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CTL 1037H

Teacher Development: Comparative and Cross Cultural Perspectives
2013, Mondays, 5:00-8:00; Room TBA

Instructor: Dr. Sarfaroz Niyozov

Welcome to Teacher Development: Comparative and Cross Cultural Perspectives. In this course we attempt to
bring together two distinct fields or lines of inquiry: (i) teacher development and (ii) comparative and cross-cultural
perspectives on education. In general terms, the course examines various perspectives on the professional lives of
teachers within particular places (e.g., classroom, schools) and works upward to the broader contexts in which
teachers work and live, as seen by these teachers and as analyzed through various scholarly frameworks.
The teacher development component looks at the conceptualizations of teaching, classroom life, forms of teacher
education, conditions of teaching and learning, and teachers‟ engagement with curriculum and their relations with
other stakeholders: the state, the school administration, other teachers, parents, students and the community at large.
The cross-cultural and comparative dimension of the course links approaches to broad social structures (social,
political, economic) and cultures and moves downward to smaller groups and individuals: bridging the gap between
the individual and structural levels of analysis is one of the most important and difficult challenges facing
contemporary social science and educational studies.
The course is founded on a belief that bringing these two fields of inquiry together can provide us with a way to meet
that challenge and provide much better understanding of teacher development in universal and contextual terms.
While intended as an early step on that intellectual journey, the course also has a very practical purpose. This
blending of individual and structural analysis in cross-cultural and comparative contexts can provide us, education
researchers, policy makers, and practitioners with a richer, more complex and deeper understanding in order to make
better and more informed decisions at various levels of educational provision and development, particularly learning,
teaching, and teacher development in our own multi-cultural societies.
This general situation has some practical implications for how the conduct of the course.
A) Beyond the selected readings, there is no fixed course-specific literature from which we can draw. There are
many items from several disparate fields, which are relevant to the course, but they do not yet together form a
coherent body of literature;
B) There is no obvious pre-ordained discipline - or field-driven set of specific questions for us to address
collectively. We will be moving into largely uncharted territory. This may prove to be somewhat unsettling and
confusing, but it also gives us the freedom to define together questions we want to address for ourselves. A
preliminary set of questions or issues, which may prove useful to us follows:
1. Differing understandings of concepts, processes, issues of and approaches to teaching, learning, and teacher
development in various cultural and historical contexts. What do teachers and learners understand themselves to be
doing in different cultures? What does teacher development entail conceptually and structurally? How do cultural
factors affect teaching and learning? How do teachers develop? What issues and lessons can one glean from studying
teacher development in various contexts, systems, and cultures? How do the understandings of teachers‟ and various
sub-groups of teachers resemble and differ from those of other individuals, groups and institutions?
2. What do we mean by culture and cross-cultural perspectives? What concepts, processes, challenges, and issues are
involved in cross-cultural understanding of teaching and teacher development? How are they related as constructs to
such forms of human differentiation as gender, social class, race, colour, ethnicity, language, tradition, religion, etc.?
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(vi) effects of general social. The resources could be of various types (Audio. challenge values and assumptions and provide a sort of cultural shock to the students in the class and expand their cultural and intellectual imagination. saroj. BRAC in Bangladesh. to general issues around notions of culture and cross-cultural perspectives and their links to teaching and teacher development. Students can do that in many ways (e.. What does it mean to do cross-cultural research and development projects on teaching and teacher development? What are the potential benefits and limitations of such a cross-cultural approach: how can outsider perspectives from another cultural context inform our understandings of our own context. the Aga Khan Foundation projects and their offspring in other nations. economic and educational policies on teaching and learning in different societies and (vii) how teachers and learners can influence such policies. the Community Schools in Egypt.3. discussions. teachers and teaching development. (v) differing educational system structures and their influence upon what teachers can and do accomplish. (i) becoming a teacher. (ii) the course readings: the bulk of the readings are available electronically by following the links on the syllabus as posted on Blackboard and C2C. posting a reading on the course‟s online conference). and address the questions on which we decide to focus. to