students are required to respond to the readings and to each other throughout each week by posing or responding to issues or the comments of each other. This cannot be saved up until the end. Should there be any issue about making deadlines, the professor must be contacted in advance. Attendance is determined by student engagement with the classroom content and tools, with other students, and with the instructor. GRADING CRITERIA: Were going to be using a point system. Youll get feedback on discussions and assignments. Please know that your work will NOT be judged based upon the style or grammar of your writing, especially because a significant number of colleagues will not be writing in your first language. That would not be fair. Students submissions for assignments shall be evaluated based upon the following criteria:

[6]: Exemplary: Clear incorporation of research, an extra effort to learn more, proper
acknowledgment of material other than your own, creativity, and clarity. All of this would be worthy of sharing to educators around the world and makes a contribution to our knowledge of teaching and learning. Mentor status.

[4-5]: Meets Requirements: Satisfies the expectations of the assignment with professional
use of sources.

[3]: Needs Work: Basic treatment of the ideas, but needs to dig deeper in order to show core
competence. To get credit, I would be asking for a revision does not address or respect the assignment.

[0-2]: No Credit: (a) Student uses others ideas as her/his own without attribution, and/or (b)

JHU School of Education, SUMMER 2013 | Introduction to Global Urban Education

 Technology and Public Blog Posting Requirements

You will need to get technologically organized so that you can know where to go for information and what to do to access required technologies. Once I receive your email address from the registration office at Johns Hopkins University School of Education, I will send more information about these required technologies, including invitations to various sites youll need to access (or form accounts on) so that you can meet course requirements.

Hopkins Course Platform (ELC): http://olms.cte.jhu.edu/olms2/login/. This is where you will go to access course content, get assignments, hold discussions, and receive comments/grades on papers. We are also working on another course site, but dont worry about that now. Blog (Required). All students are required to have a blog so that your writing can be made available and accessible publicly. You can use any blog service that you like: WordPress. Blogger, Tumblr are all good examples. If youre new to blogging, there are plenty of great tutorials and great advice to help you get started. Click on Technology for this Course FAQs to learn about our rationale for going in this direction. o Each assignment description will clarify whether to post it also to your blog o Try to remember to tag your blog with JHUglobaled

Twitter (Strongly Recommended): I strongly encourage you to regularly use Twitter for this class. This is a great way for having real-time or near real-time conversations with your colleagues. o Simply tweet questions, comments, and other class-relevant content with the you complete a new blog entry, post a link on Twitter with #jhuglobaled. o If you already have a Twitter account, use that one, as long as your posts include #jhuglobaled. Otherwise, creating an account is easy! Here are some tutorials (if youre a pro or not) on the basic language of Twitter and how to tweet

FAQs

Why so many different technology sites? First, you should own the work you produce, rather than evaporate when the course ends. By creating accounts on a system outside of our course platform, the artifacts you create can be stored for your use anytime. Second, we chose those tools you can use in your work. Well also introduce more. Social networks, embedded widgets, new apps, RSS feeds, and micro-blogging can enhance interaction, emphasize collaboration, and engage your students. We admit that these technologies are not ends unto themselves, but they are a powerful means to get there.

JHU School of Education, SUMMER 2013 | Introduction to Global Urban Education

I am not great at technology. Can I get some help with this? For every required technology, tutorials are available. We can also ssign a technology partner if you need help or offer webinars. Besides, you have a host of new colleagues you can ask. Dont be afraid.

Essential Course Policies

Policies on Sharing Intellectual Property

The Internet is a social contract designed around the idea that learning is sharing. It requires that we both generously share our ideas AND explicitly acknowledge the work of others. You might write something that someone, somewhere needs. Post it and share it.1 Apologies in advance for repeating the obvious, but plagiarism (copying and pasting the work of others without appropriate attribution or credit to the author) is theft, plain and simple. You might also find the perfect article to address an issue you wish to explore for an assignment. Go ahead, post it, but you must cite it and give credit to the author. The assignments are not roadblocks to conquer, but opportunities for growth. That article you may have found is just a means, not the end; use it to reinforce your point, not in place of your point Though we wont take points off for the citation format you use, the preferred citation style for this course is the Tw Format. Here is a Quick Guide to APA Format to guide you along. Two YouTube videos can serve as a exemplars: APA Style References Using Word for APA Style References

Plagiarism: Your Reputation is at Stake

On occasion, we will spot-check for plagiarism, but we dont want to chase after you. Thats not learning its policing. At the same time, five of your blog posts will be public. If you copy and paste the work of others without proper attribution, someone will notice. Your reputation, even your job, could be at stake. As U.S. Supreme Court Justice Louis Brandeis famously observed, sunlight is said to be the best of disinfectants. You may need course credit (CEUs) or an acknowledgment that you participated in this course, but reputation should be the biggest motivator for doing ones best.

