education policiesfor global development

PROGRAM

summerschool

6 and 7june 2013

amsterdam

http://globed.eu/summerschool

GLOBEDSUMMERSCHOOL2013

Thursday6thJuneBuildingE–roomE003

PartI9–9’30 Welcome

IsaBaud,MarkRutgers(tbc)(UniversiteitvanAmsterdam,UvA)9’30–10 TheRationaleofGLOBED.Introductorylecture

XavierBonal,AntoniVerger(UniversitatAutònomadeBarcelona,UAB)

10–11’30 Globalization&EducationPolicyDialogue

LeneBuchert(UniversityofOslo),JeanneRoefs(GlobalCampaignforEducation),RonaldSiebes(MinistryofForeignAffairs,TheNetherlands)MichelCarton(NORRAG;GraduateInstituteofInternationalandDevelopmentStudies,Geneva)Chair:XavierBonal(UAB)

11’30–12 Break PartII12–1 EducationPoliciesforGlobalDevelopment(I)­Managerial

Reforms

‐ School­BasedManagementMargrietPoppema(UvA)

‐ Public­PrivatePartnerships

AntoniVerger(UAB)1–2 LunchPartIII2–3’30 Being and Doing: Troubled Reflections on Researching

EducationinEmergenciesRonaldSultana(UniversityofMalta)

3’30–4 Yogabreak(optional)

MiekeLopesCardozo

4–5’30 Education Consultancy in Developmental Contexts: fromGlobalThinkingtoLocalDoingMirjanaMavrak,AdilaPašalićKreso(UniversityofSarajevo)

Eveningevent “SchoolsintheCrossfire”adocumentarybyDurbaBasnetandpizza/drinks BuildingM–roomMS02

Friday7thJuneBuildingM–roomM002

PartI9’30–11 Education Policies for Global Development (II) – Teaching

andLearninginContextsofPovertyandFragility

‐ ChildCentredPedagogiesH.K.Altinyelken(UvA)

‐ ConditionalCashTransfersXavierRambla,XavierBonal(UAB)

‐ Conflict,EducationandPeacebuildingMiekeLopesCardozo(UvA)

11–11’30 Yogabreak(optional) MiekeLopesCardozoPartII11’30–12’45 TheApplicationofQuantitativeandQualitativeMethodsto

theStudyofEquityinEducationLeneBuchert(U.ofOslo)

12’45–1’45 LunchPartIII1’45–3’45 WorkshopofCritical IssuesforDoingFieldwork­Methods

&EthicsforStudyingTeachers

‐ Introduction–Methods&EthicsMiekeLopesCardozo(UvA)

‐ ParticipantsbrainstormaboutappropriatemethodsandethicalissuesforselectedresearchprojectsofgraduatedMasterstudents.

3’45–4 Break4–4’30 Participants’sfeedback4’30–5’30 Internalevaluation

SESSIONS’OUTLINESANDSUGGESTEDREADINGS

GlobalizationandEducationPolicyDialogue

Participants:

LeneBuchert‐UniversityofOslo

JeanneRoefs‐GlobalCampaignforEducation

RonaldSiebes‐MinistryofForeignAffairs,TheNetherlands

MichelCarton‐NORRAG;GraduateInstituteofInternationalandDevelopmentStudies,Geneva

Chair:

XavierBonal‐UniversitatAutònomadeBarcelona&UniversityofAmsterdam

Briefdescription:

ThepurposeofGLOBEDistobecomeareferenceMastersinEuropeinthefieldofeducationandinternationaldevelopment.Oneofhismainobjectivesistobeperceivedasarelevantmaster,usefulfordifferentinstitutionsandstakeholders.Thisdialoguewillbringtogetherfourprestigiousprofessionalsworkingininstitutionsthatdealwitheducationanddevelopmentfromdifferentperspectives.Thedialoguewillaskparticipantstodebateonthefollowingquestions:

1.Whatarethemainchallengeseducationpoliciesfacetodaytoensureeconomicandsocialdevelopmentinlessdevelopedsocieties?