what degree can our outsider perspectives bring deeper understanding to other cultural contexts? Can outsiders critically analyze and pass value judgments on those of other backgrounds? How can these be done in a rigorous. How can all these help us to become better educators? A significant portion of our time during the first few course sessions will be devoted to working together to develop a more refined set of understandings. conceptualizations and general questions which will serve us all as a roadmap for the rest of the course. The major foundational texts comprise of (i) participants‟ cross cultural and teaching/teacher education experiences. a few readings are available only in hard copy and will have to be purchased as a course package from Print City Copy Center at the 180 Bloor Street West (416 920 3040. but what is absent in accounts of schooling . Some narrative and ethnographic accounts from different cultures as well as sociological and macroeconomic perspectives will be provided. video). Even though they are not always overtly present in particular readings. suggesting a reference. Week 4‟s readings are devoted to understanding teaching and teacher development in the international context. teaching and learning in an increasingly complex. 5. with CTL 1037H Fall 2013_SN_Draft Page 2 . (iv) opportunities and constraints at the school and community level. I expect the students throughout the course to collaborate in further diversifying and refining this reading resource. for others to apply insights from North America and other regions to a richer appreciation of a particular region of interest. For some of us. we should apply them in a critical fashion. We will have to interpret the readings. the aim is to expand our insights into teaching and teacher development in Canada. while working towards a broader notion of education. We will explore what we can learn about teaching and learning from different cultures. contexts and formal and informal approaches and innovative models such as Escuela Nueva in Colombia. Course Readings Given the above. with the aim ultimately of increasing depth and richness of understanding. while avoiding sliding the extremes of romantic valorization or close-minded denigration of the other? 4. We will look at a number of aspects involved in teacher development in various contexts: e.jain@printcity. etc. and why that might be so.. concepts and approaches should be applied to subsequent readings. the course reading list is never finalized. (ii) remaining in teaching. (iii) conditions of teaching and learning. These frameworks. critical yet constructive and sensitive manner.g.g. providing a reading to the class directly. Week 3‟s reading. not only examining what is The readings comprise an attempt to introduce various perspectives on teacher development representing industrialized and developing countries. The major criteria for such contribution is that the reading should provoke thinking. The readings for session 2 provide a brief introduction to a number of general approaches to and frameworks for teaching and teacher development developed in the west. diverse and interrelated world. presentations and assignments related to the particular regions we are dealing with.

and Education ● Harvard Educational Review ● Russian Education and Society ● Intercultural Education ● Studies in International Education ● International Journal of Educational Development ● Third World Quarterly ● Journal of Jewish Education ● International Journal of Intercultural Communications ● ● International Journal of Qualitative Studies in Education ● Teaching & Teacher Education: A Journal of International Education and Research International Journal of Educational Research ● World Development Pedagogy and Mode of Instruction CTL 1037H Fall 2013_SN_Draft Page 3 . and challenges in the developing countries. The updated readings from week 5 onwards address issues of teaching. (b) help us to develop knowledge. These will hopefully allow us to (a) more clearly see some of our own implicit assumptions about teaching and learning. culture and research in selected yet diverse international settings. Students are encouraged to make the best use of the required and recommended readings. and a list of journals from which the readings have been drawn. In addition to the readings assigned for each week. peruse the supplemental bibliography.particular focus on the frameworks. Ethnicity. teacher development. Politicizing Theory ● Oxford Review of Education ● Discourse: Studies in the Cultural Politics of Education ● Prospects (UNESCO) ● European Journal of Education ● Social Research. issues. supplemental readings are included. learning. and search volumes of the major journals in comparative education and related fields listed below for their assignments and final papers ● Anthropology and Education Quarterly ● Canadian and International Education ● Chinese Education and Society ● International Review of Education ● Comparative Education ● Journal of African Studies ● Comparative Education Review ● Journal of Educational Policy ● Compare ● Journal of Moral Education ● Cultural Dynamics ● Muslim Education Quarterly ● Cultural Studies: Theorizing Politics. skills attitudes regarding teaching and teacher development. An international quarterly ● Education and Society ● Race. (c) develop our skills and understanding of the basic concepts and issues involved in crosscultural understanding and research.

