Faculty of Education The University of Western Ontario ... · According to some scholars (Burbules & Torres, 2000), these changes represent a re-articulation of the education system

9617 Globalization and Educational Restructuring

Faculty of Education

The University of Western Ontario

Graduate Course Outline

Globalization and Educational Restructuring: The Dialectic of Global and Local, 9617

Day(Wednesdays), Time(4:30-:730), Room 2013

Instructor Name: Professor. Goli Rezai-Rashti

UWO E-mail; office phone number: [email protected]; 519-661-2111 ext 88659

Office location; office hours: Room 1083 – by appointment

Calendar Description:

This course examines the meaning of globalization and educational restructuring by focusing on the

changes in the education system of several Western nations. Testing and standardization of curriculum

and assessment, increasing control over teachers' work and the changes in managerial/administrative

structures are considered. Students will apply some of the theoretical and conceptual frameworks to

current issues in Ontario and Canada.

Detailed Description:

In the last two decades, educational systems in many Western industrial societies have gone

through substantive transformation. According to some scholars (Burbules & Torres, 2000),

these changes represent a re-articulation of the education system to an economic order that is no

longer organized largely locally but globally. The globalization of the economy has, to some

extent, reduced the capacity of individual nations to consider their own distinctive policy

options.

This course examines the meaning of globalization and educational restructuring by focusing on

the changes in the education system of several Western nations. There has been a deep dispute

surrounding the historical and cultural origins of globalization. Little consensus exists with

respect to the definition of globalization and its implications for educational policy changes. The

course will engage students to a more complex understanding of globalization as has been

advanced by Ball (1998) and Rizvi (2004).

Aims, Goals, Objectives, Outcomes:

The course will address some of the theoretical issues that have been raised by both the

supporters of globalization which associate it with progress, prosperity and peace and those who


oppose it on the basis of increased deprivation, disaster and doom. By focusing on some of the

policy changes at the global scale, the course will examine some aspects of these changes,

including testing and standardization of the curriculum and assessment procedures, increasing

control over teachers’ work and the changes in the managerial/administrative structures.

Topic Outline: Topical/Module Outline, including names and dates of guest

speakers (if applicable):

The course addresses the following topics:

Defining and understanding globalization

What is neoliberalism?

Marketization of education, school choice

Curriculum reform in the context of restructuring

Concept of accountability and policy as numbers

Standardization, testing regime, OECD and PISA

Teachers and increasing control over teachers’ work

Globalization, equity, social justice education, and achievement gap

Required Readings/Course Content Textbooks: These books are on reserve in the library. Rizvi, F & Lingard, B. (2010). Globalizing education policy. London & New York: Routledge. This text will be available from the UWO Bookstore. Recommended: Stromquist, N. 2002. Education in a globalized world. This book will be on reserve in the education library. A selection of other articles and book chapters will be posted online and participants will be able to access it.

Session 1: January 9- Globalization and educational restructuring: What is

globalization? Why educational restructuring? (Onsite)

Introduction to central issues covered in the course. Review of course assignments and

requirements. Discussion of organization of the course and the selection of weekly

presenters.

Readings:

1. Stromquist, N. (2002). Theorizing globalization (Chapter 1 ), Pp.1-18.

2. Rizvi, F & Lingard, B. (2010). Globalizing educational policy. Chapter 2, Perspectives

on globalization. pp.22-43.


3. Singh, M, Kenway, J & Apple, M. (2005).Chapter 1, Globalizing education:

Perspectives from above and below. Chapter 1, pp. 1-29.

Session 2: January 16- Neoliberalism and the global Policy field (Onsite)

Readings:

1. Hall, S. (2012). The neoliberal revolution: Thatcher, Blair, Cameron- the long march of

neoliberalism continues. Soundings. 9-27.

2. Ball, S. (2012). Chapter 1, Networks, neo-liberalism and policy mobilities. In Ball, S. Global

education INC. New policy networks and neo-liberal imaginary. 1-16.

Session 3: January 23- Market, Choice and Education as business (Onsite)

Readings:

1. Dehli, K. (1996). Travelling tales: education reform and parental “choice” in

postmodern times, 75-88

2. Ball, S. (2012). Chapter 6 &7- Education as big business. In Global education INC.

New policy networks and the neoliberal imaginary. 116-145.