2.Howdoyouaddressthesechallengesfromtheperspectiveofyourinstitution(orfromyourprofessionalsector)?

3.HowdoyouthinkUniversitiescancontributetofacethesechallenges?Inparticular,howdoyouthinkGLOBEDMasterscouldcontributetodoso?Whattypeofcontent/skillswouldyouexpectGLOBEDtoprovide?

EducationPoliciesforGlobalDevelopment(IandII)

Participants:

MargrietPoppema–UniversityofAmsterdam

AntoniVerger–UniversitatAutònomadeBarcelona

H.K.Altinyelken–UniversityofAmsterdam

XavierRambla–UniversitatAutònomadeBarcelona

XavierBonal–UniversitatAutònomadeBarcelona

MiekeLopesCardozo–UniversityofAmsterdam

Briefdescription:

Inthesetwomini‐lecturesessions,participantswillgetatasteofthevarietyandbroadnessofthetopicscoveredintheGLOBEDprogramme.

ThefirstsessiononThursdaymorning(12.00‐13.00)willhaveafocusonissuesconnectedtoglobalmanagerialreformslikeschool‐basedmanagement,schoolchoiceandcompetition,andpublic‐privatepartnerships.

ThesecondsessiononFridaymorning(9.30‐11.00)willsharesomeinsightsintocurrentglobalpolicydebatesonteachingandlearningincontextsofpovertyandfragility,morespecificallylookingintoChildCentredPedagogies,Conditional‐CashTransferProgrammesandTeachers’agencyinconflictaffectedareas.

Suggestedreadings:

Verger,A.,M.NovelliandH.K.Altinyelken.2012.GlobalEducationPolicyandInternationalDevelopment:AnIntroductoryFramework.InVerger,A.,M.NovelliandH.K.Altinyelken(eds.).GlobalEducationPolicyandInternationalDevelopment:NewAgendas,IssuesandPolicies.Continuum,London.

BeingandDoing:TroubledReflectionsonResearchingEducationinEmergencies

RonaldG.Sultana–UniversityofMalta

Briefdescription:

Thissessionsetsouttohelpparticipantscriticallyreflectontheethicalandrelatedissuesthatcanarisewhendoingresearchinconflictzones.Itfocusesontheauthor’sexperienceinPalestineaftertheoutbreakoftheSecondIntifada,usingthisasacasestudytogroundbroaderethicalquestionsthatresearchersineducationanddevelopmentmightneedtoconfront,suchastheissueoftheinevitabilityoftakingsides,theusethatismadeofresearchmaterial(e.g.providing'insiderknowledge'tothe'enemy'),theagendaofthe'paymaster'inaconsultancyrelationship,thebroadergeopoliticaldimensionsthatrequireanormativeandnotjustatechnicalresponse,theinterplaybetweenepistemologicalandontologicalissues(especiallyrelatedtothepainthataresearcherfeelsinsituationssuchasthese,inresponsetothesufferingofothers),andsoon.

Suggestedreadings:

Sultana, RonaldG. (2006) “Education in conflict situations: Palestinian children anddistanceeducation inHebron”.Mediterranean Journal ofEducational Studies, 11(1),49‐81.http://www.um.edu.mt/__data/assets/pdf_file/0007/39472/Hebron‐MJES.pdf

Hage, Ghassan (2009) “Hating Israel in the field: on ethnography and politicalemotions”.AnthropologicalTheory,9(1),59‐79.

Wood,Elisabeth J. (2006) “Theethical challengesof field research in conflict zones”QualitativeSociology,29,373–386.

EducationConsultancyinDevelopmentalContexts:fromGlobalThinkingtoLocalDoing

AdilaPašalićKreso–UniversityofSarajevo

MirjanaMavrak–UniversityofSarajevo

Briefdescription:

Afterthissessionparticipantswillbeabletounderstandphilosophy“thinkglobally,actlocally”whichhasbeenstressedbyinternationalcommunitysupportingcountriesinneed,connect/compareglobalpictureofeducationinemergencyanddevelopmentalcontextwitheducationpictureinB&Handotherdevelopmentalortransitionalcountries.Theywillalsobeabletoincreaseempathyattwolevels:aroleofcountriesintransitionpopulationsufferingstressrealityinglobalworldandaroleofconsultant,globalworldrepresentative,sufferingmisbalanceamonggoodwill,wishes,needsandobstacles.