teaching. A grade of A+ is appropriate for work that is publishable as is or with minor revisions. Expectations and Evaluation Grades will be based on the work produced collectively and individually within the course. There will be an opportunity for students to discuss and gain feedback from the instructors on their Comparative Summaries on October 7th. in light of your own experience and understandings and guiding theoretical and analytical frameworks. the course will follow a dialogical approach in order to constructively engage the participants‟ values. criteria. Instructional variety (seminars. constructively challenging themselves. reference lists etc. Students are expected to participate actively in classroom discussions and on the Blackboard discussion board by offering ideas. and along with others who have been assigned or selected the same reading(s) should be prepared to identify.Building on course participants‟ motivation. critical oral summary to classmates who have done the same with a different reading. is a good resource. Half or the first page of the summary should be devoted to the method. October 28. i. The last half page should highlight implications of the comparative analysis for the development of your comparative/crossCTL 1037H Fall 2013_SN_Draft Page 4 . The summary should be no longer than four pages (1000 words). research. social skills development. interest and/or experience in cross-cultural learning. how the comparative analysis was done (i. lectures.. methods/concepts. a culture of encouragement. practices. An A+ grade indicates work that makes a significant contribution to the literature on a topic.. Attendance. during. citations. and reciprocal sharing and learning are a must for each session. please inform the instructor (and group members). This component of your grade is based on a combination of in-class and blackboard participation. If you cannot attend a session. 2013. their classmates. and beliefs from their life and work experiences. 2. A grade of A. as well as to the course‟s success. Each student will be responsible for one to two of these additional readings. assumptions. Prepared. and international work. asking given for work that is competent and accurately reports the research and theory in a particular area but which is not characterized by original insights. It should provide a comparative critical analysis of two readings (chapters. Each session will feature a general reading that all are expected to read and several additional required readings. and be prepared as well to give a concise. due by the 7th session. http://owl. reflected on and responded to the literature assigned to you by the instructor each week. and by suggesting resources and creative ideas about the course content and pedagogy. Based on the primacy of dialogue. 1. Video-recordings) and intellectual challenge are the key elements in the course‟s pedagogy. the readings. guest speakers.e. but of developing a third position that is based on (i) synthesizing the two papers/pieces and (ii) connecting that with your personal experience. The heart of the paper should contain a critical application of this method/framework to the two papers/pieces not with the purpose of taking a side (which is also an option). Written work is expected to conform to the standards of the American Psychological Association. and are the main criteria for this component of evaluation. Most (but not all) of the course readings are accompanied with guiding questions that could be provided before. articles) from readings on the syllabus. For examples of APA papers..). critical thinking. A grade of A is earned by work that makes coherent and original analyses of issues and/or syntheses of research and theory on particular topics.e. Active Participation (10%) The above approach requires students to attend classes having read. pair/group discussions. an inclusive classroom ethos. critically discuss and evaluate key points raised in the reading.purdue. cooperative learning. Comparative Summary (25%) This is an individual assignment. participation and preparedness are key to our knowledge development. and the instructor. Reflection. Please refer to the APA Style Manual (6th Ed. participating in group presentations.english. matrixes used for the comparison). each topic/session is expected to ensure that the participants‟ personal knowledge. and the instructors‟ knowledge are brought into synthesized and integrated learning outcomes. formatting. and responding critically and constructively to the posts of others. or after the discussions.

see the handouts How Not to Plagiarize and Standard Documentation Format at www. and resources will be provided by classmates. how you expect to address it.utoronto. focus. The expectation is that the paper will go beyond a competent review of existing knowledge. 35% paper) Paper (35%) The paper should directly relate to one of the major themes or issues related to the course curriculum. and identify other relevant resources. Other students are invited to constructively respond to these summaries. including a full statement of the problem or theme that is the focus of your paper. The proposal will be returned with instructor‟s comments and suggestions on Session 10. or insights to the question or problem selected. and a full list (i.e. Students (in groups depending upon the enrolment in the class) will develop a 15 minute narrative presentation with reference to one of the class sessions (depending on the students‟ Proposal (10%) A paper proposal. is for classmates to stimulate (and critique) each other in carrying out this task. Marks will be deducted in the event of a late assignment.utoronto. which will explore in greater depth than the required readings one of the major questions or issues we will have identified in sessions 1 to 2013). As the final paper in lieu of a final examination. Informal oral group presentation and discussion of your possible proposal will take place in class Sessions 7 and 8. rather than lecture at their participants. For reference. Major course paper (45%: 10% proposal. is due on Session 9 (Nov. addressed envelope for return. Whether quoting original work or adapting it.html. Group presentations should supplement the required readings. Final paper is due on or before December 9. and bring original approach. NOTE: In the University of Toronto Code of Behaviour on Academic Matters. Papers must not be submitted electronically. it is an offence for a student To represent as one’s own any idea or expression of an idea or work of another in academic examination or term test or an other form of academic work. Or it may focus on the relationship between teachers‟ personal narratives and structural situations in which they live and work in one particular nation/culture. research. Please submit with a stamped. 3. but usually after session 4 (i. 10-15 items) of key bibliographic sources. Expected maximum length is 20 pages (double spaced).. theoretical. The groups should be no smaller than 3/4 and no larger than 5 participants. and development point per each day after the deadline unless the submission extension is justified. or compare some aspect(s) of learning. The key criterion of a successful presentation is the presenters‟ ability and skill to provoke the class into a debate and controversy. syntheses. conceptual or analytical frameworks. analysis..e. 4.cultural education. Team/ group presentations (20%). It is expected that constructive. always cite the source. critical feedback on scope. The summary will have to be posted on Blackboard discussion board. One purpose of the oral discussion. These may include themes related to an aspect of teacher development or comparative and cross-cultural perspectives and illustrate the link between these themes and your personal/professional experience. It is expected that the submitted proposal will be informed by and strengthened by this process of collegial critique. and lead an approximately 15 minute class discussion related to their presentation. teacher development or related research across two or more nations/cultures. OVERVIEW BY WEEK CTL 1037H Fall 2013_SN_Draft Page 5 . it must be submitted before or on the date specified. teaching. 2013. September 30. other readings in the bibliography. drawing on recommended readings. 2013).html and www. 11. then.


