Run by School of Educational Sciences

30.000 Credits or 15.000 ECTS Credits

Semester 1 & 2

The overall aim of the module is to help students develop a critical understanding of the organisation of intercultural and international education.

The objectives of the module are: 1. To develop an understanding of: (i) the role of education systems in the creation of social identities and, in particular, national identities; (ii) the nature of intercultural communication; (iii) the effect of contemporary internationalisation on curriculum development and design. 2. To develop an ability to: (i) reflect on one's own social identity as a consequence of theoretical and comparative perspectives; (ii) analyse critically the research on intercultural communication and the internationalisation of education; (iii) carry out small-scale empirical research on issues arising from the study of intercultural communication, social identities, and/or an education system or systems with which the student is familiar.

Tasks and Activities

Before the sessions it is envisaged that students will be working on their own or with others from their cohort, reading, making notes, preparing tasks and reflecting on their own experiences.

During the sessions the opportunity will be taken to maximise the benefits of having students from different spheres of education/business together for intensive study in this module. Hence the sessions will be very largely discussion-based rather than adopting a didactic format. The preparatory readings and tasks will figure highly in these sessions and students will be expected to make significant contributions to, and presentations of their own work in, the sessions. They will be expected to draw upon their own educational experiences in the discussions.

After the sessions it is expected that, in addition to undertaking supplementary reading, students will be in contact with the course tutor in connection with the preparation and writing of their assignment.

threshold

50-59% Relevant aspects of the subject have been considered critically, without significant omission. Conclusions are based on evidence that is referenced appropriately. The work is coherent and well presented. 50%-59%

excellent

70+ The work is outstanding in power of analysis, argument, originality, range of information, and organisational and stylistic quality. It is clearly of publishable standard. 70% +

good

60-69% The work shows insight, has sustained and relevant chains of argument and good illustration, with the basis of evidence acknowledged. It is written and presented with some distinction and achieves a standard that makes the material usable in a professional setting. 60%-69%

1. Be able to examine and evaluate the relationship between education and one or more than one of the topics or issues discussed in the module such as culture, social identity, socialisation, citizenship, and intercultural interaction;

2. Be able to identify evidence-based good practices which facilitate intercultural communication in a way that is appropriate to contemporary and projected social, political, and economic change.

3. Have the ability to critically analyse the concept(s) underpinning successful intercultural understanding and communication in a specific context they are familiar with;

4. To gain an awareness of intercultural issues that often occur in educational settings or in the process of personal growth;

Type	Name	Description	Weight
	Assignment 1		50.00
	Assignment 2		50.00

		Hours
Private study	Students will access content via Blackboard and read research articles in preparation for seminars and presentations.	270
Seminar	30 hours of teaching: mixture of lectures, seminars, and workshops. The teaching places an emphasis on formative assessment via individual and group presentations on seminar themes, and verbal feedback to students' contributions during class teaching sessions. Staff can be contacted for individual help. Written formative feedback to assignment pro-forma is provided for the academic outline (assignment pro-forma) of the assignment. Contact time: 30 hours	30

• Literacy - Proficiency in reading and writing through a variety of media
• Computer Literacy - Proficiency in using a varied range of computer software
• Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
• Exploring - Able to investigate, research and consider alternatives
• Information retrieval - Able to access different and multiple sources of information
• Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
• Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
• Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
• Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
• Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
• Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
• Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others

• Show originality in the application of subject specific knowledge and understanding.
• Adapt and transfer ideas from one educational context to another.
• Identify problems, evaluate solutions and critique research associated with educational practice.
• Acquire and analyse data in an educational context.
• Adopt an ethically sound approach to research with children and vulnerable adults.

Reading list

Preparatory Readings

Cambridge, J.and Thompson, J. (2004). Internatinalism and globalisation as contexts for international education. Compare, 34(2), 161-75. Walker, G. (2000). International education: Connecting the national to the global. In M. Hayden and J. Thompson (eds.) International schools and international education. London: Kogan Page Ltd. (pp. 193-204) Parmenter, L. (2000). Internationalisation in Japanese education – Current issues and future prospects. In Stromquist, N. & K. Monkman (eds) Education and globalization: Integration and contestation across cultures. Rowman and Littlefield. (pp. 237-254) Kress, G. (1996). Internationalisation and globalisation: rethinking a curriculum of communication. Comparative Education, Vol. 32, No. 2, 185-196.

Further Readings

Burbules, N. C. and C. A. Torres (eds.) (2000). Globalisation and education: critical perspectives. New York: Routledge. Craft, M., R. Carr, and Y. Fung (1998). Internationalisation and distance education: A Hong Kong case study. International Journal of Education Development, Vol. 18, No. 6, 467-472. Hayden, M., J. Thompson and G. Walker (eds.) (2002). International education in practice: dimensions for national & international schools. London: Kogan Page Ltd. Hayden, M. and J. Thompson (eds.) (2000). International schools & international education: improving teaching, management & quality. London: Kogan Page Ltd. Law, W. W. (2002). Education reform in Taiwan: a search for a „national‟ identity through democratisation and Taiwanisation. Compare, Vol. 32, No. 1, 61-81. Mok, K. H (2000). Reflecting globalization effects on local policy: higher education reform in Taiwan. Journal of Education Policy Vol. 15, No. 6, 637-60. Murphy-Lejeune, E. (2002). Student mobility and narrative in Europe: the new strangers. London: Routledge, pp. 205-227 Rizvi, F. (2000). International education and the production of global imagination. In N. C. Burbules and C. A. Torres (eds.) Globalisation and education: critical perspectives. New York: Routledge, pp. 205-225. Scott, P. (ed.) (1998). The globalisation of higher education. Buckingham: Open University Press. Swedish National Agency for Education (1996). Comments: The new curricula and the concept of internationalisation. In Swedish National Agency for Education, Far away, close at hand. Stockholm; Skolverket. (pp. 22-34). Thompson, J. (1998). Towards a model for international education. In M. Hayden and J. Thompson (eds.) International education: Principles and practice. London: Kogan Page Ltd. (pp. 276-290) Yang, R. (2002). University internationalisation: its meanings, rationales and implications. Intercultural Education Vol. 13, No. 1, 81-95. 15

Compulsory in courses:

• X3AT: MA Education Studies (Singapore) year 1 (MA/SEDST)