Official Policies from Johns Hopkins University on Academic Integrity

Violations of academic integrity and ethical conduct include, but are not limited to, cheating, plagiarism, unapproved multiple submissions, knowingly furnishing false or incomplete information to any agent of the University for inclusion in academic records For full policy and misconduct proceedings, see the Academic Policy section of School of Education.
1 The majority of our policies about the creation, use, and reuse of content are adapted from the work of our colleague, David Wiley, PhD of Brigham Young University a pioneer in the field of Open Educational Resources (OER). To learn more about the transformative power of OER, please look up: www.davidwiley.org and, in particular, his course: Introduction to Openness in Education.

JHU School of Education, SUMMER 2013 | Introduction to Global Urban Education

The School of Education defines academic misconduct as any intentional or unintentional act that provides an unfair or improper advantage beyond a students own work, intellect, or effort, including but not limited to cheating, fabrication, plagiarism, unapproved multiple submissions, or helping others engage in misconduct. This includes the misuse of electronic media, text, print, images, speeches and ideas. Any act that violates the spirit of authorship or gives undue advantage is a violation. Students are responsible for understanding what constitutes academic misconduct. Please note that student work may be submitted to Turnitin.com, an online plagiarism detection tool, at the discretion of the course instructor. If student work is deemed plagiarized, the course instructor shall follow the policy and procedures governing academic misconduct as laid out in the School of Educations Academic Catalog.

Late Work Policy

Educators are some of the busiest people in the world and so we understand how understand how the tyranny of the urgent can get in the way of getting work in on time. At the same time, many assignments require collaboration, and group work entails obligations to each other. Whether it is an individual assignment or a collaborative project, please be reasonable, and I will be as well. Whatever the circumstance, please inform me (or your group) so that no one is caught off guard. That said, excessive lateness can result in notification of no-credit for the assignment and/or the course.

Religious Observance Accommodation Policy

Religious holidays are valid reasons to be excused from class. Students who must miss a class or examination because of a religious holiday must inform me as early in the term as possible in order to ensure that there is adequate time to make up and respond to the work

Participation
Participation and discussions are included in student grading and evaluation. The instructor will clearly communicate expectations and grading policy in the course syllabus. Students who are unable to participate in the online sessions for personal, professional, religious, or other reasons are encouraged to contact me to discuss alternatives.

Statement of Academic Continuity

For any of us, things happen. In the event of issues (serious personal matters, no access to the internet, or other extraordinary circumstances) preventing active participation in, and/or the delivery of this online course, well do our best to make accommodations. If it happens to your course instructors or the School of Educations platform goes down, for example, we may have to change the normal academic schedule and/or make appropriate changes to course structure, format, and delivery.

JHU School of Education, SUMMER 2013 | Introduction to Global Urban Education

Accommodations for Students with Disabilities

If you are a student with a documented disability who requires an academic adjustment, auxiliary aid or other similar accommodations, please contact Jennifer Eddinger in the Disability Services Office at 410-516-9734 or via email at soe.disabilityservices@jhu.edu.

Statement of Diversity and Inclusion

Johns Hopkins University is a community committed to sharing values of diversity and inclusion in order to achieve and sustain excellence. We believe excellence is best promoted by being a diverse group of students, faculty, and staff who are committed to creating a climate of mutual respect that is supportive of one anothers success. Through its curricula and clinical experiences, the School of Education purposefully supports the Universitys goal of diversity, and, in particular, works toward an ultimate outcome of best serving the needs of all students in K-12 schools and/or the community. Faculty and candidates are expected to demonstrate a commitment to diversity as it relates to planning, instruction, management, and assessment.

Whew! Lets Get Started!

WEEKLY SESSIONS

Getting Oriented and Learning About Each Other

SESSION 1: JUNE 11th 18th OVERVIEW and OBJECTIVES

Theres a lot to absorb for this course and a lot to do for this first week. All of it is designed to accomplish two objectives: (1) help you get organized technologically so that you can familiarize yourself with the various required tools youll need to be successful, and (2) build a community by helping you to get to know and being comfortable with each other.

ASSIGNMENT (READ CAREFULLY TO GET SET UP CORRECTLY)

1. REVIEW THE SYLLABUS AND ESSENTIAL COURSE POLICIES (required) 2. TAKE A BRIEF SURVEY (http://www.surveymonkey.com/s/T66W3ZZ) (required) 3. OPTIONAL Webinar: Week of June 11th (time-zones and signup to be announced) focusing on ensuring that everyone is up to speed with the technology and expectations 4. REVIEW: required technologies youll need for this course 5. GET A BLOG: (instructions above). List your blog on HERE From there, I will copy and paste it into a reader so that your blog posts can be made available to others.