Curriculum Inquiry. (1997). A. (2005). 24-30.html (iv) Concern based/coaching perspective Anderson. The problem with constructivism. Elkind. Objectivism and education: A response to David Elkind‟s the problem with constructivism. The Educational Forum. M. ( 2007). Constructivist Perspective Beck. 15(2). Educational Researcher. New York: Teacher College Press. 25(3) 1996. D. 161 176 (ii) Pedagogical content knowledge perspective Shulman. C. 68(4). teaching. Recommended Readings: CTL 1037H Fall 2013_SN_Draft Page 7 . Spring. (2007) Towards social constructivism in pre-service education. F. Teacher experiences of culture in the curriculum. ISSUES AND CHALLENGES DEVELOPMENT: FRAMEWORKS. Understanding teacher development (pp. 232-238. Students.). J. 4-14.00057 (v). Journal of Curriculum Studies.eserver. Those who understand: Knowledge growth in teaching.Getting to know each other. E. In Hargreaves. (Eds. J. (2004). Transforming the subject matter: Examining the intellectual roots of the pedagogical content knowledge. Carson. doi: 10. 41(2). Innovations in teacher education. New York: SUNY Press. and Learning: The Rise of Standards. Assigned Readings (i). 2005. Cultural Logic.. (1992). Hursh. 27(3). 69. E. In Clive Beck and Clare Cosnik. Communication Education. Standardization. Questions & Answers: Exploring our own experiences and perspectives on knowledge. Neoliberalism ad the control of teachers Neoliberalism and the Control of Teachers. Critical perspectives on teacher empowerment. On line at http://clogic. & Fullan. 37(3).. D. A social constructivist approach. D. (1996) Teachers‟ professional knowledge landscapes: Teacher stories – stories of teachers – stories of schools. S. and Accountability. Presentation and discussion of the course outline.1111/0362-6784. The Educational Forum. (iii) Critical perspective Sprague. 181-203. & Connelly. 306. & Fullan. Personal practical /narrative perspective Clandinin. Special Issue: Marxism and Education 4(1). Educational Researcher. & Kosnik. Core Reading Hargreaves. C. 279-295. Understanding teacher change: Revisiting the concerns-based adoption model. culture and identity Session 2: 16//09/13 RECONCEPTUALIZING TEACHER PERSPECTIVES. L. (1992). Curriculum Inquiry. A. Deng. M. Expectations and contributions. Chan. J.312. S. M. Z. Introduction. (2012). 38(2). 331–367. (1986). 1-19). (2006).

Banks & Ch. Denicolo (Eds. Teacher education in plural societies. The Nation. 17(4).CROSS-CULTURAL PERSPECTIVES. Kompf. K. Culture in society and in educational practice. (1996). B. Clash of civilizations. (2000). (eds. Teacher thinking twenty years on: Revisiting persisting problems and advances in education (pp. Group 4: Abdi. & P.). F. 31-60). AND CRITICAL ISSUES ** Team/Group Presentations Start CTL 1037H Fall 2013_SN_Draft Page 8 .. 2nd edition.) Decolonizing philosophies of education (pp.). & C. Volume 99. Banks (Eds. Teachers‟ epistemology” and practice. Beyond multicultural man: complexities of identity. S. 72(3) pp 1-14. R. Group 5: Mahon. MAJOR CHALLENGES. (Ed. Session 4: 30/09/2013: TEACHER DEVELOPMENT IN INTERNATIONAL CONTEXTS: GENERAL FRAMEWORKS. E. In A. Banks. J of intercultural relations 24 (2000) pp. M. Clash of dominant discourses and African philosophies and epistemologies of education: Anti-colonial analyses. London: Falmer Press. A RECONCEPTUALIZATION: WHAT DO WE REALLY UNDERSTAND BY CULTURE. (2006). Group 2: Huntington. 131-146). Boston & Toronto: Allyn & Bacon. Netherlands. Intercultural Education.. A. (2004). L. 1-5. A. Foreign affairs. Watson. Multicultural Education: Issues and Perspectives. L.M. Culture: Its nature and meaning for educators. Washington. Lisse. 391-405. E.173-201. Comparative perspectives and paradigms. Under the invisibility cloak? Teacher understanding of cultural difference. The Muslim World. (2009). Multicultural Education: issues and Perspectives (5th edition. A. & Scott. (2003). NLD: Sense. In M. (pp. Dc: Wiley. (1993). M. Session 3: 23 /09/2013. The Clash of ignorance. Recommended Readings: Erickson. In Banks.). & EDUCATIONAL RESEARCH? Core Reading: Bullivant. (1996). KEY CONCEPTS. pp. 29-47). J. 581-607. Rotterdam. (2001). Abdi (Ed.). Group 3: Hunt. Assigned Readings: Group 1: Sparrow. CROSS-CULTURAL AND MULTI-CULTURAL PERSPECTIVES. M. Int. M. J.TEACHER DEVELOPMENT. An international review (pp. J.Pope. pp. AND HOW ARE THESE ALL CONNECTED TO TEACHING. (2012a). 91-100). In Craft. Said. Can Muslims engage in interreligious dialogue? A study of Malay Muslim identity in Contemporary Malaysia. 158-171).