Session 4: January 30- Market, Choice and Educational Reform (Online)

Readings:

1. Apple, M. (2000). Racing toward educational reform: The politics of market and

standards. In Ram Mahalingam and C. McCarthy, 84-107.

2. Griffith, A. (2001). Texts, Tyranny, and transformation: Educational restructuring in

Ontario. In Portelli and Solomon, 83-98.

3. Ball, S.J. (2009) “Privatizing education, privatizing education policy, privatizing

educational research: network governance and the ‘competition state”, Journal of

Education Policy, 24 (1), pp. 83-100.

Session 5: February 6-Nature of Teaching and Teachers’ Work (Onsite)

Readings:

1. Easthope, C. & G. Easthope. (2000). Intensification, extension and complexity

of teachers’ workload. British Journal of Sociology of Education, 43-58.

2. Rezai-Rashti, G. (2009). The assault of neo-liberalism on education reform,

restructuring and teaching in Ontario secondary schools. In C. Levine-Rasky (Ed).

Canadian perspectives on the sociology of education (pp. 307-321). Toronto: Oxford

University Press.


Session 6: February 13- Standardized testing and neoliberal accountability

(Onsite)

Readings:

1. Au, W. (2009). Unequal by design: High-Stakes testing and the standardization of

inequality. Chapter 6, pp. 137-145.

2. Stobart, G. (2008). Chapter 1, Assessing assessment. In Testing times: the uses and

abuses of assessment. New York: Routledge. 13-29.

3. Lingard, R. (2010). Policy borrowing, policy learning,testing times in Australian

education. Critical Studies in Education. 51(2). Pp.129-147.

Session 7: February 20- Evidence-based research and equity education

(Online)

Readings:

1. Luke, et al. (2010). Introduction: What counts as evidence and equity? Review of

Research in Education, March 2010, Vol, 34, pp. vii-xvi

2. McNeil, L. (2000). Standardization, defensive teaching, and the problems of control,

3-17.

3. Power, M. (2012). Extended review – Green, J. Education, Professionalism and the

quest for accountability: hitting the target but missing the point. British Journal of

Sociology of Education, 33(4). 621-628.

Session 8: February 27-Globalization, Equity and Social Justice (Onsite)

Readings:

1. Rizvi, F & B. Lingard. (2010). Globalizing educational policy. Chapter 7. pp.140-

160.

2. Martino, W & Rezai-Rashti, G. (2010). Neoliberal accountabilities and the politics of

boys’ underachievement: Steering policy by numbers in the Ontario. International

Journal of Inclusive Education. 16(4). 423-440. Available online.

3. Rezai-Rashti, G. (2003). Educational policy reform and its impact on equity work in

Ontario: Global challenges and local possibilities. Educational Policy Analysis

Archives, 11(51), 1-17.

Session 9: March 6- Educational Reform in Canada (Onsite)

Readings:

1. Gaskell, J & Levin, B. (2012). Chapters 6 & 7. Chapter 6. Teaching and learning in

urban schools- Chapter 7, conclusions. In making a difference in urban schools:

Ideas, politics and pedagogy. 140-199.


Session 10: March 13- Imagining other Globalization (Onsite)

1. Hursh, D & Henderson, J. (2011). Contesting global neoliberalism and creating

alternative futures. Discourse: Studies in the Cultural Politics of Education. 32(2). Pp.

171-185.

2. Stromquist, N. Agency and resistance in the globalization era. Chapter 8. Pp.157-175.

Session 11: March 27- Presentations (Onsite) All students are expected to present an outline of their final papers.

Session 12: April 3- Presentations (Onsite) All students are expected to present an outline of their final papers. To be scheduled.

Course Wrap-up and Course Evaluation

Assignments and Other Course Requirements (including assignment guidelines):

Course Requirements and Evaluation

1. Weekly Response, 30% of the final mark, to be submitted every week.

2. Participation in class discussion, 10% of the final mark.

3. In–class Presentation, 20% of the final mark. To be scheduled during the first session.

4. Research Paper, 40% of final mark, due on April 3, 2013.

1. Weekly Response: (Off site responses only- Seven responses) (30%)

Participants will complete a two-page response paper. The response paper will consist of an

initial response to the reading. You will post your response and other students will be able to

read and write further comments in response to your reflections if they so wish.