JHU School of Education, SUMMER 2013 | Introduction to Global Urban Education

6. DISCUSSION POST (required, 2 pages maximum): OUTSIDE MY WINDOW Due: June 18th Please add your comments to your blog and comment sensitively on at least two others (logistics to be provide soon) What do you see outside your window? How has your view affected your perspective on education? If at all possible, I would love it if you would attach a photograph, drawing, or if truly inspired upload a video to YouTube or Vimeo and send in the link. I have been asking this question for several years for a book about the power and impact of teachers on global development. Here are some examples from this very same course, offered earlier this year: "Outside My Window." Be as creative as you would like. Speak from the heart. Start with what you actually see outside your window: Here are some prompts: Do you see bars on windows? Open fields? Do you have a window at all? You might pick a time of day, perhaps the morning, as students arrive. How do they get there? Or the afternoon, as they leave. What do they do next? Next, reflect on your perspective. What are the obstacles along the way? What are your daily rituals? What do you worry about? What are students' biggest worries? What challenges and/or opportunities do you face? If you had the power (even a magic wand) to change education globally, what would you do? Would you work at the level of the school, the district, the government, or on a global scale? Would you focus on policy? Pedagogy? An entirely new design for learning? Again, images or video welcome! 7. READ/SCAN Familiarize with the field of Comparative Education and post your thoughts in the Discussion section. We will address these issues in greater detail next week. 1. Comparative Education: Exploring Issues in International Context (PowerPoint) 2. Nacho Man: a humorous piece by your professor on comparative education 3. Infographic on state of education, worldwide: World Bank

JHU School of Education, SUMMER 2013 | Introduction to Global Urban Education

Comparative Education
SESSION 2: JUNE 18h 25th
OVERVIEW The field of Comparative Education is loosely defined as the analysis of global educational systems, as well as the process of lending, borrowing, and sharing of what and how one learns, thereby influencing the creation and development of each nations educational systems and policies. That's the classic objective view. Subjectively, a field seemingly obscure and academic has turned into a heated global conversation, a political football, a global development agenda, an economic yardstick, and a cultural trophy. One thing for sure, it's complicated - made more complex by hundreds of variables, deeply nuanced cultural references, and power relationships. As deep as curiosity itself, ideas about education were shaped by pressing needs (survival), context, and culture, then traveled quickly via campfire tales, Biblical stories, oral traditional wisdom, Silk Road narratives, Bedouin scrolls, and missionary journals. They appear on 14th century plates of moveable type, 17th century archives of grand tours (for European men of means only at the time), and letters, followed by aerograms, faxes, email, and tweets. In the 20th and 21st centuries, edu-tours and global student exchange programs have accelerated the frequency and speed of first-hand experiences with education around the world. Comparative education is accessible, available, and somewhat affordable. Is it adaptable and adoptable? It remains to be seen. My offering ("Nacho Man"), included in the readings, attempts to shed light on the issue by trying to frame this extraordinarily important topic in lighter terms and is also layered by cultural references, I hope you will forgive its somewhat breezy tone, but I wrote it with the deepest of respect for the field and its pioneers. On a more academic level, we'll be digging into the field by combing through numbers and reports in order to determine if and when such comparisons are useful, misleading, or (you fill in the blanks). Last term, the debate was intense, as the comparisons shed light on huge inequities in one's own country. Be forewarned. I hope you enjoy the discipline of making sense of the data in this very data-driven, comparative world. I also hope that you'll see the connections to your own work and come to grips with the issues it raises. We can no longer discuss issues such as these without talking about the influence of (and visibility made possible by) the internet on comparative educational systems, global achievement testing, and global educational development: public data reports, micro blogs, texts, games, videos with multilingual subtitling, maps, open educational resources, library repositories, interoperable platforms, Skype, infographics, visual data, TED talks, and news feeds. I did say it was complex, yes? So, here we go: comparative education (its origins, orientations, complexities) as a subject that can illuminate our practice as teachers. Enjoy.

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READINGS
These readings touch on different perspectives of comparative education, global measurements, and the connection between education and development. Theres a lot here.

Required
1. Learning - The Treasure Within: UNESCO (the meaning of education) - REQUIRED 2. Where are 60 Million Teachers? The Missing Voice in Educational Reforms Around the World.: Fernando Reimers, Ph.D Harvard 1999 - REQUIRED Recommended 1. Education Strategy 2020: | | English | Franais | Portugus | | Espaol World Bank (position paper) 2. Equipping Every Learner for the 21st Century: Cisco (power of the internet) 3. The Khan Academy: Educational website (instructional videos)

DISCUSSION POST
Post your response to the readings and respond to at least one other colleagues post. What strikes you about these readings? Do they speak to you? Is there something you disagree with? Something you feel is missing? Do they challenge an assumption youve had or introduce an entirely new perspective?