Decolonization of first nations education in Canada: Perspectives on ideals and realities of Indian control of Indian education. (1996). Comparative and international education: Issues for Teachers. (2001). (1995). G. Session 5: 07/10/2013. Niyozov. (2008). Non-Catholic students impact upon Catholic Teachers in four Catholic Schools. pp.. 363-384. Curriculum Inquiry. Imperialism. pp. Said.119-132. The Strengths of Personal Experiences and the Limitations of Whiteness.(2007).). P. L.YouTube video Assigned Readings: Group 1: Semali. 159-165. In Smith..Discussion w Instructors ) Core Reading: Ladson. Research and Indigenous Peoples (pp.YouTube video . Interchange. Teachers‟ perspectives on the education of Muslim students: A missing voice in education research. E. Recommended Readings: Zine. Religious Education. 1-16 CTL 1037H Fall 2013_SN_Draft Page 9 . Oxford: Symposium Books. forthcoming. TEACHER DEVELOPMENT AND CROSS-CULTURAL ISSUES: NORTH AMERICAN PERSPECTIVES ** (Comparative Summaries. 43 (1). E. To the defense of traditional teaching in lesser-developed countries. Kincheloe (Eds. (2005). Anthropology and education quarterly. Group 4: Farrell. Pluim. J. (2002). & J. A. Chan. Watson (Ed. 107-132). In Teachers and teaching in the developing world. New York & London: Falmer Press. L. 4-24. In K. (1999). (pp. pp. T. G. J. Teacher experience of culture in the curriculum. 43-67. (2009). 39(5).http://www. L. But that is just good teaching! The case for culturally relevant pedagogy. pp. Group 3: Crossley. 34 (3). A. 26 (4).Core Reading: Smith. Decolonizing Methodologies. Reconceptualizing comparative and international education. pp. Five black women teachers critique of child-centered pedagogy: Possibilities and limitations of opposing standpoints. pp.). 59-79. Muslim youth in Canadian schools. New York & Torres. 33 (3). M. G. & Kincheloe. Doing comparative research. S. 637-677. K. London & New York: Zed Books. 29-67. Donlevy. of Curriculum Studies.On Clash of Civilizations . C. S. (2005). 102 (1). 49-77). Henry. Education and the politics of religious identity. (1990). J. . Curriculum Inquiry. What is indigenous knowledge? And why should we study it? In L. Teaching and learning to teach: Successful radical alternatives from the developing world. 32(4). Semali. Agbo. Popular White Teachers of Latina/o Kids. T. L. (2008. Assigned Readings: Marx. J. Toronto & New York: CSPI & Teachers‟ College Press. pp. J. A. 281-302. In Mundy et al. (2004). Issues and Group 2: Guthrie. What is indigenous knowledge: Voices from academy.L. pp. 399-423.Billings. Theory into Practice. Urban Education. history writing and theory. . Garland Publishing... (eds.).

