EPN-V2

FLKM4310 Struggles for justice and equality in international development, education and sustainabilities Course description

Course name in Norwegian
Struggles for justice and equality in international development, education and sustainabilities
Study programme
Master's Programme in International Development, Education, and Sustainabilities
Weight
15.0 ECTS
Year of study
2020/2021
Curriculum
SPRING 2021
Schedule
Programme description
Course history

Introduction

The following coursework requirements must have been approved in order for the student to take the exam:

  • Coursework 1: Futures
  • Coursework 2: Swaps
  • Coursework 3: Options 1
  • Coursework 4: Options 2
  • Coursework 5: Futures, Swaps and Options

All of the coursework requirements are submissions of approximately 2-3 pages, written individually. 

All required coursework must be completed and approved by the given deadline in order for the student to take the exam. If one or more coursework requirements have not been approved, the student will be given one opportunity to submit an improved version by the given deadline.

Required preliminary courses

The exam in the course is a supervised exam of 4 hours.

Learning outcomes

After completing the course, the student is expected to have achieved the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The student

  • has acquired in-depth knowledge of and insight into the field of education and development in the South, and how conceptions of sustainable development are manifest in the South
  • has an overview of recent research-based knowledge of education discourse and the production of knowledge from both a North and a South perspective
  • has broad knowledge of international perspectives and discussions concerning comparative and international education

Skills

The student

  • is capable of explaining the role of education in societies in the South characterised by socio-economic, cultural, epistemological and ethnic diversity
  • is capable of comparing and critically assessing theories and methods used to study education, culture and sustainable development
  • is capable of analysing recent research on connections between education, gender, globalisation, culture and the production of knowledge in the Global South

General competence

The student:

  • has extensive knowledge of how to assess how recent research on education and development is relevant to work on the education sector in the Global South
  • is capable of explaining and problematising relevant theory in the research field
  • is capable of using and disseminating new knowledge and academic issues relating to education in the context of the South

Content

Education and development in the Global South

The focus in this topic is development and education in the South. It covers important issues such as different and often competing education paradigms (e.g. ‘Western’ versus Indigenous education approaches and epistemologies), the relationship between tradition and modernity in the education system, development of national curricula, and the modes of pedagogical practice. A central focus is on the exploration of efforts within the Global South to apply education to development.

Education as and for sustainable development

Building on the first topic, the focus here is on pressing global phenomenon of advancing models of sustainable development, and how these relate to education and development initiatives within the Global South. A prominent concept is cultural understanding and the relationship between cultures, ecologies, development and education, and the instersections with particular ideologies, class, gender and ethnic identities, and school-community relationships. This topic includes consideration of advances within the countries of the Global South to re-define development in ecologically sustainable terms, and incorporate these cultural projects into education systems.

Educational aid, management and planning

The topic focuses on issues relating to international education as they are experienced and understood at an implementation level - locally, nationally and regionally, at school and in the local community, and on changes in the role of teacher and education.

The topic deals with educational aid, and the critical consideration of important lending and donor institutions (e.g. the World Bank and the International Monetary Fund), and the use of educational research by Aid agencies.

Students’ own professional experience will also be discussed in this context. The inclusion of fictional literature from the South will help to elucidate the relationship between national culture and identity in a post-colonial context.

Teaching and learning methods

Grade scale A-F

Course requirements

The exam papers are assessed by one internal and one external examiner.

At least 25% of the exam papers will be assessed by two examiners. The grades awarded for the papers assessed by two examiners form the basis for determining the level for all the exam papers.

Assessment

ØABED3500 or ØABED4600 Investments

Permitted exam materials and equipment

Students who have the subject ØABED3800 Derivatives in their bachelor's degree are not allowed to take this course.

Grading scale

Letter grades ranging from A to F are used, with A being the highest grade and E the poorest pass grade, and F being a fail grade.

Examiners

The exam will be assessed by one internal and one external examiner.