WRITING: The Global in Global Education (Two page maximum) Due: June 25th
Write an editorial designed for teachers you know, convincing them to care about comparative education. Each of the readings points to a different perspective that can guide you as you write. 1. 2. 3. 4. 5. Is this about the impossibility, today, of living in isolation? Is about the need to learn from and with education practices from around the world? Is it about the need to prepare students for a globally competitive world? Why should any of this matter? How might comparative education impact one's window?

In your post, please indicate that you have read these articles. You dont have to site each one, but you should validate the themes and approaches these articles represent. This assignment is designed both to clarify perspectives on comparative education and lead toward its role in guiding you as a practitioner (in your own backyard or around the world).

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Regarding citing sources: though we wont take points off for the citation format you use, the preferred citation style for this course is the APA Format. Here is a Quick Guide to APA Format to guide you along.

International Testing, Part I

SESSION 3: JUNE 25th JULY 2nd Note: We will probably be breaking into groups here. Stay tuned. OVERVIEW

The TIMSS (Trends in International Mathematics and Science Study) and Programme for International Student Assessment (PISA) tests and comparisons are all over the news and beg questions like: Is our country competitive in the global arena? What is the state of teaching and learning in our country? In this session, you can look at data in order to discover patterns, draw conclusions, and ask questions about what it all means to us as educators. TIMSS is a source for reliable and timely data on the mathematics and science achievement of 4th- and 8th-grade students compared to that of students in other countries. TIMSS data have been collected in 1995, 1999, 2003, 2007, and 2011. (http://nces.ed.gov/Timss/) The PISA test is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. To date over 70 countries and economies have participated in PISA. (http://www.oecd.org/pisa/)

READ and REVIEW (for this week and next week)

I know, this list looks huge, but its to give you a sense of the field. Were only asking that you familiarize yourself with these readings. Draw some conclusions and share them. he writing portion clarifies this more. DATA: Peruse the PISA 2009 Results here. Familiarize yourself with the PISA findings and the conclusions often drawn from them. DATA: Peruse the TIMSS 2011 International Results in Science and the TIMSS 2011 International Results in Mathematics. Here, too, think about patterns and raise questions as you go. DATA: Peruse the World Bank Database on Education and the Education for All Global Monitoring Report: http://data.worldbank.org/topic/education and www.education- inequalities.org DATA ANALYSIS: Skim over what the (Organization for Economic Cooperation and Development) says successful countries are doing: http://www.oecd.org/pisa/46623978.pdf

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COMMENTARY: Louis Menand argues that different countries approach homework in different ways because their goals for students are different: http://www.newyorker.com/talk/comment/2012/12/17/121217taco_talk_menand Twelve Countries: http://rossieronline.usc.edu/u-s-education-versus-the-world-infographic/

INFOGRAPHIC: U.S. Education vs. the World: Education Spending and Performance in

POST DISCUSSION (Required) Due: July 2nd

GUIDING QUESTIONS: What conclusions do you draw about how education in your country is doing when compared to the rest of the world? What in the readings surprises you? Worries you? Angers or inspires you? Include at least one statistic that supports your point of view and site the source Provide at least two responses to your colleagues as well. These responses should cite the source for your response.

International Testing, Part II

SESSION 4: JULY 2nd 9th READINGS: None. Last week was heavy enough and is necessary for this week VIDEO: Yong Zhao, on Catching Up or Leading the Way: American Education in the Age of Globalization: http://www.youtube.com/watch?v=tNpZ60IJ42o DISCUSSION POST: Anytime throughout the week (required)
So far, you have sifted through a great deal of data and watched the video from Yong Zhao. Please post one discussion topic and respond to at least at least three others GUIDING QUESTIONS FOR YOUR POST: Based upon what youve read and seen, identify a gap youve identified in your own country. What policy, or approach could you (you - personally, or your country or school) borrow from another country that would improve education where you live and teach? Why? How would you implement it? What must be in place this idea to take root? How might that idea be adapted to fit your context? How would you measure whether this borrowed idea was successful? Include at least three statistics from last weeks reading and/or this weeks readings that supports your point of view. Please cite your sources.

