|Semester||Fall Semester, 2019|
|Department||International Master's Program in Asia-Pacific Studies, First Year International Master's Program in Asia-Pacific Studies, Second Year|
|Course Name||Comparative Education in Global Society|
Week 1. Sep 13 No class (National Holiday)
Happy Mid-autumn festival, see you next week.
Week 2. Sep 20 Course Introduction
Week 3. Sep 27 Educational Systems: Its role in society
Rarmirez et al. 2018. “International Tests, National Assessments, and Educational Development (1970–2012).” Comparative Education Review 62 (3): 344-364.
Turner, Ralph H. (1960). “Sponsored and contest mobility and the school system.” American Sociological Review 25 (6): 855-867.
Week 4. Oct 04 What Happens in Schools? (1) Teacher interactions
**Group Presentations: (1) the U.S. and (2) country of your choice**
Calarco, Jessica M. 2011. “’I Need Help!’ Social Class and Children’s Help-Seeking in Elementary School.” American Sociological Review, 76(6), 862–882.
Ho, Phoebe, and Hua-Yu Sebastian Cherng. 2018. "How far can the apple fall? Differences in teacher perceptions of minority and immigrant parents and their impact on academic outcomes." Social Science Research 74: 132-145.
Week 5. Oct 11 No class (National Holiday)
Happy National Day to y’all!
Week 6. Oct 18 What Happens in Schools? (2) Student (sub)culture
Guest speaker: Dr. Chi-Chung Wang (Adjunct Assistant Professor at National Tsinghua University)
Hollingworth, Sumi. 2015. “Performances of social class, race and gender through youth subculture: putting structure back in to youth subcultural studies.” Journal of Youth Studies 18(10): 1237-1256.
Wang, Chi-Chung. 2019. "Schooling youth (sub) cultures in East Asian education: the case of high school rock in Taiwan." Journal of Youth Studies (2019): 1-19.
Week 7. Oct 25 In Search of an “Exemplary Model”
We will watch a documentary: “Two Million Minutes” in class.
Class discussion to follow.
Week 8. Nov 01 Student Cultures: France and the Netherlands
**Group Presentations: (3) France and (4) the Netherlands**
Mijs, Jonathan J. B. and Bowen Paulle. 2015. "The Burden of Acting Wise: Sanctioned School Success and Ambivalence about Hard Work at an Elite School in the Netherlands." Intercultural Education 27 (1): 22-38.
Week 9. Nov 08 Student Cultures: the US and Ireland
** Group Presentations: (5) Ireland and (6) country of your choice**
Courtois, Aline. 2015. "‘Thousands waiting at our gates’: moral character, legitimacy and social justice in Irish elite schools." British Journal of Sociology of Education 36 (1): 53-70.
Khan, Shamus. 2011. Privilege: The making of an adolescent elite at St. Paul's School. Princeton University Press. (chapter 1)
Week 10. Nov 15 Family Input in Education: (1) The Importance of Parents
** Group Presentations: (7) China and (8) country of your choice **
Chin, Tiffany. 2000. “Sixth Grade Madness” Parental Emotion Work in the Private High School Application Process.” Journal of Contemporary Ethnography 29 (2): 124-163.
Chiang, Yi-Lin. 2018. “When Things Don’t Go as Planned: Contingencies, Cultural Capital, and Parental Involvement for Elite University Admission in China.” Comparative Education Review 62 (4): 503-521.
Week 11. Nov 22 Family Input in Education: (2) Education Outside of School
**Group Presentations: (9) South Korea and (10) Taiwan **
Park, Hyunjoon. 2008. "The varied educational effects of parent-child communication: A comparative study of fourteen countries." Comparative Education Review 52 (2): 219-243.
Shih, Yi-Ping and Chin-Chun Yi. 2014. Cultivating the difference: Social class, parental values, cultural capital and children's after-school activities in Taiwan. Journal of Comparative Family Studies 45 (1) 55-75.
Week 12. Nov 29 Transition to Work: Does higher education pay off?
**Group Presentations: (11) country of your choice and (12) country of your choice**
Lee, Sunhwa and Mary Brinton. 1996. “Elite education and social capital: The case of South Korea.” Sociology of Education 69 (3): 177-192.