Questions to guide your weekly responses:

1. Thesis: Summarize the author’s thesis. What is the author’s main argument or point?

2. Assumptions: What is the author’s main set of assumptions about what counts as

‘Globalization’ or ‘Neoliberaliam’ operating implicitly or explicitly in the text?

3. Ideological Perspective: Often the author’s ideological perspective can be gleaned from

his/her assumptions in light of the evidence and methods. What is the author’s ideological

perspective (conservative, liberal, radical or a mix)?

4. Evidence/Methods: What type(s) of evidence does the author present? Does the evidence

support the author’s conclusions? What methods do they use to support their arguments?


5. Implications and conclusions: Summarize the author’s conclusions and the significance

of the work. What significance does the reading have for understanding globalization?

6. Comment/Reaction: What was your reaction to the reading? Were there themes with

which you agreed or disagreed? Were there points or concepts you did not understand?

2. Contributions to on-going online and onsite discussions (10%)

Students are expected to periodically respond to the responses of their peers and instructors. This

grade will reflect the thoughtfulness and relevance of students’ contributions to the course.

3. In-class Presentation (20%)

Each student will be required to facilitate a class discussion for one of the on-site sessions (two

or three students per session). This may involve designing an activity for assisting the group to

engage with the issues or questions in response to the readings for that week. The aim is to

facilitate engagement with the readings. A one page outline or plan for this session must be

submitted to the course instructor one week in advance.

Criteria

Outlines aims/objectives/purpose

Uses an activity or resource to stimulate engagement with the readings and to pose

critical questions for the class

Facilitates discussion of key themes, ideas, questions raised by the set readings.

4. Research Paper (40%)

The research paper should explore an area of concern or interest related to issues of globalization

and educational restructuring. This paper should aim to be 10-15 pages, typed and appropriately

referenced. Students should discuss their topics with the professor, and, no later than the third

week of classes, give the instructor a brief, not more than 1 page outline of their paper proposal.

Evaluation criteria:

1. Easy to read (well organized, concise, proofread for grammar, spelling, punctuation

errors);

2. Demonstrate an understanding of the relevant literature (must include readings from the

course);

3. Discusses aspects of the social contexts related to globalization and educational

restructuring;

4. Uses concepts, arguments, and examples learned in class discussion, readings, etc.

5. Includes your insights and conclusions.


Additional References/Recommended Readings:

Apple, M, Kenway, J & Singh, M. (2002). (eds). Globalizing education: Policies, pedagogies, &

Politics. New York: Peter Lang.

Au, W. (2009). Unequal by design: High-stakes testing and the standardization of inequality

New York: Routledge..

Ball, S. (1998). Big policies/Small world: an introduction to international perspectives in

education policy. Comparative Education, 34(2), 119-130.

Ball, S.J. (2010) “New Class Inequalities in Education: why education policy maybe looking in

the wrong place! Education Policy, Civil Society and Social Class”, International Journal of

Sociology and Social Policy, 30 (3/4), pp. 155-166.

Ball, S.J. (2010) “New Voices, New Knowledges and the New Politics of Educational Research:

the gathering of a perfect storm”, European Educational Research Journal, 9 (3), pp. 124-137.

Ball, S. (2010) 'New Class Inequalities in Education: why education policy maybe looking in the

wrong place! Education Policy, Civil Society and Social Class', International Journal of

Sociology and Social Policy 30 (3/4), 155-166.

Ball, S. J. (1994). Education Reform: A Critical and Post-Structural Approach. Buckingham;

Philadelphia, Open University Press.

Benhabib, S. (2002). Unholy wars. Reclaiming democratic virtues after September 11, In

Calhoun, C , Price, P & A. Timmer (eds), Understanding September 11.New York: the New

York Press, 241-253.

Bowe, R., & S. J. Ball et al. (1992). Reforming Education and Changing Schools: Case Studies

in Policy Sociology. London; New York, Routledge.

Burbules, N. & Torres, C. A. (Eds.). (2000). Globalization and Education: Critical Perspectives.

New York: Routledge.

Carlson, D. (1992). Teachers and Crisis: Urban School Reform and Teachers’ Work Culture.