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Education and the Global Development Agenda

SESSION 5: JULY 9th-19thh AN INDIVIDUAL and a TEAM EFFORT
This semester, there are 40 of you and 8 United Nations Millennium Development Goals (MDGs). Consider the Overview (below) and the Readings (also below) so that you can make some informed choices. Fill out the Millennium Development Survey by July 10th. Details below Following the analysis of survey results, were going to be working in teams so that you can explore one of the MDGs. We dont want teams to be too small, please choose up to 3 MDGs in which you can imagine having a conversation and working on a project. As soon as everyone signs up, well sort out the teams so that you actually work in only one. This Session culminates in a public slide presentation on your teams Google Presentation. Its important to follow the instructions below, which includes a slide template, which will appear in your team space, customized and ready to go. The deadlines have been extended to allow for group work, so please be aware that this Session (Session 5) will extend, a bit, into Session 6. Watch the deadline dates.

OVERVIEW
Were going to move from the window of how your country stands (educationally) in comparison with other countries to a global view of education and development through the lens of the Millennium Development Goals. According to the United Nations, the 8 Millennium Development Goals form a blueprint agreed to by all the worlds countries and all the worlds leading development institutions. They have galvanized unprecedented efforts to meet the needs of the worlds poorest. Access to high- quality education is widely recognized as a universal human right. MDGs focus on national self- reliance, sound policy, sustainability, educational access, and global transparency. When connecting education and development, technology gets particularly high marks; social networks, micro-blogs, viral videos, and mobile-phone transactions have enabled or stimulated an unprecedented level of scale for creative and sustainable solutions to vexing problems: e- government and e-health, micro-credit, information access, and the communications engine behind the Arab Spring. Optimists make a compelling case: more children than ever are attending school; MOOCs (massive open online courses) are not only free, but inclusive, watchdog agencies are exposing abuses. While global diseases have become more difficult to identify and treat, public health successes in areas such as hygiene and immunization campaigns have benefited from public-private partnerships and individual philanthropy (Bono, Gates).

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REQUIRED READINGS and REVIEW

Millennium Development Goals (UN) required review Education Strategy: Improving Lives Through Learning (USAID) Issues in Basic Education in Developing Countries: An Exploration of Policy Options for Improved Delivery, Joseph P. G. Chimombo. Centre for Educational Research and Training, University of Malawi TED Talk: http://www.ted.com/talks/charles_leadbeater_on_education.html To Build a Nation, Build a Schoolhouse New York Times interview with Amartya Sen

ON GLOBALLY COLLABORATIVE GROUPS

Groups can be really frustrating because of lack of communication or clarity. After you have introduced yourselves, talk frankly about protocols. Ill post more links to guidelines for group-work to help you along the way. In the meantime, heres what I have learned over the years: in groups, some colleagues immediately gravitate toward a leadership role, while others like to play a supporting role. Some wish to focus on numbers; others on stories. Many groups take on these roles: Organizers: People valued for their ability to manage Creators: People who create content (numbers, stories, and pictures) Distillers: People who transform complex ideas into forms we can all understand Presenters: People who put it all together for public presentation Technologists: People who get technology and can solve problems for everyone

STEP 1: FILL OUT SURVEY BY JULY 10th: Choose up to 3 MDGs you would like to explore. Well sort them out and Ill post the results. DISCUSSION IN YOUR MDG GROUP: As an individual, why did you choose this particular Millennium Development Goal (MDG)? Have you had a particular experience (good or bad)? Please respond to your colleagues in that team. Here, too, write from your passion. You may be curious about the issues surrounding that MDG, interested in doing something for your classroom, or positively or negatively affected by a direct experience. Please respond to at least two other group-mates or respond to colleagues in other groups. A paragraph is all you need Collaborate and Create a Google Presentation: A link to the template for your presentation can be found here: Open this link to see if it works. Do it now, damn it: http://bit.ly/1b3adOQ Instructions can be found on each slide of the template. (a) You need to work together to present a picture of the MDG, along with resources for teachers (b) Keep in mind that each of you also has a slide to express your own perspective
a. CUSTOMIZE: Revise this template to suit your group and work together to create it b. PERSONALIZE: Each person in the group also has her/his own slide

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c. PUBLICIZE: Post the link. You can all post the presentation link on your blogs. Your professor and mentors need to know what that link is, so make certain that you communicate to us. To share your public link, click on the blue Share button at the top- right corner of the Google Presentation, and choose: Public on the web.

IMPORTANT LAST GROUP RESPONSIBILITY: Please designate one person (who especially enjoys technology) should take on the responsibility for coordinating the Google Presentation and making certain that it is public. An organizer type may be good at collecting individual slides and sending them to this person to format and publicize.