Prof.A.P.Kresowillmakeapresentationfromcomparativeeducationperspective:whatcanbelearnedfromB&Hrealitycomparingittoothercountrieswithsimilarpositionintheglobalworld–raisingissuesofinterculturaleducationinmulticulturalsurroundings,centralizedanddecentralizedschoolsystem,twoschoolswithmutualroof,educationasapoliticalprisoner,roleofeducationforfuturegenerationsofEU/worldcitizenship?

Prof.M.MavrakwillmakeapresentationonschoolsysteminwarinB&Hduring1992‐1996–raisingissuesofinternationalconsultanciesandlocalexpertiseinemergencysituation–short‐termandlong‐termimpactonpersonalandsocialdevelopment–illustrationofblindspotsinlocal‐globalcommunication,expectationsatthesetwolevels,understandingandtoleranceonbehalfofbeneficiaries(children,mostoften).

Finallytherewillbeadiscussiononrelevantquestions–participantsreflectionofthoughts,emotions,doubtsandideasprovokedbypresentations

Suggestedreadings:

PašalićKreso,A.(1999).“EducationinBosniaandHerzegovina:MinorityInclusionandMajorityRulesThesystemofeducationinBiHasaparadigmofpoliticalviolenceoneducation”.CurrentIssuesinComparativeEducation,Vol.2(1),6‐13.http://devweb.tc.columbia.edu/i/a/document/25658_2_1_Pasalickreso.pdf

Majhanovich,S.,C.Fox,A.PašalićKreso(Ed.)(2009).Livingtogether:EducationandInterculturalDialogue.Springer.http://bookos.org/book/829421/4156a5

Maggil,C.(2010).“EducationandFragilityinBosniaandHerzegovina”.InternationalInstituteforEducationPlanning,UNESCO.http://www.iiep.unesco.org/fileadmin/user_upload/Info_Services_Publications/pdf/2010/Bosnia‐Herzegovina.pdf

UNICEF(2009).DividedSchoolsinBosniaandHerzegovina.http://www.unicef.org/bih/media_14093.html

Inter‐AgencyNetworkforEducationinEmergencies(INEE)(2010).“UnderstandingEducationRoleinFragility”.InternationalInstituteforEducationPlanning,UNESCO.http://unesdoc.unesco.org/images/0019/001915/191504E.pdf

TheApplicationofQuantitativeandQualitativeMethodstotheStudyof

EquityinEducation

LeneBuchert–UniversityofOslo

Briefdescription:

Thelecturehighlightshowresearcherscanusedifferentkindsofdataforthesamegeneralresearchpurposes.Thiswillbeexemplifiedthroughtheuseofquantitativeversusqualitativedatarelatedtotheissueofequityineducation.

Readings:

Kendall,N.2008.VulnerabilityinAIDS‐affectedStates:Rethinkingchildrights,educationalinstitutionsanddevelopmentparadigms.InternationalJournalofEducationalDevelopmentVol.28,pp.365‐383.

Lewin,K.2007.Diversityinconvergence:accesstoeducationforall.CompareVol.37,No.5,pp.577‐599

WorkshopofCriticalIssuesforDoingFieldwork–MethodsandEthicsforStudyingTeachers

MiekeLopesCardozo–UniversityofAmsterdam

Briefdescription:

Introductiontotheworkshop–methods,ethicsandotheraspectsofdoingfieldworkinSoutherncountries

Smallgroupworkwithex‐studentsasfacilitators.TheparticipantsbrainstormwillfocusonappropriatemethodsandethicalissuesforanumberofselectedresearchprojectsofgraduatedMasterstudents.