Carnoy, M., Castells, M., Cohen, S., Cardoso, F. (1993). The new global economy in the

information age: Reflections on our changing world. University Park, Pennsylvania: The

Pennsylvania State University Press.

Caper, C. A., & Jamison, M. T. (1993). Outcomes-based education re-examined: From structural

functionalism to post-structuralism. Educational Policy, 7(4), 427-446.


Clyne, F & Rizvi, F. (1998). Outcomes of student exchange, In Outcomes of International

Education: Research Findings, (A set of commissioned research papers at the 12th

Australian

International Education Conference Canberra, Davis, D & Olsen, A (eds), IDP Education

Australia.

Cushner, K & Mahon, J. (2002). Overseas student teaching: Affecting personal, professional, and

global competencies in an age of globalization. Journal of Studies in International Education.

6(1). Pp. 44-58.

Du Gay, P. (2000). Representing ‘Globalization’: Notes on the Discursive Orderings of

Economic Life. In P. Gilroy; L. Grossberg & A. McRobbie (Eds.). Without Guarantees: In

Honour of Stuart Hall. London; New York, Verso.

During, S. (2000). Postcolonialism and globalization: Towards a historicization of their

interrelations, Cultural Studies, 14(3).

Falk, R. (1993). The making of global citizenship. In Brecher, J. et al (eds), Global visions:

Beyond the new world order. Montreal: Black Rose Books.

Giddens, A. (1990). Consequences of modernity. Palo Alto: Stanford University Press.

Hargreaves, A. & Goodson, I. (2006). Educational change over time? The sustainability and

nonsustainability of three decades of secondary school change and continuity. Educational

Administration Quarterly, 42(1), 3-41.

Haung, A. (2008). Cosmopolitanism and its discontents: The dialectic between the global and the

local in Lao She’s fiction. Modern Language Quarterly 69(1). Pp.97-118.

Hursh, D. (2008). High-stakes testing and the decline of teaching and learning: The real crisis in

education. Rowman & Littlefield Publishers, INC.

Ladson-Billings, G. (2002). Looking through the veil: The post 9-11 responses from the margins.

Teachers College Record (available at: www.tcrecord.org).

Lipman, P. (2011). The new political economy of urban education. New York: Routledge.

Lipman, P. (2004). High stakes education: Inequality, globalization, and urban school reform.


McNeil, L. M. (2000). Contradictions of School Reform: Educational Costs of Standardized

Testing. New York; London, Routledge.

Mundy, K. (2007). Global governance, educational change. Comparative Education. 43(3). Pp.

339-357.

http://www.tcrecord.org/


Jameson, F. (1998). Notes on globalization as a philosophical issue, In Jameson & Masao

Miyoshi (eds), The cultures of globalization, Durham, N.C.: Duke University Press.

Portelli, J. P., & Solomon, R. P. (2001). The erosion of democracy in education: From critique to

possibilities. Calgary: Detselig.

Reynolds, C & Griffith, A.(eds) (2002). Equity and globalization in education, Calgary: Detselig

Interprises Ltd.

Rezai-Rashti, G. (2003). Educational restructuring and teachers’ work in Ontario: Regulation,

intensification and the limits of professional autonomy. International Journal of Learning,

Volume 10, 1267-1280.

Rezai-Rashti, G. (2003). Educational policy reform and its impact on equity work in Ontario:

Global challenges and local possibilities. Educational Policy Analysis Archives, 11(51), 1-17.

Rezai-Rashti, G. (2009). The assault of neo-liberalism on education reform, restructuring and

teaching in Ontario secondary schools. In C. Levine-Rasky (Ed). Canadian perspectives on the

sociology of education (pp. 307-321). Toronto: Oxford University Press.

Rizvi, F & Lingard, R. (2010). Globalizing educational policy. New York: Routledge.

Rizvi, F. (2005). Postcolonial perspectives on globalization and education. AERA 2005

postcolonial SIG AGM Invited Talk. Montreal, Canada.

Rizvi, F. (2004). Debating globalization and education after September 11. Comparative

Education, 40(2), 157-171.

Robertson, R. (1992). Globalization: Social theory and global culture, London: Sage.

Roman, L. (2004). States of insecurity: Cold war memory, ‘Global Citizenship’ and its

discontents. Discourse: Studies in the Cultural Politics of Education. 25(2): 231-259.

