UTVB2210 Education and Religion in Development Emneplan

This course thematize the role Education and Religion play in developmental processes and discourses, both in their own right and by intersecting other central developmental topics of social mobility, power structures, globalization, colonial, decolonial and gender debates, as well as the role of education in marginalized positions.

The course will be taught in English or Norwegian, depending on needs according to the participants’ language abilities and the presence of international exchange students.

This course thematize the role Education and Religion play in developmental processes and discourses, both in their own right and by intersecting other central developmental topics of social mobility, power structures, globalization, colonial, decolonial and gender debates, as well as the role of education in marginalized positions.

The course will be taught in English or Norwegian, depending on needs according to the participants’ language abilities and the presence of international exchange students.

At the end of the course the student has obtained the following learning outcomes:

Knowledge

The student

• has knowledge of the role of education for development in international policy programs, historically and at present
• has knowledge of the content, and challenges raised by, education as Right based Development anchored in international educational policies and conventions
• has knowledge of the impact of religious traditions on educational systems in different contexts, historically and at present, with a specific focus on the global South
• has knowledge of educational systems, colonial legacies, and decolonial debates
• has knowledge of the role of education for development for people in marginalized situations
• has knowledge of effects of globalized educational systems and commodification of education

Skills

The student

• can reflect critically on the role of education in the process of change in society and how religious traditions interplay
• can transfer theoretical and practical knowledge of the role of education in development processes, onto new research, with help of established and acknowledged methodology and academic guidance, for then be able to unfold improved knowledge of the field

General competence

The student

• is familiar with issues related to education, religion and development and can present them in an independent way, individually, and as part of a group, orally and in writing, with high academic ethical and moral standards
• can through knowledge of varied contexts where education play a role in developmental processes, critically discuss, and acknowledge, diverse sets of solutions and outcomes, to promote positive change

To be admitted to the examination the student shall fulfil the following course work requirement: one individual assignment on 1200 words (+/- 10%), on a given topic. The student shall formulate a problem based on the topic and answer the problem. The assignment shall be submitted within the set deadline. If necessary, the student and teacher can agree on an extended deadline for submission of the assignment. The assignment is evaluated with ‘accepted’ or ‘not accepted’ and will be evaluated by co-students in small groups of three - to four students, and in collaboration with the teacher, based on a template and instruction, given by the teacher, and announced in detail on Canvas. The work requirement gives the students an opportunity to reflect on central topics in the course literature, and function as an exercise for both the writer and the co-students, on how to interpret exam questions. Students who get ‘not accepted’ on their assignment may rewrite and submit a new version of the assignment at a date set by the teacher. This assignment is evaluated with ‘accepted’ or ‘not accepted’ by the teacher.

Final assessment will be based on a 6-hour individual written school exam, based on a given topic. The writing of the assignment must show knowledge of the course literature. If other literature is referred, this cannot replace use of course literature, however it may function as additional literature.

In case of failed exam/legal absence, the student can sit for a new/postponed exam when this is arranged. New or postponed exams are offered within a reasonable time span following the regular exam.

The student is responsible for applying for a new exam within the time limits set by OsloMet and the Faculty of Education and International Studies. Regulations for new or postponed examinations are available in Regulations relating to Studies and Examinations at OsloMet.

The exam papers can be written in English, Norwegian, Swedish or Danish.

Bilingual dictionary (book, not digital)

A graded scale from A to E for passed and F for not passed will be used.

An internal and external examiner will conduct the assessment of the exam.