Tensions and dilemmas of cross-cultural knowledge: post-structural/post-colonial reflections on an innovative teacher education in Pakistan. Journal of International Cooperation in Education.. School life and ethnic identity: A case of Tibetan student narrative. (1993). R. J. 65-85). pp. Boundary work: American ethnographers as intercultural communicators in Japan. pp. Minority students in East Asia: Government policies. In Okano. 20 (1). K. 38(1). Indigenizing teacher education in developing countries: The Indian context. 59-89. D. F. Hue & Y. (2011). (2007). K. Int. J. ad teacher responses (pp. Prospects. K. (2005). (2007). & Tsuchiya. Anthropology and education quarterly. 5-25. Aboriginal education in Canada as internal colonialism. Routledge. Inequality and diversity (pp. Yoneyama. Hilferty. 118-128. Recommended Readings: CTL 1037H Fall 2013_SN_Draft Page 10 . pp. In J. 71-88. Assigned Readings: Dyer. M.). Thornton. Wang (Eds. TEACHER DEVELOPMENT AND CROSS-CULTURAL ISSUES: SOUTH ASIAN PERSPECTIVES ** DUE: Comparative Summaries. Session 6: 21/10/2013: TEACHER DEVELOPMENT IN INTERNATIONAL CONTEXTS: EAST and SOUTH-EAST ASIAN PERSPECTIVES Core Reading: Dillon. M. Luknes-Bull.. Zh. Education in Contemporary Japan. 26. of educational development. Silence and resistance London: Routledge. Contesting the curriculum: An examination of professionalism as defined and enacted by history teachers. Okano. 25. Two sides of the same coin: Modernity and tradition in Islamic education in Indonesia. M. R. Ono. 239-261.cultural issues Recommended Readings: Yoneyama. 11(1). 181-196. 141-191). Int. Supporting teachers to educate marginalized children: Teachers and Teacher Education in Afghanistan.. Vietnam (Bhopa??) Teaching in Asia .Perley. Raina. Compare. of intercultural relations. The Japanese high school. 21(2004). Kanu. T. Cambridge University Press. Educate to hate: The use of education in the creation of antagonistic national identities in India and Pakistan. Paper Proposal Discussions w Peers Core Reading: Lall. 350-372. Teachers„ experiences of schooling. Knowledge for teacher development in India: The importance of „local knowledge‟ for in-service education. C. & Kita. 39-52. In S. et al. Assigned Readings: Zhu. (2007). Teacher talking: the Role of Collaboration in secondary schools in Bangladesh. (2008). M. Chikamori. Phillion.. V. pp. Journal of educational development. XXIX (1).. 103-119. London. Y. Student teacher relationships: the alienation paradigm. Compare. Y. 493513. H. Chapter 3. (2002). Curriculum Inquiry. 32(3).. Int. (2002). M. (1999). S. (2002). 36(2). Session 7: 28/10/2013. pp. school practices. pp. 37(3). (2003). (2001). & Tsuchiya. Canadian Journal of Native Education.

A. Textbooks and Religion in the Middle East. & G. Teacher Education and Professional Development in Afghanistan. Vulliamy (Eds. Mazawi and R.. (1997). From “Wahhabi” Roots to Contemporary Revisionism. Group 4: Farag. North–south collaboration in educational research: Reflections on Indian experience. World Yearbook of Education. Syeda. Situating the „worlds‟ of Arab education: Critical engagements. Boulder: Lynne Rienner Publishers. Doing Identity work in teacher education: the case of a UAE teacher . Inc.). In A. 1-40). Doumato & G. pp. C. Talbani. (2007). Reforming Pakistan education system: The challenge of Madrassas. 2010: Education in the Arab ‘world’. London: Routledge.( Eds. 66-82. Sultana (Eds. Political projects. Arab teachers and holocaust education: Arab teachers study Holocaust education in Israel. 2010 Education in the Arab „world‟. English as a global language and the question of nation building education in Pakistan. 214-226). R. ). Situational analysis. pp-257-274. In E. Critical Ethnography of Schooling in Egypt.). (2005) The impact of political Islam on education: “the revitalization of Islamic education in the Turkish education setting” Int. TEACHER DEVELOPMENT AND CROSS-CULTURAL ISSUES: ISRAEL AND MIDDLE EASTERN PERSPECTIVES ** Paper Proposal Discussions w Instructors ** Guest Speaker: Lucy el-Sheriff Core Reading: Mazawi. Political projects. R. Choki. (2005). In. M. Group 5: Guven. Starrett (Eds. Qualitative Research in Developing Countries. London: Routledge. E. A. (2010). The teaching of Amazigh in France and Morocco: Language policies and citizenship between pedagogy and power politics. Political projects. 193-208. Pereira. 471. Pedagogy. (2004). Spink . Sultana (Eds. & Sultana.& Mghafraoui (2010). Assigned Readings: Group 1: Shoham. A great vocation. political and economic studies. I. pp. Group 3: Clarke. pp. Group 6: Doumato.. Mazawi and R. 25. World Yearbook of Education. 41 (4).. (2003). 609-625 Group 2: Mabrour. A. Mazawi and R. Sultana (Eds. I. struggles and geometries of power (pp. 2893).).486. 31(1). Afghanistan teacher education project (TEP). In A. 265-294.(2003). A. J. V. London: Routledge. 153-177. Comparative education. 109-134). M. (2000). Baker. pp. struggles and geometries of power (pp. et al. (2005. In. Journal of social.). Torres & L. (1997). Journal of Educational Development. struggles and geometries of power (pp. Looney. Anthropology and Education Quarterly. Saudi Arabia. et al. 109-118. Teaching Islam.. 214-226). A survey report. In Comparative Education review. E. Teaching and Teacher Education. World Yearbook of Education. In A. a modest profession: Teachers‟ paths and practices. 40 (1). (1996). R(2010). (pp. power and discourse: transformation of Islamic education.. 19. & Dyer. 2012: Education in the Arab ‘world’. Session 8: 04/11/2013. Crossley. Current Perspectives. pp.). A.).. Village school in Sri Lanka.Imam. New York: Garland Publishing. CTL 1037H Fall 2013_SN_Draft Page 11 .