Sassen, S. (1991). The global city. New York, London & Tokyo: Princeton University Press.

Shaker, E. (1998). Marketing to captive students: Corporate curriculum in Ontario. Our Schools-

Our Selves, 9(1), 17-25.

Smith, M. P. (2001). Transnational urbanism: Locating globalization, Oxford: Blackwel

Publishers.

Stromquist, N. (2002). Education in a globalized world: The connectivity of power, technology

and knowledge, New York: Rowman & Littlefield.

Spring, J. (1998). Education and the Rise of the Global Economy. State University of New York

at New Paltz.


Steiner-Khamsi, G. (Ed) (2004). The global politics of educational borrowing and lending. New

York & London: Teachers College Press.

Taylor, S., Rizvi, F., Lingard, B., & Henry, M. (Eds.). (1997). Educational Policy and the

Politics of Change. London; New York, Routledge.

Tikly, L. (2001). Globalization and education in the postcolonial world: Towards a

conceptual framework. Comparative Education, 37(2), 151-171.

Vertese, C. (1999). Students as agents of change. In Bonds, S & Lemasson, J, P (eds), A new

world of knowledge: Canadian universities and Globalization. Ottawa-based International

Development Research Centre (IDRC).

Vidovich, L. (2004). Global-national-local dynamics in policy processes: a case of ‘quality’

policy in higher education. British Journal of Sociology of Education, 25(3). Pp. 341-354.

Sakai OWL platform login instructions and technical support information: Your Western University login and password is required to access the course (your Western email without the @uwo.ca and its accompanying password). Access to Sakai OWL is found here: http://owltoo.uwo.ca.

For help on Sakai or access contact the ITS Help Desk:

Support Services Building, Room 4100

Phone: 519-661-3800

Webform – https://itshelp.uwo.ca

Policy Statements:

Please see the “Policies” page of the Graduate Programs & Research web site for further details

on course and program policies: http://www.edu.uwo.ca/graduate/policies.html

Attendance: Students are expected to attend all classes. In the case of absence, instructors may

assign additional course work. Normally, students who are absent from one-quarter or more of

their classes will be assigned a grade of "F" (Fail), (Graduate Studies Subcommittee - December

3, 1999). As an example, most onsite half courses (with the exception of some Counselling

Psychology classes) meet 12 times during a term, so students in these courses cannot miss more

than two classes.

For on-line courses, participation will be determined by the instructor/professor in the course

outline and will reflect the same principles as attendance policy for on-site courses.

Suggested Wording for Instructors:

For online courses organized on a week-by-week basis, participation in each week’s

discussion will be considered the equivalent of one onsite class.

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http://www.edu.uwo.ca/graduate/policies.html


For online courses which are not organized on a week-by-week basis, contributing to the

discussion of each unit of work (e.g., module) will be considered the equivalent of

attending and participating in, the classroom discussion of a face-to-face class.

Language Proficiency: "Each student granted admission to Western must be proficient in

spoken and written English. Students must demonstrate the ability to write clearly and correctly.

Work presented in English in any subject at any level, which shows a lack of proficiency in

English and is, therefore, unacceptable for academic credit, will either be failed or, at the

discretion of the instructor, returned to the student for revision to a literate level. To foster

competence in the use of the English language within their own discipline, all instructors will

take proficiency in English into account in the assignment of grades." A student who, after

admission, shows an inadequate command of spoken or written English must improve his or her

proficiency to the satisfaction of the graduate program or department.

(http://www.uwo.ca/univsec/handbook/exam/english.pdf)

Evaluation: Graduate students must maintain at least a "B" average in their program. Although only

numeric grades are assigned by instructors in the Faculty of Education, the following alpha grade ranges

are provided for your information.

A = 80% and above

B = 70% - 79%

C = 60% - 69%

F = Fail - less than 60%

The following guidelines for assigning grades are in effect at the Faculty of Education.

A: Reserved for those students whose work is excellent. Their work will contain an element of

originality, creativity, or thoroughness. It will be well organized and expressed, and will reflect a

particularly clear command of techniques and principles, incisive judgements, sound critical

evaluations, and so on.