Education and Global Aid: A Critique

SESSION 6: JULY 16th 23rd OVERVIEW
Development has its harsh critics. In many poor countries, a quality basic education is hardly universal. And the voice of those critical of development and aid are growing louder. The firestorm of criticism directed toward the development world is particularly scorching. If, as H.G. Wells once said, "education is a race between civilization and catastrophe," then many claim catastrophe is winning. More sub-Saharan Africans have cell-phones than access to clean drinking water. Poverty pornographers descended upon Haiti after the earthquake in order to raise money, yet today, three years later, there is enough rubble in the streets of Port-au-Prince streets to build a four-lane highway to Los Angeles and back again. Palagunmi Sainaths Everybody Loves a Good Drought; Stories from Indias Poorest Districts paints a nightmarish, development-is-its-own-disaster picture: Development is the strategy of evasion. When you cant give people land reform, give them hybrid cows. When you cant send children to school, try non-formal education. When you cant provide basic health to people, talk of health insurance. Cant give them jobs? Not to worry, just redefine the words employment opportunities." Dont want to do away with using children as a form of slave labor? Never mind. Talk of improving the conditions of child labor! It sounds good. You can even make money out of it.[i] The literature criticizing global development can fill bookshelves. The titles alone speak volumes. No need to scour these resources. A skim is all you needand feel free to do your own search. 1. Review: The Road to Hell: Ravaging Effects of Foreign Aid and International Charity 2. The Lords of Poverty: The Power, Prestige, and Corruption of the International Aid Business 3. Review: White Mans Burden: Why the Wests Efforts to Aid the Rest Have Done so Much Ill and so Little Good. 4. Famine Crimes: Politics and the Disaster Relief Industry in Africa

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5. Condemned to Repeat?: The Paradox of Humanitarian Action 6. Review: The Crisis Caravan: Whats Wrong with International Aid? 7. Do No Harm: How Aid Can Support Peace - or War 8. A Bed for the Night: Humanitarianism in Crisis 9. Dead Aid: Why Aid is Not Working and How There is a Better Way for Africa 10. The Trouble with Africa: Why Foreign Aid is Not Working 11. Tropical Gangsters: One Mans Experience with Development and Decadence in Deepest Africa 12. The Dark Side of Virtue: Reassessing International Humanitarianism 13. Review: Farewell, Fred Voodoo: A Letter from Haiti

POSSIBLE PUBLIC CONVERSATION/WEBINAR: Education and Global Aid (TBD) DISCUSSION POST (1 page maximum)
Taking into consideration what you've read thus far in this course, imagine that a young family member has told you that s/he wants to work in global educational development on X issue or in Y country. S/he has asked you for your general thoughts. What would you include in a letter to her/him? What should s/he avoid, like signs of corruption or waste or arrogance? Provide an example of how you came to that conclusion (c) Knowing the challenges and opportunities of this field, what would be your advice for the next step? For example, should s/he conduct a thorough review of the organizations finances or history? You may not feel as if you are in a position to give advice, but give it a try anyway. If you have personally experienced the efforts of international aid and development agencies, describe your experience in light of having read both positive and negative perspectives. You might want to illustrate your point with images, video, children's drawings, or tell a story and tie it back to the issues discussed by the readings. End with asking a (non-rhetorical) question of your colleagues to see what their reaction might be. For instance, in discussing global aid, you might show a room full of broken desks and quote a set of promises made to provide them. Or, in discussion global capacity building, development, and sustainability, discuss a regional example of it working or not working in your community.

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Education in Emergencies
SESSION 7: JULY 23rd 30th OVERVIEW
Professor Dana Burde of the Saltzman Institute of War and Peace Studies at Columbia University writes, Borders in post-conflict regions are notoriously porous, allowing a continuation of the organized crime that accompanies conflict. This, in turn, continues to destabilize fledgling states, hampering the efforts of national and foreign administrators alike to reconstruct and revitalize education systems. In short, the field of emergency education is enormous and complex. Institutions, worldwide, must cope with new intra- or international thugs, human trafficking, dwindling resources, youth-targeted paramilitary recruitment campaigns, war, and a capricious susceptibility to the ravages of climate change. Fragile states cannot maintain their schools and protect education. The refugee population, worldwide, is growing alongside a youth bulge. Teachers, students, and schools are often unable to establish normalcy, no less participate in an information age. In several cases, well-intentioned NGOs, well-resourced individuals, and global agencies attempting to fill the gaps end up absolving governments from the responsibility of taking care of their own people. Even natural disasters can be national disasters (floods made worse by policies that allow for clear-cutting a forest, unreinforced school buildings that kill teachers and students in an earthquake). And though they represent the clearest connection to a healthy future, the voice of teachers is rarely heard. But theres hope, and working across borders can make a difference. Global teacher networks, free Open Educational Resources (OER), and both public-private and global-local partnerships have addressed insurmountable challenges effectively and creatively. In this module on education in emergencies, we will focus on the work of the Interagency Network for Education in Emergencies (INEE) because they are responsible for establishing the standards that govern coordination support for prevention, planning, and global aid. Today, when an emergency breaks out, INEE has made it mandatory for educators to be part of first-responder teams. Thats incredible, really. We will only touch the surface in a field that reaches into every aspect of development: human rights, policy, water...a long list of issues for which the voice of teachers is central. They know who is sick or missing or orphaned by AIDS. They count the children in emergencies, create child- friendly spaces, and provide desperately needed psychosocial support for families. Johns Hopkins University and Teachers Without Borders have every intention of extending this module into the realm of whole courses. For many of you, this module will be painful. Some of you have experienced national and natural disasters, even more painful because so many could have been prevented. Let's do our best to

