EDUCATION FOR GLOBAL CHANGE
How do people conceptualize and utilize education to (attempt to) create individual, familial, community, institutional, national, and global change? Push collective understanding about the diverse ways that people have conceptualized change, its goals, and the mechanisms through which to produce change around the world. Explore a diverse range of educational approaches (including formal, informal, non-formal, and "traditional" educational models) to transforming the world. Draw on a range of disciplinary and sectoral approaches, including education, public health, and public policy; and a broad range of change models, including individual and peer behavior change, social marketing, social movements, chaos theory, and liberation theory.
Prerequisites & course information
Requisites: Sophomore standing Course Designation: Core GenEd - Social & Behavioral Science Breadth - Social Science Level - Intermediate L&S Credit - L&S Liberal Arts and Science Grad 50% - Counts toward 50% graduate coursework requirement Repeatable for Credit: No Last Taught: Spring 2024 Learning Outcomes: 1. Examine the diverse ways that people have conceptualized change and the educational mechanisms that drive it across disciplines, research methodologies, and epistemologies. Audience: Undergraduate 2. Analyze how theories of change conceptualize human growth and development, national and international development, and global sustainability; and integrate new information about international development, education, and their own positionality into their existing frame of knowledge. Audience: Both Grad & Undergrad 3. Describe and analyze how different theories of change could be applied to key international development problems that require global educational solutions (e.g., HIV/AIDS and climate change); produce a final project that proposes a new international development education project to at least one group of stakeholders in international development arenas. Audience: Both Grad & Undergrad 4. Determine for themselves what theories of change most appeal to them and why; recognize the voice, resource, and power dynamics in each change approach; and decide how they might move their understanding of a theory of change into practicable action, in part through reflection on their sources, and in part through reflection on their own positionality. Audience: Both Grad & Undergrad 5. Synthesize and analyze information arising from multiple disciplinary, methodological, and epistemological literatures on theories of change, and situate international development education within these traditions. Audience: Graduate 6. Explain the social, economic, and/or environmental dimensions of the sustainability challenges of international development paradigms, and the sustainability challenges posed by current international development efforts. Audience: Both Grad & Undergrad 7. Analyze the causes of and solutions for the sustainability challenges of international development and international education. Audience: Both Grad & Undergrad 8. Describe the social, economic, political, and environmental dimensions of international development education efforts and identify potential trade-offs and interrelationships among these dimensions at a level appropriate to the course. Audience: Both Grad & Undergrad Learning Outcomes: 1. Examine the diverse ways that people have conceptualized change and the educational mechanisms that drive it across disciplines, research methodologies, and epistemologies. Audience: Undergraduate 2. Analyze how theories of change conceptualize human growth and development, national and international development, and global sustainability; and integrate new information about international development, education, and their own positionality into their existing frame of knowledge. Audience: Both Grad & Undergrad 3. Describe and analyze how different theories of change could be applied to key international development problems that require global educational solutions (e.g., HIV/AIDS and climate change); produce a final project that proposes a new international development education project to at least one group of stakeholders in international development arenas. Audience: Both Grad & Undergrad 4. Determine for themselves what theories of change most appeal to them and why; recognize the voice, resource, and power dynamics in each change approach; and decide how they might move their understanding of a theory of change into practicable action, in part through reflection on their sources, and in part through reflection on their own positionality. Audience: Both Grad & Undergrad 5. Synthesize and analyze information arising from multiple disciplinary, methodological, and epistemological literatures on theories of change, and situate international development education within these traditions. Audience: Graduate 6. Explain the social, economic, and/or environmental dimensions of the sustainability challenges of international development paradigms, and the sustainability challenges posed by current international development efforts. Audience: Both Grad & Undergrad 7. Analyze the causes of and solutions for the sustainability challenges of international development and international education. Audience: Both Grad & Undergrad 8. Describe the social, economic, political, and environmental dimensions of international development education efforts and identify potential trade-offs and interrelationships among these dimensions at a level appropriate to the course. Audience: Both Grad & Undergrad
Sources
- Course catalogue ↗2026-2027