B: Assigned for proof of good competent work. A "B" grade indicates that a student has mastered the

course material and can manipulate it, can write clear prose, can demonstrate an ability to critically

evaluate and synthesize material, and can apply the course material to relevant situations or

problems.

C: Assigned because a student does not meet one or more of the above criteria. Even though the

student may be conscientious, he or she has not demonstrated a mastery of the graduate work in

the course. A lack of mastery may include any number of characteristics such as an inability to

write clearly, to research a topic adequately, to synthesize material, or to make basic judgements

about relevance, and so on.

F: Glaring inaccuracy and confusion, little or no grasp of techniques and principles, trivial and

irrelevant treatment of topics. In general, a failure to demonstrate the minimal knowledge and

skills for effective work in the discipline.

INC: (Incomplete) An INC may be granted for a course where the student has not been able to complete

the assigned work in the normal timeline due to exceptional circumstances. Permission to carry an

INC must be sought from the Chair, Graduate Education before the end of the term. The INC must

be completed by the end of the following term or a grade of F (FAIL) will be assigned. According

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to SGPS policy, NO exceptions will be granted to this rule.

A numerical grade submitted for an INC grade, or an F grade resulting for an INC, is final. The

School of Graduate and Postdoctoral Studies will not consider a subsequent revision of either such

grade except on documented medical or compassionate grounds.

Instructors shall inform students, both in class and in the course outline, as to any policies and/or

penalties concerning late submission of assignments.

IPR: (In Progress) assigned during preparation for Thesis or Directed Research Project or a half or full

course which extends over two or more terms.

Statement on Academic Offences: Scholastic offences are taken seriously; a student guilty of a

scholastic offence may be subject to the imposition of one or more penalties, ranging from

reprimand to expulsion from the university, as well as criminal proceedings where appropriate.

Students are strongly encouraged to review the appropriate policy document, and specifically,

the definition of what constitutes a Scholastic Offence: Scholastic Discipline for Graduate

Students.

Plagiarism: Students must write their essays and assignments in their own words. Whenever

students take an idea, or a passage of text from another author, they must acknowledge their debt

both by using quotation marks where appropriate and by proper referencing such as footnotes or

citations. Plagiarism is a major academic offence (see Scholastic Offence Policy in the Western

Academic Calendar [reproduced below]).

Plagiarism Checking: All required papers may be subject to submission for textual similarity

review to the commercial plagiarism detection software under license to the University for the

detection of plagiarism. All papers submitted for such checking will be included as source

documents in the reference database for the purpose of detecting plagiarism of papers

subsequently submitted to the system. Use of the service is subject to the licensing agreement,

currently between The University of Western Ontario and Turnitin.com

(http://www.turnitin.com).

The Academic Calendar states:

Scholastic Offences include, but are not limited to, the following:

1. Plagiarism which may be defined as: 'The act of appropriating the literary composition

of another, or parts or passages of his writings, or the ideas or language of the same, and

passing them off as the product of one's own mind.' Excerpted from H. C. Black, Black's

Law Dictionary, West Publishing Co., 1979, 5th Ed., p. 1035. This concept applies with

equal force to all assignments including laboratory reports, diagrams, and computer

projects.

8. Submitting for credit in any course or program of study, without the knowledge and

approval of the instructor to whom it is submitted, any academic work for which credit has

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previously been obtained or is being sought in another course or program of study in the

University or elsewhere.

Scholastic offences are taken seriously and students are directed to read the appropriate policy,

specifically, the definition of what constitutes a Scholastic Offence, at the following Web site:


A student guilty of a scholastic offence may be subject to the imposition of one or more

penalties, ranging from reprimand to expulsion from the university.

Accessibility: The University of Western Ontario is committed to recognizing the dignity and

independence of all students and seeks to ensure that persons with disabilities have genuine,

open and unhindered access to academic services. Please contact me if you require course

materials in an alternative format or if any other arrangements can make this course more

accessible to you. You may also wish to contact the Faculty of Education Graduate Programs &

Research Office at (519) 661-2099 and/or Services for Students with Disabilities (SSD) at (519)

661-2111 X 82147 for information about requesting academic accommodation, or go to the

following website:

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Documents

Faculty of Education The University of Western Ontario ... · According to some scholars (Burbules & Torres, 2000), these changes represent a re-articulation of the education system