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read and write from the heart and, along the way, start along the path for both understanding the field and, if possible, making a difference. DISCUSSION POST 1: A TWEET Prior to diving into the readings, think about what immediately comes to mind when you hear the words: Emergency Education? Do you have a direct experience with a crisis? Prior to diving into the readings, compose a tweet (140 characters, maximum) about your thoughts. Post it and respond to other tweets. If so inclined (and you have a Twitter account), tweet your tweet (Just make certain that you leave enough room to add: #JHUglobaled). As you go through the readings, be prepared to pull out quotations and be prepared to be surprised. REQUIRED and RECOMMENDED READINGS

Interagency Network on Education in Emergencies: INEE) (review website) INEE Minimum Standards (required) and INEE Toolkit (review) Education Under Attack UNESCO (review) Schools as Battlegrounds: Human Rights Watch (PDF) (review) UNICEF Education in Emergencies: A Resource Toolkit: UNICEF (review) The Sphere Project Key documents that form the Humanitarian Charter (review)

DISCUSSION POST 2: Thoughts After Reading Due: July 30th

What have you noticed or learn from these readings that you have not considered before (a) Please cite the work you to which you are making a reference. (b) Respond with care to your colleagues' points

Global and Glocal Education

SESSION 8: JULY 30th AUGUST 6th (August 10th for writing assignment)

OVERVIEW

Weve explored comparative education; national education comparisons (achievement testing); education and development (teacher training, policy, national priorities); emergency education (global aid, national and natural disasters affecting education). Now its time to explore glocal education (intersection of global and local and the world in your classroom the needs of refugees students and families); and global education (the world for your classroom).

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While I must acknowledge up front that each of the following assignments can be a hefty course in and of itself (and I am planning to create it), the assignment below is designed to tie the course together and is hardly comprehensive.

OBJECTIVE
Incorporate international content into ones own educational context Tie together course strands into a view of education in a global context

READINGS
None in particular. Its a matter of what you gather to support your writing.

WRITING: Global and Glocal Education (3 pages maximum) Due: August 10th (5 days after the last class)

1. Global Education (the world IN your classroom): Assemble and brainstorm resources

to address an issue affecting the global students in your classroom and your school by scanning resources that can help teachers in your school address that issue and how you would share it. Include the following: what you were looking for, how you found it, and how you decided it was valuable. Let Fred know if he can publish it for teachers around the world on the Teachers Without Borders website (with full attribution to you, of course). Here is an example: a focus on differentiated instruction or services for integrating refugees into your classroom by reaching out to local immigration agencies, civil-society organizations, or the faith-based community. You can describe the issue in your school and then how you surveyed parents to see how much they knew about services that can help them and their children succeed. Then find and vet those resources and share them back to those families. and approaches you can take. Its up to you. The goal is to find a project or set of resources that will enhance the subject you teach (and how you teach it) through global education and connections. Create a guide for educators in your school or setting so that they can appreciate what you have provided. For example, you may choose to review the curriculum/lessons at Journeys in Film to see if you might be able to implement it. If there is room for improvement, describe what you would do differently or how you would enhance the lesson. You might even create a new lesson plan based upon the films they list or any others you know of.

2. GLobal Education (the world FOR your classroom): Below, we have listed resources

General Global Education Resources

21st Century Schools Asia Society

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Center for Global Education Global Education The Global Education Collaborative Realizing Educations Potential Institute

Teacher and Student Classroom Resources

Asia Society Discovery Education The Earth Charter Initiative EcoCampus Education Beyond Borders Edutopia ePals Facing the Future Flat Classroom Projects Fresh Takes in a Flat World: Photos by Youth Around the Globe Global Nomads Group Global School Net Global Youth Connect Youth Leadership Programs Globalization 101 IEARN-USA: International Education and Resource Network Journeys in Film National Geographic Xpeditions OneWorld.net Primary Source Taking IT Global World Savvy World Wise Schools (Peace Corps)

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Would You Like to Teach This Course?