Representations of Arabs in Iranian elementary school textbooks. culture and homecoming. World Yearbook of Education. R. G. Introduction: Quality education in Africa . & Armer. Prospects. In S.(1999). Western vs. 117-136. B.columbia. Improving schools through teacher development. pp. Current issues in comparative education. Morgan. 485-511. B. Sankofa: Cultural heritage conservation and sustainable African development. Particularistic vs. (Eds. Session 9: 11/11/2013. (Eds. In Fuller. TEACHER DEVELOPMENT AND CROSS-CULTURAL ISSUES: AFRICAN PERSPECTIVES ** Proposals DUE Core Reading: Okrah.Group 7: Mehran. J. Odada. Akyeampong. pp. Assigned Readings: Tekleselaissie. (2002).htm Resnik. A. (2007). learner-centred pedagogy and political democratization: a Critique. G. 22.. Teacher college. & Lewin. F. 249-266. K. J.. Lisse. B. of educational development.. 24-31. 39(1). ( 2004). available on line: www. From students teachers to newly qualified teachers in Ghana. 31(1). (2004).. (2000).). The political construction of education. Siraj-Blatchford. Nykiel-Herbert. & Rubinson. Comparative Education. (2010). Mazawi and R. J. (2002). 90-102. Political projects. 7(1).International commitments.1007/s11159-007-9063-y Recommended Readings: Fast. Mutua & B. Recommended Readings: Panjwani. & Oviawe..). 75-687). 29 (4). Islamic schooling: Conflict and Accommodation in Nigeria. (2003). Anthropology and education J. Journal of Educational Development 25. K. 123-134. Critical personal narratives. New York: Prager. XXXIV. (pp. International Aid agencies. I. (2000). Hamza. pp. Case studies of the Aga Khan Foundation projects in East Africa. International review of education. No 3. The Islamic in Islamic education. 53: 473-483.26.). 361-382). “Africa my teacher!”: An expatriate‟s perspectives on teaching mathematics in Zimbabwe. Sweets & Zeitlinger Publishers. local challenges & responses. 7. doi: 10. Supporting child-centred teaching under universal primary education in Kampala Uganda. New York SUNY press. 8(2). universalistic content in the Israeli education system. Decolonizing research on gender disparity in education in Niger: Complexities of language. Curriculum inquiry. pp. pp. 329-352. (2005). Vol. struggles and geometries of power (pp. M. Tabulawa. K. R. Insights into becoming a teacher. Teacher career ladder policy in Ethiopia: An opportunity for professional growth or “a stick disguised as carrot? Int. 618-636. Dembélé. London: Routledge. Sultana (Eds. Mis-constructing knowledge: the Case of learner-centred pedagogy in South Africa. W. 2012: Education in the Arab „world‟.). M. The African Symposium. (2004). Anderson (Ed. In K. pp. Int. Decolonizing research in cross cultural contexts. In A. & Omagor. (2008). pp.. H. CTL 1037H Fall 2013_SN_Draft Page 12 . M.