Rivera, Laruen. 2011. "Ivies, extracurriculars, and exclusion: Elite employers’ use of educational credentials." Research in Social Stratification and Mobility 29 (1): 71-90.
Week 13. Dec 6 Education Hierarchy: Is one educational system better than another?
**Group Presentations: (13) country of your choice and (14) country of your choice**
Lee, Yean-Ju, and Hagen Koo. 2006. "'Wild geese fathers' and a globalised family strategy for education in Korea." International Development Planning Review 28 (4): 533-553.
Woronov, Terry. 2007. “Chinese children, American education: Globalizing child-rearing in contemporary China.” In Generations and Globalization: Youth, Age, and family in the New World Economy. Eds, Cole, Jennifer and Deborah Durham, Bloomington, Indiana: Indiana University Press.
Week 14. Dec 13 Concluding Remarks: Global education and student belonging
**Group Presentations: (15) the U.K. and (16) country of your choice**
Brooks, Rachel, and Johanna Waters. 2009. "A second chance at ‘success’: UK students and global circuits of higher education." Sociology 43 (6): 1085-1102.
Vandrick, Stephanie. 2011. "Students of the New Global Elite." Tesol Quarterly 45 (1): 160-169.
Week 15. Dec 20 In-class workshop: presentations
Class presentation will take the format of a mini conference. Each student/group will have 10-15min to present their final project, followed by 3min of Q&A. (The exact time for each presentation depends on the number of presenters.)
This is an opportunity to receive comments from knowledgeable readers, make revisions on your final paper, and practice defending your research or idea. Attendance and active participation in the workshop is a sign of support to your fellow classmates, and it is also good karma when it is your turn to present. You are required to join class and provide feedback even if you are not presenting.
Week 16. Dec 27 Individual meetings
After the workshop, you will have received many comments that should help you revise your paper. Some of them will be easier, others harder to respond. This is your last chance to discuss your paper and revisions with the instructor. The class will be devoted to independent, one-on-one meetings with students. Please schedule office hours beforehand if needed.
Week 17. Jan 3 Turn in final paper
**Please upload your paper on Moodle by 5pm on Jan 3. Each additional day of delay will result in cumulative downgrade of your final score.**
Since this class takes the format of a seminar, classroom participation is necessary. You are strongly encouraged to participate in classroom discussions by raising questions, responding to others, and providing your thoughts about the course materials. Through classroom discussions, you will not only get to know your classmates, but also enhance each other’s understanding of the materials under discussion. Together, we will create a friendly atmosphere in which all feel welcomed.
Beginning in week 2, students should self-divide into teams and lead course discussion at least once in the semester. Discussion leaders should prepare a list of 3-5 questions and post them on Moodle no later than 5PM on the Tuesday before class meeting.
Considering the scope of content in this course, it is necessary to have a broad understanding of student life in each country we will discuss. While I have listed some countries in the syllabus (see below), some are open to your choice. Each group should have no more than 2 members, making up to a total of 14 groups. Presentations will begin on Week 4, please sign up on Moodle as the topics are first-come-first-serve. Each presentation will be 20 minutes, please mind the time limit.
Members in each group should feel free to improvise with this assignment, as there are no requirements on the method or tools to assist or present your findings. Groups with graduate students will be additionally evaluated on the structure, data, and analysis of their presentation.
Each student should write a final paper for the course. The paper should be about educational in global society, in alignment with the course topic. Graduate students must perform data analysis as part of the paper. Students should pursue a specific topic of his/her interest. The paper must ask a question and provide evidence from existing research. Topics on educational inequality is preferred, but not necessary. Details of the paper and its format will be distributed in class in the second half of the semester. You should feel free to discuss your project/paper with the instructor during the semester. There will be two “checkpoints” as you set out to conduct the literature review. The first one is on week 12, when you should schedule a meeting with the instructor to discuss the outline and obtain approval of your topic. The second and final checkpoint in class is the presentation weeks, when you will present your findings in class.
Your presentation score consists of two components: your own presentation (5%), and participation (5%), which is heavily weighed by the level of engagement and questions raised regarding classmates’ work.
Welcome to the class! 歡迎!
|Textbook & Reference|
|Urls about Course|