For the past 13 years, I have met brilliant teachers, many of whom overcome enormous odds to be of service. This summer (2013), four students from last term are serving as mentors. While a colleague and I developed the course, it is yours. I am looking for those who are willing to share the teaching for Fall 2013. You would share the responsibilities with other colleagues from around the world. While your motivation to be of service will probably be the primary motivator for lending a hand, I am working a business model for compensation. At the very least: I can send you a Flip video camera Write a personalized letter of commendation for your portfolio

Its not much, but you have most likely not entered the teaching profession with material rewards in mind. Lets stay in touch about your interests in continuing to improve, and teach, this course.

ONE LAST THING: THANK YOU! This course was not easy. The reading was intense, the subject m atter complex. You studied the world of comparative education, international comparisons, education and development, and education in emergencies. Youve worked collaboratively, virtually, and globally. Youve likely come across issues that have challenged you and which continue to stump the best of us. Anyone with the nerve and will to dive into this subject is worthy of m y deepest gratitude.

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Selected Bibliography

Chimombo, J.P.G. (2005) Issues in Basic Education in Developing Countries: An Exploration of Policy Options for Improved Delivery. Journal of International Cooperation in Education. Vol. 8, No.1, pp. 129-152. Retrieved Feb. 7, 2013, from http://home.hiroshima-u.ac.jp/cice/chimombo8- 1.pdf. Cisco Systems: Equipping Every Learner for the 21st Century. Retrieved Feb. 7, 2013 from http://www.cisco.com/web/about/citizenship/socio-economic/docs/GlobalEdWP.pdf. International Commission on Education for the Twenty-first Century. (ND). Learning: The Treasure Within Report to UNESCO. Retrieved Feb. 7, 2013, from http://www.unesco.org/delors/delors_e.pdf. Loveless, T. (2012). The 2012 Brown Center Report on American Education: How Well are American Students Learning. Washington, DC: Brown Center on Education Policy. Mbozi, Emmy H. (ND). Comparative Education. African Virtual University Word | PDF Menand, Louis. (2012). Todays Assignment. The New Yorker, retrieved Feb. 7, 2013 from http://www.newyorker.com/talk/comment/2012/12/17/121217taco_talk_menand Ravitch, D. (2012). Schools We Can Envy. New York Review of Books, March 8, 2012, retrieved Feb. 7, 2013 from http://www.nybooks.com/articles/archives/2012/mar/08/schools-we-can- envy/?pagination=false Sen, Amartya, (2002). To Build a Nation, Build a Schoolhouse New York Times, May 27, 2002, retrieved Feb. 7, 2013 from http://www.nytimes.com/2002/05/27/opinion/to-build-a-country- build-a-schoolhouse.html. Sullivan-Owomoyela, J. (2006). Inter-Agency Network for Education in Emergencies Minimum Standards for Education in Emergencies, Chronic Crisis, and Early Reconstruction: A Uganda Case Study. USAID: Retrieved Feb. 7, 2013 from http://www.beps.net/publications/Uganda_Minimum_Standards_Case_Study%20_FINAL.pdf. Tucker, Mark S. (2011) Standing on the Shoulders of Giants: An American Agenda for Education Reform, (Washington, D.C.: National Center on Education and the Economy, May 2011). Villegas-Reimers, E. & F. Reimers. (1996). Where are 60 Million Teachers? The Missing Voice in Educational Reforms Around the World. Prospects, vol 1, Sept. 1996, pp. 469-492. UNICEF. (ND). Education in Emergencies: A Resource Toolkit. Kathmandu, Nepal: Regional Office for South Asia. Retrieved Feb. 7, 2013 from http://bit.ly/1041NST United Nations. (1989). Convention on the Rights of the Child. Retrieved Feb. 7, 2013 from http://www2.ohchr.org/english/law/pdf/crc.pdf. U.S. Agency for International Development. (2005). Education Strategy: Improving Lives through Learning. Retrieved Feb. 7, 2013 from http://www.ungei.org/resources/files/usaid_education_policy05.pdf.

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Videos
Best Practices in Global Education: Slideshare presentation by Primary Source Catching Up or Leading the Way: American Education in the Age of Globalization. Keynote at Asia Societys A World Class Education conference on July 11, 2009, DC. Education Innovation in the Slums. Charles Leadbeater. TED Talk, April 2010) PISA Measuring Student Success Around the World (video) Protecting Education (Review media clips) Schools as Battlegrounds: Human Rights Watch (PDF) http://www.hrw.org/en/world-report- 2011/schools-battlegrounds Time for School Series (video series from WBGH); PDF of complete transcript

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