Heyneman (Eds. Teachers in Russia. pp. Introduction. Niyozov. Gender. 47. New York: M. Sharpe. Redefining teacher professionalism: Romanian secondary education teachers and the private tutoring system. (2003). & Constantine. (2011)..reading the global in comparative education (pp. British sociology of education 24(4) pp. equality and education from comparative and international perspectives. Education and linguistic division in Kyrgyzstan. In A. I. Issues in teacher education. Education after the fall of the Berlin Wall: The end of history or the beginning of histories. In D. Emerald Publishing Ltd. Legacies and prospects. E. 113-135. K.. Int. S. Educational reform in Russia. Re-gendered education and society in Central Asia. Comparative Education. Sweden and 329-348 Ostinelli. 33 (3). (Ed.).). Session 11: 25/11/2013. Volume 10 (pp. O. 98-110. (2010). The politics of rewriting history: new history textbooks and curriculum materials in Russia. T. In Ben Eklof. The impact of religio-cultural norms and values on the education of young south Asian women. Recommended Reading: Kozma. Weber. (2011). Compare: A Journal of Comparative and International Education. 27-60). 32:(1). (2003). E. RUSSIA AND CENTRAL ASIAN PERSPECTIVES ** Paper proposal feedback from Instructors Required Reading: Bain. (2005).59. T.). England. Sharpe. In Silova. 363-384. B. Examining teacher professionalism Korth. POST-SOVIET CONTEXTS: EAST EUROPE. (2001).emeraldinsight. Understanding education in Europe-east: Frames of interpretation and comparison. 43 (1). T. pp. L. Emerald Publishing Limited. 97-111. pp. Kaplan (Eds. (1997). & Weber. 49 (3-4). Popa S. Holmes & V. B & Seregny. G. The Challenges of education in Central Asia. Assigned Readings: De Young A. J. 467-477.24 (2004). Post-socialism is not dead: Re. Germany. De Young & S. 291-308 Abbas. 44 (2). (2009). B. (2005). Pritchard. pp. 26. of educational development. T. pp.htm?chapterid=1791213&show. (2002) Was East German Education a Victim of West German 'Colonisation‟ after Unification?. Zajda J. In A. 255-299). International Perspectives on Education and Society.. Russian education: the past in the present. Comparative education. (2006). TEACHER DEVELOPMENT AND CROSS-CULTURAL ISSUES: POSTCOMMUNIST. Teachers‟ ethno-theories of the “ideal student” in five western cultures. Educational reform in Russia. Baker & A. Teacher Education in Italy.. S. L. Journal of Educational Development. pp. Kaplan (Eds. New York: Frank Cass. Legacies and prospects. 231-259 Eklof. Holmes & V. CTL 1037H Fall 2013_SN_Draft Page 13 .Session 10: 18/11/2013. 197-220. S. pp 1-20. On line at www.. Int. I. Wiseman (Eds. New York: Frank Cass. & Zajda R. TEACHER DEVELOPMENT AND CROSS-CULTURAL ISSUES: CENTRAL AND WESTERN EUROPEAN PERSPECTIVES Assigned Readings: Harkness et al. State. community and profession.). R. European Journal of Education (June 2009). The Protestant ethic and the spirit of Catholicism: ideological and institutional constraints on systems in English and French primary schooling. Review of education. Education and society in new Russia. Jones ( Ed. pp.. Information Page Publishing. (2004). In Ben Eklof. 411-425. (2004).). (2007). Ekloff. & Polohyi.).

A. Comparative education review.).). 186-204).Transregional regimes and globalization in education: Constructing the neoCaribbean citizen ?? . Jules (2013) . 1-45.. Race Ethnicity and Education. (1991). R. (2008). L. Cambridge. Assigned Readings: Torres (2011). Education.: Blackwell Publishers Inc. in person or via email to Sarfaroz Niyozov) Core Reading: Gorski. E.up approach of the Nueva Escuela Uitaria in Guatemala.. pp. (2001). 547-559.look for more current readings! McEwan. pp.J. H. J. Recommended Readings: Schiefelbein. (2001). 515-525. In Levinson. Unequal Chances: The Challenges to Equal Opportunity in the Americas. Intercultural 19 (6). Reimers. Escuela Nueva in Colombia. (Ed. S. 7(2). International comparisons in primary education. 2013. 35 (3). The politics of rural school reform. TEACHER DEVELOPMENT AND CROSS-CULTURAL ISSUES: CENTRAL & LATIN AMERICAN PERSPECTIVES ** Course Wrap-Up (Papers Due: December 9. & Benaviste. Session 12: 02/12/2013. CTL 1037H Fall 2013_SN_Draft Page 14 . Reproducing racism: schooling and race in highland Bolivia. Good intentions are not enough: A decolonizing intercultural education. (2002). MA: David Rockefeller Center. (Eds. pp. (2000). P. 45 (4). F. & Sutton.Recommended Readings: Levin. Native language teachers in a struggle for language and cultural survival. B. M. Pedagogical challenges for educational futures in industrialized countries. Journal of educational policy.(2000). Policy as Practice.. In search of schools of the 21st century: is the Colombian Escuela Nueva the right pathfinder? Santiago: UNESCO. Unequal Schools. Culture and pedagogy. Harvard University Press. P. Westport CT: Ablex Press. 537-560. Anthropology and Education Quarterly. Canessa. 281-302. Maiden Mass. Suina. 16(6). pp. Mantilla. Alexander. (2004). (2004). Teachers‟ perceptions of their participation in the policy choices: the bottom.